Academic Rigor in General Education, Introductory Astronomy Courses for Nonscience Majors
Abstract
We discuss a model of academic rigor and apply this to a general education introductory astronomy course. We argue that even without central tenets of professional astronomy— the use of mathematics—the course can still be considered academically rigorous when expectations, goals, assessments, and curriculum are properly aligned.
Date
01/01/2015
Citation
Brogt, E., & Draeger, J. D. 2015, The Journal of General Education, 64(1), p.14–29
