Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More - New EditionPrinceton University Press, 28.02.2009 - 440 Seiten Drawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago. |
Im Buch
Ergebnisse 1-5 von 74
... form but are merely anxious for an impressive credential now that a college degree has become so important to future success. But this response will hardly bear scrutiny. Survey after survey of students and recent graduates shows that ...
... forms of behavior during compulsory chapel. Yale turned “Sabbath Profanation, active disbelief in the authenticity of the Bible, and extravagant [personal] expenditures” into campus crimes.2 Most courses were prescribed in a curriculum ...
... form of distribution requirement. Most leading private universities tended to resist occupational majors (save for engineering and business). A few, among them Stanford and Columbia, went beyond distribution requirements by requiring ...
... forms of instruction and experiment with new pedagogic methods in an effort to help their students accomplish more. The fundamental reason for the lack of such pressure is the difficulty of judging how successful colleges are in helping ...
... forms on the quality of scholarly work produced by the various departments and academic units in the university. Reputations of this kind do not exist for the effectiveness of undergraduate education, because the quality of teaching and ...
Inhalt
1 | |
11 | |
31 | |
3 Purposes | 58 |
4 Learning to Communicate | 82 |
5 Learning to Think | 109 |
6 Building Character | 146 |
7 Preparation for Citizenship | 172 |
9 Preparing for a Global Society | 225 |
10 Acquiring Broader Interests | 255 |
11 Preparing for a Career | 281 |
12 Improving the Quality of Undergraduate Education | 310 |
Afterword to the Paperback Edition | 345 |
Notes | 361 |
Index | 411 |
8 Living with Diversity | 194 |
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