Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More

By D. Bok. 2008

435 citations recorded by the source corpus.

Subfields: History, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/9f1a28861badf48bad2ac4c492750447150ea99f

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Citations in the corpus

Two Cultures: Undergraduate Academic Engagement (2008, background): “Books like Nathan’s My Freshman Year (2005) and Bok’s Our Underachieving Colleges (2006) paint pictures of student life as profoundly anti-intellectual and of colleges as failing to pay as much attention to teaching and learning as they do to recruiting students or building state-of-the-art dormitor”
Critical Thinking Across the Curriculum: A Vision (2016, positive): “Employers feel that critical thinking is very important (Casserly 2012), as do higher education faculty (DeAngelo et al. 2009; Bok 2006).”
Does Discovery-Based Instruction Enhance Learning?. (2011, background): “, discovery learning), at least in part because of an appreciation of which learning outcomes are most valuable (Bok, 2006).”
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011, background): “Yet, these efforts have met with only modest success (Bok, 2006; Boyer Commission on Undergraduates in the Research Universities, 1998; Handelsman et al., 2004; Kezar, 2001; Seymour, 2001).”
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence (2008, background): “Stagnant college completion rates and unacceptable racial-ethnic gaps in college graduation rates coupled with external pressures for institutional accountability for student learning (Bok, 2006) have intensified the need to better understand the factors that influence student success in college.”
Recognizing, Assessing, and Intervening With Problems of Professional Competence (2007, background): “…appropriate character or fitness; demonstrating self-awareness regarding areas of weakness; making progress toward achieving benchmarks; responding to feedback; or working with others and investing in citizenship (Bok, 2006; Johnson & Campbell, 2002, 2004; Layman & McNamara, 1997; Orr, 1997).”
Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates? (2018, background): “Some have suggested there are declines in writing CONTACT Sarah Randall Johnson srjohnson@hbs.edu © The Ohio State University instruction, critical thinking, quantitative skills, and moral reasoning (Arum & Roksa, 2011; Bok, 2008).”