How college works:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Massachusetts
Harvard University Press
2014
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Description based on print version record |
| Beschreibung: | 1 online resource (208 pages) |
| ISBN: | 067472609X 9780674726093 |
Internformat
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| 245 | 1 | 0 | |a How college works |c Daniel F. Chambliss, Christopher G. Takacs |
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| 505 | 8 | |a Introduction: the search for a solution -- Entering -- Choosing -- Interlude: the arithmetic of engagement -- Belonging -- Learning -- Finishing -- Lessons learned | |
| 505 | 8 | |a "Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education." -- Publisher's description | |
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Datensatz im Suchindex
| _version_ | 1804175399968571392 |
|---|---|
| any_adam_object | |
| author | Chambliss, Daniel F. |
| author_facet | Chambliss, Daniel F. |
| author_role | aut |
| author_sort | Chambliss, Daniel F. |
| author_variant | d f c df dfc |
| building | Verbundindex |
| bvnumber | BV043038209 |
| classification_rvk | DV 2850 |
| collection | ZDB-4-EBA |
| contents | Introduction: the search for a solution -- Entering -- Choosing -- Interlude: the arithmetic of engagement -- Belonging -- Learning -- Finishing -- Lessons learned "Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education." -- Publisher's description |
| ctrlnum | (OCoLC)870272606 (DE-599)BVBBV043038209 |
| dewey-full | 378 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378 |
| dewey-search | 378 |
| dewey-sort | 3378 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| isbn | 067472609X 9780674726093 |
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| spelling | Chambliss, Daniel F. Verfasser aut How college works Daniel F. Chambliss, Christopher G. Takacs Cambridge, Massachusetts Harvard University Press 2014 © 2014 1 online resource (208 pages) txt rdacontent c rdamedia cr rdacarrier Description based on print version record Introduction: the search for a solution -- Entering -- Choosing -- Interlude: the arithmetic of engagement -- Belonging -- Learning -- Finishing -- Lessons learned "Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education." -- Publisher's description College environment fast College students fast EDUCATION / Higher bisacsh College students College environment College (DE-588)4148217-7 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g College (DE-588)4148217-7 s 1\p DE-604 Takacs, Christopher G. Sonstige oth Erscheint auch als Druck-Ausgabe Chambliss, Daniel F . How college works Erscheint auch als Druckausgabe 0-674-04902-0 Erscheint auch als Druckausgabe 978-0-674-04902-4 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=660124 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Chambliss, Daniel F. How college works Introduction: the search for a solution -- Entering -- Choosing -- Interlude: the arithmetic of engagement -- Belonging -- Learning -- Finishing -- Lessons learned "Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. How College Works reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes. At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially. For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education." -- Publisher's description College environment fast College students fast EDUCATION / Higher bisacsh College students College environment College (DE-588)4148217-7 gnd |
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| title | How college works |
| title_auth | How college works |
| title_exact_search | How college works |
| title_full | How college works Daniel F. Chambliss, Christopher G. Takacs |
| title_fullStr | How college works Daniel F. Chambliss, Christopher G. Takacs |
| title_full_unstemmed | How college works Daniel F. Chambliss, Christopher G. Takacs |
| title_short | How college works |
| title_sort | how college works |
| topic | College environment fast College students fast EDUCATION / Higher bisacsh College students College environment College (DE-588)4148217-7 gnd |
| topic_facet | College environment College students EDUCATION / Higher College USA |
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