000			03978cam a2200577 i 4500
001			on1256627320
003			OCoLC
005			20240725203635.0
008			210401t20222022mau b 001 0 eng
010			_a2021014609
015			_aGBC206529 _2bnb
016	7		_a020450125 _2Uk
020			_a9780262046534 _q(hardback)
029	1		_aDKDLA _b800010-katalog:99124030738905763
029	1		_aUKMGB _b020450125
035			_a(OCoLC)1256627320
040			_aDLC _beng _erda _cDLC _dOCLCO _dOCLCF _dOCLCO _dUKMGB _dIBI _dTXA _dOCLCO _dOQX _dYDX _dGK8 _dYUS _dSBI
042			_apcc
043			_an-us---
049			_aSBIM
050	0	4	_aLC1011.G227.R435 2022
100	1		_aFischman, Wendy, _e1
245	1	4	_aThe real world of college : _bwhat higher education is and what it can be / _cWendy Fischman and Howard Gardner. _hPR
260			_aCambridge, Massachusetts ; _aLondon, England : _bThe MIT Press, _c(c)2022.
300			_axix, 384 pages ; _c22 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_aPART 1.
505	0	0	_aWhat We Did, Why We Did It, and How We Did It. The "what" question : A campus visit -- _tThe "why" question : Background and context for our study -- _tThe "how questions" : Our methods
505	0	0	_aPART 2.
505	0	0	_aThe Individual Learner. Higher education capital : What higher education should achieve -- _tLearnings, earnings, and yearnings : Mental models of the college experience
505	0	0	_aPART 3.
505	0	0	_aThe Campus Culture. A pervasive finding : Mental health issues -- _tOn belonging and alienation
505	0	0	_aPART 4.
505	0	0	_aWhat's to be Done. Stepping back and looking ahead : From is to ought -- _tFeedback to schools
505	0	0	_aPART 5.
505	0	0	_aMessages to Constituencies ... and to Ourselves. Messages to diverse constituencies -- _tEpilogue : The authors reflect.
520	0		_a"For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don't belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call "higher education capital"--to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings."-- _cProvided by publisher.
530			_a2 _ub
650		0	_aAlienation (Social psychology)
650		0	_aCollege students _xMental health _zUnited States.
650		0	_aCollege students _xPsychology.
650		0	_aEducation, Humanistic _zUnited States _vCase studies.
655		0	_aEducation
700	1		_aGardner, Howard,
700	1		_d1943- _e1
942			_cBK _eAMAZON _hLC _i2021-2022 _k28.49 _m2022 _nCOEL _RREPLACEMENT _O112-6503649-9918607 _2ddc _w22.14
999			_c4448 _d4448
902			_a1 _bCynthia Snell _c1 _dCynthia Snell