Annotated Bibliography Assignment








Annotated Bibliography Assignment





Student Name: Sei Ryun (Evelyn) Kim
Student Number: 048506133
Course Section: COM101 – NDB
Professor Name: Professor Mohamad Tafish
Due Date: March 4, 2019








Fang, H. (2018). How to mutually advance general education and major-based education: A grounded theory study on the course level. Chinese Education & Society, 51(1), 68–80. https://doi.org/10.1080/10611932.2017.1411698

The author, Hualiang Fang (2018), writes the article, “How to Mutually Advance General Education and Major-Based Education: A Grounded Theory Study on the Course Level”, and articulates that general education courses relates with major education courses. Chen expresses that general education courses extend the outlook of major education courses (Fang, 2018, p. 69). Xie explains that some departments from universities open major courses as general education courses under the foundation of department recruitment and training (Fang, 2018, p. 69). Fang (2018) discovers that the mutually facilitating relationship between major education courses and general education courses supports students to comprehend certain theoretical knowledge on major education and to reflect on their major education. Fang (2018) identifies that university students adapt knowledge from major education courses to general education courses and use knowledge from general education courses to reflect on their major education courses if major education courses have breadth and depth on the instruction. Fang (2018) gives an example that the content and the objective of the subjects including law, sociology, and economics can be considered as both major education and general education. Fang (2018) describes that general education courses are the main structures of general education if people uses precise comprehension of general education. Fang (2018) asserts that the general education curriculum must enhance relations between courses and have certain supervisions on the different types of general education courses that students from different majors and in different years can take.

For currency, the article provides current information by published in 2018. For relevance, the article was published in Chinese Education and Society Journal with the subject as a general education. For authority, the author of the article, Hualiang Fang, is a lecturer at Law and Business School of Wuhan Institute of Technology. For accuracy, Fang uses various journal articles from several authors as a reference. For purpose, Fang asserts one’s opinion that general education courses influences post-secondary school students to comprehend their major education courses.

Makhmaltchi, M., Sajjadi, S. M., Noaparast, K. B., & Fardanesh, H. (2017). Disciplinary lenses model: A new approach to collegiate-level general education. Educational Research and Reviews, 12(23), 1129 -1137. https://doi.org/10.5897/ ERR2017.3376

The authors, Mohammad Makhmaltchi, Seyed Mahdi Sajjadi, Khosrow Bagheri Noaparast, and Hashem Fardanesh (2017), write the article, “Disciplinary Lenses Model: A New Approach to College-Level General Education”, and articulate that college-level general education courses provide college students various disciplines to understand aspects of the world. Makhmaltchi et al. (2017) describe that college-level general education courses join college students to the human knowledge and enlighten them with their variety and breadth by using multiple disciplines. Makhmaltchi et al. (2017) also expound that college-level general education courses concentrate on intellectual capacities, capabilities, and abilities of college students regardless of their major education. Makhmaltchi et al. (2017) declare that college-level general education courses implement college students to develop independent thinking and judgment and to make the right choices in social life. Makhmaltchi et al. (2017) declare that college-level general education courses also make college students willing and eager to progress learning throughout their lives. Makhmaltchi et al. (2017) affirm that college-level general education courses make college students closer to their own maximum intellectual capacity and capability through introductory courses of major education. Makhmaltchi et al. (2017) define college-level general education as the unifying and integrating element of various specialized fields of study and expertise sensible. Makhmaltchi et al. (2017) emphasize that college-level general education courses make college students comprehend the basics and foundations of various types of knowledge.

For currency, the article provides current information by published in 2017. For relevance, the article was published in Educational Research and Reviews with the subject of a college-level general education. For authority, the authors of the article are the scholars of universities; Mohammad Makhmaltchi, Seyed Mahdi Sajjadi, and Hashem Fardanesh are the scholars from the Department of Educational Sciences, College of Human Sciences, Tarbiat Modares University, Tehran, Iran and Khosrow Bagheri Noaparast is a scholar from the Department of Educational Sciences, College of Psychology and Educational Sciences, Tehran University, Tehran, Iran. For accuracy, Makhmaltchi et al. use various journal articles from several authors as a reference. For purpose, Makhmaltchi et al. assert their opinions that college-level general education courses provide college students various disciplines to understand aspects of the world.

Wells, C. A. (2017). Constructing a prototype: Realizing a scholarship of practice in general education. New Directions for Higher Education, 2017(178), 57–69. https://doi-org.libaccess.senecacollege.ca/10.1002/he.20234

The author, Cynthia A. Wells (2017), writes the article, “Constructing a Prototype: Realizing a Scholarship of Practice in General Education”, and asserts that a general education curriculum is a beneficial context for a scholarship of practice. Hanstedt declares that a general education curriculum is an intellectual work to require focus and concentration from foundational premises to course design to program assessment (Wells, 2017, p. 58). Wells (2017) affirms that the standards of general education within a structure of a scholarship of practice support higher education leaders to realize the benefits of the proposition. Wells (2017) also articulates that general education coordinates the structure of a scholarship of practice by delineating how the development of a generative knowledge base directs educational practice and devises institutional policy. Wells (2017) explains that the design and implementation of general education advantages from knowledge regarding its theoretical basis, socio-historical background and avenues to institutional changes. Glassick, Huber, and Maeroff analyze six standards for excellence to general education: clarity of ambitions, adequate preparation, procedures that match inquiries, results that contemplate analytical precision, effective communication and description of results, and reflective critique of the work (Wells, 2017, p. 59). Wells (2017) describes that applying six standards for excellence to general education delineates the importance of a scholarship of practice in the domain of higher education administration. Wells (2017) expounds that administrators must comprehend literature including empirical examinations of a scholarship of practice for general education with adequate preparation.

For currency, the article provides current information by published in 2017. For relevance, the article was published in New Directions for Higher Education with the subject of a scholarship of practice for general education. For authority, the author of the article, Cynthia A. Wells, is an associate professor and a director of high education of the Ernest L. Boyer Center in Messiah College. For accuracy, Wells uses various journal articles from several authors as a reference. For purpose, Wells asserts one’s opinion that administrators must know the importance of a scholarship of practice for general education.














References

Fang, H. (2018). How to mutually advance general education and major-based education: A grounded theory study on the course level. Chinese Education & Society, 51(1), 68–80. https://doi.org/10.1080/10611932.2017.1411698
Makhmaltchi, M., Sajjadi, S. M., Noaparast, K. B., & Fardanesh, H. (2017). Disciplinary lenses model: A new approach to collegiate-level general education. Educational Research and Reviews, 12(23), 1129 -1137. https://doi.org/10.5897/ ERR2017.3376
Wells, C. A. (2017). Constructing a prototype: Realizing a scholarship of practice in general education. New Directions for Higher Education, 2017(178), 57–69. https://doi-org.libaccess.senecacollege.ca/10.1002/he.20234

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