![]() ![]() We have systematically investigated the state of undergraduate learning in contemporary colleges and universities. ![]() But what if sending students to college did not necessarily ensure that much was learned once there? What if at the beginning of the 21st century many colleges and universities were not focused primarily on undergraduate learning, but instead had become distracted by other institutional functions and goals? colleges and universities, are defined as including critical thinking, complex reasoning, and written communication. ![]() As employment opportunities in manufacturing continue to grow scarcer in the United States, both individual and national global economic competitiveness requires mastery of what many commentators have termed “21st century skills.” These skills, generally thought uniformly taught at U.S. As President Barack Obama pledged in his first speech to a joint session of Congress in February 2009: “We will provide the support necessary for you to complete college and meet a new goal: by 2020, America will once again have the highest proportion of college graduates in the world.” At the beginning of the 21st century, increasing and ensuring individual access to college presents itself not just as a moral imperative, but an economic necessity. Politicians, policymakers, and private foundations have united in recent years around achieving a common goal: college for all. ![]()
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