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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... least to a significant degree, given the will to do so. The bad news is that most of the problems are not being seriously addressed on campuses today, nor will they be until they are correctly identified and clearly understood by those ...
... least, anyone wishing to criticize or reform undergraduate education should know its history well enough to understand what 11 important changes have occurred and what features of undergraduate education 1 The Evolution of American ...
... least 70 percent elective.10 By 1940, the share of mandatory courses in the typical college curriculum had declined to 40 percent. In the end, however, Eliot's vision proved too extreme to survive intact even at Harvard. Although no one ...
... least for portions of their student bodies. Honors programs were es- tablished for qualified students. Research internships offered opportunities for undergraduates to work in laboratories alongside experienced investigators. Freshman ...
... least since the Morrill Act of 1862 declared that the leading object of the new land grant universities would be, “without excluding other scientific or classical studies, to teach such branches of learning as are related to agriculture ...
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 |