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| Making the Most of College: Students Speak Their Minds | 
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Avg. Customer Rating:   (based on 37 reviews)
Sales Rank: 52754
Category: Book
Author: Richard J. Light
Publisher: Harvard University Press
Studio: Harvard University Press
Manufacturer: Harvard University Press
Label: Harvard University Press
Languages: English (Original Language), English (Unknown), English (Published)
Media: Paperback
Number Of Items: 1
Pages: 256
Shipping Weight (lbs): 0.6
Dimensions (in): 7.9 x 4.5 x 0.8
ISBN: 067401359X
Dewey Decimal Number: 378.198
EAN: 9780674013599
ASIN: 067401359X
Publication Date: May 30, 2004
Availability: Usually ships in 1-2 business days
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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. (20010101)
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| Customer Reviews: Read 32 more reviews...
 The New Racism August 18, 2008
0 out of 1 found this review helpful
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? June 13, 2007
4 out of 5 found this review helpful
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 June 2, 2006
4 out of 5 found this review helpful
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.
 Making the Most of Light November 7, 2005
2 out of 3 found this review helpful
I am a peer academic advisor at a West Coast college. I was assigned this book as part of my peer advising training, so I read this book from the perspective of a student. Overall, I found the book mixed in its helpfulness to students.
Chapter 3, "Suggestions from Students", contains the bulk of practically useful information. The title itself underlines one of the book's key ideas: students learn from each other. While substantial student interaction occurs behinds classroom doors, Light notes correctly that "learning outside of classes, especially in residential settings and extracurricular activities such as the arts, is vital" (p. 8). More subtly, Light suggests that college leaders and other individuals must make conscious efforts to develop the kind of environment that facilitates symbiotic learning between students. He writes,
when students refer in their interviews to those that build campus culture, they do not just mean deans or residence hall directors or leaders of student organizations ... They are really characterizing _every student_, in the old-fashioned sense of believing that each person can make a difference by setting an example (p. 194, his emphasis).
Later, he continues,
deans and adults should convey to all incoming students that they have a once-in-a-lifetime opportunity to experience, in their college years, a new set of people with new ideas that may challenge their own. They should encourage students to see these few precious years as a special chance to meet, work with, and get to know others who are unlike themselves (p. 196).
So far so good. The rest of the book, I felt, was short on concrete advice for students. Here, I'll mention some thoughts that occurred to me while I was reading the book.
First, despite Light's claims, I am unconvinced that his results generalize. Light is a statistician by training, and I was surprised that he did not offer any comparative statistics to substantiate his claims; as such, his work may be more aptly called Making The Most Of Harvard (or more accurately, How Faculty Can Help Students Make The Most Of Harvard).
Second, not only does Light's results not generalize across colleges, he also does not provide evidence to show that they generalize across a diverse group of students (strange, since he devotes a large part of the book to diversity). There are no tables, graphs, charts, or summary statistics that back up his claim that his results generalize; in particular, the book focused mostly on students who are ex ante driven and motivated towards success - Light says nothing about the selection bias that arises from sampling a group of Harvard students, who are more likely than not to possess the characteristics necessary for success.
All in, I found Light's book informative, but unhelpful. I will not deny that there are lessons to be learnt if one puts some thought into it. As a peer academic advisor, however, much of the book was made up of cliches, platitudes, and findings that were irrelevant to my work. Faculty and administrators, however, may find the book more useful.
 Pretentious September 21, 2005
2 out of 4 found this review helpful
It should have been titled, Making the Most of Harvard: Students Speak Their Minds. We were required to read this book for an English writing class. Some of the suggestions in the book are helpful, like time management and getting help if you are not scoring well but only if you read this book *before* you go to college.
Light makes suggestions that may not be feasable, including finding a class with very few students because it will be benificial. Our class also felt that Light's suggestion of picking roomates according to race is ludicrous.
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