The School Of New Jersey

Gerald Graff’s desire as an author and a professor at University of Illinois, is “For American students to do better-- all of them, not just twenty percent“ because he believes that education is not only for the elite few (3). His Clueless in Academe How Schooling Obscures the Life of the Mind strongly emphasizes that the faculty have the tools to succeed, yet does not give these tools to the students. Graff has first hand experience dealing with educational system and troubled students, so he explain his observations and how can education be improved. Throughout his work, Graff compels the reader to accept that professors must initiate and reach out to the students. He implies

We are quiet and focused, erratic and spontaneous, power-hungry and arrogant, self-loathing and snobby. But we, students, are merely people who want to learn. Though Delbanco believes that a Liberal Arts education today might be riddled with inaccessibility and uselessness, I know, as a student engulfed in the liberal arts to the fullest, that such an education will provide students with the ability to “fight out among and within themselves…. And discover that self-interest need not be at odds with concern for one another” (177). Through interdisciplinary study and educational freedom, students can dine quite well on a balanced and colorful buffet plate of

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.

Understanding how students are motivated can help educators engage students in learning activities and ultimately improve their academic performance. Researchers Mandy Sedden and Kevin Clark summarizes students’ and instructors’ perspectives on motivation and explores instructional strategies educators can use to motivate college students (Sedden & Clark, 2016). This journal article discusses the impact student motivation or lack of motivation has on the overall outcome of their educational experience. Sedden and Clark noted that many students of the millennial generation view education as an acquisition rather than a process of learning (Sedden & Clark, 2016). In other words, the thought of the high-paying job or improved intellectual status that awaits after completing school is more alluring than the process of attaining knowledge. According to the research students are intrinsically motivated when the instructor is motivated themselves, the lessons are interactive, the atmosphere is positive and well-organized, and the instructor demonstrates they care about the students.

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.

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.

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

In “Hidden Intellectualism”, Gerald Graff discusses the need to encourage students to apply their knowledge in a variety of areas to academic pursuits and the need for schools to ‘exploit’ the students interests in such a way that they will succeed in their studies. Graff is a professor at the University of Illinois and begins the essay with discussion of his childhood and Chicago and the impact that upbringing had on his interests and personality. He understands that not every student is going to be immediately interested in subjects which have long been near and dear to those in the higher levels of academia, but that student’s more “lowbrow” interests are just as valid as means of communication,

The system of higher education in America could be in trouble. Due to dramatic change in what society values, they could soon be under attack. In the two articles that I analyzed, these issues were discussed in further detail. The first article was titled, “The Future of College” and was written by Graeme Wood. Its purpose was to draw attention to a new approach at education. The second article, “The Troubled Future of Colleges and Universities”, written by Gary King and Maya Sen, focused on the obstacles that universities are facing and gave suggestions of ways to overcome them. Along with this, both articles, addressed what education may look like in the future. With the development of technology and information from new studies, many wonder what the outcome could be. Will lecture style classes remain? Could higher education convert to a completely online experience? What is the most effective teaching method? In the first article, Wood argues for a completely online education. Whereas, the other article believes that universities need to focus on the importance of research. However, students learn in different ways, therefore, today’s higher education institutes should offer a variety of instructional methods.

In 2002, Rebekah Nathan, a cultural anthropologist, enrolled as a freshman in her own institution to conduct undercover research to better understand the undergraduate experience. Her observations and experiences are the basis for the book My Freshman Year: What a Professor Learned by Becoming a Student.

Students today have been raised to think that college is just the next step in life after high school. Decades ago,going to college was a huge achievement and not many people enrolled. Today, however it is almost expected that you go to college. The purpose of college has been changing over the years. Students and professors have lost sight of what to get out a college education. Gary Gutting explains in his article, “What is College for?” that students are losing passion for higher education. He also believes that professors are not realizing what their true job really is, and are not doing the necessary procedures to help their students succeed. “In On the Uses of a Liberal Education”, Mark Edmundson shares similar ideas, and gives a first person point of view of Gutting’s ideas about the quality of the college experience. Mark Edmundson would agree with Gary Gutting’s claims that the quality of colleges is declining and is negatively affecting the students and faculty members.

Being an LAS James Scholar means to be academically challenged and to put forth best effort in any given task. Whether it is through working on the end-of-the-semester projects for honors classes or being involved in extracurricular activities, James Scholar students are taught to think through issues in a multifaceted approach so that they are able to work efficiently with students from different backgrounds and experiences. In this day and age, possessing teamwork and leadership skills is a must-have in classrooms and beyond that in our jobs as future alumni of the University of Illinois. The LAS James Scholar community fosters these skills through collaboration with some of UIUC’s finest faculty. Students are able to work one-on-one with faculty and delve deeper into their studies by learning about the latest breakthroughs in their fields and contribute to it by conducting their own research. Students within the

The purpose of this learning assessment is to discuss how new professionals prepare for their future and the decision to work at a LAC if educated in a research-intensive institution. New professionals earning a master’s degree from a research-intensive institution face challenges to socialize and match the professional expectations if misled by the “one-size-fits-all” model on institution types. Previous institution size and type influences graduate student's professional expectations while working in a new institution (Hirt, 2006). While institution type and size matters, institutions are also grounded through an institutional culture that are continuously changing but built from values, mission, language, traditions, symbols, and history

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.

If academics are mixed in undergraduate teaching or mixed in research, curriculum decisions have to be taken about the overall structure and framework of the undergraduate research experience, what it is intended students should gain from it and how and whether their work is to be assessed. Sometimes curriculum decisions are taken at an institutional level, for example, when there is a decision to implement a summer vacation research experience across the whole campus. Sometimes the decision-making is at a departmental or course team level, for example, when a decision is taken to move the particular degree program to a problem-based and inquiry-based curriculum. Research-based learning methods are enacted by individuals and course or subject teams within particular format frameworks including traditional ones, and there are a number of decisions that have to be taken regarding the particular formats through which learning is to occur. To integrate different