Derek Bok Quotes

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There's a great deal of difference between thinking reflectively about moral issues and achieving higher standards of ethical behavior.

Despite the hours spent debating different models of general education, the choices faculties make rarely lead to any significant difference in the cognitive development of undergraduates.

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Critics of American colleges typically attribute the failings of undergraduate education to a tendency on the part of professors to neglect their teaching to concentrate on research. In fact, the evidence does not support this thesis, except perhaps in major...

Doctoral training is devoted almost entirely to learning to do research, even though most Ph.Ds who enter academic life spend far more time teaching than they do conducting experiments or writing books.

Freshly minted Ph.Ds typically teach the way their favorite professors taught.

There are no tests similar to SATs to tell us how much undergraduates know. State legislators, who appropriate billions of dollars each year to higher education, are naturally interested in finding out what they are getting for their money.

Teaching methods are often inadequate for the goals faculties are trying to achieve. Important courses such as expository writing and foreign languages are frequently taught by untrained graduate students and underpaid adjunct teachers.

Efforts to develop critical thinking falter in practice because too many professors still lecture to passive audiences instead of challenging students to apply what they have learned to new questions.

Although professors regard improving critical thinking as the most important goal of college, tests reveal that seniors who began their studies with average critical thinking skills have progressed only from the 50th percentile of entering freshmen to about the 69th...

Again and again, universities have put a low priority on the very programs and initiatives that are needed most to increase productivity and competitiveness, improve the quality of government, and overcome the problems of illiteracy, miseducation, and unemployment.

Ever since economists revealed how much universities contribute to economic growth, politicians have paid close attention to higher education.

Economists who have studied the relationship between education and economic growth confirm what common sense suggests: The number of college degrees is not nearly as important as how well students develop cognitive skills, such as critical thinking and problem-solving ability.

As countries embrace mass higher education, the cost of maintaining universities increases dramatically relative to an elite system.

Apart from finding a first job, college graduates seem to adapt more easily than those with only a high school degree as the economy evolves and labor-market needs change.

Universities are in a position where they can think very creatively.

I don't regard the fact that there's a disparity in test scores nearly as importantly as I do the need for diversity, because I know from long experience that test scores, though useful, are a very limited measure of things...

What we are doing in educating students is trying to prepare them to live more fulfilling lives for the decades after they graduate. And trying to provide a better, richer, fairer, more decent society for the generations after.

Colleges do not merely offer preparation for the future; they occupy four years of a student's life, and an institution should do what it can to make these years absorbing and enjoyable.

The most obvious purpose of college education is to help students acquire information and knowledge by acquainting them with facts, theories, generalizations, principles, and the like. This purpose scarcely requires justification.

For some students, especially in the sciences, the knowledge gained in college may be directly relevant to graduate study. For almost all students, a liberal arts education works in subtle ways to create a web of knowledge that will illumine...

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