| Description |
xi, 259 p. : ill. ; 24 cm. |
| Note |
"Despite the book's moderate proposals, some critics have painted this book as misguided punditry. Readers of Teacher-Scholar, however, would be remiss not to take this book seriously. Arum and Roska's use and analysis of CLA (Collegiate Learning Assessment) data, although sometimes flawed, lift this book out of punditry and into serious scholarship. They show that almost half of college students do not improve on important skills that they should gain in their first years in college, and they convincingly connect this problem to the lack of academic rigor at many universities."--Teacher Scholar. |
| 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. |
| Note |
"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 |
Includes bibliographical references (p. [237]-248) and index. |
| Contents |
College cultures and student learning -- Origins and trajectories -- Pathways through colleges adrift -- Channeling students' energies toward learning -- A mandate for reform. |
| Subject |
Collegiate Learning Assessment.
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Education, Higher -- United States.
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Learning -- United States.
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Critical thinking -- Study and teaching (Higher) -- United States.
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Reasoning -- Study and teaching (Higher) -- United States.
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Higher education -- United States.
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Learning and scholarship -- United States.
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| Added Author |
Roksa, Josipa.
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| ISBN |
9780226028569 (pbk. : alk. paper) |
|
9780226028552 (cloth : alk. paper) |
|
0226028550 (cloth : alk. paper) |
|
0226028569 (pbk. : alk. paper) |
|
9780226028576 (electronic bk.) |
|
0226028577 (electronic bk.) |
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