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"The book examines the current state of higher education in the United States. If the purpose of a college education is for students to learn, academe is failing, according to Academically Adrift. The book cites data from student surveys and transcript analysis to show that many college students have minimal classwork expectations -- and then it tracks the academic gains (or stagnation) of 2,300 students at twenty-four institutions of traditional college age enrolled at a range of four-year colleges and universities. The results are not encouraging: ◾45 percent of students "did not demonstrate any significant improvement in learning" during the first two years of college. ◾36 percent of students "did not demonstrate any significant improvement in learning" over four years of college. ◾Those students who do show improvements tend to show only modest improvements. Students improved on average only 0.18 standard deviations over the first two years of college and 0.47 over four years. What this means is that a student who entered college in the 50th percentile of students in his or her cohort would move up to the 68th percentile four years later -- but that's the 68th percentile of a new group of freshmen who haven't experienced any college learning. The book and its findings received extensive national media coverage and sparked a debate about what undergraduate students learn once they get into college."
"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. (Contains 20 tables and 20 line drawings.)."@en
"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."
"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."@en
"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."@en

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"Books"@en
"Reports - Descriptive"@en
"Electronic books"@en
"Electronic books"

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"Academically Adrift: Limited Learning on College Campuses"@en
"Academically Adrift"
"Academically adrift limited learning on college campuses"
"Academically adrift limited learning on college campuses"@en
"Academically adrift : limited learning on college campuses"@en
"Academically adrift : limited learning on college campuses"

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