| Record ID | ia:academicallyadri0000arum |
| Source | Internet Archive |
| Download MARC XML | https://archive.org/download/academicallyadri0000arum/academicallyadri0000arum_marc.xml |
| Download MARC binary | https://www.archive.org/download/academicallyadri0000arum/academicallyadri0000arum_meta.mrc |
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005 20191109072938.3
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008 100730s2011 ilua b 001 0 eng c
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037 $bUniv of Chicago Pr, Attn: John Kessler 11030 S Langley Ave, Chicago, IL, USA, 60628, (773)5681550$nSAN 202-5280
042 $apcc
043 $an-us---
050 00 $aLA227.4$b.A78 2011
060 4 $a378.198 A793a
082 00 $a378.19/8$222
049 $aMAIN
100 1 $aArum, Richard.
245 10 $aAcademically adrift :$blimited learning on college campuses /$cRichard Arum and Josipa Roksa.
260 $aChicago :$bUniversity of Chicago Press,$c©2011.
300 $axi, 259 pages :$billustrations ;$c24 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aProfessional development collection
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.
520 $aThis 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.
504 $aIncludes bibliographical references (pages 237-248) and index.
505 0 $aCollege cultures and student learning -- Origins and trajectories -- Pathways through colleges adrift -- Channeling students' energies toward learning -- A mandate for reform.
590 $bInternet Archive - 2
590 $bInternet Archive 2
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.
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650 7 $aLearning and scholarship$zUnited States.$2sears
650 7 $aCritical thinking$xStudy and teaching.$2sears
650 7 $aReasoning$xStudy and teaching.$2sears
650 7 $aHögskoleutbildning$zFörenta staterna.$2sao
650 7 $aKritiskt tänkande$xstudier och undervisning$xhögskolan$zFörenta staterna.$2sao
650 7 $aInlärning$zFörenta staterna.$2sao
655 4 $aElectronic books.
655 0 $aElectronic books.
700 1 $aRoksa, Josipa.
776 08 $iOnline version:$aArum, Richard.$tAcademically adrift.$dChicago : University of Chicago Press, 2011$z9780226028576$w(OCoLC)699507856
830 0 $aProfessional development collection.
856 41 $uhttps://books.google.com.tr/books?id=A2lxFH5cgukC&lpg=PP1&dq=Academically%20adrift%20:%20limited%20learning%20on%20college%20campuses&hl=tr&pg=PP1#v=onepage&q=Academically%20adrift%20:%20limited%20learning%20on%20college%20campuses&f=false$ze-book
856 41 $uhttp://cpit.eblib.com.au/patron/FullRecord.aspx?p=648124
856 42 $uhttp://books.google.com/books?isbn=9780226028552$zAdditional Information at Google Books
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