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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... skills, and other competencies.20 Most seniors agree that they have made substantial intellectual progress. The marketplace affirms these conclusions by giving large additional rewards to those who carry their education beyond high ...
... skill from those whom they employ. Thus increasing numbers of young people believe that they must look to college for the ... skills on the job. The other reason for the growth of vocational majors is the marked increase in the number of ...
... skills. Nevertheless, it is misleading to speak of students in vocational programs as if they study nothing but practical subjects. What a vocational B.A. typically means is simply that a student has substituted a practical, job ...
... skills. Professors who value knowledge for its own sake are not likely to attach the same importance to skills as undergraduates who have come to college seeking instruction that will help them succeed in their careers. This difference ...
... skills one either was born with or had to learn for oneself—skills such as facility in interpersonal relations, or the ability to communicate effectively across cultural boundaries, or techniques of mediation, negotiation, and ...
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 |