Rose and Graff

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

The article “What’s the Matter with College?”, written by Rick Perlstein, presents a negative narrative on how college campuses and students are rapidly changing. Perlstein states that colleges today supply an exceptionally different atmosphere than it once did (2). His main argument throughout the entire piece is that college students are no longer revolting in many different facets of college life. Perlstein states the question of why college students don’t have as much influence on society as they did in the past (2). I cannot agree with many of Perlstein’s arguments he presents in this article.

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.

In his article “What’s the Matter With College?” Rick Perlstein describes how college is different now than it was in the 1960’s. His essay includes numerous interviews with people who attended college in the 1960’s. With several diverse quotes from people who had different experiences in college, he composes multiple points. These range from how college used to serve as a time when the student established independence, to how students’ only means of communication was a weekly 30 second phone call.

College: What is Was, Is and Should Be, by Andrew Delbanco takes both a historical and analytical approach to the evolution of higher education institutions in the United States. While thought provoking, some of his views balance on the verge of extremity. Many colleges provide students with the skills necessary for what is happening in society at that moment. This is exemplified in how the application process has changed from the earliest colleges to today. Also, when colleges were first introduced into society, students were recommended by members of society to attend a school, which is much different than the process today. Another aspect of what Delbanco discusses in his book is the disparity between a small liberal arts college and

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.

The U.S. is home to some of the greatest colleges and universities in the world. But with an overwhelming 1.3 million students graduating with an average student loan debt of $29,000 each and with youth unemployment elevated, the question of whether or not college tuition is worth the money arises (The Institute for College Access & Success, 2013). Higher education faces intimidating challenges: continually rising costs, access and completion problems, constant changing of technology, and responsibility pressures from state and federal officials. But no challenge is more intimidating than the fundamental question that many Americans face to ask themselves, "Is college worth the cost?" As a result of the economic turn down, many students who graduate are not finding well-paying jobs, either within their field of study or not.

Among these is the continuation of the cycle of debt in American commercial society, the hierarchy of differing higher education institutions and cost, and the resulting socioeconomic and racial inequities in college demographics. Both an examination of the current trends and figures and a closer look at a real life example show the troublesome state of higher education and its effect on our commercial society.

David Sadker is an instructor at American University that was also a school’s administrator. Also, known to be an co-author that addresses on what is happening to the community. Sheila Tobias is equally known to speak out upon any society issues. She is an professional advisor in educating mathematics and science.In the the article, both of the author’s purpose was to inform the community of the crises that is happening to college students with high rates of student loans and dropouts. Sadker and Tobias both wanted to speak out directly towards students who either aren't aware or who are incoming freshmens. By mentioning well

Students go to college in search of knowledge, a new lifestyle, and the hope of a job after graduation. For many young adults, college is a rite of passage into an independent, mature new lifestyle. Not only is higher education a rite of passage, for some, it is also an opportunity to have a better life. Overall, college is a wonderful part of many people’s lives, yet the way the college education system is conducted wastes students time and money. College is basically composed of two parts: general education classes and major specific classes. General education courses are the source of wasted time and money, and should not be required of students. A few of the problems associated with general education classes are that they are

Thesis Statement: According to the National Center for Education Statistics, “the 2012 graduation rate for…full-time undergraduate students who began their pursuit of a bachelor’s degree at a 4-year…institution…was 59 percent.” Also stated was that it took 6 years for those first-time college students to graduate with a bachelor’s degree. Every year the number of graduating college students is drastically decreasing. We believe that there

So what does society really expect from students? It is clear to all who work in Higher Education that student expectations have changed over the years. These expectations are now of greater complexity. In the 1980’s what was expected from students in highest educational institutes? To obtain a degree, support by government funding, and few expectations of teaching quality. What about in 2005? Flexibility and choice in the delivery of education, a two way communication process between themselves and with the University, and honesty with respect to whether his or her needs can be met or not.

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.

However, American institutions were only able to use tuition to cover 44% of operating costs in 2012 (Han, 2014). This chapter’s study was performed at a university challenged by an enormous budget cut and one of the lowest tuition rates in the nation. Furthermore, the proportion of international students outpaces the national average by 2% (Institute of International Education, 2016). Yet, administration has not made improved retention and recruitment of international students a priority in fixing the situation. Rather, the university has decided to cut costs and faculty positions to solve the issue. This may also be the case at many other institutions facing budget issues. However, improved retention through addressing academic needs may aid in alleviating some of these financial issues. In previous studies, students cited academic matters like course structure, discussions, and study skills as significant obstacles (Abel, 2002; Fenton-Smith & Michael, 2013; Pan & Wong, 2011). In fact, 74% of international students and 65% of domestic students shared concerns with their academic pursuits (Grayson, 2008). Furthermore, Yi (2007) found that 45.9% of international students’ need for academic assistance was quite common and sometimes overwhelming. Yet, in most of the studies consulted, academics was a catchall term that did not address specific issues. In

The increasing cost of higher education in the United States has been a continuing topic for debate in recent decades. American society emphasizes the importance of education after high school, yet the cost of undergraduate and advanced degrees continually rises at a greater rate than inflation. According to the Advisory Committee on Student Financial Assistance, cost factors prevent 48% of college-qualified high school graduates from pursuing further education (McKeon, 2004, p. 45). The current system requires the majority of students to accumulate extensive debt with the expectation that they gain lucrative post-graduate employment to repay their loans.