Academically Adrift: Limited Learning on College Campuses by Richard Arum and Josipa Roksa

This monograph argues that American college students are not learning very much in college. Given the rising costs of higher education, and the increasing sense that a college education will open up possibilities to students, it's important to address this lack--although the authors hesitate to call it a crisis, because the US higher education system is not in danger of collapsing. The authors' conclusions are mostly based on a test called the College Learning Assessment, which was administered to students at twenty-four universities at the beginning of their freshman year (2005) and the end of their sophomore year of study (2007). The authors then used the data to assess how much the students learned. The book accounts for a wide variety of variables. It seems that the variable over which individuals have control (as opposed to, say, whether their parents went to college) is the types of courses they select: students tended to learn more in courses that required at least 40 pages of reading a week and at least 20 pages of writing over the course of the semester. I think this book brings up a lot of problems in higher education, and it motivated me to look more closely at course structure. I think a larger sample size (more universities) and studying a larger range of classes (not just the one cohort) would help reinforce the study's claims. I am also not entirely convinced that this test alone is a good measure of how much students have learned (though I admit that it is a step towards a solution of a tough problem).