Limited Learning on College Campuses

Arum, Richard; Roksa, Josipa

doi:10.1007/s12115-011-9417-8

Cited by 134 publications

(144 citation statements)

References 1 publication

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“…Yet, it is clear that teaching critical thinking is not trivial. A recent study by Arum and Roska, on US colleges and universities showed that 46% of college students did not acquire critical thinking skills by their 2nd year of college and 36% of students had not gained those skills after 4 years [3]. This study illustrates the difficulty in teaching critical thinking as well as learning critical thinking skills.…”

Section: Introductionmentioning

confidence: 53%

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Srougi

Miller

Witherow

et al. 2013

Biochem Molecular Bio Educ

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Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructorassigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume.

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Section: Introductionmentioning

confidence: 53%

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Srougi

Miller

Witherow

et al. 2013

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Anecdotal evidence suggests that Arum and Roksa (2011) and Bok (2006) would find similar outcomes in Ireland. What does this state of affairs say about maintaining a vibrant democracy, with an engaged citizenry?…”

Section: A U T H O R C O P Ymentioning

confidence: 97%

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Donnelly

Hogan

2013

Eur Polit Sci

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Recognising that the world into which students emerge upon graduation is characterised by constant change, we embrace a critical pedagogy that can be implemented in the classroom through the use of freehand drawing. Freehand drawing is a technique that can stimulate a critical stance, as visual representations allow us to comprehend the world differently, while permitting us see how others understand the world. First year students, in their first lecture, were asked to draw their interpretations of Irish politics and to explain in writing what they had drawn. The students were then placed in groups and asked to note what they saw in each other's drawings, allowing for the identification of general patterns and themes. In this context, freehand drawing facilitates our ability to: 'see' how we understand a topic and that there are multiple ways of understanding; test theories, orthodoxies and accepted truths; scrutinise tacit assumptions; and ponder other possibilities. In employing freehand drawing in this manner, our aim is to create a learning environment where students develop their capacity for critical self-reflection.

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“…In most cases, students hold a more pragmatic and instrumental understanding towards the purpose of higher education, primarily aiming for a better-paid and high quality jobs. Arum and Roksa (2011) claim that students during their studies in higher education make no real progress in critical thinking and complex problem-solving. Nonetheless, it is notable that those who state that they seek some "deeper meaning" in higher education, looking at a broader picture of things, tend to perform better than those who see university through instrumental lenses (Entwistle and Peterson, 2004).…”

Section: Introductionmentioning

confidence: 99%

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

Kromydas

2017

Palgrave Commun

231

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The purposes and impact of higher education on the economy and the broader society have been transformed through time in various ways. Higher education institutional and policy dynamics differ across time, but also between countries and political regimes and therefore context cannot be neglected. This article reviews the purpose of higher education and its institutional characteristics juxtaposing two, allegedly rival, conceptual frameworks; the instrumental and the intrinsic one. Various pedagogical traditions are critically reviewed and used as examples, which can potentially inform today's policy making. Since, higher education cannot be seen as detached from all other lower levels of education appropriate conceptual links are offered throughout this article. Its significance lies on the organic synthesis of literature across social science, suggesting ways of going forward based on the traditions that already exist but seem underutilized so far because of overdependence in market-driven practices. This offers a new insight on how theories can inform policy making, through conceptual "bridging" and reconciliation. The debate on the purpose of higher education is placed under the context of the most recent developments of increasing social inequalities in the western world and its relation to the mass model of higher education and the relevant policy decisions for a continuous increase in participation. This article suggests that the current policy focus on labor market driven policies in higher education have led to an ever growing competition transforming this social institution to an ordinary market-place, where attainment and degrees are seen as a currency that can be converted to a labour market value. Education has become an instrument for economic progress moving away from its original role to provide context for human development. As a result, higher education becomes very expensive and even if policies are directed towards openness, in practice, just a few have the money to afford it. A shift toward a hybrid model, where the intrinsic purpose of higher education is equally acknowledged along with its instrumental purpose should be seen by policy makers as the way forward to create educational systems that are more inclusive and societies that are more knowledgeable and just.

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Limited Learning on College Campuses

Cited by 134 publications

References 1 publication

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

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