![]() The most often-cited findings included: 45 percent of students “did not demonstrate any significant improvement in learning” during the first two years of college and 36 percent of students “did not demonstrate any significant improvement in learning” over four years of college. In the 2011 report, students were measured on gains in critical thinking, analytical reasoning, and other “higher level” skills taught at college, and the results were not encouraging. Aspiring Adults Adrift: Tentative Transitions of College Graduates, by Richard Arum, professor in the Department of Sociology at NYU and senior fellow at the Bill and Melinda Gates Foundation, and Josipa Roska, 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, is the much-anticipated sequel to the authors’ celebrated, often cited, and hotly debated Academically Adrift: Limited Learning on College Campuses (2011), which documented in great detail the academic gains – and stagnation – of some 2,300 students of traditional college age enrolled at a range of 4-year college and universities. ![]()
0 Comments
Leave a Reply. |