Summary of “Are Colleges Worth the Price of Admission?” In the article, “Are Colleges Worth the Price of Admission?” by, Andrew Hacker and Claudia Drefius there are many suggestions on how to reform colleges to make the price of admission worth it to students attending. One idea stated in the article was engaging all students; “professors must make an effort to reach their students” (180). The authors are suggesting that instead of just teaching day to day curriculum they should pay attention to how all the students are performing. Another point stated was that colleges are not pushing their students minds. Instead of worrying about the pay off the students should be concerned with developing all they can intellectually.
You need structure to keep things in order and to keep chaos down. Structure always seems to make things move smoothly and properly. I think this will also be a good experience to try something different and new. I wanted to be different and accomplish mile high dreams and hopefully this course can help me achieve that. Not only did I choose to participate in this program for academic reasons.
She began her college career intending to study chemistry, but later switched to art, European history and architectural history.” Although some like to remember Stewart because of the convictions in 2004 of Insider Trading, Martha shows that can she take responsibility for her own actions and she is willing to use it as a Learning experience. 2. Lavine (2013) wrote an article about “The Martha Rules consists of ten rules and a roadmap for entrepreneurs to create their own successful businesses. The book started as a project to help fellow inmates during her incarceration in a federal prison in
Stearns Spring 2008 Great Depressions and the Middle Class: Experts, Collegiate Youth and Business Ideology, 1929-1941. By Mary C. McComb (New York: Routledge, 2006. viii plus 207 pp. $95.00). Languages of class and discourses about class are minefields through which historians take steps at some risk. This monograph by Mary C. McComb on how college youth and experts negotiate their class identity as "middle class" during the economic crises of the Great Depression enters this conceptual quagmire, but although she occasionally comes close to tripping a fuse, she emerges with some illuminating pathways.
Is it not ironic then, that the very nature of teaching often makes us surrogate fathers, mothers, brothers and sisters? Students must be encouraged to do more than their best, for although it is clearly absolutist, we are all (or should be) capable of some intellectual development; achieving just enough to get by is a ‘cop-out’; we and our students should be challenged to grow. Completing my Bachelor’s
Gender Stratification in University Faculty In "They Make How Much? Investigating Faculty Salaries to Examine Gender Inequalities," Peggy Petrzelka, a sociology professor at the Utah State University, formulates a research exercise for her students. This exercise, called "The Faculty Salary Exercise," examines gender stratification in the academic profession and teaches Petrzelka's students, the method of secondary data analysis in sociological research. Petrzelka states that she has two goals for her students: to introduce gender stratification in public institutions, and the strengths and weaknesses of secondary data in researching gender stratification. Petrzelka presents past research that indicates that salary differences were dependent on several factors, such as gender, whether the job was dominantly female, and whether the job was traditionally considered for females.
The scientific method is not new to most of the students in these classes. It is the rigorous application of it that we often have oft forgotten and as such we can miss the true “power” of the systemic approach. In our rush to have the right answer sometimes, we forget the value of going through the question and taking it apart to ensure we’ve got the best answer …not just the most expedient one. Research helps us to “trust but verify”. It requires that we test and verify that which we already believe, but just as importantly it helps us understand the other side of an issue and literally give us a better appreciation of the true complexity of an issue.
The second part of the essay will discuss the relevance of the knowledge of subjectivity and objectivity to an ‘O’ level history teacher to show that it is highly relevant. One of the main reasons why historians cannot be objective is the fact that the historian cannot escape his/her own self, ideas. These are the theories that are fixated within the historian’s mind and being thus they are inescapable and hinder the historian in trying to write objectively. Trachtenberg asserts that a historian cannot escape his or her own preconceived ideas and personal motives to the extent that history could be written in an objective way. This is clear evidence that objectivity in the study of history is limited as the historians themselves have got preconceptions that are
As teachers, I believe it is ingrained in us that we must be all-round in our subject knowledge as well pedagogy and additional skills necessary for the teaching profession. The concept that teachers should focus on their strengths and talents and not place all their efforts on improving their inadequacies, as asserted by Strengths-Based psychology, invented by Donald Clifton (Liesveld, Miller, & Robison, 2005), is both a new concept to me and quite revolutionary. It creates a new perspective on what a great teacher is and how we, as teacher leaders, should cultivate this in ourselves as well as our staff. I have never been given the opportunity to analyse my personal strengths and talents in such an in depth and unique way as provided by
First you should major in subject areas that interest and feel passionate about it; consequently, it will make you engage fully with the material you are learning and marketable in a competitive workforce. Beside you should learn who you are, what you love, and where you find yourself good at. Also parents should not interfere and force you to choose a major you don’t like. Even if the you don’t know what you want to be, you can still determine your skills and interest by looking at your academic history, especially in the challenging and comprehensive classes in which you perform well. Moreover you may also reflect on your past experiences, jobs you’ve done to determine your major.