Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning MorePrinceton University Press, 15.01.2008 - 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. |
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Inhalt
THE EVOLUTION OF AMERICAN COLLEGES | 11 |
FACULTY ATTITUDES TOWARD UNDERGRADUATE EDUCATION | 31 |
3 I PURPOSES | 58 |
4 I LEARNING TO COMMUNICATE | 82 |
5 I LEARNING TO THINK | 109 |
6 I BUILDING CHARACTER | 146 |
7 PREPARATION FOR CITIZENSHIP | 172 |
8 I LIVING WITH DIVERSITY | 194 |
9 PREPARING FOR A GLOBAL SOCIETY | 225 |
10 ACQUIRING BROADER INTERESTS | 255 |
11 I PREPARING FOR A CAREER | 281 |
12 IMPROVING THE QUALITY OF UNDERGRADUATE EDUCATION | 310 |
AFTERWORD TO THE PAPERBACK EDITION | 345 |
NOTES | 361 |
411 | |
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