In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?

For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

As Africana Studies celebrates its fiftieth anniversary throughout the United States, this invigor ating collection presents possibilities for the future of the discipline’s theoretical paths. The essays in Africana Studies focus on philosophy, science, and technology; poetry, literature, and music; the crisis of the state; issues of colonialism, globalization, and neoliberalism; and the ever-expanding diaspora. The editor and contributors to this volume open exciting avenues for new narratives, philosophies, vision, and scale in this critical field of study—formed during the 1960s around issues of racial injustice in America—to show what Africana Studies is already in the process of becoming.

Africana Studies recognizes how the discipline has been shaped, changing over the decades as scholars have opened new modes of theoretical engagement such as addressing issues of gender and sexuality, politics, and cultural studies. The essays debate and (re)consider black and diasporic life to sustain, provoke, and cultivate Africana Studies as a singular yet polyvalent mode of thinking.

Contributors: Akin Adeṣọkan, John E. Drabinski, Zeyad El Nabolsy, Pierre-Philippe Fraiture, Kasareka Kavwahirehi, Gregory Pardlo, Radwa Saad, Sarah Then Bergh, and the editor

After Plato redefines the relationships of rhetoric for scholars, teachers, and students of rhetoric and writing in the twenty-first century. Featuring essays by some of the most accomplished scholars in the field, the book explores the diversity of ethical perspectives animating contemporary writing studies—including feminist, postmodern, transnational, non-Western, and virtue ethics—and examines the place of ethics in writing classrooms, writing centers, writing across the curriculum programs, prison education classes, and other settings.

When truth is subverted, reason is mocked, racism is promoted, and nationalism takes center stage, teachers and scholars of writing are challenged to articulate the place of rhetorical ethics in the writing classroom and throughout the field more broadly. After Plato demonstrates the integral place of ethics in writing studies and provides a roadmap for future conversations about ethical rhetoric that will play an essential role in the vitality of the field.
 

Contributors: Fred Antczak, Patrick W. Berry, Vicki Tolar Burton, Rasha Diab, William Duffy, Norbert Elliot, Gesa E. Kirsch, Don J. Kraemer, Paula Mathieu, Robert J. Mislevy, Michael A. Pemberton, James E. Porter, Jacqueline Jones Royster, Xiaoye You, Bo Wang

Lyons begins with the premise that most universities have been negligent in helping undergraduates understand a movement that has shaped the political landscape for half a century. In addition, in a series of essays that frame the teaching log, he makes the case that conservatives have too often failed to adhere to basic, Burkean principles, and that the best of conservatism has often appeared as a form of liberalism from thinkers such as Hannah Arendt, Reinhold Niebuhr, and George Kennan. The essays also cover the history of conservatism, conservative use of the city-on-a-hill metaphor, and an examination of how the promise of Camelot sophistication was subverted by a resurgence of right-wing populism.

In T. E. Lawrence’s classic memoir Seven Pillars of Wisdom, Lawrence of Arabia claimed that he inspired a “dream palace” of Arab nationalism. What he really inspired, however, was an American idea of the area now called the Middle East that has shaped U.S. interventions over the course of a century, with sometimes tragic consequences. America’s Dream Palace brings into sharp focus the ways U.S. foreign policy has shaped the emergence of expertise concerning this crucial, often turbulent, and misunderstood part of the world.

America’s growing stature as a global power created a need for expert knowledge about different regions. When it came to the Middle East, the U.S. government was initially content to rely on Christian missionaries and Orientalist scholars. After World War II, however, as Washington’s national security establishment required professional expertise in Middle Eastern affairs, it began to cultivate a mutually beneficial relationship with academic institutions. Newly created programs at Harvard, Princeton, and other universities became integral to Washington’s policymaking in the region. The National Defense Education Act of 1958, which aligned America’s educational goals with Cold War security concerns, proved a boon for Middle Eastern studies.

But charges of anti-Americanism within the academy soon strained this cozy relationship. Federal funding for area studies declined, while independent think tanks with ties to the government flourished. By the time the Bush administration declared its Global War on Terror, Osamah Khalil writes, think tanks that actively pursued agendas aligned with neoconservative goals were the drivers of America’s foreign policy.

Anthropology at Harvard recounts the rich and complex history of anthropology at America’s oldest university, beginning with the earliest precursors of the discipline within the study of natural history. The story unfolds through fascinating vignettes about the many individuals—famous and obscure alike—who helped shape the discipline at Harvard College and the Peabody Museum. Lively anecdotes provide in-depth portraits of dozens of key individuals, including Louis and Alexander Agassiz, Frederic Ward Putnam, Mary Hemenway, Alice Cunningham Fletcher, Sylvanus Morley, A. V. Kidder, and Antonio Apache. The text also throws new light on longstanding puzzles and debates, such as Franz Boas’s censure by the American Anthropological Association and the involvement of Harvard archaeologists in espionage work for the U.S. government during World War I.

The authors take a “cohort” perspective, looking beyond the big names to the larger network of colleagues that formed the dynamic backdrop to the development of ideas. The significant contributions of amateurs and private funders to the early growth of the field are highlighted, as is the active participation of women and of students and scholars of diverse ethnic backgrounds. A monumental achievement, Anthropology at Harvard makes an important contribution to the history of Americanist anthropology.

Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College’s multifaceted mission. Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession. At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning. Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children’s schoolteachers to embracing global perspectives.

A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.