Stephanie Sacks Experience In 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.

From ‘The Life of the Mind’ with its quirky conversations to its “intellectual” pedigree, UChicago was a school that drew me in because you didn’t just attend “because everyone goes to college,” but you attend because you are in the pursuit of your passion for knowledge. Coming from a very non-competitive high school in suburban North Carolina, most kids just went to the state schools to get a degree and get a job, that never appealed to me. I didn’t want the average education, I wanted a top-notch view of the world that I always dreamed college would provide me. The Core Curriculum is exactly what I was looking for in a liberal-arts setting, something that gave me the true “experience” of

When I first went to college I was seventeen years old with a knack for writing, an investment in history through story-telling, and curious about group dynamics, psychology, and sociology. When I was seventeen these weren’t the words I used to describe my interests in continuing education and because of this I remember scanning through majors that didn’t fit all my interests simultaneously. For a moment, Liberal Arts caught my eye as it gave me the freedom to explore my own identity. However, upon sharing this out loud with those in my mesosystem the underlying message of choosing this major ultimately

College is tough. College is a time commitment. College is… you fill in the blank. Before setting foot campus you already have this list of what college is, and for the most part they are true, but they are not all inclusive. My Lipscomb Experience class has been great at allowing me to truly dive into this world of college and all that it includes. Coming into college my impressions were the stereotypical thoughts: I need to study, I will meet the most amazing people of my life, and I will have the time of my life. I have come to realize that these are all very true statements, and this class has broadened these even more. This class has taught me how to have intellectual conversations with people whom I might disagree with and how to still

For most students college is considered the capstone of education; to reach that stage students construct a non real essay that has no real-world implications. Julia Ryan creates this essay to inform students that college’s should not be considered as an end goal of education, but instead be used to gain more experience and branch out to learn new things, this is shown through the ineffectiveness admission essays, relatable examples, and metaphors that are presented throughout the essay.

Even though the thought of college makes me quiver, I know I’ll get through it. Dr. Randall wrote the article, How to Survive Your College Years, he’s one of the most distinguished, comprehensive career coaches. There’s a majority of college students that become homesick or just feel like they don’t belong, Dr. Hansen says, “it’s a big problem for a lot of students.” (Hansen) Getting involved in clubs, fraternities, or sports teams is a great way for college students to get connected, make new friends, and learn something new. College students are expected to attend class regularly, remember due dates, meet with their professor, and spend an abundance of time on homework. (Hansen) “Don’t tip the balance,” says Dr. Hansen, referring to students having a robust balance between social and academic happenings.

In this persuasive essay, I believe that the majority of students that attend colleges and universities are obligated to take courses outside their major to understand the foundation of the college experience. I chose to defend the practice of having students take courses outside their major because it gives them an opportunity to see what classes they are interested in besides their primary, gives them a chance to expand their knowledge in certain areas of education, and most importantly finding themselves during this four-year expedition of education.

When Kanis Grady graduated from high school, she was told she will have tremendous fun and gain experience with many different people and at various places while in college. Those who gave her this insight on the college experience neglected to tell her that life gets more challenging than high school. In high school, Kanis Grady knew her surroundings, family was there to help her, and the work load was not as challenging as it is now. Kanis Grady feels that her college life is nothing similar to high school life, the food, the environment, and the work load is difficult. The transition from high school to college is a major adjustment.

A new generation of students is coming to colleges, but these students are not like some of the past decades that have roamed these classes with fuel and optimism. Now universities have targeted most of these younger populous of high school graduates with their parents to show them the benefits of a higher education. But these future students are surrounded by the extraordinary choices that promise a large variety of perks and activities that deflect from the main purpose of college. To the point of second guessing what they already know, and failing where may should have succeeded. Society has affected the recent generation of Colleges and its students to be less confident in their decisions making ,critical thinking ability, and independent, thriving in the classroom

If anything my aspirations have only become loftier as time passes. I want to be a writer and an actor. In considering my ambition, my need for a more a flexible and unconventional educational path comes as no surprise as well. Between driving south four hours to Los Angeles for auditions, or locking myself away to cultivate a new idea for a piece of fiction, a standard “in class” college experience doesn’t fit my needs. At this point, an ordinary education won’t satisfy my extra ordinary desires. I’ve been told time and time again how impractical my choices and goals are, but if I didn’t follow my instincts “it just wouldn’t feel

My mother’s best friend Zetia once asked me, “So Miya, do you think you will pursue a college degree?” “Yes, of course.” I responded. “Well it is not like you have much of a choice, but why do you want to go college? Do you want to go simply because you don’t have a choice but to do so with the career that you want to pursue? Or perhaps you’re aiming for that same college experience that characters Whitley and Devin earned in the show A Different World and movie Drumline? What is your reason for wanting to attend college?” she asked. “Well, I do want to attend college for all of those reasons,” I responded, “but one of my main reasons for wanting to attending college are to not only continue a legacy of pursuing a post-secondary degree and attending a historically black college, but to also gain some of the same experiences that you and my parents had as college students, such as homecoming.” Attending my parents’ homecoming for the very first time played a significant role in deciding to attend college.

College and freedom goes hand-in-hand: freedom of expression, of choice, of speech. I took advantage of this freedom. I didn’t show up to my classes; I didn’t do my homework. I laid in bed, watched TV, listened to music, and wallowed in my depression. Then I learned that if I wanted to become a better version of myself, I needed to work hard at it. For the next few semesters, I still struggled with showing up to class and turning my homework in on time; learned that online classes aren’t ideal for me, learned that some classes required participation. However, I fought – I fought my self-doubt, my mental illness, my anxieties, my personal issues. I enrolled in a required class that I aimed to avoid, because I was too anxious about talking in front of the class; passed that class with an A and receiving satisfactory grades for all my speeches.

One of the greatest decisions of my life was to continue my education. It took more than 16 years after I graduated high school to muster the courage to sign up for college courses. I often indulged in negative thinking and talked myself out of going back to school, convinced I wasn’t intelligent enough--and, as the years breezed by, I thought I was getting too old as well for such lofty endeavors. One day (for no particular reason) I decided to silence my negative thinking and saunter down to Lincoln County Campus to see what college was all about. I am grateful I took that first step because they have led me to experiences that have transcended all my expectations.

Sitting in the white walled classroom of my junior year English teacher’s classroom, I began to think about the impact the classes I decide to take senior year could have on me. A purple sheet with a plethora of classes was laid out in front of us, and we needed to choose the classes that were most fitting for us to take in the upcoming year. College credit was something I immediately was drawn to. Better yet, psychology courses.

“What were some of the major differences between college and high school?” I asked, yawning. “The size of the classes!” he exclaimed, eyes wide open and seemingly not tired anymore. “My college was a hundred times larger than my high school and in high school all my teachers knew my name, whereas in college, I rarely took a class with less than 3,000 other students.” I put myself in Christopher 's shoes and thought to myself, that seems like an easy A, because with 3,000 students I’d be willing to bet teachers don’t even check to see if you’ve turned in your homework assignments. Christopher, reading my mind, then explained that he didn’t even have to turn in homework assignments in college, he only had to sit for a mid-term and final for his grades, which was lucky for him because he always found taking tests easy. I asked Christopher what he thought about that and he replied that he but didn’t want an easy A, he wanted a valuable education that he could use and remember fondly. “Which learning experience did you enjoy better Dad?” I asked, while tilting my head