Peer Review, Winter 2005: This issue explores efforts to improve science education for majors and nonmajors through new forms of engaged science learning. Included are an overview of trends in undergraduate science reform, a reflection on the multiple meanings of engaged learning, and a list of myths about engagement that prevent science faculty from adopting active learning pedagogies.
Peer Review, Fall 2004: Challenging the widespread notion that general education is something to "get out of the way as soon as possible," this issue explores ways that campuses are now working to cultivate important outcomes across the curriculum and, given the growth in student transfer, across institutions.
Peer Review, Summer 2004: This issue focuses on quantitative literacy as a key outcome of liberal education and explores recent trends in instruction, assessment, and curricular location. Also included is a look at related college readiness issues.
Peer Review, Spring 2004: Planned in coordination with the Carnegie Foundation for the Advancement of Teaching, this issue examines the intersections between undergraduate and graduate education. It explores the ways in which doctoral education could and should cultivate not just preparation for teaching in liberal arts fields, but new leadership for the larger aims of liberal education.