Roksa CV Aug 2020
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Academically Adrift
Academically Adrift Academically Adrift Limited Learning on College Campuses Richard Arum and Josipa Roksa The University of Chicago Press Chicago and London Richard Arum is professor in the Department of Sociology with a joint appointment in the Steinhardt School of Education at New York University. He is also director of the Education Research Program of the Social Science Research Council and the author of Judging School Discipline: The Crisis of Moral Authority in American Schools. Josipa Roksa is assistant professor of sociology at the University of Virginia. Contents Acknowledgments 1 College Cultures and Student Learning 2 Origins and Trajectories 3 Pathways through Colleges Adrift 4 Channeling Students’ Energies toward Learning 5 A Mandate for Reform Methodological Appendix Notes Bibliography 1 College Cultures and Student Learning “Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should,” the former president of Harvard University, Derek Bok, recently lamented. Many students graduate college today, according to Bok, “without being able to write well enough to satisfy their employers … reason clearly or perform competently in analyzing complex, nontechnical problems.”1 While concern over undergraduate learning in this country has longstanding roots, in recent years increased attention has been focused on this issue not only by former Ivy League presidents, but also by policy makers, practitioners, and the public. Stakeholders in the higher education system have increasingly come to raise questions about the state of collegiate learning for a diverse set of reasons. Legislators—and privately, middle-class parents as well—increasingly have expressed worry over the value and returns to their investments in higher education. -
Program Schedule
Friday, August 6, 4:30 p.m. 55 Program Schedule equivalence and blockmodels; an introduction to local analysis including The length of each session/meeting activity is one hour dyadic and triadic analyses; and basic distribution theory and statistical and 45 minutes, unless noted otherwise. Session models. presiders and committee chairs should see that sessions The course text will be: Wasserman, Stanley and Faust, Katherine and meetings end on time to avoid conflicts with (1994). Social Network Analysis: Methods and Applications. Cambridge, ENG and New York: Cambridge University Press. subsequent activities scheduled into the same room. 1999 ASA Chair Conference—Thursday, August 5, 1:00- Program Corrections: The information printed here 9:30 p.m.—Hilton Chicago, Williford C reflects session updates received from organizers through Section on Political Sociology Conference—Thursday, July 12, 1999. Changes received after that date appear in August 5, 1:00-5:00 p.m.—Hilton Chicago, Boulevard the Convention Bulletin distributed with the Final Program Rooms A-B-C packets. Please check that bulletin for the latest updates. Honors Program Orientation—Thursday, August 5, 1:30- 5:30 p.m.—Hilton Chicago, Marquette Pre-Meeting Activities ____________________________________________________________________________________________________________________ ____ Alpha Kappa Delta Executive Council—Thursday, August 5, 8:00 a.m.-6:00 p.m.—Hilton Chicago, Lake Erie Friday, August 6 North American Chinese Sociologists Association conference—Thursday, August 5, 8:30 a.m.-5:30 p.m.— 8:30 a.m. Meetings ____________________________________________________________________________________________________________________ Hilton Chicago, Joliet ____ Add Health National Scientific Advisory Committee— Committee on Nominations (to 4:15 p.m.)—Hilton Chicago, Thursday, August 5, 9:00 a.m.-5:00 p.m.—Hilton McCormick Room Chicago, Conference Room 4L 1. -
Class E-Book, an Entrepreneurial University Revisited
TABLE OF CONTENTS FOREWORD | Sol Gittleman . i INTRODUCTION: AN ENTREPRENEURIAL UNIVERSITY REVISITED | Freeden Blume Oeur . ii 1. AFFIRMATIVE ACTION: A JUMBO DEBATE | Sonia Groeneveld . 1 2. SPORTS, POWER, AND HIGHER EDUCATION | Catherine Dire . 8 3. EXCLUSION OF BLACK STUDENTS IN HIGHER EDUCATION | Yohanna Georgis . 17 4. UNIVERSITY-COMMUNITY RELATIONS: A RELATIONAL DECAY FOR EDUCATIONAL EXPANSION | Maddie Oliff . 26 5. THE HAVES AND HAVE NOTS: WEALTH INEQUALITY IN HIGHER EDUCATION | Siobhan Shamlian . 34 6. COMMUNITIES OF INTEREST IN GREEK LIFE: BAND-AID SOLUTIONS TO SYSTEMIC PROBLEMS | Madeleine Rossi . 44 7. TASSLES NOT SHACKLES | Nora Maetzener . 51 8. THE RECRUITMENT OF INTERNATIONAL STUDENTS | Jerusalem Estifanos . 60 9. LATINO STUDENTS | Yanelle Cruz Bonilla . 66 10. IN THE WORDS OF DRAKE, “KEEP THE FAMILY CLOSE”: LEGACY PREFERENCE IN COLLEGE ADMISSIONS | Whitney Miller . 77 11. NEOLIBERALISM’S WAR ON UNDERGRADUATE MENTAL HEALTH | Rachel Wahlert . 86 12. THE NEOLIBERAL ARTS COLLEGE: A PUBLIC GOOD IN A PRIVATE WORLD | Ben Reytblat . 96 13. THE REMEDIAL RATIONALE: A REMEDY FOR SOME, A POISON FOR OTHERS | Samantha Watson . 104 14. A LOOK AT UNIVERSITY SEXUAL ASSAULT POLICIES: HOW NON- COMPLIANCE WITH FEDERAL LEGISLATON AND INADEQUATE EDUCATIONAL PROGRAMS FUEL STUDENT ACTIVISM | Zoe Gregorace . 111 15. EXCLUSION OF TRANSGENDER STUDENTS IN HIGHER EDUCATION: THE FAILURE OF INSTITUTIONAL POWER AND THE MYTH OF COLLEGIATE IDENTITY EXPLORATION | Arianna Burnham . 118 16. THE $1.4 TRILLION QUESTION: COLLEGE TUITION, STUDENT DEBT, AND THE DEVASTATING EFFECTS OF NEOLIBERALISM | Sam Zinn . 128 17. UNDOCUMENTED STUDENTS IN HIGHER EDUCATION: REAFFIRMING MERITOCRACY AND REDEFINING DIVERSITY AND REMEDIAL RATIONALES | Emily Sim . 135 18. WHITENESS, MULTICULTURALISM, AND THE SMOOTH-FUNCTIONING OF AMERICAN DEMOCRACY | Aminata Dieng . -
Academically Adrift
Academically Adrift Academically Adrift Limited Learning on College Campuses Richard Arum and Josipa Roksa The University of Chicago Press Chicago and London Richard Arum is professor in the Department of Sociology with a joint appointment in the Steinhardt School of Education at New York University. He is also director of the Education Research Program of the Social Science Research Council and the author of Judging School Discipline: The Crisis of Moral Authority in American Schools. Josipa Roksa is assistant professor of sociology at the University of Virginia. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2011 by The University of Chicago All rights reserved. Published 2011 Printed in the United States of America 20 19 18 17 16 15 14 13 12 11 1 2 3 4 5 ISBN-13: 978-0-226-02855-2 (cloth) ISBN-13: 978-0-226-02856-9 (paper) ISBN-10: 0-226-02855-0 (cloth) ISBN-10: 0-226-02856-9 (paper) ISBN-13: 978-0-226-02857-6 (electronic) Library of Congress Cataloging-in-Publication Data Arum, Richard. Academically adrift : limited learning on college campuses / Richard Arum and Josipa Roksa. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-226-02855-2 (cloth : alk. paper) ISBN-10: 0-226-02855-0 (cloth : alk. paper) ISBN-13: 978-0-226-02856-9 (pbk. : alk. paper) ISBN-10: 0-226-02856-9 (pbk. : alk. paper) 1. Education, Higher —United States. 2. Learning —United States. 3. Critical thinking —Study and teaching (Higher) —United States. 4. Reasoning —Study and teaching (Higher) —United States. -
Richard Arum Curriculum Vitae (3/07) [email protected]
Richard Arum Curriculum Vitae (3/07) [email protected] Department of Sociology HMSS, School of Education 295 Lafayette – 4th Floor 246 Greene St. #317E New York, NY 10012 New York, NY 10003-6677 (212) 998-8342, 995-4140[fax] (212) 992-9406, 995-4832[fax] EDUCATION: University of California, Berkeley, Ph.D. in Sociology (9/92-5/96). Harvard University Graduate School of Education, M.Ed. in Teaching and Curriculum (9/87-9/88). Tufts University, B.A., magna cum laude in Political Science (9/81-5/85). PROFESSIONAL EXPERIENCE: Program Director, Education Research, Social Science Research Council, New York, New York (7/05-present) Director of Research, Steinhardt School of Education, New York University, New York, New York (2/04-5/05) Chair, Department of Humanities and Social Sciences in the Professions, School of Education, New York University, New York, New York (8/01-5/04). Professor, Department of Sociology, Faculty of Arts and Sciences with joint appointment Steinhardt School of Education, New York University, New York, New York (9/03-present) Associate Professor, Department of Sociology and School of Education (joint), New York University, New York, New York (7/00-8/03). Assistant Professor, Department of Sociology, University of Arizona, Tucson, Arizona (8/96-6/00). Research Assistant to Michael Hout, Director, Survey Research Center, University of California, Berkeley (6/94-7/96). Research Assistant to Neil Smelser, Co-Director, Consortium for the Study of Society and Education, University of California Berkeley (4/93-5/94). Instructor, Department of Education, Graduate Program in Teacher Training, Holy Names College, Oakland, California (1990-1995). -
Academically Adrift Cohort
Documenting Uncertain Times: Post-graduate Transitions of the Academically Adrift Cohort RICHARD ArUM ESTHer CHO JEANNIE KIM JOSIPA ROKSA Acknowledgments Author Bios This research project is organized by the Social RICHARD ARUM, coauthor of Academically Adrift: Science Research Council (SSRC) and was part of its Limited Learning on College Campuses (University of collaborative partnership with the Council for Aid to Chicago Press, 2011), is professor of sociology and Education, 29 collaborating colleges and universities, education at New York University and program director and the Pathways to College Network. It was made of educational research at the Social Science Research possible by generous support from the Lumina Council (SSRC). He authored Judging School Discipline: Foundation for Education, the Carnegie Corporation The Crisis of Moral Authority (Harvard University Press, of New York, the Teagle Foundation and the Ford 2003) and co-directed with Adam Gamoran and Yossi Foundation. We are deeply grateful to the individuals Shavit a comparative project on expansion, differentiation, who volunteered and consented to participate in this and access to higher education in 15 countries, published research study. The researchers are also appreciative as Stratification in Higher Education: A Comparative Study of input from the project’s advisory board: Pedro Reyes, (Stanford University Press, 2007). Arum also successfully professor and associate vice chancellor for academic led recent efforts to organize educational stakeholders planning and assessment, University of Texas; William in New York City to create the Research Alliance for (Bill) Trent, professor of educational policy studies, New York City Schools (an entity loosely modeled after University of Illinois; and Meredith Phillips, associate the Consortium on Chicago School Research, focused professor of public policy and sociology, University of on on-going evaluation and assessment research to California at Los Angeles.