Higher Expectations

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In recent decades, cognitive psychologists have illuminated human development, offering colleges new opportunities to help students acquire essential skills and qualities that enhance their lives and societal contributions. This landmark work explores how institutions can leverage these discoveries to create a more robust undergraduate curriculum for the twenty-first century. Traditionally, many psychologists believed that traits like creativity, empathy, resilience, and conscientiousness were largely fixed by early childhood. However, recent research indicates that these qualities can continue to evolve through early adulthood and beyond. This suggests that educators may have greater potential to teach students to develop these important characteristics, ultimately enabling them to thrive in life. The text raises critical questions about educators' preparedness to cultivate these traits, the knowledge they need to maximize these possibilities, and whether college faculties will embrace the necessary curricular and pedagogical changes. It also addresses how to accelerate innovation and application within educational institutions. By answering these questions, the author identifies barriers to institutional change, proposes practical reforms, and illustrates how colleges can empower students to lead successful, productive, and meaningful lives.