ISBN-10:
0674066642
ISBN-13:
9780674066649
Pub. Date:
08/27/2012
Publisher:
Harvard
What the Best College Students Do

What the Best College Students Do

by Ken Bain
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Overview

The author of the best-selling book What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college—and every other educational enterprise, too.

The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book—college graduates who went on to change the world we live in—aimed higher than straight A’s. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives.

Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a “meta-cognitive” understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn’t achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow.

Product Details

ISBN-13: 9780674066649
Publisher: Harvard
Publication date: 08/27/2012
Pages: 304
Sales rank: 58,744
Product dimensions: 5.88(w) x 8.30(h) x 1.02(d)

About the Author

Ken Bain is President of the Best Teachers Institute and a former professor of history at Northwestern, Vanderbilt, the University of Texas, and New York University.

Read an Excerpt

Chapter 7: Curiosity and Endless Education



On a hot September afternoon, four hundred students crushed into a small auditorium looking for seats on the long rows that curved around like giant horseshoes. Students eased their way down an aisle and to a row where they slide past other people to find a chair. As the room filled with chattering voices, each one grew louder to compete with the clamor around them.

After a few minutes, a tall, thin man wearing white running shoes, brown trousers, and a blue shirt entered and stood at a podium in the front of the room. From their seats, most of the students could look down at the top of his head. He clipped on a lavaliere microphone and cleared his throat.

“I know it’s hot in here,” he said, almost shouting over the chatter. “But we’ve got work to do.” As the students stopped talking, he continued. “This is History 112, and I suppose most of you are here because you think you’re required to take this class. Well, you are not,” he said as he moved from behind the podium and looked toward the back row.

A soft murmur rippled across the room as students turned from side to side and whispered some expression of disbelief. “But wait,” he quickly added, thrusting his hands in the air as if to stop some oncoming locomotive. “This course is by definition a part of getting a liberal education at this institution, but nobody in the world is requiring you to pursue such broad learning. You will not be whipped in the public square if you don’t. No one will imprison or fine you. You are in charge of your own education.”

As students listened, he continued. “I want you to think about whether you really want to get this kind of education. I want you to understand both its beauty and utility, then you can decide if it is for you.” The room grew still now, and a soft breeze floated around the space as the air conditioning finally kicked in.

Within a few minutes, he had unfurled a brief history of liberal education, and told them that “liberal” came from the Latin for “free” (liber), and it was the kind of schooling that free (as opposed to slave) children received in the ancient world. In the modern version, students explored a host of disciplines from the sciences to the humanities, taking a deep approach to important issues that those disciplines could help them address.

Table of Contents

1 The Roots of Success 1

2 What Makes an Expert? 32

3 Managing Yourself 64

4 Learning How to Embrace Failure 99

5 Messy Problems 133

6 Encouragement 164

7 Curiosity and Endless Education 199

8 Making the Hard Choices 221

Epilogue 258

Notes 263

Acknowledgments 281

Index 283

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What the Best College Students Do 4 out of 5 based on 0 ratings. 3 reviews.
Anonymous More than 1 year ago
I had to read "What the Best College Students Do" for a college honors program intro course. At first the book was great, the 'first hand' accounts made the book interesting and read a lot better than most of my college texts. However, I found the book redundant, Bain never told us what the best college students do besides being a deep learner and I'm not sure what that is. He continues to give the same examples until in the last chapter he finally gives some ways to engage in reading. The book was a quick read and a nice change from the usual college text, but as far as what the 'best college students do' I'm still not sure.
Anonymous More than 1 year ago
I've always wondered what greatly accomplished people did to have succeeded and how I could tap into that bit of knowledge. Ken Bain does a magnificent job doing more than just giving you advice on how to get good grades but to see the entire world around you as a place for learning and seeing things in a new light. I highly recommend this book to any student who is not sure on what to do or what dreams to follow. It will comfort you to know that great people come from all different backgrounds. Don't miss out in discovering your innate passion for success.
Anonymous More than 1 year ago
I'm guessing the other reviewers did not take a deep approach to learning and understanding what the author had to say.