Academically Adrift: Limited Learning on College Campuses by Richard Arum

Oct 01, 2011 Stuart rated it 4 of 5 stars

This is really a research article disguised as a book. That's the worst part of this study. Also the graphics are miserable and the quality of the writing is wooden. So much for the bad.

The good is that this work is perhaps the final brick in the wall in assessing the nature of contemporary college education. Chris Healy and I put one brick in that wall: college grades are ridiculously high in comparison to past grading standards. Babcock and Marks put in another brick: college students are stu...more This is really a research article disguised as a book. That's the worst part of this study. Also the graphics are miserable and the quality of the writing is wooden. So much for the bad.

The good is that this work is perhaps the final brick in the wall in assessing the nature of contemporary college education. Chris Healy and I put one brick in that wall: college grades are ridiculously high in comparison to past grading standards. Babcock and Marks put in another brick: college students are studying about half as much as they did in the 1960s. The NSSE studies indicate that students, on average, care little about the academic aspects of college. Other studies have shown that today's college graduates are less literate than the college graduates of the past.

Until now, the defense on the part of the education establishment in response to the above analyses is that none of this matters. What's important is that college education still gives students life skills and still does an admirable job in teaching students critical thinking, analytic reasoning and problem solving.

There were no data to back this rebuttal on the part of the education establishment. It was just a sunny assertion. Now, with this book, maybe we have some data. If the methodology used here is correct, we don't do a good job teaching students critical thinking and problem solving skills. Students are studying 12 hours a week on average. Their average GPA is 3.2. After four years of study, over one third have not improved upon the academic skills they possessed when they entered college.

There are plenty of books that talk on and on about the nature of college without any real data. I find almost all of them to be exercises in narcissism. This isn't that kind of book. It's all about the numbers. The numbers, if they are correct, say we've increasingly turned college into a very expensive nine month summer camp for many students.

However, there are, the more I think about it, some problems with the methodology used in this book. The CLA test that is the foundation for most (but not all) of the analyses and conclusions of the authors is highly correlated with SAT/ACT scores and like SAT/ACT scores is poorly correlated with grades. The test also has a ceiling, which means that probably about five percent of the student body cannot do much better over time (the creators of the test say it's one to three percent). There is certainly some part of the CLA test that measures something of value in terms of learning. But like the SAT/ACT it's likely measuring something akin to "aptitude" for learning rather than learning itself.

Like that SAT/ACT, there is certainly noise in the CLA measure. Taking a difference between two CLA tests, which is what the authors do here, results in even more noise. The authors may well be confusing signal with noise in their assessements.

This book, in the end, is consistent with other measures that show unequivocally that we aren't doing a good job at teaching at the college level. But its results are not, probably, as strong a confirmation as I might surmise based on a cursory reading.

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Apr 12, 2012 David rated it 4 of 5 stars

This is a book that should be read by every college professor, dean, provost, and president. Far too many of our colleges are failing in their mission to educate undergraduates. The authors suggest one crude recommendation which they reiterate ad nauseum: have students read at least 40 pages a week per class and have them write over twenty pages in at least one class. This makes sense. Apparently, students are able to graduate from college without doing much studying, reading or writing. One of...more

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Aug 12, 2011 Michael rated it 4 of 5 stars

Academically Adrift highlights an important problem with higher education: extremely low levels of learning, as measured in terms of critical thinking, complex problem solving, and communication.
The authors are careful to point out that this does not mean that all forms of learning are in decline—specifically, the tests used did not in any way measure subject-/domain-specific knowledge. However, the authors rightly assert that the particular forms of learning they concern themselves with (critic...more

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Sep 23, 2012 Marks54 rated it 3 of 5 stars

This is a book in the broader literature presenting research on the state of undergraduate education. This volume attracted much attention and raises good issues. It is based on a statistical analysis of the Collegiate Learning Assessment survey results. Two of the most notable conclusions from the study are that students are not spending much time studying and that they are not learning that much, presumably from the lack of time and focus and also due to distractions from extra curricular acti...more This is a book in the broader literature presenting research on the state of undergraduate education. This volume attracted much attention and raises good issues. It is based on a statistical analysis of the Collegiate Learning Assessment survey results. Two of the most notable conclusions from the study are that students are not spending much time studying and that they are not learning that much, presumably from the lack of time and focus and also due to distractions from extra curricular activities, work, etc.

The results are plausible and not dissimilar from the results we have identified in efforts to assess undergraduate education. I think the book grossly oversells the results and that the picture is not as dire as it seems.

First, I am doubtful regarding the extent to which a broad assessment instrument can provide useful information - beyond a broad picture - of undergraduate learning of items such as "critical thinking", which will mean a dozen different things in you ask faculty in a dozen different disciplines. Besides, even under the best of conditions, the potential value of self-report surveys is limited. The "family feud" approach to educational research (survey says!) when done at such a broad level is more a symptom of the state of educational research than anything else. Where research and its conclusions are concerned, I am a believer in GIGO.

Second, the link between hours spent studying and learning results is certainly valid at some levels, but the relationship need not be a linear one of hour spent to what is learned. Some students may be more efficient at studying than other, especially in a world of proliferating AP classes in high school. Why penalize them by imposing some hourly metric? No matter how many hours are spent, some students may have problems in understanding differential equations, modern poetry, and the techniques of modern dance. I don't believe an "hours spent" logic is without value but it can oversimplify. At $50K+ per year at elite private schools, I hope there is more to this than can be simply assessed on such straightforward surveys.

Third, the other activities besides classroom materials are important and worth the time, as is the experience of learning to navigate the college experience on one's own.

As I said, I do not disagree with the results as much as wish that the sales pitch was moderated. Another aspect of what is going on here is that faculty may not be thinking as much about undergraduate education as they had in prior years and there is likely something to that, especially in larger public institutions. The pressures of research and publishing, coupled with the established norms for the prestige in teaching graduate students may well have contributed to a lack of attention to undergraduates. That should be sharply modified, but it will take faculty and administrator attention more than survey results. These results are informative and useful but can at best be a part of a reform effort.

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Sep 06, 2012 Walt rated it 3 of 5 stars

Shelves: library-professional

This book has received a lot of attention because it partially tracks a cohort advancing through college. The basic methodology appears to be that the author had a group of kids entering college complete the traditional ACT and the CLA (Collegiate Learning Exam). Then, followed up with the students later in their academic career with a questionnaire probing a variety of academic success measures.

Arum faults not only students, but also teachers and administrators for leaving students to go throu...more

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Jun 18, 2012 Grace rated it 3 of 5 stars

Author: Richard Arum & Josipa Roksa
Title: Academically Adrift: Limited Learning on College Campuses
Description: Arum and Roksa have written an academic book that successfully crossed over to become something of a mainstream seller as well. They attempt to discover why college students do not seem to be making much progress in learning between their matriculation and the ends of their sophomore years.
Writing style: Academic.
Audience: Educators, and perhaps more broadly, those who want to kno...more

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Nov 06, 2011 Candy Wood added it

Now I see why so many news stories following the publication of this book picked up on the minimum requirement for college students of at least forty pages of reading a week and twenty pages of writing a semester: the authors repeat that formula many times, and stress how students who have met these requirements perform better in “tasks—such as the Collegiate Learning Assessment—that require skills in critical thinking, complex reasoning, and writing.” While their data support this assertion, wh...more

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Nov 05, 2011 Jeffrey rated it 3 of 5 stars

Shelves: academic

As a college adjunct for over ten years as well as a career / life coach this book is priceless. It cuts to the chase about some of the core issues regarding higher education and the major concerns therein. Many go off to college blind to the realities of what's really going on there, the deficincies, lack, and want in the curriculum, teachers, administrators, even the students. If just heading off to college, what you don't know is killing you. Do you know that empirical evidence indicates that...more

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Oct 22, 2011 Christina rated it 3 of 5 stars

Shelves: 2011

This was an interesting--and depressing--book about how today's college students are not improving their critical thinking skills during their four years in college. The first few chapters introduce the problem and describe relevant past research. The focus of the book is to report and discuss data from a study the authors conducted on factors related to gains in critical thinking during the first two years of college.

The main point is that most students' critical thinking skills do not improve....more

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Aug 24, 2011 Shifting Phases rated it 5 of 5 stars

Thoughtful, thorough, and carefully-explained. This isn't a novel or self help book; it's a summary of an academic research project. The complaint by some reviewers that the prose is too complex is an eerie foreshadowing of the study's results.

Main findings:
- undergraduate learning is rarely adequately prioritized
- gains in reading, writing, and critical thinking skills are disturbingly low
- individual learning in higher education is characterized by persistent and/or growing inequality
- t...more

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Jun 06, 2011 Blyden rated it 2 of 5 stars

The central thesis here is that many college students are not learning much academically from their college experience which, for those of us in higher education, should not be a surprise. The authors offer a variety of reasons for this, focusing heavily on student culture. College students, they argue, are busy with a variety of other actitivities, including work, cultural experiences, and especially socialization. They spend, on average, only about 16% of their time on coursework. Neither facu...more The central thesis here is that many college students are not learning much academically from their college experience which, for those of us in higher education, should not be a surprise. The authors offer a variety of reasons for this, focusing heavily on student culture. College students, they argue, are busy with a variety of other actitivities, including work, cultural experiences, and especially socialization. They spend, on average, only about 16% of their time on coursework. Neither faculty nor university administration tend to have strong incentives to demand academic rigor. The incentives of time and money may, in fact, lean in the other direction. Few college students spent much time with faculty outside of the classroom. Where faculty mentoring occurs outcomes are notably stronger. Student culture often prioritizes classes with lighter workloads and easier grading and may seek to avoid challenging and intellectually engaging classes.

Additionally, students come out of High School ill-prepared for college learning, particularly lacking in critical thinking ability. That observation certainly fits with my own experience teaching at a variety of universities and colleges. Students with stronger ability coming out of high school perform better. For many students the impact of the college or university appears to be minimal.

One of the strongest factors were academic expectations. Students at schools with high expectations, and students who felt their peers had high academic expectations performed better. The authors also note that students who have had classes with 40+ pages of reading per week and/or 20+ pages of writing per semester perform better. However these numbers seem somewhat arbitrary.

This message feels valid, but there is a catch, which is the measurement of the dependent variable, academic performance. This book is entirely about a single study of over 2300 students at many colleges, which measured academic performance using something called the Collegiate Learning Assessment (CLA). The CLA measures performance by having students to read "real world" scenarios and write open-ended arguments concerning those scenarios, which are then evaluated by the test givers to measure reasoning and written communication, including specifically students ability to make an argument and to critique someone else's argument. While this is certainly one possible way to measure academic performance, relying on it as the sole measure puts all the findings of the study in an uncertain light: one cannot help but wonder at every presented set of covariates whether those relationships would be similar if some other, more traditional or comprehensive measure of academic performance were used, or better still, if there were multiple measures of the dependent variable to compare.

One place this issue really stands out is with regard to field of study (Figures 4.4 and 4.5 in the book). The authors find that CLA performance is significantly higher for science/math and humanities/social science students than it is for health, communications, engineering/computer science, and especially education/social work and business students. Does this really mean these fields have better academic performance, or is the difference an artifact of the relationship between then nature of the CLA instrument and the fields. The kind of problem that the CLA is based on fits well with the kind of thinking that is emphasized in science and social science and, I'm speculating, not well with the traditional approaches of engineering or business education, communication, or social work.

In sum, the reported problems have strong face validity, the logic of the mechanisms to which the authors attribute the problem also pass the face validity test, and the reforms proposed to make higher education work better for more students fit those causal arguments in a straightforward way, but empirically it all hinges on the CLA as a measure of academic performance, and relying on that one measure calls the whole argument into question. It would be great to see other studies replicate the results testingthe same causal factors with other measures of academic performance.

In addition to the book's two listed authors, Richard Arum and Josipa Roksa, Daniel Potter, Melissa Velez, and Jeannie Kim coauthored some of the chapters.

I will also echo those other reviewers who have said the writing was overly long, repetitive at times, and often "wooden and lifeless". (less)

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Mar 10, 2011 Mark rated it 4 of 5 stars

Arum and Roksa make good points in their book, Academically Adrift. For many decades, America has been riding on its academic (and other)laurels, and it is books like this that remind us a citizens that it is time for change. Arum and Roksa use statistical studies to present numbers that are unfortunately too close to reality. Among other points that they make is that college may not be for everyone, and that both teachers and students are not fulfilling their contractual duties to each other. O...more

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Mar 03, 2011 Mary rated it 4 of 5 stars

Shelves: pedagogy-wpa-composition

I'm not quite sure where I weigh in on this polemic against the university system. As an economics-minded individual, much evidence I find compelling, but some of it is inconsistent. As a rhetorician, some of the arguments are well-fashioned, qualified and hesitant, but some of them are door-bashing fear-mongering. As an overachieving hardliner, I definitely rally that students should be working harder, studying longer and not mucking about trapped in ineffective administrative policies that inc...more

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Mar 19, 2011 Elizabeth Arveda rated it 4 of 5 stars

Shelves: education

I looked at some of the other GoodReads reviews after I finished this book, and I have to agree with those who said the writing style is wooden and not engaging. But I was interested enough in the topic and the findings to read the whole thing fairly quickly -- and during finals week. It was fascinating to read this while grading final projects in my visual communication class; the authors' findings about college students match much of what my students have to say about themselves.

I had assigne...more

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Jan 30, 2013 Laurel rated it 2 of 5 stars

Although the authors make the same arguments for why higher education is not serving students as many authors have done in past year or so, their approach is much more thoughtful and supported with data. The hysterical, wild accusations and improbable remedies are lacking from this read.

They base their ideas on real data from the CLA. Many in higher education would dismiss this book based on their lack of belief in the CLA (and the authors do acknowledge the test's weaknesses at the beginning o...more

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May 05, 2012 Michael Burnam-fink rated it 4 of 5 stars

Shelves: 2012, academic

The most dangerous book of the year. Arum and Roksa present a controversial thesis: that college is not teaching students critical reasoning and writing skills, and back it up in-depth research based on a survey of 2200+ students across 24 institutions, and results on the CLA standardized test.

As a recent college graduate and current PhD student, "Academically Adrift" matches my experiences to a T. While some students are capable of benefiting from college, many students (45% by the authors numb...more

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Mar 12, 2011 Ryan Patrick marked it as started-not-finished

Shelves: education

This is one of those books that most everyone who has even thought about the issue could have essentially told you beforehand - people just aren't learning that much in college, especially the things that college is supposed to teach. When the NPR piece about this book made the rounds at my school, most of us just nodded and smiled (we already knew!). I remain less optimistic than the authors that anything can be done about the problem - if "the consumers of education" aren't really interested i...more

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Jan 30, 2011 Mike rated it 4 of 5 stars

After receiving a pretty lucrative grant from some folks I just can't name here, at my former gig at Pacific Tech, I recruited a large group of our best and brightest to help me work on some really exciting, cutting-edge science. We were building a laser--something that could revolutionize the industry. But these kids--bright as they may have been--needed motivation. They were a slack bunch, always goofing off. I needed to ride them hard, and I did. Without my sense of discipline, all bets would...more

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Apr 03, 2013 Mike rated it 3 of 5 stars

Warning: reads like a textbook. Undergraduate education is a failing the majority of students, yet stakeholders all feel that they are getting what they need from Colleges and Universities. Employers need workers who are capable of critical thinking/reasoning and have the writing ability to express themselves clearly. The authors break out all the different factors that contribute to student success - the most important being faculty expectations for students. Classes that require 40+ pages of r...more

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Jun 26, 2011 Paul rated it 3 of 5 stars

Academically Adrift: Limited Learning on College Campuses is a detailed collection of statistics and cross references to additional research compiled by the authors. While the book contains 259 pages, the relevant information it presents is limited to the first 144 pages. The remainder is devoted to the bibliography and validation of the authors’ statistical analysis.

The book can be summarized by three basic themes:
Education is not equally available or of the same quality across socioeconomic li...more Academically Adrift: Limited Learning on College Campuses is a detailed collection of statistics and cross references to additional research compiled by the authors. While the book contains 259 pages, the relevant information it presents is limited to the first 144 pages. The remainder is devoted to the bibliography and validation of the authors’ statistical analysis.

The book can be summarized by three basic themes:
Education is not equally available or of the same quality across socioeconomic lines.
Students don’t want to study and want the easiest path to a degree.
Educators promote this behavior because they don’t hold students to standards.

The book offers that students today have high aspirations but simply no plans for reaching those goals. They are “adrift” not only academically but in their lives. They have no drive and expect a degree to be handed to them. Some of the statistics presented as backup were a bit startling. The average college student sends only 27 hours per week on all academic activities; going to class, studying and working on assignments. This is less time spent on academics than the typical high school student. However, this lack of effort isn’t reflected in their assessments as there has been little change in the average GPA of college students or graduation rates over the decades. Universities are simply handing out degrees to students that haven’t earned them.

Both students and faculty are to blame. A number of student interviews are quoted in the book and show that students want to put in as little effort in their studies as possible and spend more time socializing and having fun. There is little incentive on the students’ part to work hard because educators don’t push them to perform. Some “ivy league” schools are noted as inflating grades so that the average GPA of their student population stays higher than average. This does a disservice to their students and could lead to a depreciation of the very brand image they are attempting to bolster.

The majority of the book details the dire situation in which we find the educational system today. The last chapter does offer a few solutions. These include: better preparing students for academics prior to reaching college, pulling back on the notion that every student needs to go to college because some simply won’t be able to keep pace, holding higher education faculty to higher standards and improving curriculums to include more reading and writing which was shown to increase critical thinking skills.(less)

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Jul 02, 2011 Tiny Pants rated it 3 of 5 stars

Shelves: academic, college-life, non-fiction, sociology, education

Whoa, I am way behind on updating Goodreads! I read this one a while ago and have read several similar-ish books in the interim. I will say that this book is much more reasonable than a lot of pundits have made it out to be; at the same time, a lot of what's in it isn't that shocking (well, the extent to which student achievement is racially stratified is galling, but if you've read much of the higher ed literature, it's no surprise -- their data is far from the first to find this). That said, f...more

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Dec 05, 2011 Peter rated it 3 of 5 stars

Shelves: education

Interesting, discouraging, problematic, provocative -- and lending itself to a skeptical reading. The premise that students do not get much out of college when they are not required to read much or write much seems to be a prima facie argument. It does force old goats like myself to wonder if a younger generation does learn differently than I did and what the qualitative difference in this learning might be.

There is a maxim that makes perfect sense to me: "student research is like electricity:...more

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Jan 21, 2011 Angela Alcorn marked it as to-read

Shelves: parenting-pregnancy-teaching, 2010-2019, 21st-century, non-fiction, young-adult-educational-material, business-entrepreneur-career, second-hand-bookshop-wishlist

Found out about this book through this article on whether you learn more at selective colleges.

Excerpt from another write-up of this book:
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...more

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Feb 24, 2013 Thore Husfeldt rated it 4 of 5 stars · review of another edition

This is a splendid, dry, detailed, and frustrating little book, potentially interesting to most people involved in higher education: teachers, administrators, deans, student politicians, etc.

I’ve seen quite a few test of learning outcomes administered to large populations of students, but what makes this one interesting is the focus on the broad, general skill sets of liberal education: critical thinking, complex reasoning, and writing. These are evaluated by a new test called the Collegiate Lea...more This is a splendid, dry, detailed, and frustrating little book, potentially interesting to most people involved in higher education: teachers, administrators, deans, student politicians, etc.

I’ve seen quite a few test of learning outcomes administered to large populations of students, but what makes this one interesting is the focus on the broad, general skill sets of liberal education: critical thinking, complex reasoning, and writing. These are evaluated by a new test called the Collegiate Learning Assessment (CLA). I’m a sucker for this kind of thing: standardised, well-defined, well-constructed, with clear scoring metrics. (In short, the student is provided with a clear task, a set of diverse written sources, and gets 90 minutes to write a recommendation.) Thousands of studens in dozens of colleges are subjected to this in a longitudinal study, and their performance is tracked through their college experience.

(For data nerds like me, this is broken down in social science fashion, with socioeconomic variables, GPAs, number of hours spent in fraternities, and whatnot. Standard deviations, multivariate regression models, tables, graphs, pie charts, and whatnot. Bliss.)

Unsurprisingly, the findings are harrowing. Most students learn very little or nothing, and leave college with dismal general skills. This, if anything, is the main message of this book.

More optimistically, the main message may actually be: it’s complicated. Some students to very well. Most don’t. And we understand very little about which environmental effects (say, teaching styles, learning styles, collegiate experience, professorial attitudes, curricular decisions) have any significant effect. There are some unsurprising correlations that we can confirm with the book’s findings: studying is good, math is good, talking to your professor after class is good, taking classes that require substantial weekly reading and writing assignments is good, nonacademic social interaction is detrimental, high expectations (from professors towards students and from students towards peers) are good, etc. It is useful that the current study confirms these traditional recommendations. But of course, we don’t know much about causation—good students may simply self-select into these learning patterns, curricular choices, and environments.

There are some surprises, though. For example, learning outcomes correlate with number of hours spent studying, but the correlation can be negative or positive, depending on whether you study alone or with peers. Which is which? I’m not going to spoil it.

So it is difficult to operationalise these results, even though they make for fascinating reading. Maybe instead of using this study to take concrete recommendations on how to improve higher education, it can at least stop us from making stupid mistakes. Next time a mid-level administrator suggest to you that “method X improves Y” (say, for X = Problem-based Learning and Y = student learning), hit him or her over the head with this study. Pretty much nothing improves anything. Doom and gloom.

Oh, and the Kindle edition is pretty bad, because the tables are rendered in very low resolution and don’t scale.(less)

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Mar 11, 2012 Donna rated it 4 of 5 stars

When I started reading this, I went into a depression. As a college professor, I knew the things Arum & Roksa were talking about first-hand - the underpreparedness of students, the fact that faculty are pulled out of the classroom so much and expected to do everything but teach, and the lack of real data about what we are actually doing in higher education. In fact, after the first chapter I wanted to hide this book somewhere out of sight. (You know how some people do scary books.)

But the bo...more

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Jan 01, 2012 Kili rated it 3 of 5 stars

A common theme in DC is the decline in US universities. We are no longer the world leader. I'm not sure we ever were in terms of undergraduate studies - graduate studies, I think we still lead - but it is still a common theme. This book attempts to look at this objectively and concretely.

This book reads like an extended research paper. The author bases his analysis on the Collegiate Learning Assessment Longitudinal Study (CLA), which included a test that was administered to 2,362 Freshman studen...more

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May 03, 2012 Hubert rated it 4 of 5 stars

A decent sociological purview of declining academic achievement in current college/university students in America. At times it seemed as if the author was stating something obvious, but it is nice to see such statements backed up with some methodological arguments. The proposed policy implications could have been stronger or written in a more convincing manner. One of the author's main theses is that college has become something of a lifestyle choice, and not a means to acquisition of the three...more

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Mar 13, 2012 Elizabeth Huff rated it 3 of 5 stars

A lot of the information presented in this book is not surprising. We know that low income students of color aren't going to do as well as white kids that took a bunch of AP classes and that studying in groups is less beneficial than studying alone, but the numbers are really staggering. As a student that had to work hard in college, it was also disappointing to read the statistics about how few college students report having to read more than 40 pages a week or write a 20 page paper in a class....more

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Jun 05, 2012 Ben Pushka rated it 3 of 5 stars

Shelves: academic

As we are heading into the election season, candidates from all parties talk about higher education. How the key to financial happiness is a college education. What Academically Adrift does is pull the curtain back and examines what students learn in college. As it turns out that in areas like critical thinking, reasoning, and writing skills, students do not obtain much knowledge. So if these three areas are what "real world" employees are looking for, they find it lacking in our recent college...more

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Jan 07, 2012 Katherine rated it 3 of 5 stars

Arum emphasizes that college has become a place where social life has become more important than academic pursuits and the costs are not always justified by the future returns ... which is true in many regards (more so for some fields than others). However, my disappointment with this book is that the data is weak and does not have the power to support his central arguments (all dependent upon one part of the CLA, limited numbers, and poor retention for the second exam at the end of the sophomor...more

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