This document summarizes a book presentation on "Academically Adrift" by Richard Arum and Josipa Roksa. The book argues that many college students show limited learning and improvement in critical thinking during their studies. It analyzes student learning trajectories and finds disparities in learning outcomes based on factors like race. While presenting the book's logical arguments, the review also critiques the book's narrow focus on skills and absence of student voices.

1. 
Academically Adrift:
Limited Learning on College Campuses by Richard Arum and JosipaRoksa
Book Review Presentation
Gregory C. Carrow-Boyd
ADTED 542: Perspectives on Adult Learning Theory
The Pennsylvania State University
Dr. Edward W. Taylor
17 February 2012

2. Bibliographic Information
Arum, R., &Roska, J. (2011).
Academically adrift: Limited
learning on college
campuses [Amazon Digital
Services Version]. Chicago,
IL: University of Chicago
Press.

3. Book Audience and Objective
 “For our students” — inscription
 There is a disconnect between what institutions of
higher learning value and what learners need:
 Discipline
 Critical Thinking Skills
 Quality Faculty
 Higher Academic Standards
 To prove that “the future of a democratic society hinges
on educating a generation of young adults who can think
critically, reason deeply, and communicate effectively”
(loc. 755).

4. Book Organization
Chapter 1: College Cultures Chapter 2: Origins and
and Student Learning Trajectories
 Introduction to the History of  Description of the Sample
Changing Demands in Colleges throughout the First 2 Years of
and Universities: Collegiate Study:
 Critical Thinking
 Study Time Expectations
 Complex Reasoning
 Moral Expectations
 Writing
 Academic Rigor
 Differences based on
 Response to Market Forces Race/Ethnicity
 How the Researchers  Disparities in Learning are
Performed the Study for this Persistent and Grow over Time
Book in American Higher Education

5. Book Organization
Chapter 3: Pathways Chapter 4: Channeling Students’
through Colleges Adrift Energies toward Learning
 How Learners Navigate  The Relationship of Social
Contemporary College Cultures Factors to Learning in Colleges
 Differences based on Social  Social Integration
Background  Co-Curricular Activities
 Student Employment/Work
 Many Contemporary College Study
Academic Programs are not
Rigorous.  Discipline-specific
Coursework
 The Extent to which Higher
Education Supports  Learning is Low Overall, but
Academically Oriented there is a Relationship between
Behaviors Vary. Student and Faculty Behaviors
in Motivating Learning.

6. Book Organization
Chapter 5: A Mandate for
Reform
 Learners in American Higher
Education are Academically Adrift:
 More Attention to Social than
Academic Pursuits
 Little Improvement from in
Reasoning and Writing from
College Entry
 Not Placed Competitively in the
Global Market
 Individual Mastery of Critical
Thinking, Deep Reasoning, and
Writing Will Lead to Successful
Global Citizenship.

7. Review and Critique
 Arguments are logical and
easy to follow.
 Writing is clear and direct.
 The topic is timely and
relevant.
 The authors do a good job of
presenting, substantiating,
and drawing conclusions
from their claims.

8. Review and Critique
 Authors only present the social
nature of colleges and
universities as negative.
 Authors value performative
skills over social construction.
 The voices of learners are
completely absent in the book.
 The authors advocate a
structure of higher education
that is inherently hegemonic.