This issue of Peer Review explores the General Education Maps and Markers (GEMs) Pathways project, which brought together two- and four-year institutional transfer partners to create pathways focused on general education, preparation for participation in signature work, improvements to the transfer process, and ways to increase degree completion.
This issue features research articles written by Center for the Advancement of STEM Leadership (CASL) fellows on proven HBCU leadership approaches that have broadened the participation of historically underrepresented groups in STEM.
The work presented in this issue of Peer Review was generously funded by the National Science Foundation Historically Black Colleges and Universities–Undergraduate Program. The opinions, findings, conclusions, or recommendations expressed herein are those of the authors and do not necessarily reflect the views of the National Science Foundation.
While the pace of change in higher education can be slow, general education has emerged as a space of innovation, collaboration, thoughtfulness, creativity, and inquiry. This issue explores lessons learned from the AAC&U Institute on General Education and Assessment in which campus teams refine and advance programs using the General Education Maps and Markers (GEMs) framework.