The result is not only more engaged students, but also better liberal arts education.
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If anything, I think we should make the liberal arts education more rigorous.
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Generic liberal arts education is scarcely affordable within four years, and no longer prepares graduates for a competitive and technological marketplace.
In some ways The Grateful Graduates Index is a vindication of the old fashioned idea of getting a good liberal arts education.
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I'm not arguing for a return to classic liberal arts education--it's not as if sixth-graders are suddenly going to start reading Aristotle.
Additionally, the center convenes leaders from college campuses around the U.S. to share their learning in social entrepreneurship in liberal arts education.
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To that end, Gillen established the Institute of Humanistic Studies for Executives, a 10-month immersion program that amounted to a complete liberal arts education.
In an ideal Republic, every American would get a broad-based, four-year, liberal arts education rooted in great books shared inquiry, as offered at schools like my graduate alma mater of St.
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This may provide some comfort to parents who have recently sent in deposits and are worrying about the futility of a liberal arts education versus more practical degrees in engineering, computer science or say, nursing.
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Community colleges have also surged in popularity among those who already hold four-year degrees and are looking for practical skills to complement their liberal arts education and give them an advantage in the job market.
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For example, the New College of the Humanities will offer a liberal arts education of the kind which will be familiar to American readers and is so lacking in Europe, where most generally students must pick a topic of study (often vocational) upon their leaving the secondary school system.
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Employers cannot expect to recruit and retain the top-tier talent that will allow them to compete globally with rock-bottom wages and college grads cannot expect that a four-year liberal arts education will be sufficient (or even necessary) to grant them access to the highly-paid careers of the next decade and beyond.
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Do we want people returning who have learned only to hone the tricks of the trade, or do we want people coming back to our neighborhoods who have had a chance to learn the kind of analytical skills and be exposed to the ethical values that a liberal arts education is able to impart?
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Along with more than 20 other U.S. and European business schools, those institutions met last month at George Washington for a conference to discuss ways to better integrate a liberal-arts education into the business curriculum.
One reason why it is hard to design and teach such courses is that they cut across the insistence by top American universities that liberal-arts education and professional education should be kept separate, taught in different schools.
In consequence a kind of undermining of the collegial quality and the cross-disciplinary quality and the liberal arts project in public higher education.
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In 1975 the university added a liberal arts college later renamed after the education philanthropist Eugene Lang.
L.A., and show greater improvement, than students majoring in non-liberal-arts fields such as business, education and social work, communications, engineering and computer science, and health.
Instruction would be for courses in the College of Business, Education, Health Professions, Liberal Arts or Sciences.
Since 1970, the more higher education has expanded, the more the liberal-arts sector has shrunk in proportion to the whole.
In another salary breakdown, it singles out communications and education degrees, which could both be construed as liberal arts degrees.
How intrinsically different is that from education in the West where girls are often funneled into the liberal arts and boys are encouraged to progress in math and science?
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