In the Dea(r)th of Student Responsibility, written by Holley Hassel and Jessica Lourey, they examine the relationship between student abseentism, grade inflation and the lack of responsibility they see in students. Hassel and Lourey surveyed six hundred and sixty-six students at Alexandria Technical College in west central Minnesota and Five hundred and twenty-nine students at the University of Wisconsin (3). They asked the students a series of questions regarding grades, the responsibilities of a student and professor and how students rank their personal responsibility. Pupils who actively seek information, attend class and participate in class discussions are those who are seeking an education rather than a degree (23). In this article, Hassel and Lourey explore the correlation between the lack of student responsibility and abseentism within the higher education system.
By attending and active participating in class, students will be more successful in earning an education rather than a degree. Students who are accountable for their course- work will be more fortunate than those who wait for someone to remind them of the due date when it’s clearly printed in the syllabus. Students are required by the university to be given a syllabus for each class on the first day of the new semster. Each student is responsible for referring back to the syllabus important dates relevant to the course. Some professors are flexible with their syllabus, but others are strict syllabus
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A student who conducts misconduct upon the campus must be held responsible and he or she should, in fact, own up to the mistakes they have made. This does not only apply to school, but to real life as well. If someone messes up, makes a huge mistake that could potentially ruin their desired careers, that person should do everything in his or her power to fix their wrong doings. Everyone on this Earth will always make mistakes. However, only those who recover from the mistakes and learn how to avoid the problem altogether, are the people who become successful in achieving their dreams. UCR’s Tartan Soul has shown me that everyone in this world has struggles. The students sitting right next to me have problems of their own. However, Tartan Soul proves that mistake happen, but the ones who take responsibility will be the ones that will become truly happy and truly succeed. Accountability allows students, faculty members, and even me, to learn the responsibility level that UCR has upon us as a whole. My own values are correspondent with Tartan Soul’s accountability because I know I will never learn from my mistakes if I do not take responsibility for my own
In the article A’s for Everyone, Alicia Shepard recognized a pattern in which her students placed too much emphasis on the letter grades received as opposed to the actual understanding and retention of the curriculum being taught. To understand this phenomenon, Shepard drew upon both the historical catalyst which led to it and her personal experience as a college professor. The systematic indoctrination of the importance of letter grades originated during the Vietnam War when "Men who got low grades could be drafted," (p. 3, par. 4). This having occurred, the pressure to obtain a higher grade became less about gaining knowledge and more about regurgitating information to receive an A. Subsequently, future generations stressed to their offspring
The student is responsible for knowing what is required and when it is due. For example; I once asked my math professor if we would have a homework assignment for the weekend and he did not answer me. One of the other students told me to look in the syllabus for the homework assignment. I was embarrassed that I had asked and now I save my syllabus for the entire course.
Throughout this essay, Brent utilizes ethos to prove that his view is valid. He includes professors from Ivy League colleges, the University of Pennsylvania, and Duke University to support his claim. By using people from a prestigious background in academia, Brent appears to be more educated on this topic. The majority of Brent’s article displays the use of logos. This is persuasion using facts and statistics to prove a point. An example is, “In some cases, campuswide averages have crept up from a C just 10 years ago to a B- plus today,” (Staples). This is a clean-cut statistic that verifies grade inflation is happening. However, it needed to be combined with other facts to illustrate an issue with grade inflation. Brent also states, “Twenty years ago students grumbled, then lived with the grades they were given. Today, colleges of every stature permit them to appeal low grades through deans or permanent boards of inquiry, (Staples). This, once again, shows that there is an increase in grades, but needs more information to demonstrate the concern. Brent’s conclusion explains this in saying, “Addicted to counterfeit excellence, colleges, parents, and students are unlikely to give it up. As a consequence, diplomas will become weaker and more ornamental as the years go by,” (Staples). Brent shows both evidence that grade inflation is happening and why it is harmful. To elucidate his view on why grade inflation happens, Brent primarily uses pathos, or appeal through emotions. Brent’s focus on pathos is the impact of low grades on professors and effect of low grades on students financially. Academic departments use high grades to maintain attendance in courses that would be canceled otherwise (Staples). By inflating grades, professors have a better chance of maintaining jobs. While referring the job security situation, Brent refers to part-time professors as “most vulnerable.” This
Chace, W. M. (2012). A Question of Honor: Cheating on campus undermines the reputation of our universities and the value of their degrees. Now is the time for students themselves to stop it. (Cover story). American Scholar, 81(2), 20-32.
The future working men and women who enter college are adults and will be treated as such. An adult is one who has matured to know what is right and what is wrong. The importance of a rule is a line between right and wrong that many places including colleges have as a guiding tool. College students who enter are expected to follow rules as the rules are meant to protect us and set a guideline. Adults also know how to be self-sufficient, being able to do their work, without anyone’s help or stealing someone else’s work: plagiarism. College is where we are expected to perform to the best of our abilities because as students we have a fierce ambition to get ahead by earning a degree.
In “Is Diogenes on your Campus?” Karen Bleeker states that Community colleges must prize integrity to reinforce the behaviors of the honest students. First of all, studies shows that this widespread problem and one that may be accelerating. Both objective studies of academic dishonesty and anecdotal evidence from professors and administrators seem to show that students are cheating more often that in the past. If this continues, not only will the integrity of the academic process be threatened, but we will be raising a generation of students who think such behavior is normal. In addition, allowing such cheating to continue hurts and angers honest students. They choose not to cheat for a variety
Richard Arum and Josipa Roksa want students, professors, and administrations to hold themselves to a high standard to achieve greatness, not just expect it despite the amount of effort they put in. The arguments they make in chapters one through three are valid points and is what has made this book have so much impact on its readers. The current attitudes and lack of effort at our colleges and universities, the effects that a student’s background has on their level of achievement, and emotions on their academic success all have a direct correlation to the decline in our education system, hence the reason they are expounded on. Richard Arum and Josipa Roksa chose topics that need the most change to create the most change for the desired outcome. Which is, a high quality education system and environment, purpose driven faculty, and academically successful students.
Although some speak of college serving only as a stepping-stone into a career, the intended outcomes and goals of this four-year institution reach much farther. These objectives provide for a more fulfilling experience overall, but are seldom spoken of in the classroom. By pursuing a university degree, students sign into a contract laced with expectations – expectations of civic responsibility, public service, and participation in the global intellectual dialogue. Although some involved in the education system may find these purposes obvious, even taking them as assumptions, students themselves are largely unaware.
Professor Keith M. Parsons, is author of the article “Message to my freshman”, and a Professor of Philosophy at University of Houston-Clear Lake. In this article he informs us of his thoughts toward freshman that will be coming into his classroom this year. Using expressions as “insufferable sense of entitlement” and saying that learning is the students’ responsibility and not the professors to be a sideline encourager every step of the way. He is informing us that it is time to be a responsible adult now and learn that in the real world there will not be someone encouraging you along the way, throwing out suggestions in life that you need to do to get the answer right. Professor Parsons also enlightens us that college, unlike high school,
Each individual has a role to play in his or her life based on the time, place, and society that he or she lives on. Thus, understanding the role that every individual should play is the way to success on their life. For example,  noted that students’ short- and long-term value orientation, career success in the future, and academic performance will be negatively affected if students cannot figure out the norms and values of collage. Subsequently, rules, goals, norms, and contents for education must be initially communicated with those who start their academic study . Furthermore, the person’s performance of a given role is guided by norms and values, which are based on the persons’ analysis of other people who play the same role. However, there is a potential of misunderstanding of the behaviors, attitude, and skills required to accomplish a new role. This misunderstanding may happen for several reasons. Misinterpretation of norms and rules for a given role, for example, is one major reason. The goal of this paper is to test whether the understanding of norms and rules of a given role will help individuals to be success in the role that they would play or not. This paper focuses in a specific area, which is American higher education.
Every student should have the responsibility for their own action. They should manage their time to study, to do homework, and to work. Without good responsibilities, they might fail to complete one of the tasks and might lead them to take a shortcut by cheating, and it becomes an academic dishonesty. Students should have both Honesty and Trustworthiness to be a good student. By having both Honesty and Trustworthiness throughout the college time, it will build how the students are and it makes students become a quality person in the community. Without Honesty and Trustworthiness, the student might do bad thing that affects their academic integrity, thus, no one would want that student to be a part of the community (work place). Students should have an academic integrity to become successful person, not only in school but also outside the world as well. Without, academic integrity, the students will not have a value in his/her-self, which will lead them to have dishonesty and untrustworthiness. With these three things, it will help students to become successful person in their future and it will guide them to be a good person in a community as
Brent Staples wrote "Why Colleges Shower Their Students with A’s” to show the flaws in the education system with teachers giving unfair grades to students. Similarly, William Zinsser wrote “College Pressures” to show how colleges are putting unnecessary stress on their students. While it is important to draw attention to these problems, it is also necessary to find solutions as well. Bringing the issues to the public knowledge is only the first step in correcting our flawed education system.
“I’ve actually never met a lazy student,” states teacher Shelley Wright (WrightRoom, 2015). American students are facing an academic crisis, educational stagnation. They spin their wheels, only managing to maintain the same scores they always have, while foreign peers gradually pass them by. Teachers, administrators, and parents all search for someone to blame. After exhausting debates, many wonder if students have simply ceased to care. This is not the case. Students are not complacent, rather they prioritize aspects of education as based on life goals and personal interests, the dismissal of which leads to a widespread lack of academic motivation.