000			02098cam a2200445 a 4500
001			ocn587209637
003			OCoLC
005			20251028093148.0
008			100730s2011 ilua b 001 0 eng c
007			cr cn|||||||||
010			_a 2010031799
035			_a(Sirsi) i9780226028552
035			_a(Sirsi) i9780226028552
040			_aICU/DLC _cDLC _dYDX _dBTCTA _dYDXCP _dLML _dCDX _dUPZ _dNIE _dWCO _dBWX _dVF$
019			_a700950823
020			_a9780226028552 (cloth : alk. paper)
020			_a0226028550 (cloth : alk. paper)
020			_a9780226028569 (pbk. : alk. paper)
020			_a0226028569 (pbk. : alk. paper)
020			_a9780226028576 (electronic bk.)
020			_a0226028577 (electronic bk.)
035			_a(OCoLC)587209637 _z(OCoLC)700950823
042			_apcc
043			_an-us---
050	0	0	_aLA 227.4 _b.A78 2011
049			_aVF$A
100	1		_aArum, Richard.
245	1	0	_aAcademically adrift : _blimited learning on college campuses / _cRichard Arum and Josipa Roksa.
260			_aChicago : _bUniversity of Chicago Press, _cc2011.
300			_axi, 259 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references (p. [237]-248) and index.
505	0		_aCollege cultures and student learning -- Origins and trajectories -- Pathways through colleges adrift -- Channeling student energies toward learning -- A mandate for reform.
520			_aAre undergraduates really learning anything once they get to college? The answer is no. As troubling as their findings are, the authors argue that for many faculty and administrators this conclusion will come as no surprise and is the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
650		0	_aEducation, Higher _zUnited States.
650		0	_aLearning _zUnited States.
650		0	_aCritical thinking _xStudy and teaching (Higher) _zUnited States.
650		0	_aReasoning _xStudy and teaching (Higher) _zUnited States.
700	1		_aRoksa, Josipa.
999			_c129274 _d129274