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  1. Academically Adrift: Limited Learning on College Campuses
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  2. Academically Adrift: Limited Learning on College Campuses

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In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s 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 they’re 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 Roksa’s 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 Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

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Specifications

Country
USA
Binding
Kindle Edition
Edition
1
EISBN
9780226028576
Format
Kindle eBook
Label
University of Chicago Press
Manufacturer
University of Chicago Press
NumberOfPages
272
PublicationDate
2011-01-15
Publisher
University of Chicago Press
ReleaseDate
2011-01-15
Studio
University of Chicago Press
Most Helpful Customer Reviews

The authors' research and observations confirm what I see as very disturbing trends as I teach courses that involve complex, critical reasoning, and as I follow the experiences of current and recent undergraduates. Each year there has been a very noticeable decline in preparation for higher-level thinking. The students I encounter increasingly expect that they can succeed academically with shallow thinking and little effort by employing the social and strategic credential management skills that the authors describe. Those who seek a more meaningful intellectual experience feel surrounded.

The authors' observations about the importance of studious solitude and its increasing scarcity have obvious implications about the evolution of academic life. But I wonder if it is even worse than they describe. For example, the study hours they include in their data may be overly generous. Today, even those who want to learn and sit down to "study" are likely to be immersed in social... Read more
This book couldn't be more potentially explosive if its contents were 100% highly-enriched uranium; unfortunately, the vested interests realize this and are already hard at work smothering the authors' findings. Authors Richard Arum (sociology and education professor at New York University) and Josipa Roksa (professor of sociology at the University of Virginia) studied over 2,000 undergraduates from Fall 2005 to Spring 2009 at two dozen universities (large public flagship institutions, highly selective liberal-arts colleges, and institutions that historically serve blacks and Hispanics). They determined that 45% "demonstrated no significant gains in critical thinking, analytical reasoning, and written communications during the first two years of college," and 36% showed no improvement over the entire four years. Including dropouts would have made the findings even worse. Further, those that did improve did so only modestly on average - eg. moving from the 50th percentile to the 68th... Read more
Arum and Roksa mean this book as a strong indictment of the American undergraduate experience. The report received a lot of media attention when released in early 2011. Its headline findings are that undergraduates experience essentially no improvement in critical thinking in their first two years of college, and a much smaller improvement over four years than we would expect. There are two broad exceptions: elite national universities; and classes that require more than 40 pages of reading a week and more than 20 pages of writing a semester.

It's important to recognize that Arum and Roksa stack the deck, by defining "learning" in ways that advantage students in the humanities and social sciences. Engineering schools train students in a different way of thinking rigorously and solving problems. Pre-med programs cram student brains with facts. Both evaluate their students with difficult exams leading to professional certification. It's fair to say that neither Arum... Read more
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