Transcript Value of Higher Education is Increasing

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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 Support—For technical assistance, dial 1-202-939-9730
• Q&A—To ask a question, simply type your question into the
Q&A box on the right side of your screen. After all three of our
speakers have presented, we will hold a full Q&A session
• Volume—Adjust the volume on your computer’s speakers and
also through your system settings
• Teleconference—To join via telephone, dial 1-877-669-3239,
access code: 661 058 011
• Archive—This 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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Today’s Speakers
• Terry Hartle (moderator)—Senior Vice President,
Government and Public Affairs, American Council on
Education
• Richard Arum—Co-Author, Academically Adrift
• Josipa Roksa—Co-Author, Academically Adrift
• Gary Rhoades—Professor of Higher Education,
University of Arizona’s 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 Adrift:
Limited Learning on College
Campuses
Dr. Richard Arum
Dr. 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
1280
1240
1200
1160
1120
1080
1040
2005
2009
2007
African American
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
23%
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College Selectivity and CLA Performance
1280
1240
1200
1160
1120
1080
2005
2007
High selectivity
2009
Low selectivity
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)
Read print or on-line news
60%
40%
36%
34%
30%
20%
0%
Daily
Weekly
Monthly/Never
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College Graduates:
Civic Engagement (2010 Survey)
Discuss politics/public affairs
60%
46%
39%
40%
20%
15%
0%
Daily
Weekly
Monthly/Never
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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
– [email protected]
• Josipa Roksa
– [email protected]
• http://highered.ssrc.org/
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Gary Rhoades
Professor 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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Thank you for participating
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