Academically Adrift by Richard Arum
- 1. Academically Adrift, authored by Richard Arum, offers a critical analysis of the American higher education system, particularly focusing on the learning outcomes of college students. Published in 2011, the book presents the findings from a comprehensive study involving thousands of undergraduate students across various institutions. Arum and his co-author, Josipa Roksa, utilize the Collegiate Learning Assessment (CLA) to measure students' academic skills, revealing a startling conclusion: a significant portion of college students exhibit minimal educational progress in critical thinking, complex reasoning, and writing skills during their college years. The authors argue that this stagnation is largely due to a lack of rigorous academic engagement, with many students spending limited time on studying or participating in challenging coursework. They also highlight the role of social and institutional factors, such as the growing prevalence of recreational activities and the shift towards a consumer-oriented model of education. The book calls for a reevaluation of educational practices and policies within colleges, emphasizing the need for a stronger focus on student engagement with their academic work to foster meaningful learning experiences. Arum's work is essential reading for educators, policymakers, and anyone interested in the future of higher education in the United States.
What is the central argument of 'Academically Adrift' regarding undergraduate education?
A) College tuition costs are rising too rapidly
B) Students show limited improvement in critical thinking and complex reasoning
C) Online education is more effective than traditional college
D) STEM majors outperform humanities majors in all areas
- 2. What percentage of students showed no significant improvement in critical thinking skills according to the study?
A) 45%
B) 25%
C) 75%
D) 60%
- 3. What standardized test did Arum and Roksa use to measure student learning?
A) Collegiate Learning Assessment (CLA)
B) GRE
C) SAT
D) ACT
- 4. Which factor was most strongly correlated with student learning gains?
A) Size of the institution
B) Student's high school GPA
C) Amount of reading and writing assigned
D) Cost of tuition
- 5. How many institutions participated in the original study?
A) 50
B) 100
C) 24
D) 12
- 6. What was the main methodology used in the research?
A) Historical analysis
B) Longitudinal study with standardized testing
C) Laboratory experiments
D) Ethnographic observation
- 7. How did students at different types of institutions compare in learning outcomes?
A) Community colleges performed best
B) All institutions showed identical results
C) Elite institutions always produced the best outcomes
D) Significant variation within all institutional types
- 8. How did the study address the issue of student engagement?
A) Found academic engagement mattered more than social
B) Ignored engagement entirely
C) Found social engagement was most important
D) Found no engagement measures mattered
- 9. What was the publication year of 'Academically Adrift'?
A) 2015
B) 2005
C) 2011
D) 2008
- 10. Which co-author worked with Richard Arum on the book?
A) Josipa Roksa
B) Louis Menand
C) Anthony Kronman
D) Derek Bok
- 11. Which factor was most strongly correlated with student learning?
A) Family income
B) College selectivity
C) Time spent studying
D) Extracurricular involvement
- 12. What was the sample size of students in the study?
A) 2,300
B) 1,000
C) 5,000
D) 10,000
- 13. What was the relationship between college selectivity and learning?
A) Weak correlation
B) Strong negative correlation
C) Strong positive correlation
D) No relationship
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