Few books have ever made their presence felt on college campuses and newspaper opinion pages as quickly and thoroughly as Richard Arum and Josipa Roksa s 2011 landmark study of undergraduates learning, socialization, and study habits, "Academically Adrift: Limited Learning on College Campuses." From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, "Aspiring Adults Adrift" reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, "Aspiring Adults Adrift" will compel us once again to re-examine the aims, approaches, and achievements of higher education.
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.
Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education.
Reprimand a class comic, restrain a bully, dismiss a student for brazen attire--and you may be facing a lawsuit, costly regardless of the result. This reality for today's teachers and administrators has made the issue of school discipline more difficult than ever before--and public education thus more precarious. This is the troubling message delivered in Judging School Discipline, a powerfully reasoned account of how decades of mostly well-intended litigation have eroded the moral authority of teachers and principals and degraded the quality of American education. Judging School Discipline casts a backward glance at the roots of this dilemma to show how a laudable concern for civil liberties forty years ago has resulted in oppressive abnegation of adult responsibility now. In a rigorous analysis enriched by vivid descriptions of individual cases, the book explores 1,200 cases in which a school's right to control students was contested. Richard Arum and his colleagues also examine several decades of data on schools to show striking and widespread relationships among court leanings, disciplinary practices, and student outcomes; they argue that the threat of lawsuits restrains teachers and administrators from taking control of disorderly and even dangerous situations in ways the public would support.
An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines that account for nearly 40 percent of undergraduate majors in the United States. Contributions from thought leaders in higher education, including Ira Katznelson, George Kuh, and Carol Geary Schneider, offer expert perspectives and persuasive arguments for the need for greater clarity, intentionality, and quality in U.S. higher education. College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide: Clarify program structure and aims Articulate high-quality learning goals Rigorously measure student progress Prioritize higher order competencies and disciplinarily grounded conceptual understandings A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students.
The Structure of Schooling: Readings in the Sociology of Education by Richard Arum, Irenee Beattie, and Karly Ford exposes students to examples of sociological research on schools, with a focus on the school as community. Now in its Third Edition, this engaging reader has broadened its scope even more, presenting additional readings in particular related to the sociology of higher education. The book draws from classic and contemporary scholarship to examine current issues and diverse theoretical approaches to studying the effects of schooling on individuals and society. In addition to covering traditional areas such as stratification and racial inequality, the book also veers off the beaten path, including readings on such contemporary topics as bullying, school shootings, school choice, and teen social media use.
In 1987, Allan Bloom’s The Closing of the American Mind was published; a wildly popular book that drew attention to the shift in American culture away from the tenants that made America—and Americans—unique. Bloom focused on a breakdown in the American curriculum, but many sensed that the issue affected more than education. The very essence of what it meant to be an American was disappearing. That was over twenty years ago. Since then, the United States has experienced unprecedented wealth, more youth enrolling in higher education than ever before, and technology advancements far beyond what many in the 1980s dreamed possible. And yet, the state of the American mind seems to have deteriorated further. Benjamin Franklin’s “self-made man” has become a man dependent on the state. Independence has turned into self-absorption. Liberty has been curtailed in the defense of multiculturalism. In order to fully grasp the underpinnings of this shift away from the self-reliant, well-informed American, editors Mark Bauerlein and Adam Bellow have brought together a group of cultural and educational experts to discuss the root causes of the decline of the American mind. The writers of these fifteen original essays include E. D. Hirsch, Nicholas Eberstadt, and Dennis Prager, as well as Daniel Dreisbach, Gerald Graff, Richard Arum, Robert Whitaker, David T. Z. Mindich, Maggie Jackson, Jean Twenge, Jonathan Kay, Ilya Somin, Steve Wasserman, Greg Lukianoff, and R. R. Reno. Their essays are compiled into three main categories: States of Mind: Indicators of Intellectual and Cognitive Decline These essays broach specific mental deficiencies among the population, including lagging cultural IQ, low Biblical literacy, poor writing skills, and over-medication. Personal and Cognitive Habits/Interests These essays turn to specific mental behaviors and interests, including avoidance of the news, short attention spans, narcissism, and conspiracy obsessions. National Consequences These essays examine broader trends affecting populations and institutions, including rates of entitlement claims, voting habits, and a low-performing higher education system. The State of the American Mind is both an assessment of our current state as well as a warning, foretelling what we may yet become. For anyone interested in the intellectual fate of America, The State of the American Mind offers an accessible and critical look at life in America and how our collective mind is faring.
The mass expansion of higher education is one of the most important social transformations of the second half of the twentieth century. In this book, scholars from 15 countries, representing Western and Eastern Europe, East Asia, Israel, Australia, and the United States, assess the links between this expansion and inequality in the national context. Contrary to most expectations, the authors show that as access to higher education expands, all social classes benefit. Neither greater diversification nor privatization in higher education results in greater inequality. In some cases, especially where the most advantaged already have significant access to higher education, opportunities increase most for persons from disadvantaged origins. Also, during the late twentieth century, opportunities for women increased faster than those for men. Offering a new spin on conventional wisdom, this book shows how all social classes benefit from the expansion of higher education.
An inquiry based approach to spark the sociological imagination Authored collaboratively by members of the NYU Sociology Department, Revel(TM) The Sociology Project 2.5 draws on the collective wisdom of expert faculty to reveal how individuals are shaped by the contexts in which they live and act. Organized around the big questions in every subfield of the discipline, the text shows how sociologists analyze our world, and sets students off on their own journeys of sociological inquiry. At its core, Revel The Sociology Project seeks to inspire each student's sociological imagination, and instill in each reader a new determination to question the world around us. In addition to the latest date, Version 2.5 has been updated with a new 11-part short documentary video series that illustrates a variety of social issues. Revel is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience -- for less than the cost of a traditional textbook. NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.
Authored collaboratively by members of the NYU Sociology Department, REVEL for The Sociology Project 2.0 draws on the collective wisdom of expert faculty to reveal how individuals are shaped by the contexts in which they live and act. Organized around the big questions in every subfield of the discipline, it shows how sociologists analyze our world, and sets students off on their own journeys of sociological inquiry. At its core, REVEL for The Sociology Project 2.0 seeks to inspire each student's sociological imagination, and instill in each reader a new determination to question the world around us. REVEL(tm) is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, REVEL offers an immersive learning experience designed for the way today's students read, think, and learn. Enlivening course content with media interactives and assessments, REVEL empowers educators to increase engagement with the course, and to better connect with students. NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, and registrations are not transferable. To register for and use Pearson's MyLab & Mastering products, you may also need a Course ID, which your instructor will provide. Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for Pearson's MyLab & Mastering products may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. For courses in Introductory Sociology This package includes MySocLab® Inspire each student's sociological imagination Authored collaboratively by members of the NYU Sociology Department, The Sociology Project 2.0 draws on the collective wisdom of expert faculty to reveal how individuals are shaped by the contexts in which they live and act. Organized around the big questions in every subfield of the discipline, The Sociology Project 2.0 shows how sociologists analyze our world, and sets students off on their own journeys of sociological inquiry. At its core, The Sociology Project 2.0 seeks to inspire each student's sociological imagination, and instill in each reader a new determination to question the world around us. Enhance learning with MySocLab MySocLab for the Introductory Sociology course extends learning online, engaging students and improving results. Media resources with assignments bring concepts to life, and offer students opportunities to practice applying what they've learned. And the Writing Space helps educators develop and assess concept mastery and critical thinking through writing, quickly and easily. Please note: this version of MySocLab does not include an eText. The Sociology Project 2.0 is also available via REVEL(tm), an immersive learning experience designed for the way today's students read, think, and learn. 013412703X / 9780134127033 The Sociology Project 2.0 plus MySocLab for Introductory Sociology -- Access Card Package, 2/e Package consists of: * 0133792242 / 9780133792249 The Sociology Project 2.0 * 0133878104 / 9780133878103 MySocLab for Introductory Sociology Valuepack Access Card
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in Introductory Sociology Inspire each student’s sociological imagination Authored collaboratively by members of the NYU Sociology Department, The Sociology Project 2.5 draws on the collective wisdom of expert faculty to reveal how individuals are shaped by the contexts in which they live and act. Organized around the big questions in every subfield of the discipline, The Sociology Project 2.5 shows how sociologists analyze our world and sets students off on their own journeys of sociological inquiry. At its core, The Sociology Project 2.5 seeks to inspire each student’s sociological imagination and instill in each reader a new determination to question the world around us.
Argues that affirmative action actually harms minority students and that the movement started in the late 1960s is only a symbolic change that has become mired in posturing, concealment, and pork-barrel earmarks.
When gods are at war, humanity must fight. Aramis, the crown prince of Oakvalor, is accused of murdering his father for the throne. To prove his innocence, he must find the real assassin, but there are powerful forces at work around him. His quest reveals the source of the encroaching darkness and will lead him to the gates of Oakvalor's greatest enemy. Download now to experience dragons, epic battles, magic, and wicked plots of a dark god. This omnibus edition includes all 4 novels of The Fallen King Chronicles: Dragonsphere The Fallen King The Valiant King The Restored King PRAISE FOR THE SERIES: "I would definitely recommend Dragonsphere. It was an impressive, classic fantasy read. There were quite a few nice twists and turns, several of which resulted in a story shift I didn’t see coming. At times, I had no idea where the author might go next and that is a big plus for me. The world building is nicely done. The plot is solid. There is plenty to expound on and I’m looking forward to seeing what the next installment will bring." - C.L. Schnieder on Goodreads for Dragonsphere, book 1 of the series Fans of the following books and series are known to enjoy this epic fantasy series: Dragonlance Chronicles Dragons of Autumn Twilight Dragons of Spring Dawning Dragons of Winter Night Dragons of Summer Flame Dragons of a Fallen Sun Dragons of a Lost Star Dragons of a Vanished Moon Dragons of Pern Dragons of Eden Harry Potter The Chronicles of Narnia Shannara Chronicles Sword of Shannara Elfstones of Shannara Dragonriders of Pern Fans of the following authors are known to enjoy this young adult fantasy: JRR Tolkien David Eddings Terry Brooks Daniel Arenson Robin Hobb C.S. Lewis R.A. Salvatore Morgan Rice Lindsay Buroker Anne McCaffrey Scott Sigler Christopher Paolini J. K. Rowling Brandon Sanderson Michael J. Sullivan Mark Lawrence Robert Jordan Stephen Donaldson Kevin J. Anderson Andrzej Sapkowski Keywords related to this book: Dragon Books Free, Ya Fantasy Books, Epic Sagas, Young Adults Fantasy Books, Young Adult Bundle And Teen Bundle, Young Adults Books, Popular Series, Young Adults Books, Young Adult Box Set, Fantasy Books For Young Adults, Top Rated Books, Fantasy Omnibus, Epic Fantasy Books , Dragon Books, Wizards, Epic, Omnibus Set, Omnibus Best Books, Essential Reads, Epic Fantasy, Omnibus Bundle, Dragons Books, Young Adult Omnibus, Series Starters, Fantasy Books For Young Adults, Young Adult Series, Adventure Books, Dragon Box Set, Top Rated Teen Fantasy Collection With Dragons, Fantasy Books For Adults, Dragon Books Kids, Young Adults Books, Audiobooks, Fantasy Bundle, Heroine, Hero, For Teenagers, Fantasy Box Sets, Sword And Sorcery, Dragon Omnibus, Dragons Series, Fantasy Box Set, Fantasy Stories, Dragon Series, Series Box Sets Fantasy, Ya Fantasy, Dragons Omnibus, Best Rated Omnibus Young Adult Dragon, Omnibus Collection, Boxed Set, Sci Fi Fantasy Books, Books To Read And Download, Magical Adventures, Top Teens Dragon, Dragons Box Set, Collections & Anthologies, dragonriders, dragon riders, Coming of age fantasy boxed sets, dragon fantasy, dragons and wizards, coming of age books, dragon books series
From animals long believed extinct to monsters we thought never existed —a cryptozoologist’s true accounts of his worldwide hunt for legendary creatures. Cryptozoologist Richard Freeman has spent years researching and tracking down mythical monsters. In this book, he recounts more riveting monster hunt stories from his globetrotting adventures: through the dense forests of Sumatra on the trail of a mystery ape known as the orang-pendek, to Tasmania in search of the thylacine or Tasmanian wolf. Every corner of Earth has its own monster —even in the traceless Gobi Desert, where he searches for the Mongolian death worm, a creature so feared by the nomads that it can send a whole community into a panic. Freeman also provides excellent advice on how to carry out your own cryptozoological expeditions from scratch—with information on: what equipment to take inoculations how to choose which mythical animals to hunt planning ahead the importance of getting good local guides, and more
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