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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... language. Most have never taken a course in quantitative reasoning or acquired the knowledge needed to be a reasonably informed citizen in a democracy. And those are only some of the problems. These weaknesses are not the ones discussed ...
... languages and literature were gradually gaining a foothold in the curriculum. Instructors chafed at having to spend so much time enforcing rules of behavior. Expressing their displeasure with the status quo, students began to vote with ...
... language were required of freshmen. Sophomores, juniors, and seniors were left completely free to study what they chose. At Cornell, another advocate of student choice, President Andrew White, explained the reasons for shifting to a ...
... language, the grandest literature, the most elevated thinking of all antiquity. Tell it not in Paris, tell it not in Cambridge in England, tell it not in Dublin, that Cambridge in America does not make mathematics obligatory on its ...
... languages, and rigid disciplinary codes. Ever since the demise of the classical curriculum, faculties have clung to several different visions of education, with no one model proving itself superior in a clearly demonstrable way. As ...
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 |