This issue focuses on the new changes to the MCAT, which focus more on broad integrative learning outcomes and competencies than on specific course requirements. Changes in the MCAT reinforce an urgent need for significant curricular revision, especially to focus more on competencies within lower-division pre-health coursework, and to encourage undergraduate students to make creative connections between and across disciplines and divisions.
This issue centers on how faculty are using high-impact educational practices in individual classrooms across an array of disciplines. It will address the challenges and opportunities to implementing more engaged forms of learning in individual classes taught as part of the regular curricula.
This issue explores how various professional programs, such as education, engineering, and nursing, can be designed to go beyond narrow professional training to produce "liberally educated professionals."
This issue focuses on AAC&U’s VALUE rubrics, which were tested on more than one hundred pilot campuses and cover outcomes often neglected in other assessment systems. This issue explores various ways in which different kinds of colleges and universities are using the rubrics to assess student learning in and across courses and programs.
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