001388186 000__ 03427cam\\2200457\a\4500
001388186 001__ 1388186
001388186 003__ OCoLC
001388186 005__ 20220209003110.0
001388186 008__ 080124s2008\\\\nju\\\\\\b\\\\001\0\eng\c
001388186 019__ $$a181142139$$a1201957569
001388186 020__ $$a9780691136189$$q(pbk.)
001388186 020__ $$a0691136181$$q(pbk.)
001388186 020__ $$a9780691125961$$q(hardcover ;$$qalk. paper)
001388186 020__ $$a0691125961$$q(hardcover ;$$qalk. paper)
001388186 035__ $$a(OCoLC)191755000
001388186 040__ $$aUKM$$beng$$cPUL$$dUKM$$dBAKER$$dBTCTA$$dYDXCP$$dNSB$$dEGM$$dOTP$$dNNF$$dOCLCF$$dOCLCO$$dOCLCQ$$dCNCLB$$dZHC$$dISE
001388186 042__ $$apcc
001388186 043__ $$an-us---
001388186 049__ $$aISEA
001388186 05014 $$aLB2322.2$$b.B65 2008
001388186 08204 $$a378.73$$222
001388186 1001_ $$aBok, Derek Curtis.
001388186 24510 $$aOur underachieving colleges :$$ba candid look at how much students learn and why they should be learning more /$$cDerek Bok.
001388186 260__ $$aPrinceton, N.J. ;$$aWoodstock :$$bPrinceton University Press,$$c2008.
001388186 300__ $$a429 pages ;$$c24 cm
001388186 336__ $$atext$$btxt$$2rdacontent
001388186 337__ $$aunmediated$$bn$$2rdamedia
001388186 338__ $$avolume$$bnc$$2rdacarrier
001388186 500__ $$aOriginally published: 2006.
001388186 500__ $$aContains a new afterword by author.
001388186 504__ $$aIncludes bibliographical references (pages 361-410) and index.
001388186 5050_ $$aThe evolution of American colleges -- Faculty attitudes toward undergraduate education -- Purposes -- Learning to communicate -- Learning to think -- Building character -- Preparation for citizenship -- Living with diversity -- Preparing for a global society -- Acquiring broader interests -- Preparing for a career -- Improving the quality of undergraduate education.
001388186 520__ $$aDrawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago. Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught. In his s final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.
001388186 650_0 $$aEducation, Higher$$xAims and objectives$$zUnited States.
001388186 650_0 $$aAcademic achievement$$zUnited States.
001388186 650_7 $$aAcademic achievement.$$2fast$$0(OCoLC)fst00794949
001388186 650_7 $$aEducation, Higher$$xAims and objectives.$$2fast$$0(OCoLC)fst00903015
001388186 651_7 $$aUnited States.$$2fast$$0(OCoLC)fst01204155
001388186 852__ $$bgen$$hLB2322.2$$i.B65 2008
001388186 909CO $$ooai:library.usi.edu:1388186$$pGLOBAL_SET
001388186 980__ $$aBOOK
001388186 980__ $$aBIB