A sense of failure when he first started teaching, Gerald Graff told me in a phone conversation you can listen to below, a sense that he wasn’t reaching a majority […]
The recent book The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (Utah State University Press, 2016) is an exemplary work of pedagogical scholarship for Michele Eodice, Anne Ellen Geller, […]
“It has been well documented that colleges and universities are substantially failing to effectively educate students.” Meanwhile, research and theory on what actually works “flourish in the scholarship on teaching and learning. . .” (The Manifesto). College teachers can make a difference when they engage with this scholarship. Unfortunately, too few do. To encourage changing that, we present our infographic: “Grow the 8%.”
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).