Academically adrift : limited learning on college campuses / Richard Arum and Josipa Roksa.
2011
LA227.4 .A78 2011 (Mapit)
Available at General Collection
Formats
| Format | |
|---|---|
| BibTeX | |
| MARCXML | |
| TextMARC | |
| MARC | |
| DublinCore | |
| EndNote | |
| NLM | |
| RefWorks | |
| RIS |
Items
Details
Title
Academically adrift : limited learning on college campuses / Richard Arum and Josipa Roksa.
Author
ISBN
9780226028569 (pbk. : alk. paper)
0226028569 (pbk. : alk. paper)
9780226028552 (alk. paper)
0226028550 (alk. paper)
0226028569 (pbk. : alk. paper)
9780226028552 (alk. paper)
0226028550 (alk. paper)
Published
Chicago : University of Chicago Press, [2011]
Copyright
©2011
Language
English
Description
xi, 259 pages : illustrations ; 23 cm
Call Number
LA227.4 .A78 2011
Dewey Decimal Classification
378.19/8
Summary
Are undergraduates really learning anything once they get to college? The answer is no. As troubling as their findings are, the authors argue that for many faculty and administrators this conclusion will come as no surprise and is 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.
This volume presents a study that followed 2,300 students at 24 universities over the course of four years. The study measured both the amount that students improved in terms of critical thinking and writing skills, in addition to how much they studied and how many papers they wrote for their courses. The authors conclude that college has become less rigorous in general -- in part due to factors such as outreach marketing, the loss of the humanities curriculum, and students' instructor evaluations -- due to their findings that more than a third of students showed no improvement in critical thinking skills after four years at a university.
This volume presents a study that followed 2,300 students at 24 universities over the course of four years. The study measured both the amount that students improved in terms of critical thinking and writing skills, in addition to how much they studied and how many papers they wrote for their courses. The authors conclude that college has become less rigorous in general -- in part due to factors such as outreach marketing, the loss of the humanities curriculum, and students' instructor evaluations -- due to their findings that more than a third of students showed no improvement in critical thinking skills after four years at a university.
Bibliography, etc. Note
Includes bibliographical references (p. [237]-248) and index.
Added Author
Record Appears in
Table of Contents
College cultures and student learning
Origins and trajectories
Pathways through colleges adrift
Channeling students' energies toward learning
A mandate for reform.
Origins and trajectories
Pathways through colleges adrift
Channeling students' energies toward learning
A mandate for reform.