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Benefits of staying on campus
Benefits of staying on campus
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Numerous studies all over the world have made assumptions about the academic performance of students staying on campus and those who commute to campus every day. Some studies suggests that those students who live on campus tend to have an advantage over those who don’t (Peterson, 1975). In this literature review we will look at the different views of people who researched the subject.
Peterson (1975) suggested that those students involved in activities on campus “are better off financially, educationally and in other ways to begin with. Then, largely because of their greater involvement in various educational and developmental activities, they make significantly greater gains, particularly in non-academic personal development” (p2). Understanding group differences between the commuters and non-commuters is critical, as the commuter population nationwide continues to increase and universities are forced to compete for the patronage of these commuter students: (Newbold, Metha, & Forbus, 2011, p. 142)
Research indicates that “70 to 80 percent of students work while they are enrolled” (ACE Centre for Policy Analysis, 2006; p.1). Newbold, Mehta, and Forbus (2011) examined demographic differences between 108 commuter students and 345 residential students at South-western state university to determine student’s attitudes, opinions, and reasons for being in a university, involvement level and participation in various activities, social life and relationships, time management, stress, and how they cope in the environment. They came to the result that 51% of commuter students reported working over 21 hours a week, while only 37% of residential students reported the same. Commuters were significantly less active in on-campus activi...
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Forbus, P., Newbold, J.J., & Mehta, S.S. (2011). A study of non-traditional and traditional students in terms of their time management behaviours, stress factors, and coping strategies. Academy of Educational Leadership Journal, 15 (Special Issue), 109 -125.
Pascarella, E.T. (1991). Using student self-reported gains to estimate college impact: A Cautionary tale. Journal of College Student Development, 42 (5), 455.
Pascarella, E.T., and Terenzini, P.T. (2005). How College Affects Students: A Third Decade of Research. San Francisco: Jossey-Bass.
Peterson, G. T. (1975). The learning centre: A sphere for non-traditional approaches to education. Hamden, CT: The Shoe String Press.
Tinto, V. (1993). Leaving College: Rethinking the causes and Cures of Student Attrition. (2nd Ed.). Chicago: University of Chicago Press.
Imagine a student whose life is swamped with so many college classes and work duties that he or she must schedule some time to spend with family and friends. That is the situation that nontraditional college students go through every day of a school semester and still try to maintain a healthy family relationship. According to Jennifer Kohler Giancola and her colleagues, in an article titled “Dealing With the Stress of College: A Model for Adult Students,” Adult Education Quarterly, May 2009, “With an increase in nontraditional students attending college, there is a need to understand how work/school/life stress affects adult students” (246). Giancola and her colleagues’ statement are valid because nontraditional college students that work know how chaotic life is when multiple duties extend their entire schedule.
Coming to college as an adult, we have many expectations and preconceptions of what college will or will not be. The expectations we have can influence our college life for the better or the worse. My experience since starting college has been an interesting one. People have misconceptions about college because they do not know what to expect. After doing some research, I have concluded that there are three major factors that are often misunderstood about college life. The first is the financial aspect of college. Second, is the relationship between the professors and students. Third is time management. These three factors play an important role in why people are afraid to go down the path to college.
The argument about if college is worth it or not has been one of the biggest arguments throughout the media for decades. Students suffer a lot from the debts that they get from college and also the amount of studying that they do in college and when they graduate they ask themselves “is graduation from college really worth all the money that we paid and all the work that we have done?”
As students around the world have reached the end of their high school career all must choose to go into the work force or college for a higher education. As generations have progressed it seems now the only option for our youth is to get a college degree. Now it seems almost all jobs that pay at or above salary in the United States acquire some form of higher education. The articles The New Liberal Arts, College Prepares People for Life, and Hidden Intellectualism are only a few of many essays/articles that dive into the subject of college, and the impact it may or may not have on one’s future.
As the economy evolves and the job market continues to get more competitive, it’s becoming harder to have a successful career without some kind of college degree. This creates a belief in many young students that college actually is a commodity, something they must have in order to have a good life. There’s many different factors that influence this mindset, high schools must push the importance of the student’s willingness and drive to further their education. College isn’t just a gateway to jobs, but it is an opportunity to increase knowledge and stretch and challenge the student which in return makes them a more rounded adult and provides them with skills they might lack prior to
Critics contend that the influx of nontraditionals into the college student market has accelerated a trend toward the “massification” of collegiate education – that is, that it has led to a watered down pedagogy that is far below the goals and expectation of the elite colleges. Nonetheless, the improvements in education oriented toward accommodation of the nontraditional student have had the practical effect of making college more affordable and accessible to all classes of people.
Many students believe that they can handle having a part time job and being a college student at the same time. For some students having a job and being in school can be manageable but there is some students who believe they can manage their personal life and school at the same time. In the talk show Tedx Talk with David Ray, Ray mentions that students with jobs tend to struggle more in college and have more of a chance to drop out, when he states “students have to work part time jobs or multiple jobs to pay for tuition and they do less school work”. College is worth it for the students who know how to manage their personal life with their school life but sadly there is students who do not know how to manage their time appropriately and end up dropping out of college which results to losing
Owen and Sawhill maintain that college can positively affect one’s life by “affecting things like job satisfaction, health, marriage, parenting, trust, and social interaction. Additionally, there are social benefits to education, such as reduced crime rates and higher political participation” (Owen and Sawhill 640). By expressing this, Owen and Sawhill are trying to bring to mind the idea that by going to college, you will be an all around better citizen, which definitely plays with emotions because who doesn’t want to be a good citizen. Furthermore, Owen and Sawhill remark on the college decision process. Here, thier general claim is that when choosing a college, it is better to choose a college that will benefit you financially, not just the one you
Perry, Robert T. ""On 'Real Education'"." Practical Argument: A Text and Anthology. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: Bedford/St. Martin's, 2011. 625-627. Print.
Since the early 70s theorists have pondered the causes of college dropout. Generally referred to as “student attrition,” this problem has spurred numerous causal theories and theoretical models. Vincent Tinto led the research with his revolutionary 1973 study, which he later revised (1987) amid criticism from other luminaries in the field, most notably Bean, Astin, Terenzini, and Pascarella. It is on the work of these scholars (including also Tinto) that all modern research in the student attrition field is based. I found and will review in brief some of the extensive research from Tinto to the present, including the basic criticisms therein. I will further explain the steps some colleges are currently taking to counteract this increasingly important issue.
Brint, S., & Cantwell, A. M. (2010). Undergraduate time use and academic outcomes: Results from the university of California undergraduate experience survey 2006. Teachers College Record, 112(9), 2441-2470.
Funnell considered why regional student are less interested in university than their metropolitan counterparts, and suggested that “A concept of habitus has much to offer in understanding schooling that is of little use in the regional area where they live and is a liability should they leave.” (Funnell 2008,
Before entering college, an abundant worry of mine was that I would be overly consumed in my major and not have the time to make many new friends. After entering college, I now see that with time-management, I am able to be involved in sorority life, leadership opportunities, and many other social events, as well as, aiming the best of my abilities toward my major of nursing. Another concern of mine, before entering college, was that I would become home sick living on campus. After entering college, as a part of the emerging leaders community, social community, and sisterhood community, I am no longer remotely concerned about becoming homesick in the
When students are still in high school, college looms in the distance like an ominous cloud. Frankly, all of the students are scared about going to college. When students go to college they feel like going to the great unknown – to go to a place where they don’t know anyone. But after all college is not that bad.
...school. Time is not an issue for students living on campus because they reside at the college, which makes it a lot easier to get to class. Whereas, students, who commute struggle to get up in order to catch a bus or two to get to class on time. Students living on campus can spend extra money on other things such as movies since they don’t have to pay for food or transportation. In contrast, students who commute need to save money on the side in order to have access to public transportation to get to class and pay for food at the school. Students living on campus are familiar with places around the college and they know more students. However, students commuting don’t have time for this since they are more worried about getting home on time. Living on campus should be considered by most college student since it appears to be a lot less stressful than living at home.