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Academically Adrift: Limited Learning on College Campuses
 

Academically Adrift: Limited Learning on College Campuses

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  • Use of the CLA: Collegiate Learning Assessment; critical thinking, analytical reasoning, problem-solving and writing
  • Use of the CLA: Collegiate Learning Assessment; critical thinking, analytical reasoning, problem-solving and writing
  • Use of the CLA: Collegiate Learning Assessment; critical thinking, analytical reasoning, problem-solving and writing
  • Students are academically adrift—critical thinking, reasoning, writing. We can see this using the CLA. This differs from the past and needs to be improved for marketing purposes.
  • Students are academically adrift—critical thinking, reasoning, writing. We can see this using the CLA. This differs from the past and needs to be improved for marketing purposes. They are concerned with American competitiveness.

Academically Adrift: Limited Learning on College Campuses Academically Adrift: Limited Learning on College Campuses Presentation Transcript

  • Academically Adrift:Limited Learning on College Campuses by Richard Arum and JosipaRoksa Book Review Presentation Gregory C. Carrow-Boyd ADTED 542: Perspectives on Adult Learning Theory The Pennsylvania State University Dr. Edward W. Taylor 17 February 2012
  • Bibliographic Information Arum, R., &Roska, J. (2011). Academically adrift: Limited learning on college campuses [Amazon Digital Services Version]. Chicago, IL: University of Chicago Press.
  • Book Audience and Objective “For our students” — inscription There is a disconnect between what institutions of higher learning value and what learners need:  Discipline  Critical Thinking Skills  Quality Faculty  Higher Academic Standards To prove that “the future of a democratic society hinges on educating a generation of young adults who can think critically, reason deeply, and communicate effectively” (loc. 755).
  • Book OrganizationChapter 1: College Cultures Chapter 2: Origins and and Student Learning Trajectories Introduction to the History of  Description of the Sample Changing Demands in Colleges throughout the First 2 Years of and Universities: Collegiate Study:  Critical Thinking  Study Time Expectations  Complex Reasoning  Moral Expectations  Writing  Academic Rigor  Differences based on  Response to Market Forces Race/Ethnicity How the Researchers  Disparities in Learning are Performed the Study for this Persistent and Grow over Time Book in American Higher Education
  • Book Organization Chapter 3: Pathways Chapter 4: Channeling Students’ through Colleges Adrift Energies toward Learning How Learners Navigate  The Relationship of Social Contemporary College Cultures Factors to Learning in Colleges  Differences based on Social  Social Integration Background  Co-Curricular Activities  Student Employment/Work Many Contemporary College Study Academic Programs are not Rigorous.  Discipline-specific Coursework The Extent to which Higher Education Supports  Learning is Low Overall, but Academically Oriented there is a Relationship between Behaviors Vary. Student and Faculty Behaviors in Motivating Learning.
  • Book Organization Chapter 5: A Mandate for Reform Learners in American Higher Education are Academically Adrift:  More Attention to Social than Academic Pursuits  Little Improvement from in Reasoning and Writing from College Entry  Not Placed Competitively in the Global Market Individual Mastery of Critical Thinking, Deep Reasoning, and Writing Will Lead to Successful Global Citizenship.
  • Review and Critique  Arguments are logical and easy to follow.  Writing is clear and direct.  The topic is timely and relevant.  The authors do a good job of presenting, substantiating, and drawing conclusions from their claims.
  • Review and Critique Authors only present the social nature of colleges and universities as negative. Authors value performative skills over social construction. The voices of learners are completely absent in the book. The authors advocate a structure of higher education that is inherently hegemonic.