Product Description

Why do some students in the United States make the most of college, while others struggle and look back on years of missed opportunities? What choices can students make, and what can teachers and university leaders do to improve more students' experiences and help them make the most of their time and monetary investment? And how is greater diversity on campus--cultural, racial, and religious--affecting education? How can students and faculty benefit from differences and learn from the inevitable moments of misunderstanding and awkwardness?

Two Harvard University Presidents invited Richard Light and his colleagues to explore these questions, resulting in ten years of interviews with 1,600 Harvard students. Making the Most of College offers concrete advice on choosing classes, talking productively with advisors, improving writing and study skills, maximizing the value of research assignments, and connecting learning inside the classroom with the rest of life.

The stories that students shared with Light and his colleagues about their experiences of inspiration, frustration, and discovery fill the book with spirit. Some of the anecdotes are funny, some are moving, and some are surprising. Many are wise--especially about the ways of getting the best, in classroom and dormitory, from the new racial and ethnic diversity.

Filled with practical advice, illuminated with stories of real students' self-doubts, failures, discoveries, and hopes, Making the Most of College presents strategies for academic success.

Product Details

• Amazon Sales Rank: #115923 in Books
• Published on: 2004-05-30
• Original language: English
• Number of items: 1
• Binding: Paperback
• 256 pages

From Publishers Weekly
Despite the author's having interviewed 400 Harvard students and visited more than 90 campuses over 10 years, his report on the findings of the Harvard Assessment Seminars would be more accurately titled "Getting the Most Out of Harvard." Rather than reflecting the experiences of average college students, his findings are more consistent with the experiences of students who arrive at prestigious universities already primed for intellectual inquiry. Yet some useful, if obvious, themes emerge from his decade spent interviewing more than 1,600 undergraduates: in-class and out-of-class experiences are significantly connected; strategies successful in high school don't always work well at college; good advising is crucial; students must ask for help when they need it; "students are enthusiastic when classes are structured to maximize personal engagement" and they enjoy interdisciplinary courses. There are some surprises, too: students Light spoke with demand high writing standards and favor unpredictability in their professors' political opinions. A major portion of the book argues that the benefits of diversity on college campuses have been underestimated and that awkward culture clashes can ultimately provide a positive, if at the time uncomfortable, learning experience. Still, the author's efforts to extrapolate from the experiences of these privileged students to the majority of college students are often unconvincing.
Copyright 2001 Reed Business Information, Inc.

From Library Journal
Light (Graduate Sch. of Education and the John F. Kennedy Sch. of Government, Harvard) interviewed 1600 Harvard students over a ten-year period to discover how to make the most of the college experience. The result is this valuable and practical book, recipient of the 2001 Virginia and Warren Stone Prize from Harvard University Press for an outstanding publication dealing with education and society. Filled with advice and illuminated by real stories of students' self-doubts, failures, discoveries, and hopes, the book is a blueprint for academic success. Some of the issues examined include collaborative selection of classes, talking productively with advisers, improving writing and study skills, maximizing the value of research assignments, and connecting learning inside the classroom with the rest of life. The students' actual responses are woven throughout, creating a revealing text unlike anything else parents, children, matriculating freshmen, and educators have read. This rich account of college life is recommended for all types of libraries. Samuel T. Huang, Univ. of Arizona Lib., Tuscon
Copyright 2001 Reed Business Information, Inc.

From Booklist
Light, a Harvard professor with 30 years of experience teaching at the college level, explores those elements of college life that make it an enriching experience for students. Light addresses two major areas: the choices students make to get the most out of college and effective ways for faculty members to help students get the best experience. The book is based on research by more than 60 faculty members from 20 colleges and universities and interviews with undergraduates. Each chapter focuses on such student choices as courses and housing, and how those choices can adversely affect the quality of the college experience unless coordinated. Light offers specific suggestions from students on how to deal with typical situations. He explores factors that make classes memorable--for example, relationships with faculty members--and the importance of effective time management. Among the positive trends that Light identifies are greater ethnic and racial diversity and "mentored" internships not taken for credit. Parents and students either in college or headed there will find this book a valuable resource. Vanessa Bush
Copyright © American Library Association. All rights reserved

Customer Reviews

The New Racism
The author espouses the New Racism being promoted by private schools. If you cannot have a carefully scripted, cartoonish encounter with a person of another race, it is better to have no interracial contact at all.

So you've been admitted to a top school; now what?
If you are interested in this book, check out the hard-cover edition which is available both new and used for substantially less than the paperback.

I was introduced to this book by a friend who is heavily involved in undergraduate advising. I had not heard of Prof. Light or of this work previously, and I wonder whether it is less widely known than it deserves to be.

The title and cover of the book are a bit misleading. It could easily be mistaken for a self-help book and/or a book that covers a wide spectrum of college environments. For this, I fault the publisher rather than the author. Readers who come to it expecting one of the above will indeed find it lacking. It assumes students are motivated and goes from there. If you're looking for a book to provide motivation, this is not it.

The book in fact presents the results of ten years' research, primarily around Harvard undergraduates. To understand the context fully, one should read the first item of back matter, "The Assessment", first. There has been some attempt to generalize by involving faculty from 25 other institutions (which are neither named nor characterized), but the real focus is on Harvard.

There are good reasons for this. Harvard is a very selective place, and its administration has both the wherewithal and the motivation to make every student's experience as rich as possible in the full knowledge that for every student who disengages, there were ten other equally qualified applicants for whom there was not room. Thus, Harvard funded the study, the results are particularly applicable to it, and its own press published it. It is unrealistic to carp that the book wasn't about something else.

So who should be reading this book? Sadly enough, it should most be read by those Harvard faculty members who are not particularly interested in developing undergraduates to see what they're missing. Perhaps Harvard's recently-launched initiative in excellence in teaching will help; the question of advising remains murkier. Academic staff anywhere who aspire to do a better job in helping their students launch their adult lives are bound to find useful perspectives and practical nuggets. I think the book will be mostly lost on undergraduates; I wouldn't have understood it then, much as it might have been useful. Parents of high-potential college students might find it helpful in understanding what their children are going through, but to use it as a guide to advising their parentally-resistant (or, worse, parentally-dominated) offspring may be unproductive. Using it in a peer-advising context is a waste of time, as you can see from other reviews. I suspect there are good nuggets here for secondary school educators as well.

This book makes an interesting contrast with the more recent book, "Excellence Without a Soul" by Harry Lewis, who was the Dean of Harvard College during the time Light was finishing this book. Lewis's book reflects personal opinions on the same issues (and more); its underpinnings are based on his own experiences rather than the extensive interviewing process Light uses. Taking the two together provides even better insights than either separately.

Goodness: Among his many detailed points, Light talks (sometimes through the students) of the importance - and difficulty - of clear exposition in reporting on scientific research and of the value of evidence-based discourse, and this book provides an exemplar of both. The book is not heavy on theory with consequent bulky endnotes, and the bibliography is of reasonable size.

Quibbles: Light intermixes Harvard-specific terminology (e.g., proctor) with more generic equivalents (e.g., dorm supervisor) without making the connection for the reader. He presents most of his dilemmas from the viewpoint of a student in the social sciences, which are somewhat different from those encountered by students in the humanities or - especially - the natural sciences. There is so little indentation in the extended quotes from the students that it is sometimes hard to tell whose voice is speaking. The inner margins in both the hardcover and the paperback are so tight that it's hard to read without breaking the spine. And the editing could have been a bit tighter.

The above could easily reduce my rating by a star, but on balance I think the importance of the work and the clarity (if occasionally redundant) of the exposition overcome these. Perhaps I should say five stars if your desired frame of reference is a selective, research university, and four stars otherwise.

Better the second time around
The first time I read this book (in 2002) I wasn't at all impressed. As a student affairs professional, I kept thinking that Light (as is the case with most academics) basically ignored the role of student affairs as a significant source of student support and education. I also thought he was writing the obvious.

I re-read the book in 2005, however, and had a very different experience of it. Light refutes some of the "conventional wisdom" (such as the common feeling that it is best to get all of the "requirements" out of the way early) and backs up what he says with solid reasoning.

The major weakness of this book is it's focus on Harvard students as the research sample. The book would have gained considerable credibilty if Light had made a diligent effort to reach beyond Cambridge and beyond the Ivy League to learn what makes students at other kinds of campuses successful.

That being said, this is an important book for anyone who advises college students: faculty, academic advisors, and student affairs professionals. I would also recommend it for High School guidance counselors and parents. Students might or might not enjoy it; again, the Harvard focus could make it seem perhaps irrelevant to many.