Annotated Bibliography WP 1
Arum, Richard, and Josipa Roksa. “College Cultures and Student Learning.”
Academically Adrift: Limited Learning on College Campuses, UChicago UP, 15 Jan.
2011, pp. 1–32.
Arum and Roksa’s c
...
Annotated Bibliography WP 1
Arum, Richard, and Josipa Roksa. “College Cultures and Student Learning.”
Academically Adrift: Limited Learning on College Campuses, UChicago UP, 15 Jan.
2011, pp. 1–32.
Arum and Roksa’s chapter, “College Cultures and Student Learning,” addresses that
although college and universities provide so many extra resources and yield so many
opportunities for students, students accomplish far less than required. Arum and Roksa
articulate that “many students graduate college today without being able to write well enough
to satisfy their employers” (1). What students are missing out on are not learning to think
critically, reason analytically, or write effectively, because they just weren’t provided with
enough experience or enough knowledge on how to do that in their high school. There were
several suggestions given, such as providing practise questions and worksheets instead of
long lectures for a subject like Math, and giving short readings with discussions instead of
long readings and writing. An argument was also poised regarding the low standards of the
faculty resulting in “students making steady progress towards their college degree with such
limited academic effort” (Arum and Roksa 5). Performance tasks such as CLA would further
elucidate the student’s performance than SATs or ACTs, which would help the students
themselves too. (Arum and Roksa 21) I think, if students concentrate in high school or just
any time while studying, they wouldn’t find college difficult, because in my experience, I’m
dealing perfectly fine with college as I graduated high school after a lot of efforts.
Additionally, to prove their argument, Arum and Roksa used additional examples and
statistics from other sources to make their argument even more credible and persuasive.
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