Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More - New Edition (The William G. Bowen Series)
Language: English
Published by Princeton University Press, Princeton, 2008
- First Edition
- Softcover
- Used
Seller: Dan Pope Books, West Hartford, CT, U.S.A.Dan Pope Books
AbeBooks seller since October 12, 2002
Condition: Used - Near fine
£ 8.86
Quantity: 1 available
Add to basketItem description from seller
Princeton University Press, Princeton, 2008. Ninth printing of the first paperback edition. Near fine in publisher's printed wrappers, with slight curling to the covers from light use. A clean copy, apparently read once, with no marks. Includes an afterword to the paperback edition. 8vo. 428 pp., with notes and index. A critical examination of undergraduate education in American colleges and universities by former Harvard president Derek Bok.
Seller Inventory # Univ-Press-TP-01
- Title
- Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More - New Edition (The William G. Bowen Series)
- Author
- Bok, Derek
- Publisher
- Princeton University Press, Princeton
- Publication year
- 2008
- Condition
- Near fine
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0691136181
- ISBN 13
- 9780691136189
- Edition
- 1st Edition
- Printing
- 5th or later Printing
- Item weight
- 1.5 pounds
- Dimensions
- 6 inches width by 9 inches height by 1 inch depth
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.
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 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.
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"About the title" may belong to another edition of this title.
Dan Pope Books
West Hartford, CT, U.S.A.
AbeBooks seller since October 12, 2002
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