MARC Record from harvard_bibliographic_metadata

LEADER: 02013cam a2200421 a 4500
001 012608627-3
005 20110302224921.0
008 100730s2011 ilua b 001 0 eng c
010 $a 2010031799
020 $a9780226028552 (cloth : alk. paper)
020 $a0226028550 (cloth : alk. paper)
020 $a9780226028569 (pbk. : alk. paper)
020 $a0226028569 (pbk. : alk. paper)
020 $a9780226028576 (electronic bk.)
020 $a0226028577 (electronic bk.)
035 0 $aocn587209637
040 $aICU/DLC$cDLC$dYDX$dBTCTA$dYDXCP$dLML$dCDX$dUPZ$dNIE$dWCO$dBWX
042 $apcc
043 $an-us---
050 00 $aLA227.4$b.A78 2011
082 00 $a378.19/8$222
100 1 $aArum, Richard.
245 10 $aAcademically adrift :$blimited learning on college campuses /$cRichard Arum and Josipa Roksa.
260 $aChicago :$bUniversity of Chicago Press,$cc2011.
300 $axi, 259 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. [237]-248) and index.
505 0 $aCollege cultures and student learning -- Origins and trajectories -- Pathways through colleges adrift -- Channeling student energies toward learning -- A mandate for reform.
520 $aAre 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.
650 0 $aEducation, Higher$zUnited States.
650 0 $aLearning$zUnited States.
650 0 $aCritical thinking$xStudy and teaching (Higher)$zUnited States.
650 0 $aReasoning$xStudy and teaching (Higher)$zUnited States.
655 0 $aElectronic books.
700 1 $aRoksa, Josipa.
899 $a415_565127
899 $a415_565387
988 $a20110302
906 $0OCLC