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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... reforms. As public schools came under heavy assault, old university hands predicted that higher education would ... reform.2 Public intellectuals, such as Dinesh D'Souza, and journalists, such as Charles Sykes, quickly weighed in ...
... reform quite unlike the ones advanced by either the well- known critics of universities or the faculty committees that periodically review undergraduate programs. The good news is that most of the serious deficiencies can be overcome ...
... reform. Lacking historical perspective, one cannot even be sure whether “new” proposals are truly new or merely nostrums that have been trotted out before with disappointing results. At the very least, anyone wishing to criticize or reform ...
... reform. Aided by federal land grants and by the philanthropy born of industrial fortunes, college presidents such as Charles W. Eliot, Andrew White, William Rainey Harper, and Benjamin Gilman built new institutions and radically ...
... reforms at some of America's most prominent institutions. At Harvard, for example, President Charles W. Eliot not only rejected the old prescribed classical curriculum, he urged that all requirements be abolished, leaving students free ...
Obsah
1 | |
11 | |
2 Faculty Attitudes toward Undergraduate Education | 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 |