An unprecedented study led by NYU sociologist Richard Arum followed thousands of college students in 24 schools, from highly selective to less selective, for a span of four years. While many employers may not be surprised by this study as they comment that most grads they hire lack these skills, the research led to the book “Academically Adrift: Limited Learning on College Campuses” (to be released January 2011) and the conclusion that large numbers of undergraduate students are entering and leaving college without learning critical thinking, complex reasoning, and written communication skills universally acknowledged as the core to a college education. According to the study:

• Forty-five percent of students made no significant improvement in their critical thinking, reasoning or writing skills during the first two years of college.
• After four years, 36 percent showed no significant gains in these so-called “higher order” thinking skills.
• Students who majored in the traditional liberal arts — including the social sciences, humanities, natural sciences and mathematics — showed significantly greater gains over time than other students in critical thinking, complex reasoning and writing skills.

Recently, CNN ran a story “Subject Matters: Students struggle with math fundamentals” where K-12 educators split their greatest hurdles in teaching math skills in three categories:

1) Knowing the basics – There is too much information to cram in too short amount of time. Students are being advanced without a strong foundation in core skills.

2) Helping students “get it” – Students have 12 years of schooling to develop holes in their core foundations. These holes are nearly impossible to address in every student because many come in with different backgrounds.

3) Math in real life – Math teachers have the tough job of relating math skills to real life to get students engaged and find relevancy in the learned skill.

If critical thinking isn’t being called out as a necessary skill in K-12, then there is no surprise college students are entering and leaving college without critical thinking skills to negotiate school and life. Critical thinking skills help students succeed academically while preparing them to be an intelligent citizen that can filter fact from fiction, serve on a jury or even find which internet provider  or phone service will give them the best deal. We have an opportunity to begin to emphasize reasoning skills which span the disciplines as early as high school or middle school. LifeBound’s book, CRITICAL AND CREATIVE THINKING is one way to approach a much needed class with coaching-based, collaborative activities through which students can learn solid thinking skills first-hand.

Sources:

– Study: Many college students not learning to think critically, mcclatchydc.com

– Subject Matters: Students struggle with math fundamentals, cnn.com

As our nation mourns the victims of the tragedy in Tucson last weekend, students everywhere have the opportunity to reflect on the meaning of the lives that were lost and the implication that has for how they view  their lives from here on out. If teachers and parents allow time for students to take the emotional space to hold the pain of this experience, the healing can begin and the actions of those who remain can appropriately memorialize those who have died.

Cultures from around the world, from indigenous people to advanced societies, need to honor those who have died in ways that can pay tribute to them while giving us a firm way to lead our lives in a better way. Whether we honor the deceased with funerals, rituals, a lit candle, a prayer, a letter to remaining family members or a period of silence each person can bring meaning in their own way to incomprehensible tragedies like this. Teaching young people to feel the sadness, take steps to pay homage to those who have died and then to set their own course for right action is the only way to pay tribute to those courageous victims of our society whom we lost this week. Let’s challenge each young person as this week comes to a close and as family members hold services for their loved ones, to ask these questions:

• What enduring qualities of those who have died can I carry forth in my own life?

• What steps can I take in my own life to stand up for democracy, listen to opposing views and be respectful of all people’s opinions?

• What other commitments am I willing to make in my life as  a tribute to those who have died?

Never send to know for whom the bell tolls.  It tolls for thee.    – John Donne

Growing up in the African country of Malawi, William Kamkwamba witnessed poverty’s devastating effects. When a fierce famine hit in 2002, William was forced to leave school due to financial strains. Armed with curiosity and a vision of a better life for himself and his family, he did not let his absence from the classroom affect his desire to learn. William stumbled across a textbook on agricultural practices in the library. On its cover was a picture of a windmill. Knowing Malawi had plenty of wind, William soon had the vision of a windmill providing energy for his family. Unfortunately the book didn’t offer detailed instructions on how to construct a windmill, so he figured it out himself.

William was fourteen when he built his first windmill using discarded items from neighbors’ trash and scraping up money to buy a few essential pieces: a rubber belt, a bike chain ring, a bicycle frame, some bamboo poles, flattened PVC pipes, and a tractor fan. His small, crude windmill, generated enough electricity to power a few light bulbs, an old radio, and a cell phone. From there, William set to work building another larger windmill, making improvements to the electrical output.

Word soon spread about the boy’s genius, and his windmills became a popular subject within his community and beyond. As a result of his efforts, he was accepted as one of the first ninety-seven students to attend the African Leadership Academy. What’s his next move? “My dream is to finish my education and to start my own company making windmills,” William says. His vision now involves providing affordable electricity to his community, giving them access to knowledge via the internet, and powering indoor lights to study in the evenings.

William’s vision was born from saying no to a lack of education, to hopelessness, and to poverty. What are you willing to say no to? Share your comments below.

- William Kamkwamba’s story is featured in the chapter “How can you create a vision?” from Leadership for Teenagers.

- Original Source: http://web.mit.edu/tac/docs/kamkwamba-bio.pdf

Sal Khan is the brains behind the nonprofit khanacademy.org. His now full-time job started as a remote, live tutorial session for his cousin who was struggling in math. When scheduling conflicts arose, he started uploading his lessons to YouTube so his cousin could view them on her own time. After his YouTube videos went viral, they found a new home on khanacademy.org. Today, his lessons reach 200,000 students a month who are searching for help in math and science.

This free student resource is opening education to the struggling student, the over-achiever, and the hungry intellectual. However, the challenge is to encourage students to take advantage of such free resources. Our mission at LifeBound is to help students self-advocate and take responsibility for their learning. Through our books, curricula, and academic coaching, we help students become self-directed and motivated so that they can capitalize on innovative learning opportunities such as Sal Kahn’s. Listen to the story “One Teacher and 70,000 Students” on today’s broadcast of The Takeaway.

– For more information visit khanacademy.org, or read the Fortune article “Bill Gate’s Favorite Teacher”

At LifeBound, we are excited to welcome the new year. We are taking these last few days of December to reflect on 2010, be grateful for everything that’s come our way, and leave behind those things that get in the way of achieving our goals. As you make your new year’s resolutions, focus on goals for both your personal and professional life. Share these resolutions with your children or students and encourage them to overcome one of their obstacles this year. When you share your goals, you increase your chances of sticking to your plan by creating a community that you can ask to hold you accountable, and vice versa.
Before the ball drops at midnight tomorrow, solidify your resolutions by asking yourself the following questions:

• Is the size of my goal realistic? If it’s too broad, ask “Can I break it into smaller goals?” If it’s not broad enough, ask “Can I make it more specific?”
• Can I designate milestones to gauge my progress? Will it help to reward myself along the way?
• Do I have a support group? Who would be the best people in my life to alert of my goals?
• How will I hold myself accountable? At the same time, how will I remind myself it’s okay to stumble as long as I get back on track?

If you have other powerful questions you ask before the new year, please share them in our comment box below today’s blog. We hope you have a safe and happy new year, and look forward to continuing the dialogue with you in 2011!