Such sentiments suggest either that the courses do not in fact contribute much to the ultimate goals that colleges claim to value or that instructors are not taking sufficient care to explain the larger aims of their courses and why they should matter.Other studies suggest that many instructors do not teach their courses in ways best calculated to achieve the ends that faculties themselves consider important.Tags: Push Button Seo Affiliate ProgramBusiness Development Action Plan TemplateTemple University Mfa Program Creative WritingMy Proudest Moment EssayTerm Paper Sample FormatShark Clean Codes 2014Technology Causes And Effects EssayUnpolished Gem EssayDifferentiation By The Chain Rule Homework AnswersMba Essay Diversity
Yet federal efforts over the last several years have focused much more on increasing the number of Americans who go to college than on improving the education they receive once they get there.
Although they recognize the existence of problems affecting higher education as a whole, such as grade inflation or a decline in the rigor of academic standards, few seem to believe that these difficulties exist on their own campus, or they tend to attribute most of the difficulty to the poor preparation of students before they enroll.
Some Immediate Improvements Many colleges provide a formidable array of courses, majors and extracurricular opportunities, but firsthand accounts indicate that many undergraduates do not feel that the material conveyed in their readings and lectures has much relevance to their lives.
In addition, the average time students devote to studying varies widely among different colleges, and many campuses could require more of their students.
Those lacking evidence about the study habits of their undergraduates could inform themselves through confidential surveys that faculties could review and consider steps to encourage greater student effort and improve learning.