From: College Student Journal
1. An assessment of extramural activities that encourage support for the liberal arts; Daniel J. Cover & Kristy McNamara; College Student Journal, Dec. '99, Vol. 33, Issue 4, p.594
Summary:
A small liberal arts university in the Southeast was used to study a sample of undergraduate students. Several independent variables were included: gender, community service, membership in campus organizations, and out-of- class experiences. "Multiple logistic regression analysis was used to assess the importance of several variables in predicting high measures of gains and importance for liberal arts goals." It is hoped that this research can be used to support liberal arts goals.

From: Ethics
1. Moral inquiry and liberal education in the american university; William Galston; Ethics, Chicago; Vol. 110, Issue 4, pg. 812
Summary:
This is a review of two books one by Alan Ryan titles "Liberal Anxieties and Liberal Education" and the other "In Face of the Facts: Moral Inquiry in American Scholarship" edited by Richard Wightman Fox and Robert Westbrook. Galston critiques the books and adds his own view of American Education.

From: Liberal Education�
*All can be found through SRU Library (click on ProQuest)- http://www.sru.edu/pages/1828.asp

Summer 2001 Issue; 12 articles
1. Blueprint for the future; Raymond Lou; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; p.2
Abstract:
In educating large numbers of first-generation college students, public state universities set a standard of liberal arts education as a goal, and achieving that goal requires a model of liberal with professional education. Lou et al discuss the California higher education system, which provides a model for developing such a holistic education.

2. Designing 21st century liberal education; Andrea Leskes; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 32
Abstract:
Andrea Leskes, director of the Greater Expectations National Panel, is interviewed about the aims and promising practices of undergraduate education. From these, a vision of liberal education that is future-oriented can be designed.

3. From the editor; Bridget Puzon; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 4
Introduction:
What would happen if utility trumped liberal arts values in undergraduate education? As I read the articles in the Featured Topic section of this issue, that question continually pulled me like an undertow.

4. Humanities & human capabilities; Martha C Nussbaum; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 38
Abstract:
The "capabilities approach" asserts the needs of human beings for a wide range of human activities as the basis for what development might deliver to people. The continued relevance of the traditional humanities to the future of higher education is addressed.

5. Learning for heads, hands, & hearts: Random rants and reflections on liberal education; Peter A Facione; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 16
Abstract:
Facione ponders why there is a crisis in liberal education when so many things point to accomplishments in this realm. Five current problems with liberal education and how they can be solved are addressed.

6. Network for academic renewal; Anonymous; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 5 (Network meetings scheduled for 2001-2002.)

7. Preparing students for an uncertain future; Michele Tolela Myers; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 22
Abstract:
The future of liberal education and how it can prepare students for an uncertain future are considered. It is the job of parents and educators to help students develop both their minds and their characters.

8. President's message: Liberal education--A for creativity; D--for communication...; Carol Geary Schneider; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 2
Abstract:
Campus leaders and faculty members are divided on the long-term outlook for liberal education. The steps that must be taken to renew the distinguished legacy of liberal education are discussed.

9. SENCER; Anonymous; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 5
Abstract:
Science Education for New Civic Engagements and Responsibilities (SENCER) is a strategic initiative of the Association of American Colleges and Universities (AAC&U) to promote and sustain large-scale, durable, institutionalized science education reform. Information about SENCER and its programs can be found at its Web site, at www.aacu-edu.org/sencer.

10. Speech or writing? E-mail as a new medium; Kathleen C Boone; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 54
Abstract:
Electronic communications, a hybrid of both speech and writing, leads to questions--some based on mixed experiences--about the similarities and differences among these forms. Boone examines the asynchronicity of e-communication in the guise of immediacy, the nature of the document and the problem of defining quality.

11. Technology as a mirror; Judith A Ramaley; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 46
Abstract:
Lessons learned--from start-up through implementation--at the University of Vermont as it promoted the use of technology for enhancing learning, serving on-campus students and extending professional education beyond the campus are discussed. Technology changes the very nature of faculty work and the way that faculty interact with their students.

�12. The future of liberal education & the hegemony of market values: Privilege, practicality, and citizenship; Grant H Cornwell; Liberal Education, Washington; Summer 2001; Vol. 87, Iss. 3; pg. 6
Abstract:
Liberal arts education has both economic and educational meaning, meanings often not in harmony with one another. Cornwell and Stoddard explore whether liberal education can retain its place as foundational to all human relations, including markets.

�Spring 2001 Issue; 10 articles
1. Assessing quality in higher education; Douglas C Bennett; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 40
Abstract:
A value-added approach is the best way to assess student learning, but higher education has not yet committed itself to developing reliable measures of the most important dimensions of a college education. Bennett describes a few other possible strategies for assessing student learning, including evaluating students as they graduate on the skills and capabilities they have acquired or the recognition they gain in further competition.

2. From the editor; Bridget Puzon; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 4
Introduction:
An information-age vision of higher education leads off the presentations in this issue from AAC&Us Annual Meeting in January. It is not just-but it is also-the language of that projected world-marketization of education, curricular products, and faculty as "managed professionals"-that brings me up short; even more, its contents seem a dystopian vision.

3. Justifying preparing future faculty programs; Ronald Lee; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 46
Abstract:
The nature of academic work is changing more quickly with the onset of the computer revolution. Lee characterizes the situation that has led to calls for change in graduate student preparation, offers three general justifications for Preparing Future Faculty programs, and addresses two often cited criticisms.

4. Liberal learning as conversation; John B Bennett; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 32
Abstract:
The proper conversation of the college or university involves a rich variety of intellectual, imaginative, moral and emotional voices. The habits acquired in liberal learning help other conversations, and indeed all of education, to become an intellectual adventure.

�5. Managing time in a liberal education; Eugenia Gerdes; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 52
Abstract:
Once dismissive of parents' concerns for their children's futures as too careerist or too protective, Gerdes now shares the anxiety of parents who entrust their children to a college before their development to effective adulthood is assured. She details two principles of time management to teach to college students.

�6. Preparing future faculty for future universities; James J Duderstadt; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 24
Abstract:
Duderstadt touches upon several familiar issues including the mismatch between the way doctoral students are prepared and the nature of the contemporary academic career. The real challenge is to prepare future faculty for the future colleges and universities that will characterize their careers.

7. President's message; Carol G Schneider; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 2
Abstract:
Even as campuses embrace new educational opportunities, market forces are already harnessing technology to accelerate one of the least defensible inventions of the twentieth century academy--the Cafeteria Curriculum. Schneider offers her own observations on principles for any high-standards educational program, online or not, including audience-specific teaching and dedicated and knowledgeable faculty.

�8. Senior fellows 2001; Anonymous; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 5 (AAC&U Senior Fellows for 2001 and the Association area in which they are affiliated.)

9. Technology, markets, & the new political economy of higher education; Sheila Slaughter; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 6
Abstract:
Slaughter et al believe that e-education may be re-shaping technology, markets and higher education. Specifically, they think faculty work, curricular products, and student access are undergoing subtle but thoroughgoing reorganization.

�10. eBlack: Facing up to the digital divide in higher education; Abdul Alkalimat; Liberal Education, Washington; Spring 2001; Vol. 87, Iss. 2; pg. 18
Abstract:
By looking at African-American history from the standpoint of technology, one can see the emergence of industrialization. The industrial period for African Americans was not the late 19th century, but rather toward the middle of the twentieth century, and the question today is whether or not a similar lag is going to occur with regard to the information revolution.

�Winter 2001 Issue; 12 articles
1. Back to the future: Renewing philosophy; James Giles; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 38
Introduction:
It is hard to escape the conclusion that contemporary philosophers have given up trying to address the public in the manner of earlier philosophers like William James or John Dewey. Of all the subjects taught at colleges and universities, it seems that philosophy most appropriately belongs in the public arena.

2. Beyond carrots and sticks: What really motivates faculty; Jon F Wergin; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 50
[Headnote]
The responsible expression of autonomy, the freedom to grow in ways that contribute to the common good, is what professionalizes faculty work.

3. Business needs the humanities; Daniel A Rabuzzi; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 44
[Headnote]
The two cultures, humanities and business, demonize or ignore each other, so that the benefits of partnership go unacknowledged

4. Greater expectations; Anonymous; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 5 (The Greater Expectations National Panel held an open session at AAC&U's Annual Meeting, January 20, 2001.)

5. Information literacy; Peter Lyman; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 28
Introduction:
What should college graduates learn about digital information? Should information literacy be taught by the liberal arts or by computer science?

6. Network for academic renewal; Anonymous; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 5 (Spring 2001 Network working conferences)

7. Reading manuscripts; Bridget Puzon; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 4
Introduction:
Reading manuscripts, which is what I spend much of my time doing, opens a window on the state of higher education in the U.S. Not to make a dogma out of personal experience, as Saul Bellow warns against in one of his novels (Humboldt's Gift?), nonetheless, this editor's mail reveals a good deal that can be generalized about the state of things.

8. Students and the engaged academy; David Burns; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 2
Introduction:
?(Carol Schneider- AAC&U President) she has graciously asked me to substitute for her here and to tell you the thinking behind just two of several AAC&U initiatives that bring these ideas to life, namely, working with our members to build the engaged academy. The two initiatives are the Program for Health and Higher Education (PHHE) and Science Education for New Civic Engagements and Responsibilities (SENCER).

9. The old college try: Sports at the university; Jeffery P Aper; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 54
[Headnote]
This is not a plea for athletics to disappear, but advocacy for them to be seen simply as opportunities for students who enjoy a particular sport to participate in it.

10. Then and now: The disciplines and civic engagement; Thomas Bender; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 6
[Headnote]
It is essential to keep the compound nature of the university in mind when thinking about the relations of disciplines to civic life and liberal education.

11. Toward the engaged academy: New scholarship, new teaching; Carol Geary Schneider; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg.18
[Headnote]
We must renew the public sphere, revitalize our associational life, and reinvest in those civic activities that are the nursery of citizenship and civic vitality.

12. Vice President for Communications and Public Affairs; Anonymous; Liberal Education, Washington; Winter 2001; Vol. 87, Iss. 1; pg. 5 (Debra Humphreys has been appointed AAC&U's Vice President for Communications and Public Affairs.)

Fall 2000 Issue; 13 articles
1. Change & its consequences: A case study; Susan Resneck Pierce; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 50
[Headnote]
The benefits of defining ourselves as a residential liberal arts college have been immediate and dramatic.

2. Diversity & education: A view from the south; Martin Mandew; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 18
[Headnote]
In South Africa we have to ensure that diversity is not an end In itself. It cannot be seen apart from the objective of equity, equality, and freedom.

3. Diversity requirements; Carol G Schneider; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 2
Introduction:
AAC&U has just released a national survey, funded by the James Irvine Foundation, which shows that 62 percent of 543 responding colleges, universities, and community colleges either have in place a cultural diversity requirement for graduation (54 percent of responding campuses) or are in the process of developing one (8 percent).

4. From the editor; Bridget Puzon; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 4
Introduction:
Three democracies at different stages in their political development confront, in this issue, the basic need for an educated citizenry in the widely different social contexts of India, South Africa, and the United States.

5. Fulfilling a promissory note; Caryn McTighe Musil; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 6
Introduction:
Martin Luther King's words evoke three potent concepts: 1.) a vision of democracy's aspirations-equality, opportunity, dignity, justice-values that also propelled Gandhi's independence movement in India and Mandela's anti-apartheid movement in South Africa; 2.) the stubborn persistence of systems of inequality and stratification; and 3.) the power of organized social movements, especially when coupled with institutions like higher education, to effect change in the face of formidable, seemingly permanent barriers.

6. Greater expectations; Anonymous; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 5 (With support from The Pew Charitable Trusts and the Carnegie Corporation of New York, this initiative articulates aims for twenty-first century baccalaureate learning and develops ways to promote and assess achievement.)

7. Literacy, numeracy, and linguacy; Richard D Brecht; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 30
Introduction:
There is an explosion of demand for language competence in this country and around the world engendered by the impact of what Thomas Friedman in The Lexus and the Olive Tree (2000) calls "the one big thing" at the turn of the millennium: globalization. While higher education has responded to this phenomenon through ubiquitous and frequently amorphous efforts to "internationalize education," language study in fact has a far more critical role to play than is usually reflected on our nation's campuses.

8. PFFJOBS; Anonymous; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 5 (PFFJOBS is a new free service that will connect the PFF  program alumni looking for academic appointments with those seeking to hire the best new faculty who have completed the PFF programs in their graduate schools.)

9. Program for Health and Higher Education (PHHE); Anonymous; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 5
Introduction:
Continuing its support, The Centers for Disease Control and Prevention has awarded AAC&U's PHHE a second five-year cooperative agreement to address those in higher education who can increase the attention to HIV, high-risk behaviors, and other issues of health in the educational programs for college students. In the next five years, PHHE proposes a set of linked activities focusing on development, dissemination, collaboration, and leadership to achieve national health objectives that reduce the high-risk behaviors of students and change the constellation of issues that create racial disparities in health outcomes.

10. Technology & educational revolution; Stephen C Ehrmann; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 40
[Headnote]
If technology is to enable a revolution to make education more creative, or equitable, or collaborative, or multicultural, everyone... will need to share what they know and pull together... it takes a coalition to create a revolution.

11. The ABC approach; Beverly Daniel Tatum; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 22
[Headnote]
As we consider creating climates of engagement, we must be intentional in structuring opportunities to cross the long-standing boundaries that separate us In American society.

12. The challenge of access in Indian higher education; Suma Chitnis; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 10
Introduction:
Indian education is characterized by an ancient and powerful tradition of exclusion. By 1000 B.C., well-developed universities flourished in India.

13. Toto, I think we're still in Kansas; Bobby Fong; Liberal Education, Washington; Fall 2000; Vol. 86, Iss. 4; pg. 56
[Headnote]
As challenging as it is to recruit minority faculty and administrators, even more complex are the considerations involved in supporting such colleagues.

Summer 2000 Issue; 10 articles
1. Closing the gaps: A leadership challenge; Kim Kipling; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 28
[Headnote]
An increasing number of programs, innovations, and processes cut across established university relationships.

2. From the editor; Bridget Puzon; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 4
Introduction:
Academic administrators and faculty are the focus of this issue, Thinking Leadership. Leadership of a thinking enterprise requires comprehensiveness: The sphere of activity for the academic profession spans genes to galaxies, behavior to creative genius-nothing terrestrial is foreign to it. Including institutional purposes and processes.

3. Internet sirens & the role of today's librarians; Catherine S Herlihy; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 46
[Headnote]
Electronic data and computers, especially un-vetted information from the Internet, increases the need for critical assessment of the resources at one's disposal.

4. Leadership for learning; Paul J Zingg; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 52
[Headnote]
Achieving among campus constituencies a sense of a broad learning culture-and a recognition of the shared responsibilities to sustain it-may be one of the most telling measures of academic leadership.

5. Preparing future social science and humanities faculty; Anonymous; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 5 (The Preparing Future Faculty 4 will involve the following departmental clusters)

6. Preserving critical faculties; James F Slevin; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 20
[Headnote]
Faculty leadership in rethinking tenure and sustaining the academy's values

7. President's message; Carol G Schneider; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 2
Introduction:
Academic leaders are beset on all sides by calls for change. This issue of Liberal Education presents exceptionally thoughtful examinations of the moral, societal, and practical obligations inherent in both academic leadership and faculty work.

8. The academis profession's leadership role in shared governance; Neil Hamilton; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 12
[Headnote]
It is time for leaders within each peer collegium again to step forward to educate the profession and the public about the mission of higher education, academic freedom, peer review and our tradition of shared governance

9. The moral dimensions of academic administration; Rudolph H Weingartner; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 6
Introduction:
"Morality," a philosophers once pointed out, "is one game we cannot choose not to play." We're all subject to its rules and are thus blameworthy when we frivolously break a promise, behave maliciously, or engage in acts of cruelty. "Those are not my rules" is not a way out.

10. Unsettling science literacy; Michael J Flower; Liberal Education, Washington; Summer 2000; Vol. 86, Iss. 3; pg. 36
Introduction:
We often mark our immersion in a technoscientific world by pointing to what seem like daily newspaper or magazine reports of new scientific findings and technological breakthroughs. These reports variously induce wonder, confusion, excitement, interest, consternation, imaginative possibility, or moral concern.

Spring 2000 Issue; 10 articles
1. An ethos of learning; Barbara A B Patterson; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 46
[Headnote]
Forming ethical scholars through experiential education

2. Border crossing; Ric Weibl; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 52
[Headnote]
"Those of us who represented the PFF program provided a face to the future faculty who were so often discussed"

3. Carnegie supports AAC&U's work on strengthening liberal learning; Anonymous; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 5
Introduction:
The Carnegie Corporation of New York has awarded the Association of American Colleges and Universities (AAC&U) a major grant in support of Greater Expectations, a new AAC&U initiative mobilizing higher education and community leaders to advance the aims and purposes of undergraduate liberal learning for all students.

4. Creating cultures of high achievement; Patricia Gandara; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 14
[Headnote]
From intervention programs we have learned much to improve the performance and academic outcomes of underrepresented students

5. From the editor; Bridget Puzon; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 4
Introduction:
Border crossing as a metaphor well expresses for me the phenomenon of once-separated activities expanding into another sphere.

6. Greater expectations for student learning; Linda Darling-Hammond; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 6
Introduction:
This year's theme on "Greater Expectations" could not be more appropriate, and the framework that AAC&U has put forth is, in my view, exactly right. If the current educational system doesn't change to better address the needs of our diverse students, higher standards and more tests alone will not enable them to learn.

7. Implementation strategies for creating an environment of achievement; Beverly Daniel Tatum; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 18
[Headnote]
Because the campus environment is often the most diverse residential community many students have experienced, they need practice in order to develop the skills needed to interact effectively in this pluralistic context

8. Lessons from a school university partnership; Russell T Osguthorpe; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 38
[Headnote]
Universities must rely on schools as practicum sites for prospective teachers, and schools must rely on universities to conduct effective teacher education programs.

9. President's message; Carol G Schneider; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 2
Introduction:
Some years before his death, Ernie Boyer wrote that, of all the higher education organizations, AAC&U has remained consistently focused on the single and fundamental question: "What does it mean to be an educated person?"

10. Reading, writing, and numeracy; Lynn Arthur Steen; Liberal Education, Washington; Spring 2000; Vol. 86, Iss. 2; pg. 26
[Headnote]
Liberal Arts in practice in the first and second centuries B.C.E. (Before the Computer Era), literacy served as the principle sign of erudition and education. Familiarity with the great works of history, philosophy, art, and literature, capacity to speak and write more than one language, and fluency in oral and written communication were the hallmarks of a cultured, literate citizen. These were the tools by which individuals lived and society functioned.

Winter 2000 Issue; 11articles
1. (An) American composition; Jasper Neel; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 40
INTRODUCTORY NOTE: With this article, Liberal Education introduces a section on The Liberal Arts in Practice. Educators have been alert to the everevolving understanding of the liberal arts and attentive to the adaptations and inclusions that new knowledge inherently demands. Moreover, society's many changes lead to highlighting, reconfiguring, and deemphasizing areas of knowledge more or less suited to the times. Thus, the nineteenth century study of Latin literature gave way to the study of English literature; technical and applied knowledge became woven into theoretical areas such as the social sciences,- and new disciplines such as biochemistry came to the foreground. Subsequent essays in the series will focus on a prominent field of study in contemporary liberal education. And to start this analysis is composition whose dramatic proliferation as part of the standard undergraduate curriculum makes it a common experience for all students.

2. Boundaries & borderlands III; Anonymous; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 59
Forty colleges and universities have been selected to participate in AAC&U's two-year project, including a summer institute, Boundaries and Borderlands III: The Search for Recognition and Community in America. Supported by the William and Flora Hewlett Foundation, the project is designed for institutions to create curricula that develop students' capacities for democratic citizenship and tolerance. For information, contact Daniel Teraguchi at 202/387-3760.

3. Coherence without a core; Richard H Elphick; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 16
[Headnote]
CURRICULUM PLANNING, ELECTRONIC PORTFOLIOS, AND ENHANCED ADVISING IN THE LIBERAL ARTS

4. Connected learning; Richard F Vaz; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 24
[Headnote]
INTERDISCIPLINARY PROJECTS IN INTERNATIONAL SETTINGS

5. From the editor; Bridget Puzon; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 4
Introduction:
Crossing into a New Millennium (or, for some, NM-mtnusone) inspires sage words about perspectives retro- and pro-. Or so it seemed in late December 1999. A&E selected Gutenberg as the second-millennium person who most influenced subsequent history. Then Time named Einstein for the person of the century. If one noticed these and other most and best lists, they induced spirited conversations about their rightness.

6. Japan-U.S. initiative partnerships; Anonymous; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 5 (Through the Japan-U.S. Initiative, AAC&U has brought about formal introductions between Japanese national universities and American institutions, facilitating otherwise lengthy processes in arranging the exchange of stuContinued on page 59 dents.)

7. Origins and mind; Roy O Elveton; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 32
[Headnote]
AN INTEGRATED ACADEMIC EXPERIENCE FOR NEW STUDENTS

8. President's message; Carol G Schneider; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 2
Introduction:
The academy has always insisted that the liberal arts play an integral rote in an education of lasting value. But, ever larger numbers of students now arrive on campus without much sense of the kinds of learning that will matter to them in the long run, and the great majority see their studies mainly as career training, a gateway to the next job.

9. Quality & cost; Bridget Puzon; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 54
Introduction:
Is there common ground on which academic and financial leaders can meet to confront questions of quality in a time of limited resources? How possible is it to improve educational quality while also containing costs?

10. Setting clear & mutual expectations; Kenneth J Sufka; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 48
[Headnote]
AFFECTING LEARNING ENVIRONMENTS
The most recent statement on Liberal Learning of the Board of Directors of AAC&U (Liberal Education, 85: 2, Spring 1999) embodies a grand vision of learning that "prepares us to live responsible, productive, and creative lives."

11. Where are our educational traditions now that we need them?; Donald N Levine; Liberal Education, Washington; Winter 2000; Vol. 86, Iss. 1; pg. 6
[Headnote]
Generative traditions of curricular thought abound in the American experience. We do well to retrieve them.

Fall 1999 Issue; 10 articles
1. A profession in difficult times: The future of faculty; Mary Burgan; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 7
Introduction:
The three speakers at a featured session of AAC&U's 1999 Annual Meeting described the state of the professoriate. Excerpts from their papers are presented here.

2. Are we speaking the same language?: Comparing AAUP & AGB; Neil Hamilton; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 24
[Headnote]
The AAUP tradition creates a model of shared governance based on the assumption that all institutions create knowledge and teach the discipline of dissent, the AGB Statement creates a template for Institutional governance based on the assumption that there is a limited or no knowledge-creation mission

3. From the editor; Bridget Puzon; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 4
Introduction:
Faculty matters. This issue is about faculty matters (noun). The real topic is that faculty matters (verb)-matters a great deal to a free society.

4. Language mission project: A report of findings; David Maxwell; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 40
Introduction:
�Language learning is in crisis in this country, and colleges and universities are constrained by a host of factors in their efforts to respond.

5. Marginal or mainstream?: Full-time faculty off the tenure track; Jay L Chronister; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 16
[Headnote]
Many institutions have not adequately considered how this evolving staffing pattern is shaping their academic community, their service to students, or the overall quality of their educational programs.

6. Preparing future faculty; Anonymous; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 5 (The PFF program, now in its sixth year, is described in a new publication, Building the Faculty We Need: Colleges and Universities Working Together. It can be ordered from AAC&U.)

7. President's message; Carol Geary Schneider; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 2
Introduction:
Will faculty members be central or marginal in the twenty-first century academy?

8. Quality in liberal education and illusions of the academy; Kenneth R Stunkel; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 54
[Headnote]
This essay is a response to the Statement on Liberal Learning, published in the Spring issue of Liberal Education, Vol. 85, No. 2. We welcome responses to the statement as well as expressions of qualification, reservation, and dissent.

9. The professoriate & institutional citizenship: Toward a scholarship of service; Jerry Berberet; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 32
[Headnote]
TOWARD A SCHOLARSHIP OF SERVICE
National concerns about higher education's quality and costs call for greater institutional and faculty accountability, and a perceived need to educate more effectively for civic responsibility requires that colleges and universities attend to the faculty role as institutional citizen.

10. The road from scholar to public servant; Joann Stevens; Liberal Education, Washington; Fall 1999; Vol. 85, Iss. 4; pg. 48
[Headnote]
Market forces ranging from changing demographics to economic ups and downs have affected Maryland's public policy, daily life, and educational mission for decades.

Summer 1999 Issue; 13 articles
1. A sustainable community/university partnership; Kenneth M Reardon; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 20
[Headnote]
University faculty convinced campus administrators that . . . urban research initiatives required a new "social contract"

2. Embassy scholars; Bridget Puzon; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 52
[Headnote]
INTERNS GO INTERNATIONAL -What happens when students take internships in embassies or international organizations in Washington, D.C.?

3. Experimental education; Elizabeth Kamarack Minnich; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 6
[Headnote]
DEMOCRATIZING EDUCATIONAL PHILOSOPHIES

4. From the editor; Bridget Puzon; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 4
Introduction:
Experiential educational programs have become standard offerings in curricula, with service learning, in particular, gaining prominence across the country. And that accounts for this issue's coverage of programs that come under the umbrella of experiential learning. The Discourse section showcases these programs.

5. General education; Cecilia Lopez; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 46
Introduction:
The common message of the regional accreditation standards for general education is that general education-liberal learning-is not to be taken lightly. The commissions require general education to be an essential component of every baccalaureate degree curriculum.

6. Japan-U.S. initiative; Anonymous; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 5 (For additional information, contact Jane Spalding, Director of Programs in AAC&U's Office of Education and Global Initiatives.)

7. Learning that lasts a lifetime; Patricia L Linn; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 26
Introduction:
Experiential learning takes many forms besides cooperative education, including internships, apprenticeships, service learning, and practica to name a few. While the particular settings and expectations vary, they all-in best practice-should include steps like planning, training, monitoring, reflecting, and evaluating (NSEE Foundations Document Committee 1998). In this paper, I will describe a lifespan study of student workplace learning currently underway at Antioch College; my hope is that the rationale, methodology, and/or some of the findings might be useful to other educators as they think about their own practices.

8. Network meetings; `; Anonymous; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 5

9. PFF program announces new participants; Anonymous; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 5 (More information about the Preparing Future Faculty program is available from the PFF web site www.preparing faculty.org)

10. President's message; Anonymous; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 2
Introduction:
The essays on experiential learning in this issue of Liberal Education go directly to one of the core issues confronting higher education, the challenge of fostering connected learning.

11. Rethinking college education; George Allan; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 42
[Headnote]
George Allan's Rethinking College Education was a finalist for the Frederic W. Ness Book Award.

12. Service learning as an integrated strategy; Ira Harkavy; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 14
[Headnote]
Strategic, academically based, community scholarship and service require a comprehensive institutional response -WHY THE ATTENTION TO SERVICE LEARNING?

13. Studying abroad as a form of experiential education; J Roy Hopkins; Liberal Education, Washington; Summer 1999; Vol. 85, Iss. 3; pg. 36
Introduction:
Study-abroad programs take many forms, but all share the characteristic that, by their very nature, they provide students with a healthy dose of experiential learning. Immersing oneself in another culture provides new opportunities for learning-by-doing, virtually twenty-four hours a day. The meaning of experiential education in the context of study abroad is in order.

�Spring 1999 Issue; 14 articles
1. Awards; Anonymous; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 5

2. Business teaching & liberal learning; Jeffrey Nesteruk; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 56
Introduction:
In emphasizing how this process calls for introspection, liberal learning can make a positive contribution to business instruction.

3. Faculty development and teaching: A holistic approach; Jacqueline A Mintz; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 32
Introduction:
For the greater part of this century faculty life has been commonly understood to be a tripartite set of obligations and responsibilities defined as teaching, research, and service, or, depending on one's institution of affiliation, research, teaching, and service.

4. From the editor; Bridget Puzon; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 4
Introduction:
AAC&U's Annual Meeting in San Francisco marks the last of the century and the millennium. When we convene again it will be in 2000. Both the ending and the beginning serve as markers for looking backward and looking forward.

5. Genesis of a book: Ness Award acceptance speech; Martha Nussbaum; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 38
Introduction:
There are four experiences that led me to take time off from my usual projects and write Cultivating Humanity, two of them negative and two both positive and illuminating.

6. Greater expectations: The commitment to quality as a nation goes to college; Carol Geary Schneider; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 19
[Headnote]
AAC&U Calls for a National Dialogue -With ever larger numbers of students coming to campus, there is an urgent need for both national and local dialogue about how to educate them effectively.

7. Health as an interdisciplinary bridge; Richard P Keeling; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 46
Introduction:
Students, becoming citizens, are all going to have to deal with HIV/AIDS; in doing so, they will have to manage very complex issues in both personal and "public" domains. This same attention to complicated issues defines the return of "public health" and "prevention" to their most noble and important roots in assessing and solving important social problems.

8. Japan: Faculty and curriculum development seminars, part III; Ronald Carlisle; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 42
[Headnote]
The objective is to infuse sections on the modern world with the subject matter of Japan, focusing specifically on the fundamental cultural question of national identity

9. Liberal anxieties & liberal education: Academic freedom; Alan Ryan; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 52
Introduction:
Alan Ryan's Liberal Anxieties and Liberal Education was one of three finalists in AAC&U's Frederic W. Ness Book Award. The excerpts here indicate his understanding of the term liberal education used throughout the book's three chapters: Culture and Anxiety, The Liberal School, and Is Higher Education a Fraud? The section on academic freedom taken from chapter three is reprinted here.

10. President's message; Carol Geary Schneider; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 2
Introduction:
Confronting questions of quality, the theme of this issue of Liberal Education, examines topics of fundamental importance to the future of effective liberal leaming.

11. Reaffirming educators' judgment: Educational value of diversity; Sylvia Hurtado; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 24
[Headnote]
Colleges can create the conditions to maximize the learning that occurs in an environment with a diverse student population.

12. Rethinking academic "excellence"; Alexander W Astin; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 8
[Headnote]
If we really mean it when we claim that education is our central mission, then student learning should be at the heart of our con of excellence.

13. Statement on liberal learning; Anonymous; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 6
[Headnote]
From time to time, AAC&U's Board of Directors approves an official statement about the goals and practices essential to a liberal education. A new statement was released at the 1999 Annual Meeting and is reprinted here. We hope you will find it both thought-provoking and useful. It may be used without restriction so long as the Association of American Colleges and Universities is noted as the source.

14. Women and scientific literacy; Anonymous; Liberal Education, Washington; Spring 1999; Vol. 85, Iss. 2; pg. 5 (To learn more about this project, access AAC&U's website: www.aacu.edu.org/Initiatives/scilit.html)

Winter 1999 Issue; 13 articles
1. "Only connect" the goals of a liberal education; William Cronon; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 6
Introduction:
What does it mean to be a liberally educated person? Many of us continue to place great stock in these words, believing them to describe one of the ultimate goods that a college or univeristy should serve. So what exactly do we mean by liberal education and why do we care so much about it?

2. Developing a computer-assisted philosophy course; James Giles; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 46
[Headnote]
One of the most intractable problems of classroom teaching is creating a learning environment in which all of the students are active participants.

3. Educating for global citizenship; Caryn McTighe Musil; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 22
Introduction:
District Six- The bus crowded with our international delegation made its way slowly through a narrow street in Capetown, stopping in an undistinguished section of this Kodak-moment city in South Africa.

4. From the editor; Bridget Puzon; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 4
Introduction:
Teaching and learning, the basic mission of colleges and universities, have, in this country, been surrounded by attentiveness to students beyond curriculum and pedagogy.

5. Information technology: The double-edged sword; Frank Connolly; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 50
Introduction:
I can hear Andy Rooney now . . .Ever wonder why it is that all the computer companies give out those squishy little rubber balls for people to squeeze?

6. Japan: Seminar study-tour; Joseph S Johnston Jr; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 38
Introduction:
The present article features the thoughts of three more faculty participants on those intense and rewarding weeks in the country itself. A third and final article, in the next issue of Liberal Education, highlights the new courses, within and across many disciplines, that are resulting from this initiative.

7. Loyalty, learning, & academic integrity; Patrick Drinan; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 28
Introduction:
"Linda Tripp should not have betrayed her friend." This common statement from many students during 1998 was an opportunity for moral reflection, but such reflection did not often materialize in the fierce polemics surrounding the fate of the President.

8. Martha Nussbaum receives the Frederic W. Ness book award; Anonymous; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 3

9. President's message; Carol G Schneider; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 2
Introduction:
This issue of Liberal Education provides a rich array of answers about dimensions of learning that go far beyond the content and coherence of the formal curriculum. The articles are especially timely in a season where both policy and punditry are heralding the disappearance of the campus and its replacement by less expensive "virtual" learning communities.

10. Questioning technology; Kathryn Mohrman; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 42
Introduction:
Technology presents exciting challenges to colleges and universities-access to distant information resources, enrollment of new students not currently being served, communication with research colleagues around the world, opportunities for learning through simulations and computerized experimentation, as well as many administrative improvements.

11. Students at the center of education: A collaborative report; Susan M Brady; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 14
Introduction:
In June of 1998, The Associated New American Colleges met at Saint Mary's College in Moraga, California to discuss changes and challenges in faculty work. The results of several national faculty work projects were presented and discussed. Educational experts shared their perspectives and concerns as part of the national debate on changing faculty roles.

12. Talk of the college: Has it grown quiet?; John Ramsay; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 54
[Headnote]
The liberal arts tradition of conversing throughout a career is an undervalued strength, especially now that this tradition is in jeopardy.

13. The moral teacher: Advocate or devil's advocate?; Tom Gerety; Liberal Education, Washington; Winter 1999; Vol. 85, Iss. 1; pg. 34
[Headnote]
How should teachers teach? This is a much more difficult question than it may at first appear.

From: Social Science Journal
1. Liberal undergraduate education and reasoning styles: using political scenarios in student a Assessment; John Ishiyamaa & Keri Wingo; Social Science Journal; Vol. 38, Issue 1, pg. 125
Abstract:
In recent years there has been an increasing interest in assessing the impact of undergraduate education on student performance. In fact, in some states, university budgets are in part determined by such assessment. This paper uses an instrument developed by political scientists studying international relations to assess the relationships between reasoning style, academic division, gender and year in school. Using a survey of 274 undergraduates at Truman State University, the results suggest that the longer students are at the university the less are differences in reasoning across gender, but the greater are differences across academic division.