Schools Built Society Essay

Schools Built Society Essay-74
We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation.

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We have bastardized the bachelor’s degree by allowing it to morph into a ticket to a job (though, today, that ticket often doesn’t get you very far).We mean the kind of thinking that elevates “branding” and “marketing” in importance and priority above educational programs and academic quality as ways to attract students and secure robust enrollments.We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.Expectations for hard work in college have fallen victim to smorgasbord-style curriculums, large lecture classes, and institutional needs to retain students in order to make the budget.Minimal student effort is rewarded with inflated grades.The atmosphere of too many residence halls drives serious students out of their own rooms (functionally, their on-campus homes) to study, write, reflect, and think.Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made (and continue to make) to consumer and competitive pressures over the last several decades. ” We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning.Colleges focus too much on rankings and pushing students through, and too little on academic rigor and quality.Change -- and not a little -- is needed across higher education, Richard Keeling and Richard Hersh argue. Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers. How can this be if American higher education is supposed to be the best in the world?As a society we allow -- in fact, condone -- institutional policies, practices, and systems in higher education that, taken together, make good teaching a heroic act performed by truly dedicated faculty members, rather than the universal expectation and norm across campuses.Similarly, we allow the most regressive features of undergraduate culture to undermine the motivation and desire for intellectual growth of many good students; in many ways, being a serious student is also a heroic act.

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