As a whole, my aim is toilluminate how college students understand their educationalpaths, what mismatches exist between their expectations andtheir professors’ expectations, and how some of the traditionalstructures and norms of higher education function as obstaclesto increased access and educational opportunity.
Looking for the best way to connect to your students and creating the best learning environment.
But chang-ing from within requires a more comprehensive understandingof today’s college students and how to address their needs.
Right on point
mong his conclusions were that excellentteachers tend to assume that their students can learn at a highlevel, and that such teachers understand enough about how peo-ple learn to be able to support in-depth learning.
this is what a great leader means. to lead, teach, and perform.
As far as I’m concerned, this is col-lege. It’s time you learned to think on your own. And there arestudents who will not take classes from me because I have a rep-utation as one of the harder instructors on campus.
This massively brings down the confidence of a lot of students. Even on jobs, bosses or managers are ALWAYS required to help their team members. It's the responsibility of the leader to lead and not to expect.
“I haven’t changed my standards. If a student ishaving trouble because of a job, early on, I’ll say, ‘Well, maybeyou could switch to somebody else’s class.’” Similarly, anotherinstructor who situated herself on the side of standards noted,“Some of us are—I hesitate to say—more ‘rigorous’ than others.
WHAT? so was it easier to teach students that are in their "ideal college student"? Some students might not meet their criteria, but are incredibly brilliant once they've given a chance.
Being unprepared to meet certain expectations, however, is notthe same as being unable to meet them.
YES. Some students might be unprepared, but their minds works best under pressure. at the end of the day they'll deliver a great performance.
weak skillsand lack of preparation for the demands of college. What it isexactly that constitutes college readiness, therefore, is not wellde fined
I saw a video like this on twitter, some Professor's had it easier to criticize the student, than looking for a way to helping them develop better skills set.
“college readiness.”
To be honest. i don't know how can one be really prepared for anything without trying or having a same exact back round of what's being expected.
“Underprepared as far as study skills,a poor reader, poorer skill at mechanics than I anticipated. Muchless skill at organizing papers and supporting and dealing withsentences and so forth.”
I think a better answer for this is how will he teach them to be prepared and how to gain skills to perform his expectations. If this is how he describes his student, then what could they do to perform better?
“any real sense of howmuch work is expected of them in college.”
My parents were able to guide me how diffcult and how focus demanding it would be.
lthough they had qualified for admis-sion to UCLA, they were unprepared for instructors’ expecta-tions about college coursework.
Maybe they're still adjusting from past curriculums. It doesn't mean it will go on forever. LIke he said it's FIRST YEAR STUDENTS.
The complications are perhapsmost evident at community colleges, where the diversity of stu-dents is most pronounced, but occur at every level of higher edu-cation where students belong to previously excluded groups, in-cluding women, racial and ethnic minorities, and working-classstudents.
It says that the problems comes from higher education, especially in CC. It's because people having difficulties with life and school stuffs.
These indicators—both domestic and international—raisetwo critical questions. How is it that the percentage of the popu-lation with college degrees has stayed the same over the past fourde cades? And what accounts for the huge gap between individu-als’ aspirations to earn a college degree and the actual rates ofcollege completion
Education system has not changed, but the population is rising
The expansion of the U.S. postsecondary system seems evenless successful when compared with that of other countries. It istrue that the United States, judged in relation to other membersof the Organisation for Economic Co-operation and Develop-ment (OECD), claims a percentage of adults with college degrees—four- year and two-year combined—that looks relatively high.With the exception of Japan and Korea, where over 50 percentof twenty- three- to-thirty-four- year-olds have college degrees, theUnited States boasts one of the higher rates of college comple-tion (39 percent)
Why is it because of standards? third world countries would do anything for an education.
Although the community college sector is often treated as an ad-junct to U.S. higher education, it comprises the largest group ofdifferent types of accredited postsecondary institutions and con-stitutes the first stop for roughly half of today’s college students.
WHY isn't it good to have extra credits? it's the effort of students that makes them get this.
The mosthighly selective universities in the United States, for instance, areresponsible for only about 3 percent of the undergraduate stu-dent population.2
That's an evidence that prestige schools are difficult to enter and pass.
Top- ranked public universities and elite private col-leges have similarly dominated the attention of people who studyhigher education.
It would be beneficial to job applications and graduating from a top or exclusive experience is 1 in a million.
As the number of post-secondary students increased, so did the proportion of under-graduates who were enrolled at community colleges. Thus, theexpansion of higher education has produced a remarkable vari-ety in the types of postsecondary institutions as well as diversityin the kinds of students who attend them.
remarkable. Opportunities and results from the perseverance of students. I'm glad to see that people are considering CC.
69 percent of twelfth graders intendto earn a baccalaureate degree, only 28 percent of twenty-five-to- thirty- four- year-olds hold baccalaureate degrees. 14
Looking at this is very overwhelming what if I'm not gonna be included in the 28% in the future?
however, many end up leaving college beforecompleting any type of degree. In fact, the proportion of stu-dents seeking a college degree (either an associate’s or a bache-lor’s) who graduate within ten years is only slightly above half.
What a waste. But continuing even if you stopped is still so much better.
Are colleges prepared to edu-cate today’s students?
Of course. There are a lot of programs now and much more affordable and viable. Just needed to be properly funded for a long term
the current college-going pop-ulation exhibits a great many nontraditional characteristics,which may include finan cial in de pen dence, part-time college at-tendance, delayed enrollment after high school, full-time em-ployment, and time spent caring for depen dents
It's a huge help for students who want to learn and finish a degree who are so busy in life and can't be a full time student.
Today’s typical college student is almost aslikely to attend a two-year college as a four-year college. Evenwhen students do go directly from high school to a four-yearcollege, they may attend two or three different colleges beforeobtaining a degree and take breaks or interrupt the course ofstudy for extended periods in moving between colleges, beforereturning to school.
It's understandable since the programs are super competitive and life happens. People can't take all the pressure and meet the expectation all the time. Some need breaks, but importantly is they go back.
he “tradi-tional” trajectory, of enrolling as a full-time student in a residen-tial college and attending for four years continuously, no longerrepresents the norm.
It's the best pathway to future as well.
“It seems to me that we’vebeen complaining about this forever, though. I can go back towhen I was first hired, and people were complaining about thequality of students not holding up. So I don’t know.”
From Kiara "it's complaints that has no progress"
The typical student has at least a twenty-hour-a- weekjob, which is very discouraging—it’s reality, but it’s very discour-aging, because it cuts into my concept of what the requirementsof a college education are; the requirements of a college educa-tion are that you devote all or most of your time to that—that’syour job. And of course you get a group of kids who have noconception of what college is all about . . . who don’t understandlearning or the goal of learning.”
From what I've understand it's people who want to go to college without needing to work and just focusing on college and enjoying life. They don't need to do part time or so.
major themes of this book is the frequentdisconnect between college professors’ expectations of studentsand students’ actual performance.
Major Theme
6 percent of the U.S. populationgraduated from high school, and 4 percent of the population at-tended college. Today, the high school graduation rate is closeto 90 percent, and around 45 percent of eighteen-to-twenty-one- year- olds attend college. Furthermore, college going is notlimited to eigh teen- to-twenty-one-year-old students. Currently,around twelve hundred community colleges have over six mil-lion students enrolled in credit-bearing courses.
They offer multiple programs and options. NO ONE IS LEFT BEHIND:)
they would enter “terminal” programs designed toprepare them for the mid-skilled professions.
It's great to see that students still have a viable option if not given the transfer course.
The junior colleges could offer academic-transfer courses to the most academically able students, whowould eventually receive bachelor’s degrees at four-year colleges.
it's a great offer for hard working students.
president of the University of Chicago, andDavid Starr Jordan, president of Stanford University, worriedabout preserving their universities’
I've read this from Kiara. It's crazy how they think that preserving the exclusive school are gonna be unexclusive in the future. I've only dreamt of going to schools like Harvard.
First, a student cantransfer to a four-year college as a sophomore or junior, aftertaking the required coursework. Second, a student can earn anassociate’s degree based on transferable courses. Third, a studentcan earn an associate’s degree in certain occupational fields with-out earning transferable credits. Although associate’s degrees donot hold forth the same promise of economic benefits as a bach-elor’s degree does, they do offer advantages over a high schooldiploma when it comes to finding employment. 4
I'm doing community college right now to earn my degree. I'll transfer later on after i get my associates. It's still better than not attending any colleges at all.
To its students, the community college of-fers a vari ety of options: credit courses and degree programs thatare transferable to four-year colleges, subbaccalaureate degreesand cer ti fi ca tion for a range of occupations, and noncredit adult
It's a huge help for students. it's less stressful and a lot of options.
Although the com-munity college is the bottom tier of a strictly differentiated sys-tem of higher education, it plays a central role in granting accessto that system
It's sad to see this inforrnation, because to some unfortunate people, getting an education even if it's bottom tier is a blessing.
Harvard,for instance, symbolizes academic rigor in such films as GoodWill Hunting (1997) and Legally Blonde (2001).
I haven't watched it yet, but I heard, Legally Blonde is awesome.