000			03386cam a2200397Ii 4500
001			ocn870272606
003			OCoLC
005			20240726105436.0
008			140210t20142014mau ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dYDXCP _dOCLCA _dCUS _dLGG _dE7B _dNHM _dJSTOR _dOCL _dCUS _dOCLCQ _dEBLCP _dDEBSZ _dUIU _dS4S _dOCLCF _dOCLCQ _dJBG _dAGLDB _dOCLCQ _dMOR _dPIFAG _dVGM _dZCU _dMERUC _dOCLCQ _dSAV _dIOG _dDEGRU _dU3W _dEZ9 _dMERER _dUUM _dSTF _dOCLCQ _dVTS _dOCLCQ _dNRAMU _dICG _dOCLCQ _dVT2 _dOCLCQ _dWYU _dG3B _dTKN _dLEAUB _dDKC _dOCLCQ _dM8D _dOCLCQ _dSFB _dOCLCQ _dU9X _dVLY _dMM9 _dDKU _dOCLCQ _dQGK _dOCLCO
020			_a9780674726093 _q((electronic)l(electronic)ctronic)
020			_a9780674727038
050	0	4	_aLA229 _b.H693 2014
049			_aMAIN
100	1		_aChambliss, Daniel F., _e1
245	1	0	_aHow college works /Daniel F. Chambliss, Christopher G. Takacs.
260			_aCambridge, Massachusetts : _bHarvard University Press, _c(c)2014.
300			_a1 online resource (208 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_aIntroduction: the search for a solution -- _tEntering -- _tChoosing -- _tInterlude: the arithmetic of engagement -- _tBelonging -- _tLearning -- _tFinishing -- _tLessons learned.
520	0		_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.
530			_a2 _ub
650		0	_aCollege students.
650		0	_aCollege environment.
650		0	_aStudents.
655		1	_aElectronic Books.
700	1		_aTakacs, Christopher G., _e1
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=660124&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLA _m2014 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c100448 _d100448
902			_a1 _bCynthia Snell _c1 _dCynthia Snell