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    Title
    Academically Adrift
    Subtitle
    Limited Learning on College Campuses
    Authors and contributors
    By (author) Richard Arum, By (author) Josipa Roksa
    Physical properties
    Format: Paperback
    Number of pages: 256
    Width: 152 mm
    Height: 229 mm
    Thickness: 18 mm
    Weight: 376 g
    Audience
    General/trade
    College/higher education
    Professional and scholarly
    Language
    English
    ISBN
    ISBN 13: 9780226028569
    ISBN 10: 0226028569
    Classifications
    BISAC category code: EDU003000
    BISAC category code: EDU015000
    BISAC category code: EDU030000
    Dewey: 378.198
    BIC geographical qualifier: 1KBB
    Dewey: 378.73
    Nielsen BookScan Product Class: S3.8
    Illustrations note
    20 line drawings, 20 tables
    Publisher
    The University of Chicago Press
    Imprint name
    University of Chicago Press
    Publication date
    28 January 2011
    Publication City/Country
    Chicago, IL/US
    Main description
    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.
    Review quote
    "Academically Adrift might be the most important book on higher education in a decade. Combined with students' limited effort and great disparities in benefits among students, Arum and Roksa's findings raise questions that should have been raised long ago about who profits from college and what colleges need to do if they are to benefit new groups of students. In this new era of college for all, their analysis refocuses our attention on higher education's fundamental goals." - James Rosenbaum, Northwestern University"
    Biographical note
    Richard Arum is professor in the Department of Sociology with a joint appointment in the Steinhardt School of Education at New York University. He is also director of the Education Research Program of the Social Science Research Council and the author of Judging School Discipline: The Crisis of Moral Authority in American Schools. Josipa Roksa is assistant professor of sociology at the University of Virginia.