This issue explores how campus leaders—presidents, boards, administrators and faculty—can best work together to foster successful learning outcomes on their campus.
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.