Many college students today are finding that while they haven’t improved academically, they have learned how to effectively “BS” assignments. Some academic scholars have ventured to illuminate an apparent lapse in critical thinking seen throughout the higher education system.
Recent research showed 45 percent of college students do not make significant progress in written communications, analytical reasoning or critical thinking in the first two years of college, says two academic scholars in their new book, “Academically Adrift: Limited Learning on College Campuses.” The book just hit the shelves this month.
The authors, Richard Arum and Josipa Roksa, conducted research by having 2,300 students attending different four-year colleges and universities take an exam entitled the Collegiate Learning Assessment (CLA). This test is designed to assess students’ analytical reasoning, critical thinking, communication writing skills and other skills meant to be taught in higher education.
This group of students underwent standardized assessment within their first year of college and then again near the end of their second year. The findings in the analysis of about 2,300 students at 24 universities and colleges were negative. Forty-five percent of students who took the test showed no significant improvement in the above range of skills.
Madeleine Maggio, a junior theater major, has doubts about the results of the research. “If that statistic exists then it could be coming from something that is true, but then what are we doing here? I feel like I have grown a lot from being in college and have learned a lot,” Maggio said. “College has changed the way I think about things in general.”
On the other hand, another student felt differently.
“I learn more outside my classes than inside because I read a lot,” said Ben Davis, an English major at the University of Massachusetts.
Arum is a professor of sociology and education at New York University and Roksa is assistant professor of sociology at the University of Virginia. They conducted their research through the CLA which is a part of the Council for Aid to Education (CAE), a non-profit organization based out of New York City.
According to the CAE website, Cae.org/content/about.htm, its function is to conduct research on higher education and advance corporate support of higher education.
Also, the CAE is focusing on improving access and quality in higher education.
The researchers believe the CLA is crucial to this focus. The goal of the CLA is to help college and university faculties such as department chairs, school administrators and anyone else concerned with making improvements to learning, teaching and educational skills.
There are four parts to the CLA scoring criteria. The first is analytical reasoning which tests one’s ability to interpret, analyze and evaluate the quality of information. Second is writing effectiveness where one would construct and organize logical and understandable arguments. Third is writing mechanics where it is necessary to demonstrate a strong knowledge of the English language, tense, syntax and other factors. And fourth, problem solving, takes into consideration the importance of information and the ability to weigh that information in order to make decisions.
Simone Shenny can be reached at [email protected].
