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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... gives hard evidence of what is actually being accomplished in college classrooms. Fortunately, however, the more important weaknesses have not gone entirely unnoticed. Most of the problems have been recognized and many have been ...
... give little sign of having studied the relevant research or recognized the weaknesses it exposes in their undergraduate programs. Throughout undergraduate education, a great wall separates the world of research from the world of ...
... give mental discipline by studies which the mind does not desire is as unwise as to attempt to give physical nourishment by food which the body does not desire. . . . Vigorous, energetic study, prompted by enthusiasm or a high sense of ...
... gives an accurate description of the great majority of college professors. Although research tends to be rewarded more generously than instruction, teaching has intrinsic satisfactions that cause most professors to work conscientiously ...
... give rise to differences of opinion about the content of undergraduate education. Often they lead to the same re- sult, albeit for different reasons. In some instances, however, the differing perspectives do have consequences for 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 |