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Sociology Form-Huber Colloquia Series Features Josipa Roksa

March 21, 2014
4:30PM - 5:45PM
238 Townshend Hall

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Add to Calendar 2014-03-21 16:30:00 2014-03-21 17:45:00 Sociology Form-Huber Colloquia Series Features Josipa Roksa Event Host: Department of Sociology The Department of Sociology’s Form/Huber Colloquia Series speaker, Dr. Josipa Roksa will present on “Academically Adrift: Limited Learning on College Campuses.” Roksa is an associate professor in sociology and the Curry School of Education Leadership at the University of Virginia and co-author with Richard Arum of the book Academically Adrift: Limited Learning on College Campuses. Synopsis: Are college students truly learning? Definitely not, Academically Adrift asserts. Surveys, transcripts, and the Collegiate Learning Assessment show that nearly half of the students do not improve in critical thinking, complex reasoning, and writing in their first two years. More than a third do not improve in four years. Students, faculty, administrators, policy makers, and parents all contribute to the problem, disproportionately affecting some racial groups compared to others. What are the reasons for the current state of affairs? For one, students spend less time studying than in the past. Critics say that socializing and working detract from students’ focusing on academics. A shift in curriculum away from the basics, and with less academic rigor, is also to blame. The net effect is that students are simply not learning to read and write properly. 238 Townshend Hall College of Arts and Sciences asccomm@osu.edu America/New_York public
Event Host: Department of Sociology


The Department of Sociology’s Form/Huber Colloquia Series speaker, Dr. Josipa Roksa will present on “Academically Adrift: Limited Learning on College Campuses.” Roksa is an associate professor in sociology and the Curry School of Education Leadership at the University of Virginia and co-author with Richard Arum of the book Academically Adrift: Limited Learning on College Campuses.

Synopsis: Are college students truly learning? Definitely not, Academically Adrift asserts. Surveys, transcripts, and the Collegiate Learning Assessment show that nearly half of the students do not improve in critical thinking, complex reasoning, and writing in their first two years. More than a third do not improve in four years. Students, faculty, administrators, policy makers, and parents all contribute to the problem, disproportionately affecting some racial groups compared to others. What are the reasons for the current state of affairs? For one, students spend less time studying than in the past. Critics say that socializing and working detract from students’ focusing on academics. A shift in curriculum away from the basics, and with less academic rigor, is also to blame. The net effect is that students are simply not learning to read and write properly.

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