title: Academically Adrift: Limited Learning on College Campuses
author:  Richard Arum 
description: &#8220;A decade ago the United States led the world in the number of college graduates. Today this is no longer the case. <I>Academically Adrift</I> raises serious questions about the quality of the academic and social experiences of college students.&#160;Armed with extensive data and comprehensive analyses, the authors provide a series of compelling solutions for how colleges can reverse the tide and renew their emphases on learning.&#160;This first-rate book demonstrates why colleges, like K&#8211;12 institutions, now more than ever require major reforms to sustain our democratic society.&#8221; (Barbara Schneider, Michigan State University)<br /><br />&#8220;This provocative study demands attention at all levels, including leaders of higher education, researchers, students, parents, and the general public. It confirms that students who encounter faculty with high expectations and demanding courses tend to learn more than others. Among its most troubling findings are the persistent racial gaps in learning rates during college. The implications of these and other findings should be widely discussed.&#8221; (Adam Gamoran, University of WisconsinMadison)<br /><br /><DIV>&#8220;This might be the most important book on higher education in a decade. Combined with students&#8217; limited effort and great disparities in benefits among students, Arum and Roksa&#8217;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&#8217;s fundamental goals.&#8221;</DIV> (James Rosenbaum, Northwestern University)<br /><br /><DIV>"A damning indictment of the American higher-education system."</DIV> (<i>Chronicle of Higher Education</i>)<br /><br /><DIV>&ldquo;It&rsquo;s hard to think of a study in the last decade that has had a bigger impact on public discourse about higher education and the internal workings of colleges and universities alike than has <I>Academically Adrift</I>.&rdquo;</DIV> (Doug Lederman <i>Inside Higher Education</i>)<br /><br /><P>&#8220;The time, money, and effort that&#8217;s required to educate college students helps explain why the findings are so shocking in a new blockbuster book&#8212;<I>Academically Adrift: Limited Learning on College Campuses</I>&#8212;that argues that many students aren't learning anything.&#8221;</P> (<i>U.S. News & World Report</i>)<br /><br /><DIV><P>&#8220;For a short book, it takes a major step towards evidence-based assessment of student learning. . . . All university managers might like to read 40 pages of this book a week for the next five weeks and produce a 20-page report on &#8216;Countering Academic Drift: Developing Critical Thinking in the University.&#8217;&#8221;</P></DIV> (<i>Times Higher Education</i>)<br /><br /><DIV><P>&#8220;Whatever criticism this book provokes in the higher-education establishment, its value is enormous. The disconcerting findings of Arum and Roksa should resonate well beyond the academy.&#8221;</P></DIV> (<i>Wilson Quarterly</i>)<br /><br /><DIV>&ldquo;Despite the book&rsquo;s moderate proposals, some critics have painted this book as misguided punditry. Readers of <I>Teacher-Scholar</I>, however, would be remiss not to take this book seriously. Arum and Roska&rsquo;s use and analysis of CLA data, although sometimes flawed, lift this book out of punditry and into serious scholarship. They show that almost half of college students do not improve on important skills that they should gain in their first years in college, and they convincingly connect this problem to the lack of academic rigor at many universities. Likewise, although their recommendations for more accountability are vague and incomplete, they raise an important question about whether we are entering a new era where the federal government or accrediting agencies will find new ways to hold universities accountable for learning outcomes. The future regulatory environment is uncertain and faculty members and administrators should take note of the growing critique of higher learning as well as these new conversations about accountability.&rdquo;&#160;</DIV> (Matthew Johnson <i>Teacher Scholar</i>)<br /><br /><DIV>&ldquo;Before reading this book, I took it for granted that colleges were doing a very good job.&rdquo;&#160;</DIV> (Bill Gates)
zlib_text: Aspiring Adults Adrift
  
  Aspiring Adults Adrift
  Tentative Transitions of College Graduates
  Richard Arum and Josipa Roksa
  The University of Chicago Press
  Chicago and London
  
  Richard Arum is professor in the Department of Sociology with a joint appointment  
  in the Steinhardt School of Education at New York University. Josipa Roksa is  
  associate professor of sociology and education and associate director of the Center  
  for Advanced Study of Teaching and Learning in Higher Education at the University  
   of Virginia. Together they are the authors of Academically Adrift: Limited Learning on 
  College Campuses.
  The University of Chicago Press, Chicago 60637
  The University of Chicago Press, Ltd., London
  © 2014 by The University of Chicago 
  All rights reserved. Published 2014.
  Printed in the United States of America
  23 22 21 20 19 18 17 16 15 14  1 2 3 4 5
  ISBN-13: 978-0-226-19115-7 
  (cloth)
  ISBN-13: 978-0-226-19728-9 
  (paper)
  ISBN-13: 978-0-226-19714-2 
  (e-book)
  DOI: 10.7208/chicago/978022619