I have dreamed of attending Dartmouth since I first learned about the college several years ago. I was fortunate to visit and tour last summer and enjoyed personally soaking up every bit of Dartmouth possible. The rural setting of the campus is even more gorgeous than I imagined and the staff and students were warm, welcoming and energetic in describing Dartmouth and everything the school and location had to offer. I did not require any convincing, but their love of Dartmouth was obvious and it felt amazing to see and feel for myself. While on campus, I envisioned myself in challenging classes and knew I would find plenty of students and professors willing to discuss and debate any topic imaginable. Whether gazing at the stars in the Shattuck
Edmundson was considered one of the “interesting” teachers because of the fact he would tell jokes in order to keep the students interested, since it was the one way he figured worked; however, he did not “teach to amuse…or for that matter, to be merely interesting” (Edmundson, Greene-Lidinsky 390). College students get to pick their professors and they have to ability to find out if the professor is to their liking, or else they can just drop the class and/or find a better-suited professor. Edmundson felt as though the student’s “passion seems to be spent,” and that “university culture” is becoming more and more “devoted to consumption and entertainment” (Edmundson, Greene-Lidinsky 391). Furthermore, colleges make it even worse due to the fact that they make the campuses beautiful in order to attract students to apply, so students attend those campuses imagining that the classes will be just as
In her article, “Lecture Me. Really”, Molly Worthen addresses the issue college students know all too well: how to lecture properly. Published in the New York Times, Worthen writes a passionate article about lecturing but from the perspective of a professor. Worthen presents the idea that lecturing, although some may think ineffective in the classroom, is a way to truly challenge and engage students into critically thinking. Worth dictates this idea with an excellent build up logical argument but lacks the proper evidence to support her claims creating a faulty argument.
...ey obtain the same conclusion. Barber takes advantage of the “look what we have become” style to scare the reader into drawing conclusions in his favor. In contrast, Bloom points out a social convention, in this case the attending colleges, and pulls it apart one question at a time. However, Tannen uses something people assume is counterproductive and points from the history the benefit it brings. All three authors see something in the academic system that needs improving and in some cases they answer each other questions. Bloom suggests that college requires more time than is necessary to achieve the desired goal due to several factors. However, Tannen argues that debate in the classroom creates a fantastic environment for the student. Only time will tell how the education system will evolve and how the present will affect how education is viewed in the future.
The multiple choices students have today in college have made the university a party environment, resulting in complacent students. Mark Edmundson raises important questions and makes valid points in this essay that are worth thinking about. If people don’t take a look at our present college system and start thinking outside the box, the college education system will continue on its downward spiral of consumerism. It is fun to graduate high school and go to college to party and to have a comedic professor, but there is so much more to college then having fun. People need to realize that by challenging student, students can then start to recognize their own potential end become better for it. Learning and utilizing the information that is being taught in college is essential. “Everyone is born with their own mind, all that is left to do is break out of the stereotypical college student mold, and use
A potential incoming college freshman struts with confidence through the sliding doors of the Student Center, inhaling the freshly prepared pizza ready to be served at Sbarros, and sees the smiling faces as Pride Leaders try to convince each individual to enroll at Hofstra University; yet fail to admit that every university has its limitations and failed expectations. A journalist from U.S. News reports, “Hofstra University 's ranking in the 2016 edition of Best Colleges is National Universities, 135.” (Hofstra University)
The exchange of views whether a student should attend an HBCU or a PWI has been a topic of discussion for some time now. Whether you attend an HBCU or a PWI you go for one purpose and that purpose is to get your education. So who says because someone goes to a predominantly black school they will not get the same education a person gets that goes to a predominantly white school ? Or vice versa. Many people have some sort of idea that by attending a Predominantly White Institution(PWI) one will receive a higher level of education but that is not truly always the case. Most individuals are under the impression that simply because of your skin color you have to attend that type of school. That is the problem with this case just people see it as one should attend the college with individuals who are like you but not keeping one 's education in mind.
... learn all this information, they go to their alma mater and remember old times. Weddings and birthdays are the reunion of all the members, and it feels just like being at Dartmouth, in the "old house," behind the big red door.
Gooblar refers to a 2012 study done at Northeastern University that included 16 sections of an undergraduate course revealing shocking evidence that changes Gooblar’s mind drastically. The study shows how cold-calling forces the students to mature intellectually and surprisingly increases voluntary participation. Since the results of the study suggest that participating in classroom discussion in college is a skill, this needs to be practiced like any other developed skill. Cold-calling gives students the opportunity to practice at communicating and being
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus. 2004. Print.
Light, J. R. (2001). Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.
Other than the outstanding reputation Boston University has with its academic programs, there are a plethora of personal reasons I have for desiring to attend BU. Ever since I was a little kid a close family friend attended BU, making my family and me really familiar with the university. We all hold BU in high regard and I know being able to attend BU will make my mom and the people supporting me proud. Even though my mom will make it apparent that she is proud of whatever college I attend, I know from experience that she wants me to go to a prestigious college such as BU and will be disappointed if I don’t. Being able to go to BU will alleviate a lot of stress from my shoulders, as I will be fulfilling my mom’s wishes while being able to go
Most people see teachers and professors in the same light. They perform similar tasks. They teach. However, they are separated by a fine line of distinction. High school teachers help a student build a foundation of knowledge, and train the student to focus on learning. College professors help to shape and define a student’s foundation of knowledge, and challenge the student to cultivate the mind. High school teachers and college professors have similar goals and guidelines, but they take a differing approach to achieving the end result. The way the class is conducted, academic expectations, and view of student responsibility are a few of the contrasts between high school teachers and college professors.
For example, online collaboration, face-to-face whole, and small group. These discussions hold them accountable for developing their ideas about the topics and enable them to share their views with others, promoting a diversity of perspectives. These interactions can also challenge their thinking and prompt them to consider new ideas and concepts when making sense of experiences and constructing their knowledge. To orchestrate discussion among students, I serve as a guide and facilitator, encouraging them to accept responsibility for their learning rather than maintaining responsibility and authority myself. I also help them to respond to one another’s ideas rather than responding directly to me and display and promote respect for all students’ ideas. These strategies not only help foster a community of learners, but they can continue the approach in their classrooms with their students. The tactic will allow them to create and build a community of learners within their
On Thursday, February 18th at 4:00 pm I attended my first ever debate at California State University of Northridge, in Manzanita Hall 230. I had always been interested in debate but never came around to diving deeply into the topic. Seeing this class option as I signed up for spring term classes got me excited and interested in learning more about this field, and as I entered the Aronstam Library on Thursday, I felt even more excitement and intrigue because I felt that even though I wasn't debating, my fellow audience members and I were participating and learning. I learned a lot at this event and it was very interesting to see how the two teams worked together and also apart to formulate their ideas, how they state their claims, reasons and values, I also really liked studying their styles of discourse.
Breslow and Clay (2006) said that most students reported they try to attend lectures, and usually do, missing them from time to time as the result of academic, extracurricular, or personal conflicts. The most important factor in deciding whether to attend lectures is the lectures’ quality and clarity, followed by conflicting deadlines for other classes, the professor’s use of relevant examples, and the professor’s ability to engage and entertain the students. If students do not expect to learn from lectures, they are less likely to attend, they don’t find the material challenging or if they are doing well in the class, they may decide to allot time they would otherwise spend on the class – including attending lectures – to classes they find more challenging, especially at the busiest and most pressure-filled times of the semester, students felt that the lectures should be aligned with what appears in the homework and on tests, and some students are more likely to attend classes they find interesting.