Best Practice Guide for Designing and Delivering EPICUR courses
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Liberal Arts and Sciences (LAS) Approaches
Liberal Arts and Sciences (LAS) Approaches
Why Liberal Arts and Sciences (LAS)?
"[LAS] defies a rigid definition because [it] is an ongoing process of education." Boetsch, 2017, p.4, https://www.ecolas.eu/eng/wp-content/uploads/2017/11/Handbook-final-BLASTER.pdf
In the European higher education context, an LAS approach can go a long way to transforming educational cultures, a core mission of EPICUR. Whereas the sections below characterise the benefits of an LAS approach to both in-person and online courses, the core principles of LAS provide a useful starting point for a broader understanding of education irrespective of the delivery format. LAS approaches are meant to
- foster critical thinking
- promote collaborative, problem-based approaches
- build intercultural competence
- encourage civic engagement and application of knowledge beyond the classroom
- develop life-long learners ready to tackle Europe's biggest societal challenges
LAS learning environments are typically characterised by "small scale [formats] to allow frequent interaction between and among students and faculty" Boetsch et al., 2017. They aim for a holistic education targeting the bachelor level through an interdisciplinary lens, focused on transversal skills, work across academic disciplines, and problem-based learning [could include Van der Wende, 2011 (mainly p.242)]. Within EPICUR, Amsterdam University College, Adam Mickiewicz University, and the University College Freiburg offer established LAS degrees, providing extensive inspiration for LAS approaches throughout the Alliance.
4 key points about LAS approaches to in-person or online courses
- Breadth PLUS depth
Addressing Europe’s big societal challenges – whether they regard climate change, renewable energy, healthy ageing, migration, the development of a united and fair Europe, or any other major issue we face – necessitate scientific knowledge from a variety of disciplines and fields. At its finest, LAS-oriented teaching and learning transcends disciplinary stances and lenses by looking at an issue or problem first, and then drawing on the required disciplines to address it. - Interdisciplinarity through cooperation and communication
Beyond acquiring a broad range of knowledge, “future leaders will have to be able to overcome the many divisions, boundaries, and segmentations of today’s world in order to solve its problems.” (cf. Van der Wende, 2011). The LAS approach places emphases on intercultural competence, collaborative learning, problem-based pedagogy, and oral and written communication. It draws on the unique strengths that diverse groups of students bring to the course, encouraging and making room for a multitude of perspectives in a respectful teaching environment.
Key characteristics of EPICUR LAS courses include
a. bringing together students from different degrees
b. offering unique and critical perspectives on issues
c. valuing student input by choosing corresponding course materials - Sharing responsibilities - LAS and student engagement (see De Alencar et al. (2017))
LAS approaches offer students broad discretion in tackling the problems posed to them, making learning outcomes and course quality highly dependent on student engagement. Consequently, best practices for educators focus on fostering students' personal involvement and intrinsic motivation through
a. eye-level interaction and communication among and between students and educators
b. choosing challenging contemporary problems that draw on and benefit from students' lived experiences and perspectives
c. open formats, such as (moderated) discussions, problem-based learning, team-based learning, co-creative learning, and student-led sessions - Lifelong learning, engagement, and active citizenship
The acquisition of knowledge and applicable skills does not end with the course or upon graduation. LAS not only embraces the importance for learning beyond the classroom (lifelong learning), but also encourages students to continuously hone their critical thinking skills, their ability to verify the credibility of information and what information gaps exist, and to apply knowledge to effect positive change in their communities and beyond. Educators' role in fostering these skills and values is foundational to the LAS approach. Core to these goals are:
a. innovative assessments aligned with learning outcomes (see "innovative assessments")
b. competence orientation and focusing on procedural/applied knowledge
c. enabling collaboration and shared sessions across courses
LAS in practice
Browse here for more information on the LAS Programmes at EPICUR universities:
EPIC Missions are very LAS-inspired:
EPIC Missions, merging an in-person kick-off with online formats: https://learn.epicur.education/ilias.php?baseClass=ilrepositorygui&ref_id=125
Links to resources for designing and delivering
Designing Liberal Arts and Sciences (LAS) inspired teaching and learning in higher education emphasises interdisciplinary approaches, critical thinking, and a broad-based education that fosters intellectual curiosity and flexibility.
Check out the EPI-WIKI that was developed in the EPICUR pilot phase and contains a great wealth of LAS content, LA-inspired design and implementation examples.
The CREATES project (2017-2020), an ERASMUS+ partnership between six European universities that promoted student agencies and self-directed learning, is another great LAS-inspired design. The project produced four educational toolkits on co-creative learning, faculty advising, peer advising, and self-advising, featuring contributions from UCF faculty.
References
Here are some foundational references and resources that can help guide the design of LAS-inspired programs and courses:
Boyer Commission Report (1998) – "Reinventing Undergraduate Education: A Blueprint for America’s Research Universities"
This report advocates for a liberal arts-inspired education in research universities. It emphasizes the importance of inquiry-based learning, undergraduate research, and integrating teaching with research.
Bok, Derek (2006) – "Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More"
Paulo Freire (1970) - “Pedagogy of the Oppressed": Freire’s work on critical pedagogy has influenced liberal arts teaching, especially in terms of fostering active, participatory, and socially engaged learning.
Interdisciplinary Collaborations
Author(s)
This resource sheet has been co-written or written by
- Stefanie Klose (UFR)
- Aljoscha Kroy (UFR)
Related Resource Sheets
Next steps
If you need further support with developing your course, please contact your local teaching support unit.
If you need further information on offering your course for EPICUR, please contact your EPICUR institutional coordinator.
Local teaching support units
EPICUR Institutional Coordinators
Adam Mickiewicz University
Karolina Choczaj
karmench@amu.edu.pl
Aristotle University of Thessaloniki
Nikos Kouloussis
nikoul@agro.auth.gr
Karlsruhe Institute of Technology
Michael Zacherle
zacherle@kit.edu
University of Amsterdam
Tiffany Boersma
t.a.boersma@uva.nl
Universität Freiburg
Charlotte Langowski
charlotte.langowski@zv.uni-freiburg.de
Université de Haute-Alsace
Léa Ziri
lea.ziri@uha.fr
Universität für Bodenkultur Wien
Nicolas Fries
nicolas.fries@boku.ac.at
University of Southern Denmark
Ida Thøstesen
ilt@sdu.dk
University of Strasbourg
Pascale Nachez
pnachez@unistra.fr
Further use as OER explicitly permitted:
This Resource Sheet within the Best Practice Guide for Designing and Delivering EPICUR Courses was created by Stefanie Klose and Aljoscha Kroy, University of Freiburg.
Please attribute according to TASLL rule as follows: Liberal Arts and Sciences (LAS) Approaches (Best Practice Guide for Designing and Delivering EPICUR Courses), by Stefanie Klose and Aljoscha Kroy, University of Freiburg. Any icons included are protected by copyright, © The Noun Project, used with permission.
License: This work and its contents are – unless otherwise stated – licensed under CC BY-SA 4.0 .
Last edited: 23. Jun 2025, 09:05, Hutz-Nierhoff, Dorthe [dh1076@rz.uni-freiburg.de]