In “Student Engagement and Learning,” Jillian Kinzie presents an overview of the current research on student engagement and learning. She concludes that when students are engaged, they are usually learning—and vice versa. In other words, “Engaging pedagogies matter . . .” (p. 151).
Few readers of Academically Adrift have missed the significance of Arum and Roksa’s claims about how little students learn. But too many overlook what they say about how to improve.
To say the least, Richard Arum and Josipa Roksa have made waves in higher education with their book Academically Adrift: Limited Learning on College Campuses (Chicago: U of Chicago P, 2010), a national, longitudinal, quantitative study of student learning in the first-two years of college in the U.S. The question driving the study is: “How much are students actually learning in contemporary higher education?” The overarching finding is unsettling. “The answer for many undergraduates,” Arum and Roksa conclude, “is not much” (p. 34).
When I say that the recent scholarship on teaching literature includes the most interesting and significant work currently going on in higher education, readers should know that I am (wildly!) […]
In Our Underachieving Colleges, Derek Bok relates the rather incredible story of how Eric Mazur, a Harvard physicist, discovered a serious but hidden problem with his teaching and, as a result, changed […]
In What the Best College Teachers Do, a widely regard text and one of our More Core Readings, Ken Bain defines the best teachers simply as “those people who have […]
To hear it from some, we’re in the midst of the grammar apocalypse. It’s not just that students can’t write well. It’s that they can’t even put coherent sentences together. […]