De la descripción del libro:
Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught.
1 comentario:
Michael J. Ellis, de Dartmouth College (probablemente un alumno), en su reseña del libro:
"Perhaps the most stunning revelation, though, is how little care faculty members actually devote to their teaching. Teaching, of course, is not like research or consulting—it cannot be quantified like research funding, ranked like prestigious awards, or publicized with front-page New York Times articles. Facts, however, belie admissions offices’ claims that undergraduate education is the primary focus of professors’ talents. Only 40 percent use student evaluations when considering how to revise their courses, the average student retains just 42 percent of the material from a lecture by the time it ends, and just a tiny minority of Ph.D. programs even bother to instruct their budding academics on how to teach. Yet, like children at Lake Wobegon, more than 90 percent of professors rate their own teaching to be “above average.” And after all, since teaching skills can’t be rated by the all-important US News and World Report rankings, why bother improving them?"
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