Explores the many ways in which the obsession with "being smart” distorts the life of a typical college or university, and how this obsession leads to a higher education that short changes the majority of students, and by extension society's need for an educated population. The author calls on his colleagues in higher education to return the focus to developing the potential of each student.
Explores the many ways in which the obsession with "being smart” distorts the life of a typical college or university, and how this obsession leads to a higher education that short changes the majority of students, and by extension society's need for an educated population. The author calls on his colleagues in higher education to return the focus to developing the potential of each student.
Alexander W. Astin is Allan M. Cartter Distinguished Professor Emeritus of Higher Education, Founding Director of the Higher Education Research Institute at UCLA, and Founding Director of the Cooperative Institutional Research Program, the nation's largest and oldest study of college students and faculty. Previously Dr. Astin was Director of Research for both the American Council on Education and the National Merit Scholarship Corporation. The author of 22 books and some 300 other publications in the field of higher education, Dr, Astin has been a recipient of awards for outstanding research from 13 national associations. In 2010 the Journal of Higher Education identified Dr. Astin as the author most frequently cited by others in the field of higher education. He lives in Los Angeles, California.
Inhaltsangabe
Introduction 1. The Higher Education Pecking Order 2. Admissions Madness 3. Developing Smartness. Higher Education's True Mission 4. The Challenge to Educational Equity 5. Which Kinds of Smartness Really Matter? 6. Faculty Culture. The Core of the Problem 7. Is There Any Way Out? Epilogue References
Introduction 1. The Higher Education Pecking Order 2. Admissions Madness 3. Developing Smartness. Higher Education's True Mission 4. The Challenge to Educational Equity 5. Which Kinds of Smartness Really Matter? 6. Faculty Culture. The Core of the Problem 7. Is There Any Way Out? Epilogue References
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