Citation: Light, Richard J. Making the Most of College: Students Speak Their Minds. Cambridge, MA: Harvard UP, 2001. Print.
Summary:
In Making the Most of College: Students Speak Their Minds, author Richard J. Light reveals some college students' surprising answers to common questions and issues of college life. By using college students, Light is able to provide the reader recommendations on how to excel both academically and socially. Particularly useful for my research was chapter 6: "Faculty Who Make a Difference." It was interesting to hear what students found particularly engaging in their professors and classes.
Author: Richard J. Light - Professor in the Graduate School of Education and the John. F. Kennedy School of Government at Harvard University. He is coauthor of By Design and Summing Up (both from Harvard) and has won many teaching awards.
Quotes:
Relation to my topic:
Making the Most of College: Students Speak Their Minds provided me quite a few things for my project. The first is that it gave me an example of a student's dissatisfaction with professors and classes. When I read that even a Harvard student notices the disengagement of college students in his large classes, I realized that this was a perfect example of how colleges can do a better job guaranteeing that students maximize their return on tuition costs. By reorganizing their classes and shuffling the professors around, a college has the ability to create a more interesting and engaging class for its students. The book also provided me more support for my section on the correlation between writing classes and student engagement. Although I already have two sources prodding at this concept, I may incorporate the quote from page 55 for extra evidence if I believe it to be necessary.
Summary:
In Making the Most of College: Students Speak Their Minds, author Richard J. Light reveals some college students' surprising answers to common questions and issues of college life. By using college students, Light is able to provide the reader recommendations on how to excel both academically and socially. Particularly useful for my research was chapter 6: "Faculty Who Make a Difference." It was interesting to hear what students found particularly engaging in their professors and classes.
Author: Richard J. Light - Professor in the Graduate School of Education and the John. F. Kennedy School of Government at Harvard University. He is coauthor of By Design and Summing Up (both from Harvard) and has won many teaching awards.
Quotes:
One student "was critical of Harvard for having too many large classes. And an even bigger point, he said, was that too few professors who taught large classes engaged their students actively in their classroom activities" (p. 114).
"...classes are already putting into practice exactly the features that students describe as most valuable for enhancing their engagement with coursework, and their learning, in any subject area. And students love them for it" (p. 80).
"The relationship between the amount of writing for a course and students' level of engagement – whether engagement is measured by time spent on the course, or the intellectual challenge it presents, or students' level of interest in it – is stronger than the relationship between students' engagement and any other course characteristic" (p. 55).
Making the Most of College: Students Speak Their Minds provided me quite a few things for my project. The first is that it gave me an example of a student's dissatisfaction with professors and classes. When I read that even a Harvard student notices the disengagement of college students in his large classes, I realized that this was a perfect example of how colleges can do a better job guaranteeing that students maximize their return on tuition costs. By reorganizing their classes and shuffling the professors around, a college has the ability to create a more interesting and engaging class for its students. The book also provided me more support for my section on the correlation between writing classes and student engagement. Although I already have two sources prodding at this concept, I may incorporate the quote from page 55 for extra evidence if I believe it to be necessary.
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