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The Importance of Student Engagement
The Importance of Student Engagement
The Importance of Student Engagement
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Individual professors inflate grades after consumer conscious administrators hound them into it” (Staples 1). Another reason they do this is because many students will threaten that they will give bad reviews on the school if they aren’t given the grades they want: “Writing in the last issue of the journal Academe, two part-timers suggest that students routinely corner adjuncts, threatening to complain if they do not turn C’s into A’s” (Staples 1). Students are taking college so seriously whether it's about money or their grades, it’s getting out of hand. Some students are even suing to get good grades.
Andrew Hacker and Claudia Dreifus writes Are College Worth the Price of Admission? on how some universities should improve their approach to their students, faculty, and the school’s structure. They discussed how schools should be engaging their students. They mention several things that affects the faculty like sabbaticals, tenure, and adjuncts. They also made some statements regarding the school’s view on education.
She states, “The reason for the more overall positive experience for Black students attending HBCUs than those attending PWIs can closely be linked to the unique institutional climate that HBCUs provide for students of color.” She talks about how HBCUs foster a “more encouraging and understanding for Black students” (Biehlmann) because of the higher percentage of Black faculty and administrators as role models. Biehlmann highlights how the presence of Black professors and administrators creates a setting that is in tune with the “specific knowledge of the Black experience in America,” (Biehlmann). Also, Blacks are the majority at HBCUs which can help them feel more comfortable and involved in their classes and campus. Whereas if a Black student attended a PWI, the student would feel alienated and disconnected from faculty, their White peers, and the campus
David Leonhardt, an American journalist and columnist, wrote an article published by New York Times, “Make Colleges Diverse,” on the need to enroll more working-class students at elite universities. Universities have implemented a different racial and ethnic student body, but lacked the acceptance of students with low financial status. The financial burden from colleges has discouraged students from achieving their goals at Ivy League schools. David Leonhardt mentions that universities should work with the middle class students of all races. Overall, he uses rhetorical questions, stylistic language, and an informal tone to emphasize the need for colleges to be more diverse starting with the financial status of each person.
Mike Rose is an internationally recognized writer, educator and specialist in composition. In his essay, “What College can Mean to the Other America”, Rose starts off by dating back to nearly 50 years since Michael Harrington wrote “The Other America”, to put an emphasis on the similarities of the society 50 years ago, compared to present day. Rose writes an exceptionally moving essay about the rigid school system, and how it forsakes students who cannot afford tuition fees. He paints a very vivid picture of the students he encountered. Those who were not able to pay for their tuition, and how inauspicious it currently affects them.
Mark Edmundson observes through his years of teaching that students lack intellectual curiosity as a result of the consumer driven society we live in. He argues that colleges now devoted to consumerism to it’s students. “That usually meant creating more comfortable, less challenging environments, places where no one failed, everything was enjoyable, and everyone was nice.” Colleges fulfill the needs of students to be entertained in their classes. Some professors are now putting an effort to make class enjoyable to students.
Students enroll in college every year confused on how to go about the whole college thing. They’re not sure what major to choose, what classes they should take, and how to get their money’s worth. Mark Edmundson’s article “Who are You and What are you doing here” is an article meant for incoming freshmen college students who still haven’t figured out who they are yet and what they want to do. Throughout his article Edmundson is questioning what college is all about. He persuades us that college is about fulfilling yourself.
From the Rogerian Argument, “Debate about Grant Reform in Indiana,” the author gathered the opposition’s stance for why Indiana Commission for Higher Education (CHE) does not increase funding for part-time students. According to CHE, exclusively part-time students have very low completion rates in both two-year and four-year institutions; less than 4% in eight years at a four year institution compared to switchers in the same time frame completion rates are 75.3%. At the two-year institutions, exclusively part-time students are slightly higher in a six year program, students completion rates are less than 9% compared to switchers who complete in six years at 56.5% (Indiana Commission for Higher Education. “Indiana Part-Time College Students.”
Sacrificing their individuality and creativity is just a step in the right direction towards their version of success. Even though sacricinfing one’s true self is great, they are willing to do so if it brings them profit in their own lives. Ultimately, the selfish need for success outweighs the corruption and negativity it brings to the overall system, and in that respect, restricts itself from progressing towards change. Because a generic system like a college can not cater to every individual, there are always concrete flaws, one of which is the pressure to confrom.
As I sit in the basement of the Lilly Library, surrounded by friends who have become family in a few short months, covered in calculus and EQ notes, and listening to some Duke Ellington jazz music for my Music 101 class, I can’t help but reflect on what this year has meant to me and my development as a student, athlete, brother, friend, and person. I entered Wabash College not exactly sure what to expect; I knew it was going to be different, but I also knew that with change I wanted to keep an open mind that was ready to learn and grow. Freshman tutorial and especially enduring questions are two classes that have pushed my boundaries as a person, forcing me to question core beliefs and ideas that seemed previously engrained in my mind. Throughout
Who I am is divided into two distinct sections: the shy, reliant child I was before Upward Bound and the confident, independent adult I have become. Upward Bound (UB) is a college preparatory program for low-income, first-generation college students, but its effects go much deeper than that. The workshops during the school year provide opportunities to meet college students in an informal setting where they can be honest about their college experiences. My first year I remember a girl telling me, “The first week I got to college I cried myself to sleep every night,” which was terrifying to hear. It made me dread the summer segment of UB, when I would stay on Ohio University’s campus in Athens for five weeks to take mock college classes.
Liberal arts teach students how to adapt to the constant change seen in their surroundings. This idea correlates with the broad-based knowledge learned from the liberal arts. Ungar says,“It is far wiser for students to prepare for change- and the multiple careers they are likely to have- than to search for a single job track that might one day become a dead end.” (Ungar, 2017, p. 227)
He is a hypocrite when he describes his students lack passion, but as an educator and model he flaunts to show the passion himself. Although Mark Edmundson’s personality may be a bit vague, some of his points are factual. Ultimately colleges are changing, and the consumerist society is partly to blame. Money has become the central connection to almost everything and much of life is devoted into making and earning money. Instead, society should consume less and focus on the better things in life.
Students face various challenges throughout their college career. Thus, the problems that students have can range from balance, new lifestyle, to financial problems. Therefore, finding a balance between being a student, possibly working, and keeping up with their social life is a necessity. Similarly, others are away from home for the first time thus, they have a new responsibility with being on their own and findings ways to deal with homesickness. Likewise, being exposed to new financial situations is yet another challenge college students will need to learn how to cope with.
Preparing the music teachers philosophically, psychologically and competently brought about many changes in the United States Education curriculum. While it is a fact that a music teacher must be equipped about music history, theory, literature, and the will to perform, it is also a necessity that they will give emphasis about the contributions of contemporary music and world music. Music have undergone decades of transition that greatly influenced the legality of music instruction. Bennett Reimer's 1971 clarified the relationship between aesthetic principles and music education and his subsequent monograph broadly influenced music teachers to legitimatize music instruction that was based on more deeply felt beliefs regarding the nature and importance of musical experience.
