Academically adrift : limited learning on college campuses

By:

Arum, Richard

Contributor(s):

Roksa, Josipa

Material type: Text

9780226028569

Subject(s):

DDC classification:

378.198 ARU-A

Contents:

1. College Cultures and Student Learning

2. Origins and Trajectories

3. Pathways through Colleges Adrift

4. Channeling Students’ Energies toward Learning

5. A Mandate for Reform

Summary: Are undergraduates really learning anything once they get to college? The answer is numbers As troubling as their findings are, the authors argue that for many faculty and administrators this conclusion will come as no surprise and is 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.

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Holdings
Item type	Current library	Collection	Call number	Status	Notes	Date due	Barcode	Item holds
Books	IIITD General Stacks	Education	378.198 ARU-A (Browse shelf(Opens below))	Available	Gifted by Prof. Pankaj Jalote		G02839

Total holds: 0

Browsing IIITD shelves, Shelving location: General Stacks, Collection: Education Close shelf browser (Hides shelf browser)

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Previous	378.1734 LUC-T Technology and the disruption of higher education	378.174 NAN-M MOOCs : opportunities, impacts, and challenges : massive open online courses in colleges and universities	378.19 AHM-O On being included :	378.198 ARU-A Academically adrift : limited learning on college campuses	378.198 BAI-W What the best college students do	378.198 BAI-W What the best college students do	378.198 BAI-W What the best college students do	Next

Includes bibliographical references and index.

1. College Cultures and Student Learning

2. Origins and Trajectories

3. Pathways through Colleges Adrift

4. Channeling Students’ Energies toward Learning

5. A Mandate for Reform

Are undergraduates really learning anything once they get to college? The answer is numbers As troubling as their findings are, the authors argue that for many faculty and administrators this conclusion will come as no surprise and is 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.

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