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
... thought to be endangered by attacks from deconstructionists, feminists, Marxists, and other literary theorists who deny that such goals are even possible.9 Another theme in several of the critical writings emphasizes the growing ...
... thought central to the development of moral character. Compulsory chapel began to give way on many campuses, making religious observance little more than another option within a broad array of extracurricular pursuits. Not all college ...
... thought to be especially appealing to prospective students, such as study abroad, honors classes, or popular vocational programs. None of this, however, necessarily improves student learning. Nor do other incentives exist that serve ...
... thought or discovering the answer to a difficult and intriguing problem. As a result, even when professors make room for a skill in the curriculum, they are often reluctant to teach the subject themselves, especially at the basic ...
... thought to be skills one either was born with or had to learn for oneself—skills such as facility in interpersonal relations, or the ability to communicate effectively across cultural boundaries, or techniques of mediation, negotiation ...
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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