Rethinking the Purpose, Knowledge, and Structure of General Education

In an era marked by rapid technological advancement, cultural shifts, and unprecedented global interconnectivity, the core assumptions behind general education requirements in higher education are increasingly called into question. Educational reform, grounded in evidence and informed by evolving expectations of the workforce and civil society, rethinks curricula and instruction in higher education. Educational organizations must examine traditional general education (GE) structures to determine whether they foster critical thinking, ethical reasoning, communication skills, and civic responsibility. Father exploration of educational relevance, learning outcomes, student agency, and curricular coherence may reveal new avenues for educational policy implementation and student career development. Rethinking the Purpose, Knowledge, and Structure of General Education offers a data-informed, forward-thinking framework for revitalizing general education to meet the demands of contemporary learners and societies. It reimagines general education, emphasizing adaptability, digital literacy, collaborative learning, and global competence. This book covers topics such as digital citizenship, instructional design, and lifelong learning, and is a useful resource for educators, policymakers, academicians, researchers, and scientists.

About the Author :
Ginny Boss (she/her) is an Associate Professor at the University of Georgia. She is a dedicated higher education researcher and educator whose work centers on understanding how socialization and professional work experiences create barriers to, or provide support for, student affairs professionals, faculty, and graduate students in their efforts to advance college student success. Her expertise lies in teaching and learning, and in labor justice in higher education. Dr. Boss is actively engaged in teaching and mentoring students across the Student Affairs Leadership (SAL) and College Student Affairs Administration (CSAA) doctoral programs, as well as the CSAA master’s program. She is committed to preparing the next generation of leaders in higher education who are passionate about advancing college student success and inclusive excellence. Rick Rantz is a scholar and educator whose work focuses on educational equity, culturally responsive curriculum, and the structural dynamics that shape student experiences in educational institutions. His scholarship examines the intersections of culture, identity, and educational systems, with particular attention to the experiences of minoritized students. Through his research and writing, he seeks to advance more inclusive and responsive educational practices. His education background includes a teaching English as second language certificate, a master’s degree in linguistics and bilingual education, and doctoral studies in higher education at Baylor University and the University of Houston. As a former K-12 teacher, he worked in California, Ecuador, and Argentina. At the higher education level, he has held executive positions at Feather River College, Sierra College, and Allan Hancock College.