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Academically Adrift: Limited Learning on College Campuses

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Academically Adrift: Limited Learning on College Campuses Cover

 

Synopses & Reviews

Publisher Comments:

In spite of soaring tuition costs, more and more students go to college every year. A bachelors degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when theyre born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?

For a large proportion of students, Richard Arum and Josipa Roksas answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksas report that colleges are failing at their most basic mission will demand the attention of us all.

About the Author

Richard Arum is professor in the Department of Sociology with a joint appointment in the Steinhardt School of Education at New York University. He is also director of the Education Research Program of the Social Science Research Council and the author of Judging School Discipline: The Crisis of Moral Authority in American Schools. Josipa Roksa is assistant professor of sociology at the University of Virginia.

Table of Contents

Acknowledgments

1   College Cultures and Student Learning

2   Origins and Trajectories
3   Pathways through Colleges Adrift
4   Channeling Students Energies toward Learning
5   A Mandate for Reform

Methodological Appendix

Notes
Bibliography
Index

Product Details

ISBN:
9780226028569
Author:
Arum, Richard
Publisher:
University of Chicago Press
Author:
Roksa, Josipa
Subject:
Higher
Subject:
Testing & Measurement
Subject:
Education-Higher Education
Edition Description:
Paperback
Publication Date:
20110131
Binding:
TRADE PAPER
Language:
English
Illustrations:
20 tables, 20 line drawings
Pages:
272
Dimensions:
9.00 x 6.00 in

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