Problems Associated With Quality Education

Evaluating: This essay has good detail, such as comparing and contrasting the first-generation student to college. Where do they face the biggest challenge of their lives and solving the problem with a help of older peers, teachers and guiding

There are many challenges that first generation students face in pursuit of a college degree:

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

Being admitted into college is a difficult process, one that requires students to be diligent in their studies, engage in a number of extracurricular activities, and overcome the everyday pressures and challenges that high-schoolers face across the country. Admittedly, not everyone in the United States is born with the same opportunities as socioeconomic factors as well as historic injustices have contributed to a society in which some people are far more likely to achieve upward mobility – of which, obtaining a college degree is a necessary part – than others. While there is need to rectify this reality,

Two professors of different backgrounds, Mike Rose of California, and Gerald Graff, of Illinois, discuss the problems college students face today in America. Though similar in slight variations, both professors view the problem in different regards and prepare solutions that solve what they feel to be the heart of this academic problem.

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

This paper is separated into two parts that are connected. The first part will cover my beliefs about higher education focusing on my Student Affairs philosophy while integrating theories and work from current or previous successful Student Affairs professionals. The second part will also discuss my beliefs, foundation of my faith, my strengths, my challenges, my beliefs, my values, and my goals.

To conclude, Miami Dade College offers innumerable opportunities, not only to its valued students, but also to its employees. Miami Dade College is a family of change makers and enthusiasts who always aim for greatness. Miami Dade has been the catalyst in my synthesis as a competitive student who refuses to stand still and watch innovation from a distance. This school has taught me to embrace change and adapt to quickly changing situations, since that is what constitutes life. My life has been a chain of events that lead to bigger events, and my stay in the college has been the biggest event that culminated in the fusion of a hardworking, perseverant, competitive, indebted young person with the right tools to flourish. I’m successful because

Barbara Millis of the United States Air Force Academy reviewed Richard Light’s Making the Most of College: Students Speak Their Minds. She explained that in recent years, many copies of “Harvard Assessment Seminars I and II” had been issued to professors to develop college student’s education further. As well as these books, Light’s book had also been used to broaden the system. Millis further stated that Light’s book involved lengthy interviews that apprehended student’s college lifestyles. The evidence among the interviews were used to collect various data.

For this paper, I decided to focus my attention on one population that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. The second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready for me to write my interviewees responses down. In discussing the challenges that both the counselor and adviser experience in terms of learning, it is important to first understand the population of students that both professionals work with. While both schools are in South Los Angeles, Diego Rivera Learning Complex is a part of Los Angeles Unified School District (LAUSD), while Alain Leroy Locke is run by Green Dot Public Schools—even though it is still within LAUSD boundaries. Both schools have a primarily minority and low-income population.

Having the opportunity to interview Mary Kate, Doug Davis, and students in the class have helped me become more comfortable with interviewing while also teaching me what successfully works during an interview and what doesn’t. One thing that I have learned that works for me while interviewing would be asking questions about personal experiences

For this paper, I decided to focus my attention on one population that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. The second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready for me to write my interviewees responses down. In discussing the challenges that both the counselor and adviser experience in terms of learning, it is important to first understand the population of students that both professionals work with. While both schools are in South Los Angeles, Diego Rivera Learning Complex is a part of Los Angeles Unified School District (LAUSD), while Alain Leroy Locke is run by Green Dot Public Schools—even though it is still within LAUSD boundaries. Both schools have a primarily minority and low-income population.

required to learn from the time we enter school and many times beyond the time

Institutions of higher education pride themselves in their ability to educate, serve, and meet the needs of the students in which it serves. This analysis shows collaboration on college/university campuses to foster success among first year students. With higher education today being in a state of dynamic change, it becomes crucial that faculty members recognize that their long time traditional roles have become somewhat non-existent. That is to say that there must be a relinquishing of past ideas and procedures.

Virtual worlds have solved many of the challenges faced by educational institutions. Today, hundreds of colleges, universities and other learning organizations are either augmenting their current traditional classroom curriculum with a virtual learning component or are holding classes and entire programs exclusively in immersive learning environments in Second Life. Second Life’s persistent virtual environments give students an opportunity to work together synchronously and then return, individually or as a team. The learning space is always equally available, for geographically dispersed groups as well as for those who meet regularly in the physical world. This is especially useful when students require more flexible schedules or need to work asynchronously on the same project.