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Academically adrift : limited learning on college campuses / Richard Arum and Josipa Roksa. [print]

By: Contributor(s): Material type: TextTextSeries: Professional development collectionPublication details: Chicago : University of Chicago Press, (c)2011.Description: xi, 259 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780226028552
  • 9780226028569
Subject(s): Genre/Form: LOC classification:
  • LA227.R743.A233 2011
  • LA227
Available additional physical forms:
  • COPYRIGHT NOT covered - Click this link to request copyright permission:
  • COPYRIGHT NOT covered - Click this link to request copyright permission:
Contents:
Origins and trajectories -- Pathways through colleges adrift -- Channeling students' energies toward learning -- A mandate for reform.
Subject: Are undergraduates really learning anything once they get to college? The answer is numbers 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.Subject: 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
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Holdings
Item type Current library Collection Call number Status Date due Barcode
Circulating Book (checkout times vary with patron status) Circulating Book (checkout times vary with patron status) G. Allen Fleece Library CIRCULATING COLLECTION Non-fiction LA227.4.A786.A233 2011 (Browse shelf(Opens below)) Available 31923001785977

College cultures and student learning -- Origins and trajectories -- Pathways through colleges adrift -- Channeling students' energies toward learning -- A mandate for reform.

Are undergraduates really learning anything once they get to college? The answer is numbers 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

COPYRIGHT NOT covered - Click this link to request copyright permission:

COPYRIGHT NOT covered - Click this link to request copyright permission:

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