Are professors asking much of their students? Arum and Roksa find that they aren’t. The strength of Arum and Roksa’s work is its methodical presentation of data to confirm what many observers of education might know only as anecdote and hearsay. After four years of college, thirty-six percent showed no significant change. The numbers are bleak: after two years of college, forty-five percent of the students surveyed showed no significant change in performance on the Collegiate Learning Assessment, a standardized (and challenging) test of critical thinking, problem solving, and writing. $25.Īre you better off than you were four years ago? If that famous question from the 1980 presidential campaign were put to college seniors, the answer, for too many, would seem to be “Not really.” Tracking the academic progress of 2,322 students at twenty-four four-year institutions, sociologists Richard Arum and Josipa Roksa find that for a great many students, college makes no change in their ability to think, reason, and write. Academically Adrift: Limited Learning on College Campuses.
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