Richard. ARUM's Books

Aspiring Adults Adrift

By: Richard Arum,Josipa Roksa

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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.

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257

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ISBN 10

1306964296

ISBN 13

9781306964296

Academically Adrift

Limited Learning on College Campuses

By: Richard Arum,Josipa Roksa

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Academically Adrift

Limited Learning on College Campuses

By: Richard Arum,Josipa Roksa

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.

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Page Count

272

Publisher

University of Chicago Press

Published Date

ISBN 10

0226028577

ISBN 13

9780226028576

Aspiring Adults Adrift

Tentative Transitions of College Graduates

By: Richard Arum,Josipa Roksa

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Aspiring Adults Adrift

Tentative Transitions of College Graduates

By: Richard Arum,Josipa Roksa

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.

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257

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University of Chicago Press

Published Date

ISBN 10

022619714X

ISBN 13

9780226197142

Improving Quality in American Higher Education

Learning Outcomes and Assessments for the 21st Century

By: Richard Arum,Josipa Roksa,Amanda Cook

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Improving Quality in American Higher Education

Learning Outcomes and Assessments for the 21st Century

By: Richard Arum,Josipa Roksa,Amanda Cook

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.

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356

Publisher

John Wiley & Sons

Published Date

ISBN 10

1119268524

ISBN 13

9781119268529

Stratification in Higher Education

A Comparative Study

By: Yossi Shavit

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Stratification in Higher Education

A Comparative Study

By: Yossi Shavit

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.

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516

Publisher

Stanford University Press

Published Date

ISBN 10

0804768145

ISBN 13

9780804768146

The State of the American Mind

16 Leading Critics on the New Anti-Intellectualism

By: Mark Bauerlein,Adam Bellow

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The State of the American Mind

16 Leading Critics on the New Anti-Intellectualism

By: Mark Bauerlein,Adam Bellow

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.

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280

Publisher

Templeton Foundation Press

Published Date

ISBN 10

159947459X

ISBN 13

9781599474595

The Sociology Project 2.5

Introducing the Sociological Imagination

By: NYU Sociology Dept,Jeff Manza,Richard Arum,Lynne Haney

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The Sociology Project 2.5

Introducing the Sociological Imagination

By: NYU Sociology Dept,Jeff Manza,Richard Arum,Lynne Haney

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.

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Page Count

673

Publisher

Pearson

Published Date

ISBN 10

0134638018

ISBN 13

9780134638010

Book's by Richard. ARUM

Aspiring Adults Adrift

Aspiring Adults Adrift

Academically Adrift

Academically Adrift

Aspiring Adults Adrift

Aspiring Adults Adrift

Improving Quality in American Higher Education

Improving Quality in American Higher Education

Stratification in Higher Education

Stratification in Higher Education

The State of the American Mind

The State of the American Mind

The Sociology Project 2.5

The Sociology Project 2.5

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