Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More - New EditionPrinceton University Press, 28. 2. 2009 - Počet stran: 440 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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... behavior was closely regulated both inside and outside the classroom, and teachers spent much of their time enforcing regulations and punishing transgressors. Rules of behavior were written in exquisite detail. Columbia's officials took ...
... behavior, and requiring daily attendance at chapel. As a culminating experience, most colleges prior to the Civil War offered a mandatory course for seniors on issues of moral philosophy, often taught by the president himself. Ranging ...
... behavior. Expressing their displeasure with the status quo, students began to vote with their feet. From 1850 to 1870, undergraduate enrollments in America actually declined as a proportion of the total population. As Francis Wayland ...
... behavior as a justification for imposing greater structure on the curriculum. By the early twentieth century, both the extreme free-choice model embraced by universities such as Stanford and Cornell and the more rigid, traditional ...
... behavior of college professors, since they are the ones primarily responsible for the nature and content of what students learn in college. Because faculties play such a prominent role, they are the principal target for much of the ...
Obsah
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 |