Celebrate Learning
Page 3
Given results like these, small successes won’t
cut the competition. Not now, when Academically
Adrift gives no one comfort, not 2-year institutions or 4
questions of student learning” (qtd. in Inside Higher
Ed).
In the same article, Richard Arum, co-author of
-year institutions. For thousands of dollars, often of
Academically Adrift, asserts that faculty must be cen-
debt, many students leave higher education with little
tral to any improvement in student learning. “*L+
“significant improvement in learning” and those who
earning,” Arum states, “has been pushed to the periph-
th
show progress, move from entering “in the 50 per-
ery of higher education just the way faculty have been
th
centile of students . . . to [achieving] the 68 percentile pushed to the margins” (qtd. in Inside Higher Ed).
four years later.”
What faculty do at Tulsa Community College is
If we want to argue the merits of the data, we
more important than it has ever been. At the same
can do that. I am certain valid criticisms can be made
time, our academic work in the classroom is harder
about most resea ɍ