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• The Future of Higher Education in America
• Are we Academically Adrift?
• June 15, 2011

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Keys to a Successful Webinar

• Tech SupportFor technical assistance, dial
  1-202-939-9730
• QATo ask a question, simply type your question
  into the QA box on the right side of your
  screen. After all three of our speakers have
  presented, we will hold a full QA session
• VolumeAdjust the volume on your computers
  speakers and also through your system settings
• TeleconferenceTo join via telephone, dial
  1-877-669-3239, access code 661 058 011
• ArchiveThis webinar is being recorded, and the
  online archive will be available for view within
  48 hours of the conclusion of this event

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Todays Speakers

• Terry Hartle (moderator)Senior Vice President,
  Government and Public Affairs, American Council
  on Education
• Richard ArumCo-Author, Academically Adrift
• Josipa RoksaCo-Author, Academically Adrift
• Gary RhoadesProfessor of Higher Education,
  University of Arizonas Center for the Study of
  Higher Education former General Secretary,
  American Association of University Professors

Please submit your questions at any time using
the chat panel in the lower right corner of your
screen.
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Academically AdriftLimited Learning on College
CampusesDr. Richard ArumDr. Josipa Roksa
We thank the Carnegie Corporation of New York
and the Lumina, Ford and Teagle Foundations for
their generous financial support and the Council
for Aid to Education for collaboration and
assistance with data collection.
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Source (University of Chicago Press, January
2011)
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Determinants of College Learning Dataset

• Longitudinal Design
• Fall 2005, Spring 2007, Spring 2009, Spring 2010,
  Spring 2011
• Large Scale
• 2005-2007 24 diverse four-year institutions
  2,341 students
• 2005-2009 29 diverse four-year institutions,
  1,666 students
• Breadth of Information
• Family background and high school information,
• college experiences and contexts, college
  transcripts
• Collegiate Learning Assessment (CLA)

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Course Requirements
Note Based on Spring 2007 survey.
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Students Time Use
Note Based on Spring 2007 survey.
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Academic Commitment Over Time
Source Phillip Babcock and Mindy Marks,
forthcoming 2010
Academic time from 1925-1965 in time diaries
relatively constant (39.2 to 34.1)
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CLA Performance College Major
Note Predicting 2007 CLA scores while
controlling for 2005 CLA scores.
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Inequality in CLA Performance African American
vs. White
Note Based on a 3-level HLM model, controlling
for a range of demographic/family characteristics.
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Learning Within and Across Institutions

• 23 percent of variation in learning (i.e., CLA
  growth between 2005 and 2009) occurs across
  institutions the majority of variation is within
  institutions

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College Selectivity and CLA Performance
Note Based on a 3-level HLM model, controlling
for a range of demographic/family characteristics.
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Graduate Transitions

• College Graduates, Spring 2010 follow-up survey
  preliminary findings
• 60 percent reported loans (averaging 26,800)
• 9 percent are currently unemployed
• Only 35 earn more than 30,000
• 48 if working FT
• Only 17 earn more than 40,000
• 23 if working FT
• 31 percent living with parents and relatives

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College Graduates News Awareness (2010 Survey)
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College Graduates Civic Engagement (2010 Survey)
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Policy Recommendations

• Federal imposed accountability would be
  counterproductive (existing measurements are
  imperfect unintended consequences likely)
• Federal resources could provide incentives for
  institutional improvement, innovation and
  assessment
• Federal resources needed to develop research
  infrastructure to advance scientific knowledge of
  learning in higher education
• Accountability should be at the institutional
  level

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Recommendations for Institutional Improvement

• Institutional leadership to emphasize learning,
  develop plans for improvement and support ongoing
  assessment of both program quality and student
  learning outcomes.
• Faculty collective responsibility for ensuring
  academic rigor across programs and classes (i.e.,
  course requirements and appropriate grading
  standards).
• Promote organizational cultures emphasizing
  student academic engagement, not just social
  engagement and student retention

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Contact

• Richard Arum
• richard.arum_at_nyu.edu
• Josipa Roksa
• jroksa_at_virginia.edu
• http//highered.ssrc.org/

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Gary RhoadesProfessor of Higher Education,
University of Arizona's Center for the Study of
Higher Education Former General Secretary,
American Association of University Professors
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Questions?

• To ask a question, simply type your question into
  the QA box on the right side of your screen.

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ACE Webinar Series

• New webinars will be announced through the ACE
  Webinar Series website at www.acenet.edu
• Contact Elizabeth OHerrin at eoherrin_at_acenet.edu
  if you would like to receive updates about future
  webinars.

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Thank you for participating