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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... vocational programs has risen sharply over the past several decades, while the percentages majoring in traditional liberal arts subjects, especially the humanities, have declined. With students flocking to courses in business ...
... vocational subjects such as commerce and engineering. Public universities carried occupational training even further. According to Laurence Veysey, “such untraditional disciplines as pedagogy, domestic science, business administration ...
... vocational majors along with the standard liberal arts concentrations, while achieving breadth through some form of distribution requirement. Most leading private universities tended to resist occupational majors (save for engineering ...
... vocational programs. Before long, the number of students choosing vocational majors exceeded the numbers concentrating in traditional arts and sciences disciplines. The rapid rise in the undergraduate population was matched by growth in ...
... vocational sort. Humanists argued for the primacy of liberal learning and the cultivation of intellect, refinement, and judgment. University presidents such as Woodrow Wilson spoke of a commitment to public service. Research- minded ...
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 |