LEADER 03537nam 2200673 450 001 9910823456303321 005 20230803201654.0 010 $a0-674-72703-7 010 $a0-674-72609-X 024 7 $a10.4159/harvard.9780674726093 035 $a(CKB)3710000000086408 035 $a(EBL)3301384 035 $a(SSID)ssj0001114369 035 $a(PQKBManifestationID)11735927 035 $a(PQKBTitleCode)TC0001114369 035 $a(PQKBWorkID)11055697 035 $a(PQKB)10387054 035 $a(DE-B1597)213449 035 $a(OCoLC)1002243371 035 $a(OCoLC)1004878391 035 $a(OCoLC)1011446749 035 $a(OCoLC)870272606 035 $a(OCoLC)979579385 035 $a(OCoLC)984643447 035 $a(OCoLC)987936676 035 $a(OCoLC)992542518 035 $a(OCoLC)999353860 035 $a(DE-B1597)9780674726093 035 $a(Au-PeEL)EBL3301384 035 $a(CaPaEBR)ebr10835367 035 $a(MiAaPQ)EBC3301384 035 $a(EXLCZ)993710000000086408 100 $a20140211h20142014 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aHow college works /$fDaniel F. Chambliss, Christopher G. Takacs, authors 210 1$aCambridge, Massachusetts ;$aLondon, England :$cHarvard University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (224 p.) 300 $aDescription based upon print version of record. 311 $a0-674-04902-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$t1 The Search for a Solution --$t2 Entering --$t3 Choosing --$t4 The Arithmetic of Engagement --$t5 Belonging --$t6 Learning --$t7 Finishing --$t8 Lessons Learned --$tAppendix Methods --$tNotes --$tAcknowledgments --$tIndex 330 $aConstrained 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 limited resources need not diminish the undergraduate experience. How College Works reveals the decisive role that personal relationships play in determining a student's 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 nearly one hundred students over eight years. The curricular and technological innovations beloved by administrators mattered much less than did professors and peers, especially early on. At every turning point in undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and just two or three good friendships 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 relationships with mentors and classmates, for when students form the right bonds, they make the most of their education. 606 $aCollege students 615 0$aCollege students. 676 $a378 700 $aChambliss$b Daniel F.$f1953-$0476610 701 $aTakacs$b Christopher G$01706442 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823456303321 996 $aHow college works$94093848 997 $aUNINA