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Academically adrift : limited learning on college campuses

Auteur : Richard Arum; Josipa Roksa
Éditeur : Chicago : University of Chicago Press, ©2011.
Édition/format :   Livre : AnglaisVoir toutes les éditions et tous les formats
Base de données :WorldCat
Résumé :
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.
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Détails

Format : Livre
Tous les auteurs / collaborateurs : Richard Arum; Josipa Roksa
ISBN : 9780226028552 0226028550 9780226028569 0226028569
Numéro OCLC : 587209637
Description : xi, 259 p. : ill. ; 24 cm.
Contenu : College cultures and student learning --
Origins and trajectories --
Pathways through colleges adrift --
Channeling students' energies toward learning --
A mandate for reform.
Responsabilité : Richard Arum and Josipa Roksa.

Résumé :

In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is required for entry into a growing number of professions. This title asks the question - are  Lire la suite...

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"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 Lire la suite...

 
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Données liées


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schema:description"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."@en
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