Monthly Archives: April 2022

How Metacognition Can Make Starting College Manageable 

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Amayah Jones 

ENGL 1102 

Dr. Weaver 

25 April 2022 

How Metacognition Can Make Starting College Manageable 

Many students stress over college, especially first-year students who are unaware of what to expect. One way for these scholars to get the best out of their education and succeed is by getting acquainted with metacognition. Metacognition is a form of self-awareness in relation to one’s thought process or how one learns, and the advantages have been shown by extensive research and experimentation. The use of metacognition can be of service to students in higher education, especially those in community colleges to develop their information processing as well as their sense of self. So, it is important to assert metacognition in higher education because it helps scholars succeed in their classes in turn easing the anxiety brought by starting college. 

Starting College Struggle 

In many cases, scholars starting college may begin to struggle because they are not completely prepared for this transition. Professors Richard T. Ward and Darrell L. Butler in their article published in Education journal mention research supporting that “college freshmen underachievement is related to poor study skills, poor time management, and an overall lack of understanding of how to tackle difficult challenges” (Ward and Butler 122). As a result of the impromptu approach taken by first-year students, they begin to struggle with college challenges. High school provides structure for the students working as bumpers on a bowling lane to keep them on a determined path. Issues such as poor time management and poor study habits stem from students not being used to the free system of college and the idea that once they fall there are no regulations set in place to catch them. However, metacognition has been shown to make the transition more fluid and allow scholars to manage these new trials. John Ottenhoff mentions in Liberal Education that a teacher “. . . came to see that instruction in metacognitive skills may be particularly important for first-year students as they adjust to the expectations of college-level work. . .”(Ottenhoff 3). Students will then be able to assess their understanding according to these expectations and adapt. If first-year students are not advised on cognitive strategies, they are less likely to improve their skills, so metacognition is essential in the progression to college. 

Furthermore, metacognition can especially help students advancing to community colleges who often find themselves at a disadvantage due to fewer resources. Brandilynn Villarreal argues in her dissertation titled When Ambitions Aren’t enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit, “Compared to university students, community college students are less familiar with higher educational systems, less academically prepared, and face greater financial pressures” (Villarreal 29). This results in dropouts and resistance to seeking a four-year degree. These scholars are discouraged because of their circumstances and require self-regulation for long term success. 

Better Study Habits 

As scholars regulate and monitor their learning, they will need to acknowledge unhealthy habits that repress them academically and consider strategies that will help them thrive. This topic is presented in, psychology professor at Samford University, Dr.Chew’s series on how to get the most out of studying giving detailed insight on how metacognition can lead to academic success during the transition to college. Dr. Chew expresses that instead of believing misconceptions from high school such as memorizing isolated facts and thinking multitasking is effective, students should focus when studying and aim for deep processing (Chew 1). Developing awareness leads to better study strategies leading to deep processing. If you know how you learn whether it is through association of feelings or memories or application to another subject, you can enhance your understanding of a topic. Overall, self-awareness is a guide to managing the load of higher-level work, not to mention putting in the effort.   

Putting it into Action 

Another important concept of college success is note-taking, which is a metacognitive skill. The notes are what students study and absorb so it is imperative to use them according to how they learn, which demonstrates a need for self-awareness in test prep. Ward and Butler display the relationship by mentioning “Isaacson and Fujita (2006) found that undergraduate students with greater metacognitive knowledge performed better on tests compared to those with a lower degree of metacognitive knowledge” (Ward and Butler). It is known that proper studying improves test scores, but this further insinuates that the correlation between metacognition and academic success is positive. In other words, the implication of metacognitive skills benefit scholars with subjects as important as test prep. 

The importance of self-regulation is not made apparent to some students in high school so they believe in the end they are destined to succeed without applying ample work. Many college freshmen assume they can bring high school habits to college such as last-minute studying when they should understand that learning is not fast, so it takes time to properly process information which means legitimately learning it (Chew 1). Taking the time to study effectively is a more realistic way to prepare for a test than trying to remember facts the night before. It is also important for these students to realize college-level courses go beyond quick learning and require the use of metacognitive skills for a rooted comprehension of college material. Metacognition can create automaticity once scholars have produced habits for success. In other words, once scholars have established adequate study habits, they will become accustomed to these habits causing them to become active practices towards a successful college career. 

Uncertainty and Anxiety 

As previously discussed, the first year of college can be the most stressful for college students because of their uncertainty in the unfamiliar environment. Among students “. . . enrolled in American colleges and universities, anxiety was by far the most commonly reported mental health problem” (Komfeld 562). Uncertainty triggers anxiety leaving students in academic limbo. Freshmen face mental breakdowns as well as panic brought by a fear of failure so what they need is a way to cope with this stress. Self-awareness generates certainty since it provides a solution to college stress; it is a way of clearing an otherwise obscure trial. Moreover, the lowest-performing students can improve if they take the time to consider where their anxiety is coming from and establish skills to combat these emotional hardships. 

Conclusion 

In retrospect, the distress endured by college freshmen can be expected when facing any new experience. It is understood that there is a possibility they will arrive with years of implanted rules and expectations from high school, but what is important is that they are introduced to metacognition. This is a way for them to shift their perspective and learn that study strategies are most effective when analogous to self-awareness; so, if a scholar knows how they learn they can apply it in their notetaking and studying. Thus, developing these metacognitive skills is crucial for components leading to college success and overall self-development. 

 

 

 

Work Cited 

OTTENHOFF, JOHN. “Metacognition in Liberal Education.” Liberal Education, vol. 97, no. 3/4, Summer/Fall2011 2011, pp. 28–33. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=fth&AN=67148637&site=eds-live&scope=site. 

Chew, Stephen. “How to Study.” How to Get the Most Out of Studying, www.samford.edu/departments/academic-success-center/how-to-study. 

WARD, RICHARD T., and DARRELL L. BUTLER. “An Investigation of Metacognitive Awareness and Academic Performance in College Freshmen.” Education, vol. 139, no. 3, Spring 2019, pp. 120–26. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=136190808&site=eds-live&scope=site. 

Komfeld, Eve. “History and the Mental Health Crisis: Preparing University Students to Live with Uncertainty through Authentic Research and Metacognition.” History Teacher, vol. 53, no. 3, May 2020, pp. 561–85. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=145299669&site=eds-live&scope=site. 

 

MAJOR PROJECT 4: RESEARCH ON WHY HIGHER EDUCATION IS NOT TUITION-FREE IN THE US

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Introduction

One of the main concerns many middle and lower class people have in the US while growing up is how they will be able to afford college. There are countries around the world that offer public college and universities that are free for everybody. K-12 education in the US is free, and we have seen politicians talk about free-tuition college bills multiple times, so why does the US government not offer free higher education yet? In this paper, we discuss the reasons why free-tuition may or may not be possible.

Discussion

In the article “The Politics of Designing Tuition-Free College: How Socially Constructed Target Populations Influence Policy Support” in Journal of Higher Education, Elizabeth Bell states that over 70 percent of parents express concern about how to finance their child’s college education (888). The idea of free higher education is not a new concept for Americans. In 2015, President Obama captured headlines in the US by announcing America’s College Promise (ACP), a policy that would reverse four decades of privatisation in higher education by making community colleges ‘tuition-free (from “Americans ‘Support’ the Idea of Tuition-Free College: An Exploration of Sentiment and Political Identity Signals Otherwise” in Journal of Further & Higher Education, by Daniel Collier, pp. 347). But what about the people who want to get a degree from a place better than a community college? Over 16 states have implemented some form of tuition-free college policy (Bell, 888). Nevertheless, some states have not succeeded in this. Oregon, for example, faced considerable difficulty in establishing political feasibility and sustainability (Bell, 888).

In the article “Aiming Higher: Make College Tuition Free” by Jon Wiener, he says that college used to be free at state schools before and gives the example of the University of California. In 2014, in-state tuition and fees for undergraduates totaled $13,222 for one year and as a result, two-thirds of college seniors now graduate with an average of $29,000 in student-loan debt (Wiener, 224). The problem is that this pushes students into decades of debt (Wiener, 224), which most of the time, prevents them from moving higher up in their career and economically until their loan debt is paid off.

Michael Horn, Senior Contributor at Forbes, wrote the article “Five Reasons Why Free College Doesn’t Make The Grade,” and he claims that by making college free, it complicates students’ ability to make the right choices for themselves because it privileges these traditional higher education experiences over new private options that are designed to be faster, cheaper, and optimized for student success (Horn). He also states that although financial struggles are one of the main reasons for student dropouts, there are other factors that contribute to it, such as professional commitments, health, lack of satisfaction with one’s school, and academics (Horn). Therefore, he tries to explain that even if higher education was 100% free, there would not be a big difference in the rate of students who drop out of college. He also adds that if all colleges were free, an immense amount of debt would be added to future generations of taxpayers (Horn).

There are several pros and cons on whether public higher education should be free in the US, and it is because of this that the US government has not been able to reach an agreement whenever this subject is discussed. The opinions on this are divided between the people who think free-tuition would be a great idea, and the people who think it will hurt the economy. What Michael Horn stated in his article is true, financial struggles are not the only reason college students drop out of school. Nevertheless, Jon Wiener makes a point in saying that “education is a public good” (224). He stated “the purpose of education is not just to enable people to increase their lifetime incomes; it’s to help them understand the world, to stimulate the imagination and inspire creativity in all fields. A good society provides opportunities for everyone. We need educated people. And we should be willing to pay to educate them (224).

Conclusion

Free-tuition can be possible in the US, but because the government is divided between people who have different opinions on this subject, an agreement has not been reached. If the government were able to prioritize this and come up with ideas to counterattack the disadvantages that this would bring, the overall outcome would be positive. Future generations would consist of highly educated people, who therefore would cause a drastic change in society.

Works cited

Bell, Elizabeth. “The Politics of Designing Tuition-Free College: How Socially Constructed Target Populations Influence Policy Support.” Journal of Higher Education, vol. 91, no. 6, Sept. 2020, pp. 888–926. EBSCOhost, https://doi.org/10.1080/00221546.2019.1706015.

Collier, Daniel A., et al. “Americans ‘Support’ the Idea of Tuition-Free College: An Exploration of Sentiment and Political Identity Signals Otherwise.” Journal of Further & Higher Education, vol. 43, no. 3, Apr. 2019, pp. 347–62. EBSCOhost, https://doi.org/10.1080/0309877X.2017.1361516.

Horn, Michael. “Five Reasons Why Free College Doesn’t Make The Grade.” Forbes, 17 July 2019, www.forbes.com/sites/michaelhorn/2019/07/16/five-reasons-why-free-college-doesnt-make-the-grade/?sh=5839172da6c1.

Wiener, Jon. “Aiming Higher: Make College Tuition Free.” Nation, vol. 300, no. 14, Apr. 2015, pp. 224–26. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=101720701&site=ehost-live&scope=site.

Major project 4

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“What are the next steps in Alternative Grading Methods”

April 25th, 2022

Demostric Ray

Eng 1102

Dr.Weaver

Introduction 

As a student, the main goal is to obtain knowledge. As a teacher, the main goal is to educate. When we look at the grading systems/methods, we stop there; just at the number or letter reflected on a piece of paper, whether it be a test or a paper. The current grading method used in school systems limits students vastly because they are just a number; a grade point average. The higher purpose of grades is to show how much a student has learned and how well they can apply that knowledge to a test. This is not the best method for a lot of students for various reasons. Standardized tests are usually used to measure a student’s understanding of a subject, but not all students test the same. Beyond that, if a student does not demonstrate knowledge per an assessment, teachers will not address what students seemingly struggle with; instead, they simply give the grade and move on to the next section of the school curriculum. This is a disservice to our students and to the future of this world. Children are untapped potential and it is crucial to utilize other methods for evaluating the work and knowledge of students in order to best serve them in the classroom.

Discussion

When the focus of a test is the result of the test rather than the student taking the test, seeking knowledge to better the student is lost. This is what is referred to as “product-based learning” (Hope, 2020). With this method used as the primary grading system, students will often cram as much as they can just to pass a test rather than actually be able to retain that knowledge and information to apply in the future. Though it is not unknown what the grading system is, what furthermore proves the disservice we have to students is often, teachers do not allow students to retake a test or show that they can grasp a concept beyond the first attempt. Sometimes, we as people/students do not know what we do not know until we are faced with it on our own. It almost is a double punishment because not only will the student receive a grade that is not “good”, they also may have the insecurity of feeling dumb or discouraged. At the school Michelle Hope teaches at, she shares that students had optional work but still chose to complete those assignments because they were given feedback as a substitute to a numerical or letter grade. While her students are in elementary school, should this approach continue on, it may reflect students actually cooperating more with assignments and seeking to be in the classroom. Taking a step back to evaluate the work of students through commentary and feedback is a “grading” method known as process-based grading. This is not a one and done grading system, but ensures students are checked in on to address why a student may not be understanding a concept. Furthermore, it also allows grace to students. As Hope mentions, students may receive a grade 0 for an incomplete assignment and the teacher will plug that in not caring about how that affects the student/their future and also simply why an assignment may not be complete. She goes on to ask questions such as: “Was the student ready for practice or was he still struggling to grasp the concept? Did she have a “space” or the “time” to do homework at home? Is there a language barrier or a cultural reason for why the work was not completed?” and these are all valid questions to wonder about without punishing a student and gaining a deeper understanding as a teacher/educator. By using the product-based grading system, it treats students as if they all walk and live the same life with no other circumstances. This is an injustice to students. As mentioned before, the job of a student is to seek knowledge, but if they do not retain that knowledge the first time around, the response is basically “oh well” and that does nobody any good. 

There are other methods being adopted in U.S school systems to measure/grade students. Another method used is proficiency-based grading. This grading method focuses on students being able to master units/topics of the curriculum. Proficiency-based grading focuses on the progress of learning rather than just the letter grade (Erbes, Wizner, and Powlis, 2021). Workforce. Through this grading method, the goal is for students to fully understand each learning standard, and when that does not happen, the next steps are to give more support and attention to the child to help them understand and be able to reach a more mastery level of the subject. This alternative approach also is catered to each individual student and breaks down each learning target. If the goal truly is no child left behind, this approach is definitely more cultivated to see the success of students in the classroom. It requires more patience in the classroom and that can also help build rapport and encourage students to keep going rather than seeing themselves as failures. This approach really emphasizes what a student has learned from what has been taught. It does no good to pass a test and have a decent grade point average, even if that does take you all the way through college if you are still missing twenty percent of the lesson or you are not able to apply it to real life situations. An 80% on a test translates as “good”, but if a lawyer only had 80% the knowledge for a case, that does not translate as “good” in the same way. If we continue to let the other 20% go unacknowledged, we really are missing the mark. Imagine a doctor operating on you with only 80% of the tools they need. A study from August 2018 to July 2019 composed of 72 sophomores, found that though students still prefer letter grades, they also feel that traditional grading methods inadequately measure learning (Erbes, Wizner, and Powlis, 2021).A healthy balance is needed and one question about these results is where it stems from to prefer a letter grade; potentially a sense of accomplishment or because that is the standard they have been brought up with and that is primarily what they know. Either way, some form of change is necessary to make students feel comfortable and competent at the same time while still having the same respect for education and classroom learning goals. 

When the sole objective for the classroom standard is to pass a test, that means the focus is the end result; a grade. This emphasis on a grade whether it be numerical 1-100 or alphabetical causes stress and anxiety in students. In a survey conducted through Stanford University’s Challenge Success Program, using data from about 54,000 high school students, 76% of students reported they often worry about the possibility of not doing well in school and 75% of students reported they either always or often feel stressed by their school work (Feldman, 2020). That is a very high amount of stress looming over students’ heads. We teach children and young adults that it is okay to make mistakes, but these traditional grading methods do not support that statement. A student may not test well but always completes homework assignments and does well on them. Typically an assessment has more weight/impact of a student’s grade then the homework, so if a student has an 85 in the class and gets a D (60-65) on an assessment, their final grade for the class is not an accurate measurement of the knowledge the student has obtained or their “success” of the subject. Even if staying with the stress-inducing traditional grading methods, if simply allowing a student to retake a test or redo an assignment, it encourages them to further learn and it can be more at their pace rather than the pace of the school curriculum.

In conclusion, there are multiple benefits to moving beyond the traditional and working with alternative methods of grading. These benefits include encouraging students to keep learning, less induced-stress, a more diverse understanding of the lives of students, and simply grace to be able to make a mistake. The old saying “if first you don’t succeed, try, try, again” comes to mind and knowing it is okay to have to try again without feeling shame or being labeled a bad student motivates students. Every student does not walk the same life and many other factors contribute to academic success. The best educators often have the mindset that when their students do not properly demonstrate knowledge of a subject, it is not a failure on behalf of the student, but rather them as the teacher that something was missed in translation. As stated before, the role of a student is to seek knowledge and the role of a teacher is to educate. The two can happen at the same time without taking away from the rigor of a course or pushing students further to excel.

References

Erbes, Stella, et al. “Understanding the Role of Traditional & Proficiency-Based Grading Systems Upon Student Learning and College Admissions.” Journal of Higher Education Theory & Practice, vol. 21, no.10, Sept. 2021, pp. 54–68. EBSCOhost, https://doi.org/10.33423/jhetp.v21i10.4625.

Hope, Michelle. “The Only ‘F’ That Matters.” Educational Leadership, vol. 78, no. 1, Sept. 2020, pp. 28–33. EBSCOhost, https://search.ebscohost.com/login.aspx?

Feldman, Joe. “Taking the Stress out of Grading.” Educational Leadership, vol. 78, no. 1, Sept. 2020, pp.14–20. EBSCOhost, https://search.ebscohost.com/login.aspx?

 

Research Project

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Nadiyah Alali

Professor: Rebecca Weaver

Course: ENGL1102

Date: 4/20/2022

Research Project

When I and my partner talk about each other projects. We got to understand each other projects better. Also, her project was good. She had supporting details, and evidence that supported what she was saying. Also, Trang Nguyen was worried about the issue that she picked. We discussed each other projects and what we could change in our projects. We both learn how to support our argument.

Major Project 4 : The troubles college students are going through due to the pandemic

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Ayanna Cade

ENGL 1102

Major Project 4

acade7@student.gsu.edu

April 16th, 2022

 

Introduction

The pandemic has caused many issues for college students. Depression, anxiety, insomnia and online classes due to the pandemic has caused trouble for college students. College students must worry about their selves and their loved ones catching covid. The Topic for this research paper is how does college students’ depression, anxiety, insomnia and how has online classes due to the pandemic affect their academic performance?

 

The pandemic has caused depression, anxiety, insomnia, lack of motivation, etc. in college students. Covid 19 has added more reasons why college students are stressed.  According to Mindy M. Kibbey in her article “Anxiety, depression, and health anxiety in undergraduate students living in initial US outbreak hotspot during Covid-19 pandemic” college students have consistently elevated psychological distress because of the pandemic (Kibbey 1).  Kibbey started a study on the effects of the Covid-19 pandemic on mental health undergraduates in a heavily populated area in the United States (Kibbey 1). Kibbey addresses that half of the students reported that they had higher levels of health anxiety, general anxiety, and depression (Kibbey 1). Kibbey claims that “college students stress about unexpected displacing due to closing of university housing, losing jobs, no social networks, uncertain academic future, and online learning” which increases their depression and anxiety (Kibbey 1). This is immensely important because some college students live in university housing and have nowhere else to go. Those students that live in university housing unexpectedly had to leave without a warning which could be hard on many students. College is expensive and students lost their jobs which caused more stress on them.  

In the article “Assessing the effects of the COVID-19 pandemic on Nontraditional Student’s Mental Health and Well – Being” Stephanie Babb stated that 30% of college students reported that their depression affected their personal lives and academic performance before the pandemic but, these rates have increased due to the pandemic (Babb 1). “71% of students indicated they had increased levels of stress, depressive thoughts, and anxiety due to the pandemic” (Babb 1). “35% of undergraduate students screened positive for major depressive disorder” (Babb 1). Babb adds that insomnia is an issue for college students that could lead to depression and affect their academic performance (Babb 1). Insomnia can negatively affect college students’ depression, academic performance and anxiety. “Insomnia is a common sleep disorder that can make it hard to fall asleep, hard to stay asleep, or cause you to wake up too early and not be able to get back to sleep”. According to Babb, 60% of college students have poor sleep quality and over 7% meet the criteria for insomnia (Babb 1). Babb believes that insomnia for college students leads to low GPAs and poor academic performance such as dropping classes (1).

 Many college students’ academic performance has been affected by depression, anxiety, and insomnia due to the pandemic.  Jose Ventura – Leon argues in his article “ Depression, Covid-19 Anxiety, Subjective well-being, and academic performance in University Students with Covid-19 Infected Relatives: A Network Analysis that the symptoms of anxiety and depression negatively affect college student’s academic performance.  Ventura states that many students’ concerns about their academic performance can also cause depression and anxiety in college students (Ventura 1). Students’ academic performance can be positively or negatively affected by remote teaching due to the pandemic (Ventura 1). Ventura acknowledges that University students’ academic performance could be affected by remote learning due to limitations in acquiring the necessary technology and/or having adequate digital connections (Ventura 1).

The pandemic caused in-person classes to transition to online classes. Online learning can certainly affect a student’s academic performance. This transition can be a huge adjustment for a lot of students. In the article “Higher education students experience and opinion about distance learning during the covid-19 pandemic “ Aleksandra Stevanoic emphasizes that there is a negative correlation between online classes during the pandemic (Stevanoic 1). Some of the negative things college students experienced during online learning are “academic stress, fear of failure, feelings of boredom, and depressive thoughts that distracted students from academic and creative activities” (Stevanoic 1). There are pros and cons to online learning. Some of the pros Stevanoic points out are better time management, better for students who cannot come to class due to health reasons, employment, etc,  and it’s easier for some students to attend class from a computer (Stevanoic 1). Some of the cons that Stevanoic pointed out are lack of motivation, increased anxiety, depressive thoughts, technical problems, etc (Stevanoic 1).

Melissa Ezarik added in her article “How Covid 19 Damaged Student Success “  a student voice survey that included 2,000 college students from 108 institutions which were conducted by Higher Ed and presented by Kaplan. According to Kaplan, 47% of students would rate the value of their education this year as fair or poor, 52% of students said they learned less this year, 23% of freshmen felt unprepared, 35% felt somewhat unprepared, and 47% of students said that cheating is common in online classes (Ezarik 1). Ezarik also points out that 46% of students felt like they are taking more time to complete online assignments (Ezarik 1). Donde Plowman, the chancellor of the University of Tennessee states “I heard repeatedly, I’ve had to work so much harder” from students (Ezarik 1). Ezarik implies that it’s easier to lose focus during online classes (Ezarik 1). Eight out of ten students found it difficult to concentrate during online classes but there are a few students who prefer online learning. According to Ezarik Student Watch research from the National Association of College Students found that students over the age of 35 were more satisfied with online learning (Ezarik 1). There are other worries that the pandemic added to college students. For example, Ezarik addresses that a student could not concentrate because her uncle had COVID-19. Two football players expressed the pressure they felt during the pandemic. They had worries of catching the virus and worries of having to meet academic requirements.

Students now worry more about their academic performance due to the pandemic. Students are now dealing with insomnia, longer assignments, depressive thoughts and worries about getting Covid 19. The pandemic made online classes a huge thing which caused more problems with students’ academic success. Students are learning less, unprepared and not concentrated. Students are feeling bored and having fears of failing. After doing this research there should be more programs to help college students get through this pandemic.

 

Works Cited

Babb, Stephanie J., et al. “Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being.” Adult Education Quarterly, vol. 72, no. 2, May 2022, pp. 140–57. EBSCOhost https://journals.sagepub.com/doi/full/10.1177/07417136211027508

 

Stevanović, Aleksandra, et al. “Higher Education Students’ Experiences and Opinion about Distance Learning during the Covid‐19 Pandemic.” Journal of Computer Assisted Learning, vol. 37, no. 6, Dec. 2021, pp. 1682–93. EBSCOhost, https://doi.org/10.1111/jcal.12613.

Mindy M. Kibbey. “Anxiety, Depression, and Health Anxiety in Undergraduate Students Living in Initial US Outbreak ‘Hotspot’ during Covid-19 Pandemic.” Taylor & Francis, https://www.tandfonline.com/doi/full/10.1080/16506073.2020.1853805.

Ventura-León, José, et al. “Depression, Covid-19 Anxiety, Subjective Well-Being, and Academic Performance in University Students with Covid-19-Infected Relatives: A Network Analysis.” Frontiers, Frontiers, 1 Jan. 1AD, https://www.frontiersin.org/articles/10.3389/fpsyg.2022.837606/full

What Worked and What Didn’t for College Students Learning through COVID-19, https://www.insidehighered.com/news/2021/06/21/what-worked-and-what-didn%E2%80%99t-college-students-learning-through-covid-19

Major Project 4

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Name: Nadiyah Alali

Professor: Rebecca Weaver

Course: ENGL1102

Date: 4/25/2022

Major project 4: People Fake

Fake people have been a big problem for workers, students, friends, and everyone. People are always not here for you. Also, fake people can be a big impact on you and everyone. Also, we have to talk about this issue because a lot of people got betrayed easily. And, that affected students which cause them to be depressed. And, this matters because people are being tricked. Being depressed as a student is a big thing. Not going to school because the depression is the worst thing. Also, being able to talk with others can affect your education environment. That can also cause to fail the classes and tests. So, fake people are the worst thing to have near you.

Having a fake friend can ruin your own self. Especially, when your fake friend is the closest friend, you have. Then, you have trust issues and you will hate yourself. Hating yourself is not good for your mental health and can affect/impacted you and your education environment. Also, you can lose more friends when your depression. Losing also can impact your life a lot more than you think.

Losing your friends can make feel that you are not good enough and you going to think that is why they left. And, that is not the reason that you are losing a friend. That reason is probably that you think that everyone is fake and that you can’t trust them anymore. But you wouldn’t think that was the reason. SO, you going to keep being depressed and you will lose more people except for the true friend and the true people who you have around you.
In conclusion, there are fake people around but you don’t know who is it until they show that they are fake. Also, people can affect your life a lot. And, you can lose your other friend except for the true friends and true people would not leave and they going to be here for you and that’s a true friend to be with. Also, fake can cause you to be depressed and lonely. So, be careful to not lose yourself and to not lose everyone.

Work Cited

How To Spot Fake People (And Ways to Deal with Them)

https://www.lifehack.org/900275/fake-people

Accessed May 4. 2021

friends quote that will give you thoughts about people you may have considered being your friend. https://www.currentschoolnews.com/articles/quote/fake-friends-quotes/

Accessed March 7.2022

. “Growing up means realizing a lot of your friends aren’t really your friends.”

https://www.quoteambition.com/fake-friends-people-quotes/

Accessed May 17.2022

Savage Fake Friends Quotes & Fake People Quotes.

https://willingtotakeactions.com/fake-friends-quotes-fake-people-quotes/

Accessed February 20.2022

That Prove Your Friendship is the Real Deal

https://hellorelish.com/articles/signs-of-real-friendship.html

Accessed Jun 30, 2021

Fake Friends Quotes and Fake People Sayings.

https://everydaypower.com/fake-friends-quotes/

Accessed Apr 7.2022

How Does Binge Drinking Affect the Academic Performance of College Students?

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Over the last half-century, heavy alcohol consumption has become a widespread practice of campus life, and it’s grown to involve up to half of the student population. As binge drinking habits increased, so did the concerns of administrators, faculty members, and other students. The effect that’ll be of particular focus is that of heavy alcohol consumption on college students’ academic performance.

There is plenty of research that proves the correlation between binge drinking and poor academic performance to be more than existent. For example, in the article “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies” by Michael Sullivan and Ed Risler, a study conducted by C.A. Presley, P.W. Meilman, and R. Lyera was referenced. In their study, Presley, Meilman, and Lyera found that students who consumed less alcohol performed better academically than students who drank more. A-students had 3 drinks a week on average, while D-students had 10 drinks per week on average (Sullivan and Risler 115). Naturally, it’s expected that findings like these would shift the behaviors of college students, and prompt administrators to take action. Instead, research proves quite the opposite.

Although poor academic performance has been directly linked to binge drinking, the notable lack of response from students and administrators sparked an interest in researchers. After confirming the notion that binge drinking does, in fact, constitute poor academic performance, researchers began shifting their curiosity to the more perplexing component of the issue: Why, after the numerous occasions where subpar academic performance has been linked to binge drinking, haven’t students changed their habits? Why haven’t administrators and faculty members handled the matter with a sense of urgency? These topics are ones that came to be deeply discussed in order to introduce possible solutions to the bigger issue at hand.

-taken by No Revisions, Unsplash.

taken by No Revisions, Unsplash.

In another study “Problem Drinking Among College Freshmen” done by doctors Mark J. Werner and John W. Greene, two questionnaires were given to freshmen volunteers to analyze their drinking habits, and deduce which students were at high risk for alcohol dependency. It was discovered that more than half of their volunteers claimed that they’d drunk heavily in the last thirty days, forty percent of which scored as high-riskers on the questionnaires. The interesting fact, however, is that more than seventy percent of the students whose scores indicated that they were at risk for alcohol dependency soon intended on joining a fraternity or sorority house (Werner and Greene 489). According to Werner and Greene, “students intending to join the Greek system are more likely to be frequent, heavy, problem drinkers” (Werner, Greene 491). It’s important to highlight that problem drinking is different from alcoholism. While they are similar in the sense that both consume unhealthy doses of alcohol and deal with negative effects, alcoholics are physically addicted to alcohol consumption, and problem drinkers are not.

 The habit of binge drinking on campus has led to many dangerous and chaotic situations, many of which have left students injured, in legal trouble, or even dead. Although this connection isn’t unbeknownst to university administrators and faculty members, they haven’t seemed to be taking serious action to stop these casualties from happening. According to Beth Mcmurtie’s article  “Why Colleges Haven’t Stopped Binge Drinking”, there are multiple reasons to take into account when discussing binge drinking in college. Campus culture and environmental pressures are some serious contributors to the issue (McMurtrie). McMurtrie explains how environments like local bars, for example, promote college binge drinking by luring students in with happy hours and discounts. And because the local bars aren’t affiliated with any colleges, nothing can really be done about it.

taken by Yasin Arıbuğa, Unsplash.

One campus culture that constitutes the issue of college binge drinking traces back to societies known as Greek-letter organizations. Founded in the 1700s, Greek houses were created by students as a form of escape from the rigidity of their academic environments.  In her article, “The Dark Power of Fraternities”, Caitlin Flanagan discusses the phenomenon of fraternity culture in relation to their excessive drinking habits. She asserts that there’s a concerning number of injuries, physical assaults, and sexual crimes that happen in fraternity houses while the perpetrator was under the influence of alcohol. Flanagan also introduces another possible reason as to why college administrators won’t take serious action to solve the college drinking issue. She claims that as fraternity houses became a popular part of campus culture, colleges grew to become more dependent on them. According to Flanagan, Greek Houses have advanced to assist universities with their admission, student retention, and housing rates, therefore becoming a valuable asset to the school (Flanagan).     

Though these unsettling results might depict college binge drinking to be a helpless matter, researchers also began to explore possible resolutions to the issue. In the article “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies”, Michael Sullivan and Ed Risler reinforced the findings of the previously mentioned researchers, including Werner, Greene, Presley, Meilman, and Lyera. Additionally, they present possible ways to apprehend the issue of college binge drinking. To do this, they first present three common methods of apprehension. The public health strategy suggests that reducing the availability of alcohol would lower consumption rates. The second apprehension strategy the authors present is the sociocultural strategy. This strategy suggests that rather than getting completely wasted, the use of alcohol should be promoted at legal and appropriate doses. The third strategy that Sullivan and Risler present is known as the disease approach. This strategy suggests that students who’ve been identified as having a predisposition to alcohol dependence should consider abstinence (Sullivan and Risler 116-117). While each strategy promises some level of success, Sullivan and Risler highlight that each of these strategies has its limitations. With regards to the public health strategy, the authors state that the interdiction of alcohol won’t curb heavy drinkers’ habits. Next, the authors claim that the sociocultural model will only be effective for a small percentage of students, since many of them displayed unhealthy drinking habits before they enrolled in college. Lastly, Sullivan and Risler debunked the disease approach because they argue that binge drinkers tend to be in denial of the fact that they have a drinking problem (Sullivan and Risler 117-118).

So, what are some effective apprehension strategies that don’t work only under certain conditions? This is where Sullivan and Risler’s ideas begin to align, almost identically, with the previously mentioned researchers. One common resolution strategy among the researchers is to create as much of a non-confrontational, collaborative, and social environment as possible. Indirect and empathetic approaches have proven to be the most successful apprehension strategies when aiding college students in moderating their drinking habits. By creating college communities that promote the moderation of, or even abstinence from alcohol consumption, researchers are hopeful that the issue of binge drinking in college students will someday be solved.

 

                                                 Works Cited

Werner, Mark J. M.D., Greene, John w. M.D. “Problem Drinking among College Freshmen.” Journal of Adolescent Health, vol. 13, no. 6, 1992, pp. 487-492. ScienceDirect, https://doi.org/10.1016/1054-139X(92)90012-Z

Sullivan, Michael, Risler, Ed. “Understanding College Alcohol Abuse and Academic Performance: Selecting Appropriate Intervention Strategies.” Journal of College Counseling, vol. 5, no. 2, 2002, pp. 114-123. https://doi.org/10.1002/j.2161-1882.2002.tb00213.x

Flanagan, Caitlin. “The Dark Power of Fraternities.” The Atlantic, Mar. 2014, https://www.theatlantic.com/magazine/archive/2014/03/the-dark-power-of-fraternities/357580/

Mcmurtie, Beth. “Why Colleges Haven’t Stopped Binge Drinking.” The New York Times, 14 Dec. 2014, https://www.nytimes.com/2014/12/15/us/why-colleges-havent-stopped-binge-drinking.html

 

 

  

Project 4

Posted on by

Axel Gordillo

 

Professor Weaver

 

English 1102

 

April 25, 2022

 

Inclusive teaching and its importance

 

It’s not uncommon to know that some students may feel excluded when it comes to school, whether it be because of their religion, sexual orientation, or even a disability. This issue is a direct result of some schools not doing enough to make students feel more included. The focus and purpose of this research are to explore the importance of inclusive learning/teaching, and the possible effects that it can have on students. Implementing inclusive teaching and its practices is important because it makes students feel as if they belong which is critical to their success, as more students with disabilities enter college it is needed even more, and because it helps students perform academically better.

 

First, to understand the importance of inclusive teaching one must know the definition. Viji Sathy and Kelly A. Hogan describe it perfectly in their article, “How to Make Your Teaching More Inclusive: Advice Guide” as, “…embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion — as an asset (1).” Their research asks questions and answers them in a way that can help people get a broader understanding of this topic. They also give tips on how to implement these strategies in classrooms. Overall, Sathy and Hogan encourage teaching practices that are more suitable and cater to a wider range of students, those who are generally from groups that have been marginalized. Because old methods of teaching do not cater to all kinds of students, it is important to figure out creative ways to include everyone. Making every student feel like they have a sense of belonging in school is critical to their success. It is also important to note that as more students with disabilities enter higher education institutions, the need for inclusive teaching practices is needed now more than ever for them. Besides making students feel more included, inclusive teaching practices have been shown to help students academically.

 

To give an example of what could happen when there is an absence of an inclusive environment in the classroom, a student with a shy demeanor walks into a class and is asked a question. They give the wrong answer to the question and the instructor makes no effort to reassure the student. Next time the student is asked a question they will simply not answer and remain quiet because they will feel as if that is the best option. The absence of inclusive teaching practices such as reassurance can diminish a student’s confidence in the classroom. This issue can also affect a student’s self-esteem as well as their motivation and success. Situations like this and many others highlight the importance of inclusive teaching and its practices. Inclusive teaching helps us develop a feeling of belonging that is pivotal for success. According to Bryan Dewsbury and Cynthia J. Brame, in their article, “Inclusive Teaching” (published in CBE—Life Sciences Education) states that self-efficacy is a direct result of inclusive teaching practices like making a student feel as if they belong (1). Self-efficacy can be described as the belief in one’s ability to execute a plan in order to reach a goal. Furthermore, this value of self-efficacy improves confidence not only in the classroom but in the workplace or even at home. This outcome is important as inclusive teaching makes society more culturally diverse and productive when everyone can feel confident enough to put their talents to use (2). Maximized participation and an outgoing attitude are just some of the helpful effects that come out of putting inclusive teaching practices in place.

 

On a separate note, Anabel Moriña, a professor at the University of Seville who researches special education in higher education states in her article, “Inclusive education in higher education: challenges and opportunities” (published in the European Journal of Special Needs Education) that the number of students with disabilities attending higher education institutions increases every year (4). This increase is significant because the plans put in place to help students with disabilities are insufficient (5). They do not fully help make students feel accepted. Not only this, but students with disabilities are more likely to be discriminated against. Because of this, the rates at which disabled students drop out of these institutions are drastically higher than those without disabilities. For that reason, it is key that more inclusive practices are introduced to keep students in school. Introducing these practices will also provide equal opportunities for students where they can all develop their abilities and accept and understand diversity. Another reason for the importance of inclusion is that some disabled students feel as if they have to work twice as hard as able-bodied students because they have to handle both their education and disability. Implementing inclusive strategies like cooperative learning, independent practice, and getting to know students in a way where one might better understand their situation can give them some much-needed relief by taking that huge load off their backs. Some may argue that implementing these practices will only benefit students with disabilities, but in fact, non-disabled students will also benefit because these inclusive practices improve the classroom environment and thus the university itself (12). This is because students with disabilities are adaptable because they’ve had to deal with their disability their whole lives, which demonstrates their resilience. These characteristics, which are honed through inclusive teaching, teach students their worth and help them become valued members of society.

 

Lastly, Inclusive teaching is important because it provides all students with a more quality education that will see them perform academically better. When students are in an environment where they are all accepted and valued, it motivates them to work to their full capabilities. In their article, “Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature” (published in the journal, Education Sciences), Ayse Kart and Mehmet Kart, two professors from Ohio State University, demonstrate studies that students in inclusive teaching environments outperformed those in regular teaching environments (4). This research shows that there is a direct correlation between academic performance and inclusive teaching. Apart from this, students with disabilities in inclusive environments perform academically better in the sense that they develop better cognitive and motor skills. Performing academically better is an important result of inclusive teaching because it shows that students have the drive to succeed, which can help them in the future.

 

In the end, this research can explain why inclusive teaching practices in higher education classrooms are so important. These practices help students develop characteristics and skills, which can influence better environments for everyone as well as help them later when they graduate college. Inclusive teaching creates a better more understanding and accepting society, which is what everyone should strive for because when everyone can feel included, everyone can contribute.

 

Works cited

Dewsbury, Bryan, and Cynthia J. Brame. “Inclusive Teaching.” Lifescied, CBE—Life Sciences Education, 26 Apr. 2019, www.lifescied.org/doi/full/10.1187/cbe.19-01-0021.

Moriña, Anabel. “Inclusive Education in Higher Education: Challenges and Opportunities.” Taylor and Francis Online, European Journal of Special Needs Education, 23 Dec. 2016, https://doi.org/10.1080/08856257.2016.1254964.

Moriña, Anabel. “Inclusive Education in Higher Education: Challenges and Opportunities.” Taylor and Francis Online, European Journal of Special Needs Education, 23 Dec. 2016, https://doi.org/10.1080/08856257.2016.1254964.

Stay, Viji, and Kelly A Hogan. “How to Make Your Teaching More Inclusive: Advice Guide.” Chronicle.com, The Chronicle Of Higher Education, 22 July 2019, https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/.

Should Community college be free?

Posted on by

Moe Eh 

Professor Weaver 

ENGL 1102 

25 April 2022 

“Should Community College be Free?” 

What is a community college? Community colleges are publicly supported low-cost public colleges. The highest degree you can get at a community college is an associate degree. In today’s world, people are easily judged or rated depending on their college degree. Higher education or degree means higher salaries and employment. The purpose of this research is to see will free community college give students a better chance for success after graduation.  

Free higher education has become a major policy discussion over the past few years. Many famous political figures such as Bernie Sanders and Hillary Clinton have been debating whether colleges should be free. In the article “Who would benefit most from free college?” Matthew M. Chingos discusses that both politicians want to help students with college, but some people are going to benefit more than others. The article mentions how Hillary Clinton criticized Bernie Sanders’s free college proposal as a giveaway to wealthy families and it is not helping the low-income families.    

Students who struggle to pay their bills and tuition are most likely to drop out of college or have a challenging time focusing on class. Most low-income students started college at community college, which gives them less worry about the tuition price, and most of the time their financial aid covers the cost for them. If the community college is free for everyone, low-income students would have less worry about the cost and students would be able to focus more on their studies rather than worrying about how they going to pay for their tuition. The article, “The Impact of Free Community College” by Forbes states, “Results from the Kalamazoo Promise program—a local college promise program—shows a 25 percent increase in the likelihood of a student earning a bachelor’s degree.” This means that free community college increases the chance of students earning their degrees. Another article, “The Effect of Tuition-Free Community College” by Christopher Lau states, “I find that free community college increases enrollment by 26 percent, welfare for all students, and degree completions by 20 percent.” This shows that if community colleges are then more students will attend and that means more college graduates. College graduates are good for the economy because they are most likely to be employed by big companies. This is due to their skills and education.   

Conclusion 

The goal of this study is to see how a free community college can give graduates a greater opportunity to get the following jobs or graduate on time. Over the last few years, free colleges have become a major procedural consideration. Many well-known politicians, such as Bernie Sanders and Hillary Clinton, have debated whether colleges should be free. Hillary Clinton regarded Bernie Sanders’ proposal for free college as a gift to wealthy families, and the depressed-gains classifications are not allowed. Students who are struggling to pay their bills and continue their education appear to drop out of school or have a questioning opportunity focused on class. Free community college increases enrollment and helps students get their degrees.  

Citation  

Whistle, W., 2022. The Impact of Free Community College. [online] Forbes. Available at: <https://www.forbes.com/sites/wesleywhistle/2021/03/30/the-impact-of-free-community-college/?sh=2cff30b04bdf> [Accessed 25 April 2022]. 

Federal Trade Commission. 2022. The Effect of Tuition-Free Community College. [online] Available at: <https://www.ftc.gov/reports/effect-tuition-free-community-college> [Accessed 25 April 2022]. 

Chingos, M., 2022. Who would benefit most from free college? [online] Brookings. Available at: <https://www.brookings.edu/research/who-would-benefit-most-from-free-college/> [Accessed 25 April 2022]. 

Project 4.

Posted on by

Nebyou Tesfaye

 

Professor Weaver

 

English 1102

 

April 24, 2022

 

The correlation of professors and inclusive teaching and its effects on college student success.

 

Introduction 

     Throughout history the act of learning a new skill and ability is always followed by the act of teaching that skill for the next generation. But the way we teach and learn hasn’t changed and it’s starting to affect our youth. The goal of this research project is to show the effects that professors have on college student’s success. From this source and others, this research text is intended to provide insight on how one teacher can impact a student’s life by introducing a new method of teaching.

 

Discussion

     As time goes on teachers that teach in the standard way of note taking might work for a good portion for students, others experience something called the “curve”. The curve is basically when people with higher or lower IQ’s get the same work as everyone else as are expected to work at the same pace. This usually starts very early from elementary to middle school. After this the smarter ones feel as if putting the bare minimum is enough to pass and then the ones who can’t catch up need more help or they risk failing. People believe this might be one of the reasons people don’t look forward to school, they see it as unnecessary and just work to do and over time their view becomes pessimistic. This also indicates a cycle that flows over on social media. This absence of wanting to learn poses a wall on students, especially when they are adjusting to the real world and can also spread this negative view after adulthood. Now this can be noticed but a lot of adults have chalked this up to this being a phase or kids being lazy. This is why a good teacher is crucial for students who are exposed to the normal, wake up, get dressed, go to school, spend some time writing, listening and go home and finish homework kind of routine.  They have experience in this, and experience is important to draw a connection . In the article “Why Do So Many Students Hate School ” it states that some teachers don’t know what they’re doing and the information that they receive isn’t always things they like. And the impression the teachers have on students will vary,  good or bad. Now this isn’t to say they shouldn’t learn about things that doesn’t involve them, but they should at least be presented in a way that can interest them instead of the normal lecture, notes and homework deal. Aditya Shukila talks about this in her article “Why Fun, Curiosity & Engagement Improves Learning: Mood, Senses, Neurons, Arousal, Cognition” dopamine is released with an increased improvement with mood which helps students learn easier. It has also been proven that a negative mood closes your attention span, while a positive one opens it wider.

 

     In the article “Inclusive teaching”, Bryan Dewsbury talks about how instructors can develop self awareness about theory teaching methods with interactions. Communication also improves teaching, but is also amplified when concerning inclusive teaching as it is focused on the students specific weaknesses. This can give the student reassurance that the teacher is there to help them and not merely to look over them and also improves the relationship from teacher to student. This can be done in many ways including tutoring and comments on the students’ work. The student should not rely on the teacher per say, but should receive some aid when they make a mistake on an assignment. This communication lets the student improve upon themselves and teaches them that it is ok to reach out so they can develop communication skills themselves. This method also promotes the students to communicate with their peers and work together on projects and assignments and develop teamwork skills and also help cultivate leadership skills that will aid them in the future. This method has already been implemented in stem fields and other areas.

 

Work cited page

 

Why Do So Many Students Hate School? – Salarship

Brunner, Nathan. “Why Do So Many Students Hate School?” Salarship, 29 Nov. 2021, https://salarship.com/article/hate-school/. 

 

Why Fun, Curiosity & Engagement Improves Learning: Mood, Senses, Neurons, Arousal, Cognition – Cognition Today

Shukla, Aditya. “Why Fun, Curiosity & Engagement Improves Learning: Mood, Senses, Neurons, Arousal, Cognition.” Cognition Today, 23 Aug. 2020, https://cognitiontoday.com/why-fun-improves-learning-mood-senses-neurons-arousal-cognition/. 

Inclusive Teaching – PMC (nih.gov)

Dewsbury, Bryan, and Cynthia J Brame. “Inclusive Teaching.” CBE Life Sciences Education, American Society for Cell Biology, June 2019, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7058128/.