Home > Educational Leadership, Higher Education > A Perfect Storm in Undergraduate Education, Part 2

A Perfect Storm in Undergraduate Education, Part 2

By Thomas H. Benton

What is keeping undergraduates from learning? Last month, I speculated from my perspective as a college teacher about a set of interlocking factors that have contributed to the problem.

In that column (The Chronicle, February 25), I referred to the alarming data presented by Richard Arum and Josipa Roksa in Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011) in the context of President Obama’s call for more students to attend college in order to prepare for the economy of the future. Why, I asked, should we send more students to college—at an ever greater cost—when more than a third of them, according to Arum and Roksa, demonstrate “no improvement in critical thinking, complex reasoning, and writing skills” after four years of education?

This month I want to speculate on why students (and, to a lesser extent, their parents) are not making choices that support educational success. What could they possibly be thinking?

Continued at: http://chronicle.com/article/A-Perfect-Storm-in/126969/


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