…And I know that the reaction I got from college professors and administrators—and students too—after I criticized today’s college education in Real Education was overwhelmingly of the “You don’t know…
…ought to be their true goals; recognize that they borrow policies from other schools and often don’t even understand the implications of those policies; point out legal liabilities. To students:…
…Even if they don’t shun such people, or hold their military service or aspirations against them, they clearly don’t seek them out or court them the way they do “underrepresented”…
…simply don’t care—are respected and protected. In the absence of such universal protection and respect, political bullies can run roughshod over the rights of others, making a mockery of the…
…believes. In these situations, they don’t fear a displeased dean or donor. They fear the bad opinion of their colleagues. Remember that in the “softer” fields of the humanities their…
…discriminatory assumptions and attitudes that explain why some groups don’t do as well as others, that the solution is to change the way universities (and, ultimately, all society, which of…
…not science, seems to be the central concern. Students who, say, don’t believe in global warming or doubt that human activity has been the most significant factor in climate change…
…it’s not our admissions process that put a noose in the San Diego library,” he said. “I don’t want to see us misled into thinking that getting the board focused…
…of JPMorgan Chase & Co, speak at commencement on May 16. “Chase, “Chase, Chase, go away, don’t come back any day!” Syracuse students chanted at a “Take Back Commencement” rally…
…of JPMorgan Chase & Co, speak at commencement on May 16. “Chase, “Chase, Chase, go away, don’t come back any day!” Syracuse students chanted at a “Take Back Commencement” rally…
…and learn in an environment where knowing is negotiated, distributed, situated, constructed, developmental, and affective.” Indeed, most colleges of education emphasize such “affective” and “cooperative learning”—even if they don’t put…
…Sousa in How The Brain Learns, is that past learning “always influences the acquisition of new learning.” In fact, the “more connections that students can make between past learning and…
…but who has now been thrown into a parlous billet. “I thought I was going to take the first year just to learn about Dartmouth and ask a lot of…
…don’t seem very inspiring, although they certainly beat completion rates at community colleges, where only about 28 percent of students achieve any kind of degree, no matter how many years…
…of Jane Austen’s Sense and Sensibility, was formally organized as the “Jefferson Book Club,” and opened the fall semester with a reading and discussion of Miguel de Cervantes’ Don Quixote….
…the vagaries of the secondary market and ensuring them a pool of lending capital. “I don’t like either of the programs [FFEL or Direct Loan],” says Andrew Gillen of the…
…peers see their studies as a tedious obligation. Part of the reason students (like me, initially) don’t pursue traditional liberal arts education is that they simply don’t know why they…
…years of study as a time to ponder and evaluate and read read read. The general education requirements of most schools today don’t foster it. The McConnell Center and the…
…increasing one’s powers, seldom provide an education unbound by academic disciplines, and are stuck with too many students who don’t want to learn and too many professors who don’t want…
…just don’t understand how universities operate. Well, maybe I don’t. There is always more to learn. But still, that seems a little harsh. But we have about 3,000 other members,…
…his or her graduate students, “If I’ve made it by not drinking the PC Kool-Aid, you can, too, so don’t flee and if a few years you, like me, can…
…Higher Education Learning Outcomes that takes account of “outcome” measures such as how much students learn. For a thoughtful description of these see Ben Wildavsky’s recent article in Washington Monthly….
…the way.” (Me) “What do you mean? One hundred pages don’t seem too much for a paralegal program.” (Student) “Yeah, but I came here because I want to graduate. My…
…rates to America’s continued economic and educational leadership. We learn that increasing graduation rates is critical in achieving the objective of much larger rates of higher education attainment. BCM give…
…a short driving or public-transportation distance away from campus and thus don’t have to pay for dorms, community colleges are on a roll of popularity. Not only is Tri-C, for…
…critics by casting them precisely as outsiders, people who haven’t done the work to enter the professoriate, and so they don’t understand what professors really do. Now, conservatives can claim…
…poems don’t use jingling rhymes. Few poems are effusions that flow unimpeded from the poet’s heart. Poets work hard revising their creations, as manuscripts demonstrate, even for the most direct-sounding…
…(many history teachers don’t know much about history, and many math teachers can barely add or subtract, let alone help youngsters learn those operations). The programs also waste credit hours…
…and -1236 for whites. The category of “other” is – 220, and those who “declined to state” race or ethnicity, believed to be mostly whites who don’t want to play…
…the text-messages and twitters “aren’t graded, they don’t require research, they don’t observe grammar and punctuation and spelling, and they address peers, not adults.” Bauerlein is especially critical of the…