Free Essay: A respectable college education gives people the advantage to lead themselves in any Higher education is good for many things in today's world.
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- The Benefits of Education :: Importance of Education
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- The Benefits of Higher Education
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With all the talk in graduate school circles about preparing doctoral students for jobs outside academe, one has to wonder why departments spend time readying Ph. Many departments may fail to provide such instruction because they lack faculty with necessary knowledge, but provosts and deans could enlist competent teachers for such instruction from elsewhere in the university, although they may hesitate to do so, given than graduate education has always been the exclusive domain of the departments.
Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms. If even a few leading universities responded to such an invitation, others would probably follow suit. Creating a teaching faculty. The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses. The multiplication of such instructors has largely been an ad hoc response to the need to cut costs in order to cope with severe financial pressures resulting from reductions in state support and larger student enrollments.
But researchers are discovering that relying on casually hired, part-time teachers can have adverse effects on graduation rates and the quality of instruction. Sooner or later, the present practices seem bound to give way to more satisfactory arrangements. One plausible outcome would be to create a carefully selected, full-time teaching faculty, the members of which would lack tenure but receive appointments for a significant term of years with enforceable guarantees of academic freedom and adequate notice if their contracts are not renewed.
Such instructors would receive opportunities for professional development to become more knowledgeable and proficient as teachers, and they would teach more hours per week than the tenured faculty. In return, they would receive adequate salaries, benefits and facilities and would share in deliberations over educational policy, though not in matters involving research and the appointment and promotion of tenure-track professors.
These faculty members would be better trained in teaching and learning than the current research-oriented faculty, although tenured professors who wish to teach introductory or general education courses would, of course, be welcome to do so.
The Benefits of Education :: Importance of Education
Being chiefly engaged in teaching, they might also be more inclined to experiment with new and better methods of instruction if they were encouraged to do so. A reform of this sort would undoubtedly cost more than most universities currently pay their non-tenure-track instructors though less than having tenured faculty teach the lower-level courses. Even so, the shabby treatment of many part-time instructors is hard to justify, and higher costs seem inevitable once adjunct faculties become more organized and use their collective strength to bargain for better terms.
Progress may have to come gradually as finances permit. Rethinking the undergraduate curriculum. The familiar division into fields of concentration, electives and general education leaves too little room for students to pursue all of the objectives that professors themselves deem important for a well-rounded college education. This tripartite structure, with its emphasis on the major and its embrace of distribution requirements and extensive electives, was introduced by research universities and designed more to satisfy the interests of a tenured, research-oriented faculty than to achieve the various aims of a good undergraduate education.
The existing structure is unlikely to change so long as decisions about the curriculum remain under the exclusive control of the tenure-track professors who benefit from the status quo.
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By now, the standard curriculum has become so firmly rooted that during the periodic reviews conducted in most universities, the faculty rarely pause to examine the tripartite division and its effect upon the established goals of undergraduate education. Instead, the practice of reserving up to half of the required number of credits for the major is simply taken for granted along with maintaining a distribution requirement and preserving an ample segment of the curriculum for electives. The obvious remedy is to include the non-tenure-track instructors who currently make up a majority of the teaching faculty in curricular reviews so that all those who play a substantial part in trying to achieve the goals of undergraduate education can participate in the process.
It is anomalous to allow the tenure-track faculty to enjoy exclusive power over the curriculum when they provide such a limited share of the teaching. Such a reform might be difficult under current conditions in many colleges where most undergraduate instructors serve part-time, are often chosen haphazardly and frequently lack either the time or the interest to participate fully in a review of its undergraduate program. If adjunct instructors achieve the status previously described, however, their prominent role in teaching undergraduates should entitle them to a seat at the table to discuss the educational program, including its current structure.
Such a move could at least increase the likelihood of a serious discussion of the existing curricular structure to determine whether it truly serves the multiple aims of undergraduate education. Colleges should also consider allowing some meaningful participation by members of the administrative staff who are prominently involved in college life, such as deans of student affairs and directors of admission.
The current division between formal instruction and the extracurriculum is arbitrary, since many goals of undergraduate education, such as moral development and preparation for citizenship, are influenced significantly by the policies for admitting students, the administration of rules for student behavior, the advising of undergraduates, the nature of residential life and the extracurricular activities in which many students participate. Representatives from all groups responsible for the policies and practices that affect these goals should have something to contribute to reviews of undergraduate education.
Finally, there is an urgent need for more and better research both to improve the quality of undergraduate education and to increase the number of students who complete their studies. Among the many questions deserving further exploration, four lines of inquiry seem especially important. The importance of this last point can scarcely be overestimated.
Without reliable measures of learning, competition for students can do little to improve the quality of instruction, since applicants have no way of knowing which college offers them the best teaching. Provosts, deans and departments will have difficulty identifying weaknesses in their academic programs in need of corrective action.
Academic leaders will be handicapped in trying to persuade their professors to change the way they teach if they cannot offer convincing evidence that alternative methods will bring improved results. Faculty members will do less to improve their teaching if they continue to lack adequate ways to discover how much their students are learning. All these reforms could do a lot to improve the quality of undergraduate education -- as well as increase levels of attainment. With more research and experimentation, other useful ideas will doubtless continue to appear.
Be the first to know. Get our free daily newsletter. Advise students not to simply write out their resume in paragraph form. It's better to develop one small event, person, place or feeling with a lot of narrative and specifics. Explain to students that this is a "tell us a story" question.
The Benefits of Higher Education
Students should tell a story that only they can tell. The "why us" question Some institutions ask for an essay about a student's choice of a college or career. Example: " How did you become interested in American University? Counselor tips Advise students to make absolutely sure they know their subject well.
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Warn students not to go overboard with flattery. They should sound sincere but not ingratiating. Counselor tips Emphasize to students the importance of writing an informed essay.
monitoring.devops.indosystem.com/flesh-and-fish-blood-postcolonialism-translation.php Advise students to use common sense "creative" doesn't mean eccentric or self-indulgent. Warn students not to write about high-minded topics or exotic locales simply to impress the reader. How much help is too much help? What can you do to help your students within the guidelines of your job? Help your students overcome their nervousness and encourage them to start writing. Suggest that they seek essay advice from teachers who know them well.
What is needed is non-incremental change; to make higher learning a reality, we as a nation must undertake a comprehensive review of undergraduate higher education and introduce dramatic reforms in colleges and universities of all types. Culture -- in higher education, and in our society -- is at the heart of the matter. We have reduced K schooling to basic skill acquisition that effectively leaves most students underprepared for college-level learning.
The academy has adopted an increasingly consumer-based ethic that has produced costly and dangerous effects: the expectations and standards of a rigorous liberal education have been displaced by thinly disguised professional or job training curriculums; teaching and learning have been devalued, deprioritized, and replaced by an emphasis on magazine rankings; and increased enrollment, winning teams, bigger and better facilities, more revenue from sideline businesses, and more research grants have replaced learning as the primary touchstone for decision-making.
Teaching is increasingly left to contingent faculty; tenure-track professors have few incentives to spend time with undergraduates, improve their teaching, or measure what their students are learning. Expectations for hard work in college have fallen victim to smorgasbord-style curriculums, large lecture classes, and institutional needs to retain students in order to make the budget. Minimal student effort is rewarded with inflated grades. None of this makes for higher learning, nor does it adequately prepare students for employment or citizenship.
We need to rethink the ends and means of higher education. The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur. Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
A weak educational culture creates all the wrong opportunities. In the absence of high academic and behavioral expectations, less demanding peer norms become dominant. It has become possible -- even likely -- to survive academically, be retained in school, get passing grades and graduate with a baccalaureate despite long-term patterns of alcohol and other substance abuse that are known to damage the formation of new memories and reduce both the capacity and the readiness to learn.
The atmosphere of too many residence halls drives serious students out of their own rooms functionally, their on-campus homes to study, write, reflect, and think. Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made and continue to make to consumer and competitive pressures over the last several decades.
We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning. We mean the progressive reduction in academic, intellectual, and behavioral expectations that has undermined the culture, learning conditions, and civility of so many campus communities.
We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.
We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation. We mean giving priority to intercollegiate sports programs while support for the success of the great majority of students who are not athletes suffers. As a society we allow -- in fact, condone -- institutional policies, practices, and systems in higher education that, taken together, make good teaching a heroic act performed by truly dedicated faculty members, rather than the universal expectation and norm across campuses.
Similarly, we allow the most regressive features of undergraduate culture to undermine the motivation and desire for intellectual growth of many good students; in many ways, being a serious student is also a heroic act. The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so.
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Isolated examples to the contrary exist, but are only the exceptions that prove the rule. The leaders of many, if not most, colleges and universities might agree with this assessment of the problem, but would likely argue, with some justice, that no single institution can risk being the only one to change; that restoring attention to the fundamentals, rather than the frills, would put that one institution at serious risk.
Indeed, it is true that this is a collective problem, and that action by many schools, supported by a strong national impetus for change, is a necessary condition for success. In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles. A touchstone is a standard, or criterion, that serves as the basis for judging something; in higher education, that touchstone must be the quality and quantity of learning.
A touchstone and a clear conceptual framework link our advocacy for change to a powerful set of ideas, commitments, and principles against which to test current policies, practices, and proposals for reform.
A comprehensive re-evaluation of undergraduate education and experience guided by those core principles.