Disengagement compact is the name assigned by educator George Kuh in 1991 to the tacit agreement between college teachers and their students that if teachers will minimize academic demands and grade generously, students for their part will write favorable course reviews and will allow teachers undisturbed time to focus on the research and publishing that their institutions reward with promotions and tenure. Commentators in the United States and Canada attribute the disengagement compact to market forces acting since the 1960s. The disengagement compact has been most discussed — and lamented — by educators convinced that engagement with teachers builds student competence in critical thinking, analytical reasoning, problem solving, and writing. Kuh maintains that the disengagement compact di
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| - Disengagement compact is the name assigned by educator George Kuh in 1991 to the tacit agreement between college teachers and their students that if teachers will minimize academic demands and grade generously, students for their part will write favorable course reviews and will allow teachers undisturbed time to focus on the research and publishing that their institutions reward with promotions and tenure. Commentators in the United States and Canada attribute the disengagement compact to market forces acting since the 1960s. The disengagement compact has been most discussed — and lamented — by educators convinced that engagement with teachers builds student competence in critical thinking, analytical reasoning, problem solving, and writing. Kuh maintains that the disengagement compact di (en)
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| - Disengagement compact is the name assigned by educator George Kuh in 1991 to the tacit agreement between college teachers and their students that if teachers will minimize academic demands and grade generously, students for their part will write favorable course reviews and will allow teachers undisturbed time to focus on the research and publishing that their institutions reward with promotions and tenure. Commentators in the United States and Canada attribute the disengagement compact to market forces acting since the 1960s. The disengagement compact has been most discussed — and lamented — by educators convinced that engagement with teachers builds student competence in critical thinking, analytical reasoning, problem solving, and writing. Kuh maintains that the disengagement compact diminishes not only the skills acquisitions closely associated with academic learning but also the students' personal growth that teachers historically had helped to advance by engaging with students outside the classroom as well as inside. Beginning in 2000, educator and author Murray Sperber brought the disengagement compact to the attention of the general reading public, emphasizing its upsurge in large research universities. (en)
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