In the peer culture, time spent on class work, reading, and reflection must be limited; too much of it becomes a stain on a student’s social value.
It has become possible -- even likely -- to survive academically, be retained in school, get passing grades and graduate with a baccalaureate despite long-term patterns of alcohol and other substance abuse that are known to damage the formation of new memories and reduce both the capacity and the readiness to learn.
Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.
There must be real change -- change beyond simplistic answers such as reducing costs and improving efficiency -- to improve value.
We allow passivity to dominate students’ already slight engagement with courses and faculty.
Collectively Putting Learning First The common lament that higher education has become a business, or that it has emerged from its recent struggles having too much “corporate” character, is not the primary issue.
The core explanation is this: the academy lacks a serious culture of teaching and learning.
When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs.
None of this makes for higher learning, nor does it adequately prepare students for employment or citizenship.
We need to rethink the ends and means of higher education.