Academically Adrift Part 7

16. William Damon, The Path to Purpose: How Young People Find Their Calling in Life (New York: Free Press, 2008), 111.

17. George D. Kuh et al., Student Success in College: Creating Conditions that Matter (San Francisco: Jossey-Ba.s.s, 2005), 272.

18. Ibid, 270.

19. Jillian Kinzie and George D. Kuh, aGoing DEEP: Learning from Campuses that Share Responsibility for Student Success,a About Campus 9 (2004): 2a"8; and George D. Kuh et al., aNever Let It Rest: Lessons about Student Success from High-Performing Colleges and Universities,a Change 37 (2005): 44a"51.

20. Julie A. Reuben, The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality (Chicago: University of Chicago Press, 1996), 260.

21. Ibid., 260a"61.

22. Mary Grigsby, College Life through the Eyes of Students (Albany: State University of New York Press, 2009), 58a"59.

23. Valerie Lee and Anthony Bryk, aA Multilevel Model of the Social Distribution of High School Achievement,a Sociology of Education 62 (1989): 172a"92; and Meredith Phillips, aWhat Makes Schools Effective? A Comparison of the Relationships of Communitarian Climate and Academic Climate to Mathematics Achievement and Attendance during Middle School,a American Educational Research Journal 34 (1997): 633a"62.

24. Robert Rosenthal and Lenore Jacobson, aPygmalion in the Cla.s.sroom,a Urban Review 3 (1968): 1a"16.

25. Arthur W. Chickering and Zelda F. Gamson, aSeven Principles for Good Practice in Undergraduate Education,a AAHE Bulletin 39 (1987): 3a"7. See also Arthur W. Chickering and Zelda F. Gamson, eds., Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, No. 47 (San Francisco: Jossey-Ba.s.s, 1991).

26. Kuh et al., Success in College. See also National Survey of Student Engagement (NSSE), National Benchmarks of Effective Educational Practice (Bloomington, IN: Center for Postsecondary Research, Indiana University Bloomington, 2000).

27. Kuh et al., Success in College. See also George D. Kuh et al., aUnmasking the Effects of Student Engagement on College Grades and Persistencea (paper presented at the annual meeting for the American Educational Research a.s.sociation, Chicago, April 9a"13, 2007).

28. Charles Blaich, aOverview of Findings from the First Year of the Wabash National Study of Liberal Arts Educationa (Wabash College, Center of Inquiry in the Liberal Arts, 2007, http://www.liberalarts.wabash.edu/research/).

29. George D. Kuh, aWhat We Are Learning about Student Engagement from NSSE,a Change 35 (2004): 28.

30. Robert B. Barr and John Tagg, aFrom Teaching to Learning: A New Paradigm for Undergraduate Education,a Change 27 (1995): 12a"25. For a review of scholarship on higher-education teaching and learning, see Ernest T. Pascarella and Patrick T. Terenzini, How College Affects Students: A Third Decade of Research (San Francisco: Jossey-Ba.s.s, 2005).

31. Martha Stone Wiske, ed., Teaching for Understanding: Linking Research with Practice (San Francisco: Jossey-Ba.s.s, 1998), 350. See also website for Harvard Project Zero at http://pzweb.harvard.edu/.

32. National Survey of Student Engagement (NSSE), Experiences that Matter: Enhancing Student Learning and Success (Bloomington, IN: Center for Postsecondary Research, Indiana University, Bloomington, 2007), 44.

33. Steven Brint, aThe Academic Devolution? Movements to Reform Teaching and Learning in U.S. Colleges and Universities, 1985a"2010.a Working Paper Series (Center for Studies in Higher Education, University of California, Berkeley, 2009). For the interpretation of the history of Dewey and progressive education, Brint cites Lawrence Cremin, The Transformation of the School, 1876a"1957 (New York: Random House, 1961).

34. NSSE, Experiences that Matter, 42, 44.

35. Robert M. Carini, George D. Kuh, and Stephen P. Klein, aStudent Engagement and Student Learning: Testing the Linkages,a Research in Higher Education 47 (2006): 1a"32.

36. Victor B. Saenz and Douglas S. Barrera, Findings from the 2005 College Student Survey (CSS): National Aggregates (Los Angeles: Higher Education Research Inst.i.tute, 2007), 6.

37. George D. Kuh et al., What Matters to Student Success: A Review of the Literature (Washington, DC: National Postsecondary Education Cooperative, 2006), 68.

38. Chris M. Golde and Timothy M. Dore, At Cross Purposes: What the Experiences of Todayas Graduate Students Reveal about Doctoral Education (Philadelphia: Pew Charitable Trusts, 2001), 22. It is also important to note that making something available does not mean that itas taken advantage of; only slightly more than two-thirds of students who had TA training available to them actually partic.i.p.ated.

39. Jody D. Nyquist et al., The Development of Graduate Students as Prospective Teaching Scholars: A Four Year Longitudinal Study, Final Report (Seattle: University of Washington, 2001).

40. Jody D. Nyguist et al., aOn the Road to Becoming a Professor: The Graduate Student Experience.a Change 31 (1999): 23a"24.

41. Golde and Dore, At Cross Purposes, 18. See also Lee S. Shulman, aThe Doctoral Imperative: Examining the Ends of Erudition.a Talk presented at a Conference on Reexamining the PhD, held in Seattle in April 2000. Reprinted in Teaching as Community Property: Essays on Higher Education (San Francisco: Jossey-Ba.s.s, 2004), 220a"32.

42. Chris Golde, aFindings of the Survey of Doctoral Education and Career Preparation: A Report to the Preparing Future Faculty Programa (unpublished ma.n.u.script, University of Wisconsina"Madison, 2001). For other evaluations and resources, see the Preparing Future Faculty Program website at http://www.preparingfaculty.org/.

43. For the role of teaching in the academy, see essays by Lee S. Shulman in Teaching as Community Property (San Francisco: Jossey-Ba.s.s, 2004). See in particular the following essays: aTeaching as Community Property: Putting an End to Pedagogical Solitude,a 140a"44; aFrom Minsk to Pinsk: Why a Scholarship of Teaching and Learning?,a 156a"62, and aThe Doctoral Imperative: Examining the Ends of Erudition,a 220a"32.

44. Vincent Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition (Chicago: University of Chicago Press, 1993), 206. Emphasis added.

45. Alexander Astin, What Matters in College? Four Critical Years Revisited (San Francisco: Jossey-Ba.s.s, 1993), 196.

46. Camille Charles et al., Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities (Princeton, NJ: Princeton University Press, 2009), 226. Emphasis in original.

47. Tinto, Leaving College, 131.

48. Richard Arum, Adam Gamoran, and Yossi Shavit, aMore Inclusion than Diversion: Expansion, Differentiation, and Market Structure in Higher Educationa in Stratification in Higher Education: A Comparative Study, ed. Yossi Shavit, Richard Arum, and Adam Gamoran (Stanford, CA: Stanford University Press, 2007), 1a"38.

49. John Dewey, The Child and the Curriculum and the School and Society (Chicago: University of Chicago Press, 1956), 7.

50. U.S. Department of Education, A Test of Leadership, 16.

51. Ibid., 13.

52. Ibid.

53. Ibid., 22.

54. Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (Princeton, NJ: Princeton University Press, 2006), 326a"27.

55. a.s.sociation of American Colleges and Universities and the Council for Higher Education Accreditation, New Leadership for Student Learning and Accountability: A Statement of Principles, Commitments to Action (Washington, DC: a.s.sociation of American Colleges and Universities and the Council for Higher Education Accreditation, 2008).

56. U.S. Department of Education, A Test of Leadership, 21.

57. a.s.sociation of American Colleges and Universities, Our Studentsa Best Work: A Framework for Accountability Worthy of Our Mission. Statement from the Board of Directors (Washington, DC: a.s.sociation of American Colleges and Universities, 2008), 8. Cited in Brint, aThe Academic Devolution?a 58. Frederick Hess, Tough Love for Schools: Essays on Compet.i.tion, Accountability and Excellence (Washington, DC: American Enterprise Inst.i.tute, 2006), 78a"80.

59. Federal 2009 research budgets, including those of the National Inst.i.tutes of Health and National Science Foundation, include federal stimulus dollars as reported by the American a.s.sociation for the Advancement of Science, aSeptember R&D Funding Updatea (Washington, DC: American a.s.sociation for the Advancement of Science, 2009). Support for the Fund for Post-Secondary Improvement was reported by the U.S. Department of Education, aFY 2009 Congressional Actiona (Washington, DC: U.S. Department of Education, 2009).

60. A survey of employers conducted on behalf of the a.s.sociation of American Colleges and Universities by Peter D. Hart Research a.s.sociated, Inc., How Should Colleges a.s.sess and Improve Student Learning? Employers Views on the Accountability Challenge (Washington DC: Peter D. Hart Research a.s.sociated, Inc., 2008).

61. Are They Really Ready to Work? Employersa Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society of Human Resource Management, 2006, http://www.21stcenturyskills.org/doc.u.ments/FINAL_REPORT_PDF09a"29a"06.pdf), 20, 34.

62. a.s.sociation of American Colleges and Universities, How Should Colleges a.s.sess and Improve Student Learning, 4.

63. Pew Research Center, Pew Research Center Biennial News Consumption Survey (Washington, DC: Pew Research Center, 2008).

64. President John F. Kennedy, speech given at Rice University, Houston, TX, on September 12, 1962.

Methodological Appendix 1. Judith D. Singer, aUsing SAS PROC MIXED to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models.a Journal of Educational and Behavioral Statistics 23 /4 (1998): 323a"55.