he second layer of segmentation in our design separated different kinds of under? graduate students into two sets of focus groups: first-generation students and those from more traditional, highly educated backgrounds (students with at least one college graduate parent)
I feel as though by having these two groups that are from two primarily different backgrounds somewhat puts the first generation students as disadvantage as they do not know what to expect or how to prepare.
almost every instructor in these focus groups shared their frustrations with students' difficulties in comprehending their basic expectations, which make up the upper path of our model. This was especially true when dealing with relatively new college students
Instructors expect a lot out of their students and I feel as though they become impatient or irritated when their students have troubles, or are not succeeding
success in college requires that students must cope with broad variation in the standards that different professors will use in assessing their performances. Just as in the earlier example of different types of colleges and universities having different expectations for their students, different professors within any one school will have different expecta? tions
Students have to learn to adapt to their professors and the variety of teaching skills each of them offer. Every professor has different expectations for their students and we are expected to fulfill those no matter how difficult it may be to keep up with them
While we certainly acknowledge that non-academic factors, such as, social integration, level of financial support, and campus climate are also important in explaining student retention, our primary emphasis here is on those elements that affect student performance in the classroom.
There can in most likely will be reasons outside of school/ the classroom for as to why students are struggling
niversity success requires mastery of the ' 'college student" role.
What do they mean by the "mastery of the 'college student' role" ? Do they mean the students ability to succeed, etc.?
While my college had done an excellent job recruiting me, I had no road map for what I was supposed to do once I made it to campus. I’d already embarrassed myself by doing things like asking my R.A. what time the dorm closed for the night
Many students don't know what expect while in their first year of college and it is very nerve wracking, and there is nothing wrong with asking for help or guidance on something.
Only four classes? they asked, assuming I was mistakenly taking my first semester too easy.
Four classes is a lot considering the amount of work most professors give their students
Many education experts even use the terms “first gen” and “low income” interchangeably.
It is assumed that first-gen students come from low-income families which is not always the case
They also try to make degrees more affordable.
They're trying to reduce the cost of college which should be a main goal
“There is a real problem with the elite privates and flagship publics in not serving as many low-income students as they should,”
I agree with this as the cost of college has not made it easy or possible for those who come from low-income families to succeed in obtaining a college education or degree.
these universities have seemed to struggle, with unprepared students, squeezed budgets and high dropout rates.
Many universities have high drop out rates which can't necessarily be fixed as each individual has their own reasons on as to why they leave
“It used to be popular for people to say, ‘I’ll sleep when I’m dead.’ The ironic thing is, not sleeping enough may get you there sooner,”
Lack of sleep can harm you in more ways than you think, and even a single night of sleep deprivation can affect how your brain reacts in given situations.
We’ll catch up on shut-eye later, so the thinking goes — right after we click down one last digital rabbit hole.
People are so strung up on social media, electronics, etc., that sleep is often something we put to the back of our minds so we are able to fully enjoy ourselves.
Courage propels our willingness to be different and unique--to establish ourselves as a university with a distinct mission and character, rather than a follower in the pattern of others. Courage allows us to hold difficult conversations in broad forums and undergirds our commitment to social justice, to shared governance, to academic freedom and to student, faculty and staff activism. Courage recognizes that innovation involves risk and failure, and it embraces change and adversity as opportunities. Courage fortifies our efforts to question conventional wisdom and explore controversial issues in the name of deeper understanding; it energizes our commitment to academic freedom.
Courage allows us to be stronger individually, and that when we take risks or fail more opportunities are given to us. Basically stating what it means to be courageous.
Inspired by the diversity of our community that includes many first-generation college students, and the courage of an academic community that strives to break down traditional boundaries, SF State equips its students to meet the challenges of the 21st century.
SF State is known for how diverse their campus is and strives to meet the expectations and challenges of today's day and age.
tate is a major public urban university, situated in one of the world's great cities. Building on a century-long history of commitment to quality teaching and broad access to undergraduate and graduate education, the University offers comprehensive, rigorous, and integrated academic programs that require students to engage in open-minded inquiry and reflection.
SF State wants their students to become more aware of the community and what's going on around them as well as more about themselves.