The study builds on Laird, Niskode-‐Dossett and Kuh (2009), by looking more specifically at how faculty approaches to general education courses vary across different disciplines, particularly concerning “deep approaches to learning.” By “deep approaches to learning,” the authors mean learning that goes beyond mere information and rote learning to“a personal commitment to understanding” Compiled by Jason Schreiner, Teaching Effectiveness Program, University of Oregon, Spring 2013 3 demonstrated through means such as “reading widely, drawing on multiple resources, discussing ideas, reflecting on the process of learning, and applying knowledge in real world situations,” as well as “attempts to integrate and synthesize information with prior learning and draw on multiple perspectives.” Using data from nearly 11,000 faculty members from 109 institutions (specifically, data from the 2007 Faculty Survey of Student Engagement), the authors find that faculty emphasis on“deep learning” in general education courses, and between general education and major-‐specific courses, varies noticeably by discipline.. In terms of prevailing models, three are discussed, with a succinct overview of how each addresses the four tensions noted: the Great Books Model, which emphasizes “fundamental questions of life” and texts that “have stood the test of time,” with general education courses serving as interdisciplinary approaches that provide broad contexts and tools for integration the Scholarly-‐Discipline Model, which emphasizes disciplines and specialization of knowledge, with general education courses serving as “rigorous introductory courses in the disciplines” and the Effective Citizen Model, which Compiled by Jason
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