After high school, nearly 66.2 % of high school students in America immediately attend college, university, or some type of higher education. In recent years, prices of college tuition have skyrocketed making it increasingly difficult for students of low to middle-class families to afford. However, while college tuition prices continue to rise, financial aid available at the state and federal levels continue to stay the same or even decrease. This discrepancy in the system results in students not being able to attend colleges of their dreams or graduating with years of loans piled up.

For several years students have filled out the Free Application for Federal Student Aid to earn college aid which is based on several factors including parent’s income, student’s income, and assets. This form is the primary source for the government to issue scholarships and grants to students with a limited budget for college. However, over the years this system has proven to be very ineffective. This five-page and 127 question form “is slightly longer than the IRS Form 1040 and substantially longer than forms 1040EZ and 1040A” (Dynarski and Scott-Clayton, 109). For typical households, this form is extremely long and more complicated than federal tax returns. Complexity in this form has caused several students deserving of aid to forgo potential scholarships by not filling it out because they are not able to navigate the form. As shown by Jennie Crucet in Taking My Parents To College, first-generation students don’t have support from parents to fill out these forms and must navigate it themselves. 

The complexity in the FAFSA “arises from efforts to precisely measure a student’s ability to pay for college” (Dynarski and Scott-Clayton, 119). To determine if this was accurate Dynarski and Judith performed a study to determine the effectiveness of each section of the FAFSA by emitting sections of the profile and determining how that impacts the money granted to families. They were interested in seeing if the length of the form was truly beneficial in giving a proper in-depth analysis of a student’s financial situation. Using the National Postsecondary Student Aid, the authors studied 56,440 undergraduate federal aid applicants and computed student’s expected contribution with student’s adjusted gross income, other income, subtracting a few allowances, and applying a 50% assessment rate. These “predicted aid values were extremely close to their actual values” showing how the extra sections of the FAFSA form are not needed. (Dynarski and Scott-Clayton, 122) Through their research, they found that “only a handful [of questions] have any substantial effect on the distribution of student aid” (Dynarski and Scott-Clayton, 120).

Besides the complexity of the form, the percentage of students attending college increased, and thus as money is being spread over a wider range of people, fewer people are getting sufficient aids. While this is impacting several classes and ethnicities of people, students from middle-class families are taking a substantial amount of the impact. Since students from high-class families can cover most of the tuition from out-of-pocket money and students from low-class families are a priority in aid, it creates a system where students from middle-class families are not able to pay. They are told by the government they can afford college although, in reality, most middle-class students can not cover tuition for top-tier colleges with expensive tuition costs. In the article Trying to Climb a Broken Ladder, Clark describes how more students require financial aid as a result of skyrocketing tuition prices. Clark also discusses the “mysterious” way funds are distributed as there is no structure or conventional method. She specifically covers how students lucky enough to get acceptance into top-tier colleges must give up their seats as the government overestimates what their family can pay as a result of insufficient funds.

Federal aid and grants hold several disadvantages for middle-class families. The middle class takes up nearly half of the American population while some are on the border of the low-middle class. While grants and aids were created to help lower-income families send their children to college, they often neglect families on the other side of the cut-off line. Zaloom describes how this system is creating a barbell structure where lower-income families receive aid and upper-income families can cover costs from their own pockets leaving middle-class families too rich for aid and too poor to afford college. Currently, the FAFSA is ineffective but the system can be fixed by shortening the FAFSA and redesigning the questions to be concise and effective. While these are only the initial issues of college tuition and funding, they are necessary problems to fix to allow more middle-class students to go to college without excessive financial troubles.

Sources

Dynarski, Susan M., and Judith E. Scott-Clayton. “Complexity and Targeting in Federal Student Aid: A Quantitative Analysis.” NBER/Tax Policy & the Economy (University of Chicago Press), vol. 22, July 2008, pp. 109–150. EBSCOhost, doi:10.1086/651217.

Clark, Kim. “Trying to Climb a Broken Ladder.” U.S. News & World Report, vol. 145, no. 6, Sept. 2008, pp. 65–74. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=bth&AN=34274790&site=eds-live&scope=site.

Caitlin Zaloom. Indebted : How Families Make College Work at Any Cost. Princeton University Press, 2019. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=2043376&site=eds-live&scope=site.

Crucet, Jennine Capó. “Taking My Parents to College.” The New York Times, The New York Times, 22 Aug. 2015, www.nytimes.com/2015/08/23/opinion/sunday/taking-my-parents-to-college.html.

Lejla Alijevic

04/27/2021

Prof. Weaver

English 1102 Section 400

Research Paper

Do children prefer to stay in contact with their parents when they start off to college?

For 12 years, kids go to elementary, middle, and high school looking forward to their high school graduation. High school graduation is an important event for kids to take the next step in their career. It is the purpose to see or figure out what is their academic self. For 12 years, kids live with their parents with their caring, support, and advice. After high school graduation, it is common for kids to go live in a dorm but do parents still stay in touch? Do children still need the caring, support, and advice after moving out of their houses?

In their article, “Staying Involved in Your Teen’s Life Without Becoming a Helicopter Parent” in Children’s Hospital of Richmond at VCU (2018), Leslie A. Kimball, shared how parents feel, “As parents, we love and worry about our children from the moment they’re born. As they grow into adolescence, their academic and social lives become more complicated and competitive” (1). Students are needed to have parents in their life but not as a helicopter parent as Kimball is trying to explain in her article. Parents need to prepare their children for the future by being present, not overbearing or intrusive. It is their responsibility to let their children have failure and use it as a lesson. You want to let them figure out how to get back up.

When it comes to starting in college, kids are excited to live in the dorm without hearing their parents giving them chores and others that can be listed. There are multiple things that they are looking forward to, considering they want their freedom. Sometimes they do not understand the importance and reality in their term of “freedom”. If an issue involves immediate safety concerns, it is a suggestion for parents to step in. Kimbell in fact shared tips for parents that were given to keep support and allow children also to keep each other in touch. The tips are, “Focus on relationships, identify and highlight strengths, address skill deficits, set realistic expectations, and listen and be curious” (Kimbell, 1).

Helicopter parents in my term mean parents being overprotective and not finding the right balance to encourage in their children’s lives. It denies children of developing critical thinking skills, resiliency, and stress management. Parents have a huge impact on their children’s lives from early adolescence well into adulthood. If parents are overly involved in their child’s life, it can have the opposite effect and harm them in the end. It is not what children would look forward to after high school. Parental involvement is necessary for a child’s life, but helicopter parenting is ultimately harmful because of the controlling style that can damage the relationship.

Written by Chloe Bennett, “What Is Helicopter Parenting and Why Is It Bad?” in News Medical Life Sciences (2018), reported “College students who reported that their parents were actively involved in their school work, or created very structured environments during their youth, were more likely to have depression and anxiety as an adult, and were less perseverant” (1). Her main point offers the reader to understand the reality that being a helicopter parent varies differently depending on one’s social status. It is very common for college students to suffer from depression and anxiety. This shows how it is important for both children and parents to understand on how to make a difference in the issues and be supportive in the future or now. It is never too late to feel connected with your children to keep in contact as a friend under the title of a mom or dad.

In my belief with research, children want to have their parents keep in contact after high school when they do not know it. At the same time, they can make their decision on whether to keep in touch or not depending on what role their parents decide to take. “Helicopter parenting can influence not only the psychological well-being of children, but also their social behavior” (Bennett,1). Our overall goal is to improve students’ academic success. It is the purpose to encourage children to explore careers that will best suit his or her interests and strengths. Children want a positive energy from their parents. It is a feeling they desire the most, for parents to believe in their children without being a pushy and overwhelming parent. If you are reading this paper and is a student, would you like to stay in contact with your parents after high school dealing with your academic? For you to think about the pros and cons and list base of what this paper shared. It is to see what role your parents have been throughout the whole 12 years in your life. “It is not what you do for your children, but what you have taught them to do for themselves, that will make them successful human beings” was said by Ann Landers.

Sources:

Bennett, Chloe. “What Is Helicopter Parenting and Why Is It Bad?” News Medical Life Sciences, 23 Aug. 2018, www.news-  medical.net/health/What-is-Helicopter-Parenting-and-Why-is-it-Bad.aspx. 

Kimball, Leslie A. “Staying Involved in Your Teen’s Life without Becoming a Helicopter Parent.” Children’s Hospital of Richmond at VCU, 7 Dec. 2018, www.chrichmond.org/blog/Staying-involved-in-your-teens-life-without-becoming-a-helicopter-parent.

Leyla Ahmic

ENGL 1102 Section 400

April 27, 2021

Research Project

            “What percentage of first-generation college students graduate from college?”

            The United States is home to a large number of first-generation college students. A lot of first-generation students in the nation struggle with getting a college education. Those who do make it to college, have a hard time staying in college and graduating. This is due to a lack of resources, motivation, and financial aid. After reading “Taking My Parents to College” by Jennine Capó Crucet and “I’m One of the First in My Family to attend College. Here’s how I did it.” by Ronnie Estoque, it is clear that a lot of first-generation students are not provided with sufficient information regarding how to make the transition to college, nor are they given enough resources on how to financially support themselves so that they are able to graduate from college.

According to “National Data Fact Sheets.” Center for First-Generation Student Success, in the school year 2015-2016, 56% of undergraduate students in the United States were first-generation students, and 59% of those students were the first of their siblings to go to college in the United States. (National Data Fact Sheets) Center for First-Generation Student Success states that 89% of low-income first-generation students leave college without a degree in six years. More than a quarter leave after their first year, which is four times higher than their other peers. (National Data Fact Sheets) First-generation students are not provided with the right resources to help them with their college education, or they are not aware of what resources exist for them to use. “Factsheets.” PNPI, 1 Feb. 2021, states that “First-generation students demonstrated lower rates of college readiness in key academic areas compared to their non-first-generation peers. This put them at a higher risk of failing out of college.” (PNPI 6) According to PNPI, 1 Feb. 2021 first-generation students also have a lower average household income and more unmet financial needs than their peers whose parents attended college. (PNPI 6) These factors make it harder for first-generation students to stay and graduate from college. Center for First-Generation Student Success states that “In their first year in postsecondary education, a higher percentage of first-generation than continuing-generation students used financial aid services, but lower percentages used health, academic advising, and academic support services.” Most first-generation students’ main concern is financial aid. The majority of first-generation students are not able to attend college or stay in college because of financial reasons. Although it is important that first-generation students are seeking out sources that help them financially, it is also just as important that they seek academic advising and academic support services.

            For many first-generation students, English is not their first language. According to PNPI, 1 Feb. 202, about 20% of first-generation students’ first language is not English, which makes it even more complicated for them to stay and graduate from college. In the article, “I’m One of the First in My Family to attend College. Here’s how I did it.” by Ronnie Estoque, he lists overcoming language barriers as one of his pieces of advice for first-generation students. Estoque explains how parents of first-generation students have a hard time understanding why their child needs to see their tax reports. This is due to language barriers and miscommunication between both the parents and the students. In Estoque’s article, Andy Huynh describes his experience of applying for a FAFSA with his Chinese-speaking parents. He says that he wishes that more support was offered to students who don’t know how to translate and explain the importance of the FAFSA to their parents who might not speak English. (Estoque 15)

            In Estoque’s article, he also explains that maintaining motivation is important in achieving a college education. Naturally, every student who attends college will experience a lack of motivation in their studies sooner or later. When someone is a first-generation student though, one may experience a greater lack of motivation due to worries regarding financial stability and other academic support. Many first-generation students do not finish college because they feel as if they have a better chance of getting a job instead of spending their money on a college education. Seeking out financial aid as a first-generation student in the US at such a young age can get very overwhelming for students, which leads to them feeling even more unmotivated and very discouraged to continue going to school. In the article on PNPI, 1 Feb. 2021, a study at Pell Institute was conducted and showed that the average amount of unmet financial need for first-generation students was $6,000, half of their average annual income. Because of this, first-generation students had to work more and borrow more than their peers, leading to “negative consequences for college completion.” (PNPI 6) As Estoque states in his article, a lot of people view first-generation students as having a greater advantage over the college admissions process because of their struggles. (Estoque 7) Estoque encourages readers to not let that bring them down and to transform that into self-motivation.

            The number of first-generation students who aren’t graduating from college is higher than their other peers because of reasons like financial aid, lack of motivation, and lack of academic resources. First-generation students have to figure out everything on their own which can be tough and discouraging considering factors like financial aid and language barriers. More resources and more help need to be provided to first-generation to help them succeed in college, and furthermore, succeed in life after college.

Sources:

“Factsheets.” PNPI, 1 Feb. 2021, pnpi.org/first-generation-students/. 

“National Data Fact Sheets.” Center for First-Generation Student Success, firstgen.naspa.org/research-and-policy/national-data-fact-sheets-on-first-generation-college-students/national-data-fact-sheets. 

Estoque, Ronnie. “Student Voices: I’m One of the First in My Family to Attend College. Here’s How I Got There.” The Seattle Times, The Seattle Times Company, 2 Aug. 2017, www.seattletimes.com/education-lab/student-voices-im-the-first-in-my-family-to-attend-college-heres-how-i-got-there/. 

Young Ahn

English 1102

4/27/2021

Research Paper

 As we live in the advanced era, the level of consciousness of people has changed, also the living environment is changing accordingly. Along with this, the method of education is diversifying, online education, where students can study according to a student’s schedule without the time and free from the limitations of time and place without restrictions. What are the pros and cons of studying online? I want to summarize the results of browsing sources.

 In our changed lives, the way of education is also changing. In the past, students were permitted a choice by attending only one designated place at one specific time to receive an education. Still, nowadays, receiving an education is more diverse, and by allowing the student to meet the students’ schedule at the desired time and the way they want. A sudden outbreak of Corona 19 in 2019 left people isolated, and it is imperative for online education to be reorganized with a number of learning programs or as a safeguard against reactivation of the pandemic. With the increasing access to online education under the pandemic, there must be some downside to it as well.

 Bentley stated that “And again proving that necessity is the mother of invention, two U.S. universities, Duke and New York University (NYU), with Chinese campuses closed due to COVID-19, in only a few weeks moved their courses online so they didn’t have to cancel the whole semester.”(Bentley 33-36) With the outbreak of Corona 19, Duke and Cornell University said they were able to save classes that are reaching the end of it by quickly closing campuses for Chinese students and shifting them to online. In other words, if there was no school’s quick response, the few lessons could not be completed and could be delayed. This article by Kip is asking questions about how COVID-19 could spread in the United States and its impact on schools and students. As a solution to these emergencies, he has limited some countermeasures, saying that using a variety of programs, for example, students should use a learning management system such as Blackboard and Canvas, to support students whose classes can move online and to strengthen their capabilities.

 Online education, which seems to have only the positive side, also has negative sides as well. Jordan Friedman, an independent journalist based in New York, writes about higher education and is currently responsible for content marketing for US news, claims that only 60% of students who switch to online education say they are ready for this change. 64% of students showed a negative view of online learning, which requires self-management. After starting online school, various problems such as a learning gap due to non-face-to-face learning have occurred. It means that students are not ready to switch to pivot yet. It is unlikely that students will be able to stop their studies just because a sudden crisis struck, so it will have to be resolved through constant support from the school.

 (Mayer) “A college degree is often viewed as a key step toward better employment and higher earnings. Many community college students, however, never graduate and cannot reap the financial benefits associated with a college degree.” (Mayer) Lack of rigorous evidence regarding the effect of financial aid on graduation rates and employment outcomes. Research suggests that interventions offering financial assistance can improve students’ academic progression in some instances in the short term. Still, we know very little about the long-term consequences of such interventions. The higher your level of education, the better your income and life will be. Generally, this means that the time and effort invested in obtaining an education cannot be guaranteed. However, as our life spans increase, the period during which we are employed becomes longer, and the quality of life does become more secure. The chances of getting a job are enhanced if you earn a bachelor’s degree since the vast majority of jobs in the United States will still require a two-year degree or higher.

 A college education is absolutely necessary to increase one’s value and enjoy financial freedom. Many students invest their time and money in studying, but only a small number of students reach their coal. According to this journal( Mayer & Patal & Gutierrez 1 “Year Degree and Employment Findings From a Randomized Controlled Trial of a One-Year Performance-Based Scholarship Program in Ohio.”), 66.6% of students admitted in 2003-2004 did not receive a degree even though they spent six years in college. Thus, even low-income families must earn a degree to increase their income. It implies that studying is not the only way to achieve financial prosperity and academic success.

 The CNN writer Anna Bhaney covers investments and real estate, focusing on Bitcoin and traditional, alternative, and real estate markets, explaining why it is still necessary to continue studying despite these difficulties. In her article titled, “College graduates earn $30,000 more per year than people with only a high school degree.“ The average college graduate earns $78,000 a year compared to the $45,000 earned by someone with only high school education, according to the analysis. That’s a 75% premium, or more than $30,000 a year.” As such, she says, although it indeed takes a lot of money and time to get a degree, in the long run, the benefits outweigh the cost. The overall value of the degree continues to rise, she explains, and the time and effort spent earning a degree will be rewarded over time.

 The research is based on the study of COVID-19, which has hit our society this time. This study also included schools that were in crisis. It explains the reality we have come across and offer various ways of dealing with the pandemic crisis, as well as the challenges that arise with it as we try to convert the study method to online while still remaining true to the idea of adapting to it and explaining why we should pursue it. Through this, we learned the reason why the educational method we will receive in the future is to be pivoted online, and accordingly, we learned a lesson that no matter how hard it is, we should not stop educating ourselves.

Cited:

Bentley, Kipp. “Is the Coronavirus a Watershed Moment for Ed Tech and Online Learning?” GovTech, GovTech, 10 Mar. 2020, www.govtech.com/health/is-the-coronavirus-a-watershed-moment-for-ed-tech-and-online-learning.html.

Friedman, Jordan. “Tackle Challenges of Online Classes Due to COVID-19.” U.S News, May 4 2020, https://www.usnews.com/education/best-colleges/articles/how-to-overcome-challenges-of-online-classes-due-to-coronavirus

Mayer, Alexander K.1, alexander.mayer@mdrc.org Patel, Reshma2 Gutierrez, Melvin2. “Year Degree and Employment Findings From a Randomized Controlled Trial of a One-Year Performance-Based Scholarship Program in Ohio.”   2016 https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=88&sid=49f53bca-e04b-4ce6-8cff-389e4166f16f%40sdc-v-sessmgr01

Bahney Anna CNN Business. “College Grads Earn $30,000 a Year More than People with Just a High School Degree.” CNN, 6 June 2019, https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=88&sid=49f53bca-e04b-4ce6-8cff-389e4166f16f%40sdc-v-sessmgr01

Why are we required to take classes that do not pertain to our degree? Are core curriculum classes effective or are these classes another way for colleges and Universities to receive more money?  This question is asked more often as students gain interest in attending college. Having just finished high school and completing English, Math, History, and the list goes on, what would be the reason to start over? These are legitimate questions, and although I am not a fan and I feel as though these classes are redundant, the answers I found while doing my research, these classes serve a purpose. Hopefully, my research will give insight into the reasoning behind it.

 The average person entering college has many emotions and those emotions range from anxiousness to anxiety, but nevertheless, they are excited to begin the learning. They take those first steps onto the campus, eager to meet friends and begin studying, so that their careers can begin. However, this is not what is going to happen during the first year. The core curriculum rears its head and delays the start of those classes that many are so ready to delve into. When a student chooses a major that they wish to pursue, they see themselves selecting classes that fall under the scope of their degree. When their plans are rerouted, they become disappointed and sometimes discouraged.  Most college students believe that courses unrelated to their major are a complete waste of time and considered busy work. Their concerns are valid, but research shows that core classes are common and play more of a significant role than students are aware of.        

 According to the University system of Georgia “General Education courses are designed to teach diverse skills that every person should master, in order to lead a productive life, became a knowledgeable citizen and communicate ideas as a useful member of society, regardless of their chosen course of study”.  Research shows that general education courses are not problems within themselves, but the lack of information given to students about why they are required to take them brings about the conversation. English, Perspectives, Psychology and College Algebra fall under Core classes or sometimes referred to as general Education courses. These classes are required to be completed and passed, which determines a student’s ability to progress to the next phase in your specific major. These specific classes as do all others, has a certain number of credits associated with them and are included in the total number needed to receive a degree.

There are different phases within the Core curriculum and those are Pure distribution, pure integrative. The Pure distribution curriculum is that of which colleges most commonly use, and that most are familiar with. These are those that schools require before a student can move forward. Requirements such as two Science, two writing and two math courses. The pure integrative curriculum puts more emphasis on how the student will be able to use this knowledge and or skills in different areas of life. There are colleges that use one of the curriculums and then there are colleges that use both within their school to give the students more of an advantage. Research shows that students respond better to the pure integrative curriculum because it is not as restrictive. It allows the students to think beyond the present and focus more on the future and how they can become a beneficial participant.

 Recent studies have shown us that the majority of freshman entering college need to revisit courses they completed their last year in high school. This is not done as a form of punishment but because history has indicated that some were not correctly prepared in their Senior year of high school. Due to time constraints placed on academics in high school, the courses are generally taught but not to the point that a true foundation was built. Having the students polish up on past subjects and introduce them to new subjects, gives them the chance to use the new skills in relation to courses that pertain to their major. The process can be tedious and sometimes frustrating but when students realize that taking classes such as Psychology, economics and even Liberal Arts can assist them in other aspects of learning, it might make the process easier.

 In Eliza Macknight’s explanation on why General education courses are beneficial, she states that “GenEd classes are an effective way to force students to expose themselves to subjects they might not be familiar with”. (Macknight(par.3) Being required to enroll in General education classes offers students the opportunity to tap into an area of their brain that makes them think outside the box. Not confine themselves into thinking that there is only one aspect of a certain career based on the degree they are pursuing. These classes have a increased probability of expanding their aerial view of what life has to offer.  Macknight also believes that having the chance to take these courses, can assist students in uncovering or rediscovering interests that were put on hold while searching for a career path. Macknight also states that “ Gen Eds serve as a gateway to becoming a well-rounded individual and enlightened citizen”.  Macknight explores the option of undeclared majors and begins the discussion on how using this time to take classes that fall under GenEd can be helpful in this instance as well. Although some students want to enter college straight out of high school, some are unsure what career they wish to pursue. Macknight suggest using this time to get your feet wet and see what subjects interest you.  This statement holds truth in my opinion because being introduced to information that you may not have been privy too, can alter or even change how you see you future unfolding.

 In Apurva Shrestha explanation, she argues against General Education. The issue is not whether taking these classes is right or wrong because circumstances are different. The issue becomes should it be mandatory for all students and if so, why? Apurva feels as though general education classes should not be mandatory for college students, and that they should only be available to those students wanting or based on need. By based on need meaning that maybe they did not do well on the college entrance course or for those students who feel they could benefit from a refresher course. She is also one that believes that these courses are implemented for the college and Universities financial gain.  After researching, I found that many students based on a poll, had the same feelings. Shrestha’s reasoning behind this is that regardless of the type of business many view institutions for higher learning to be, it still falls under the business category, and money is needed to run a business. Shrestha makes an interesting point that challenges those who feel these classes are needed. Those who are pro general education classes state their reasons to be that taking these classes, has the ability, to develop a well- rounded student and or expose them to areas that they would not otherwise visit. Shrestha’s rebuttal is that how would an institution know who is well-rounded and who is not. How do you identify those who have been exposed to different cultures and or different environments based on a college application? This is the main reason why Shrestha feels that general classes should not be mandatory. The answer to these questions seemed to be based on assumptions and not facts.

Shrestha argues that there is a great need for many professions and prolonging careers of many just for what some see as financial gain is doing a disservice. Her hesitancy is not due to the disbelief that these classes do not enhance our society, Shrestha just has the belief that these classes should not be an intricate part of a college or Universities curriculum. College for many is already a rigorous and at times an overwhelming experience. Whether a student is pursuing an Associate or Bachelor’s degree, these years are tedious and adding classes that during many times are not necessary, just adds more stress and less time to retake if needed.

In conclusion, college is one of the biggest investments a person will make, and time is money. Yes, there may be a need and even a want by students to take advantage of these opportunities, but should every student be grouped under the same umbrella? Should those students that already have financial hardships be made to incur other expenses based on what an institution feels is appropriate? Again, I do not believe those that are against taking mandatory general education courses feel this way with malice intent. I believe that it is because they are unable to truly decipher if the reasoning behind it is really to benefit the student or institution. Unless it is based on a need or want by the student, many want to forgo sitting through these classes.  I am totally for a student needing extra help, taking the necessary steps to being successful and making sure they are comfortable with the major they decide on. Not having the option to opt out may start to deter individuals from enrolling in college. They already feel as though it is a long process and now having to take classes that will not have an real bearings on whether they obtain a job or not seems irrelevant.

                                                                                      Words Cited

Apurva Shrestha & Eliza Macknight. (2018). Are general education courses necessary?. General Education systems should not be mandatory. BreezeJmu.org

https://www.breezejmu.org/opinion/double-take-are-general-education-courses-necessary/article_851ee494-fbe8-11e8-987d-5fa632c9e302.html

Study.com. (2003-2021). What are General Education Courses?

https://study.com/academy/popular/what-are-general-education-courses.html

Research Project – English 1102 

Mounica Katragadda 

Dr. Rebecca Weaver 

April 27, 2021 

In recent years, pursuing college education has become more prominent within the United States. As more jobs in the US require high levels of educational training, more first-generation students have started attending prestigious universities. However, applying and being accepted to a university is only half the battle. Once a first-generation student is accepted, they now must fight against barriers on their path such as financial aid, orientation, and college preparation. After these challenges, more follow. Now students must be equipped with the necessary resources and support in order to pass classes and participate in extracurricular such as personal computers and transportation. In the article, “Taking My Parents to College”, Jennine Capó Crucet describes how in her first English class, she was completely overwhelmed and unprepared for the course’s content and difficulty, unlike many of her classmates (Crucet, 2015). While her parents tried to help, they were unfamiliar with the college coursework and environment, thus providing inadequate familial support. Additionally, Crucet lacked knowledge and resources as to what to do next as well. It is important to understand what resources and support first-generation students need in order to prepare them for higher education at the same level as their classmates.  

In the classroom, first-generation students are often disadvantaged as well. In “Taking My Parents to College”, we saw Crucet struggle with her English class, a common experience for many first-generation students (Crucet, 2015). Since parents of these students have never attended college in the US, many first-generation students enter college with a misleading and inaccurate perspective of college classes. Many are unaware of the vast differences between college and high school classes, such as much longer hours of studying and readings required and much more outside of class time required to self-learn and work on projects. Without proper resources, such as specific counseling for these students, they are often taken by surprise their freshmen year. Additionally, since many first-generation students are low-income, they often work part-time or full-time jobs to help pay for college tuition. Thus, they have less personal time outside of class hours to work on coursework. This causes first-generation students to fall behind in their academics compared to their peers. Furthermore, many first-generation students also happen to be people of color who would benefit from a “culturally responsive and inclusive teaching and learning frameworks in college classrooms” (Delima, 2019). Since many first-generation students lack familial support due to the family’s unfamiliarity with college courses, first-generation students would benefit from higher faculty support and interaction. This includes spending more time with these students in the classroom and teaching them coursework differently from the long, required readings which use too much unavailable personal time. Some examples of this type of learning include a “physics professor teaching a lesson about cooking and turning raw ingredients into cooked foods” to demonstrate the physics concept of thermodynamics (Delima, 2019). Or a professor of an advanced writing course who engages in action research, in which they ask, “students collect artifacts and data from their own home communities in order to write anthologies stemming from their own personal lives” (Delima, 2019). This type of interactive and inclusive teaching would allow first-generation college students to have a strong support beam, similar to the one many other students receive from their families, putting first-generation college students at the same playing field as their peers. 

As first-generation college students look to prepare for jobs and graduate schools after undergraduate studies, they must be enabled to compete with their classmates in order to obtain internships, leadership positions, and volunteering hours. These help build students resumes. However, not all students come into college equipped with the knowledge or resources to do this, especially first-generation college students. While students who were aware of these necessary extracurriculars come to college prepared with transportation, technology, and personal tutors for exams such as the MCAT and LSAT. Many college students buy new i-pads and computers in order to be better prepared for college classes and for universities that allow it, even bring their own cars to volunteer at hospitals or intern at local companies. However, this isn’t an option for many first-generation college students who don’t know to and can’t afford to bring the same personal resources to university. One study confirmed that the digital divide is an increasing problem in universities, specifically “minority serving institutions where students do not come to college with the technology skills needed for academic success” (Buzzetto-Hollywood et al., 2018). This not only causes them to have a late start when it comes to looking for these internship opportunities, but also prevents them from being able to obtain them at all. Additionally, for careers that require even further education after undergraduate studies, such as doctors and lawyers, it is difficult for first-generation college students to meet the necessary requirements for graduate school due to their lack of resources and connections. Unlike students whose parents or relatives have already gone to college and graduate school, first-generation college students have nobody to provide them with insight on how to successfully prepare to take exams such as the MCAT and LSAT or apply to graduate schools. According to the American Psychological Association, this unpreparedness and feeling of being “not enough” causes first-generation college students “more likely to leave college without a credential after 3 years of enrollment, and 6 years after postsecondary entry, fewer remain enrolled compared to continuing-generation peers and nearly 90% fail to graduate” (McCallen, 2020). In order to minimize these consequences, universities need to provide better and more affordable resources for first-generation students. 

The lack of personal resources and support available for first-generation college students places them at a lower playing field than their peers, requiring them to work harder for the same results as their classmates. It is clear that first-generation students are in need of better structural support, access to technology and transportation, and career finding aid. Universities should heed more attention to their first-generation college students in order for to make them feel more supported and heard in higher education.  

Works Cited 

Buzzetto-Hollywood, N., Hwei Wang, Elobeid, M., & Elobaid, M. (2018). Addressing Information Literacy and the Digital Divide in Higher Education. Interdisciplinary Journal of E-Learning & Learning Objects, 14, 77–93. https://doi.org/10.28945/4029 

Crucet, J. C. (2015, August 22). Opinion: Taking My Parents to College (Published 2015). Opinion | Taking My Parents to College – The New York Times. https://nyti.ms/1JcvKZ6. 

Delima, D. G. (2019). Making a Case for a Funds of Knowledge Approach to Teaching and Learning for First-Generation College Students. College Teaching, 67(4), 205–209. https://doi.org/10.1080/87567555.2019.1630355 

McCallen, L. S., & Johnson, H. L. (2020). The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320–332. https://doi.org/10.1037/dhe0000143 

Esohe Uhuangho

Dr. Weaver

English 1102 Section 400

27 April 2021

                                                             MP4 Research Paper:

While master’s degrees are not a necessity for job acquisition or most career paths, they provide sufficient conditions that place candidates looking for jobs at a higher competitive advantage or position over other candidates with lesser educational qualifications. Additionally, employers of labor often use these qualifications as a critical success criterion for candidates seeking employment. But is the cost of a master’s degree worth the payoff in terms of getting employed? In the class reading “I Was a Low-Income College Student. Classes Weren’t the Hard Part” by Anthony Abraham Jack, he says, “We like to think that landing a coveted college spot is a golden ticket for students from disadvantaged backgrounds. We think less critically about what happens next.” This relates to my topic in the sense that after college being disadvantaged doesn’t just go away. Although students may make their way through college on loans, or scholarships, like the author, it’s still a struggle. If a disadvantaged student decided they wanted to go back to school to get better pay they would have to make sure that it would be worth it and if it, wasn’t they would just end up with debt and not enough income to pay it off.

There are a lot of reasons someone could go back to get their masters including more opportunities, advancement in your career, and even research but the widely known reason is for higher pay. According to The Fiscal Tiger, a master’s degree can cost $30,000 to $120,000 total. Pay raises after getting a master’s degree depending on your career field. In careers in engineering and business, a master’s degree can increase their salary up to $80,000. According to the Bureau Labor of Statistics in 2012-2013 people with business jobs saw a 36-89 percent increase in their salaries after earning a master’s degree. In careers like psychology, master’s degrees only have a pay raise if they have added experience in the field, and in STEM fields, master’s degrees are basically required to get a well-paying job in the field. The price of a master’s degree depends on what school you’re going to, the location, and what degree you’re pursuing. Public institutions are usually less costly compared to private institutions.

Cost alone could be a deciding factor for whether a person would want to go back to graduate school. Sometimes the pay raises from getting a master’s degree aren’t enough to cover the cost of going to school and a lot of people end up in debt. According to The Washington Post, the average graduate borrowed $57,600 for a graduate degree in 2012. Just like pay raises and prices of master’s school, Graduate degree debt depends on the type of degree you get. The average MBA debt is $66,300, Law school debt is $145,550, Medical school debt is $201,490, and Dental school debt is $292,169.

Works Cited:

Cromwelle, Joy. “Is a Masters Degree Worth It? [2021 Ultimate Guide].” MyDegreeGuide.com, 5 Mar. 2021, www.mydegreeguide.com/college-worth/masters-degree-worth-it/.

Marte, Jonnelle. “Is Graduate School Worth the Cost? Here’s How to Know.” The Washington Post, WP Company, 3 May 2019, www.washingtonpost.com/news/get-there/wp/2014/12/02/is-graduate-school-worth-the-cost-heres-how-to-know/.

StudentJob UK. “Is Pursuing a Master’s Degree Really Worth It?: StudentJ…” StudentJob UK, www.studentjob.co.uk/blog/1853-is-pursuing-a-master-s-degree-really-worth-it.

Mayer, Cole. “Getting A Master’s Degree: Is It Worth the Cost?: Fiscal Tiger.” Fiscal Tiger | Better Information. Better Finances. Better You., 28 Feb. 2019, www.fiscaltiger.com/is-it-worth-getting-masters-degree/.

Nicole Berry

English Com, Section 330, Dr. Weaver

MajorPjct4 Assignment

College Instructors believe that students should learn in a solemn classroom. In a solemn classroom, students undergo eight hours of a strict and quiet environment. This is critical for students to engage in a strict and dull classroom. Instructors staying within the traditional atmosphere of a classroom cause harm. To adapt to these ongoing demands, students must develop coping strategies. One way to engage students in the classroom is by incorporating humor.

Humor serves as a language that engages and distresses students. It’s a tool for instructors to ease student learning. In the classroom teaching humor whether good or bad instructor can use humor. In ways, the instructor and students can perceive information and understand one another. Humor reinforces students other than break down the traditional method.

 Students undergo many responsibilities in their early adolescence. These changes are crucial to adolescent growth. These necessary changes conflict with the student’s ability to handles demands from school. As well as the social demands from peers, teacher, worker relate, and family. These roles are vital to society and so is the physical and mental health of a student. Students undergo a great amount of pressure in and out of school, and stress can lead to mental disorders such as anxiety and depression. Humor is a major psychological tool that can help students cope with stress, enhance their sense of well-being, boost self-image, self-esteem, self-confidence, as well as alleviate anxiety and depression (Check, 1997). A student’s response to this everchanging world could make or break the student. For students to optimize stress a coping mechanized should be developed.

  Humor can entail itself in serious topics. Discussion of the social dynamic that surrounds racism, sexism, and or homophobic jokes. This can engage students in discussion topics such as social justice. Instructors can discuss the issue in a serious tone with a flair of humor. College instructors often treat courses as something apart from the real world. Real-world problems graduate students, women, students of color, and young scholar’s encounter. Providing a strong pedagogical style of humor can provoke students to question society. If we accept that “clowning is not about entertaining an audience of spectators,” as Laurel Butler claims, but rather about “relinquishing one’s knowledge, certainties, and reliance on conventional symbols and cultural codes,” then the practices of clowning would seem to align with the goals of teaching (Butler 2017).

 The definition of humor is beyond the class clown. Rather a cultural language that breaks down barriers. It reviles discomfort in a social setting and difficult topics on issues. In countries, like Pakistan instructors are using the traditional, old method to educate. This old method has come to an end as new methods are emerging its way into Pakistan. Researchers in Pakistan researched to study the effect of humor. The study called the Psychometric Properties of the Scales survey involved 100 students.

 The main aim of this study is to investigate the different effects of humor on participants. Studies have shown that students in Pakistan engaged in subjects. In the study, there was a positive correlation between students and teachers. Students reported being motivated, less anxiety, and class engagement. Humor as a single continuous predictor explained almost 50% of the variance in overall teaching effectiveness (Shahid, Ifra, Ghazal 2019). Students also reported their favorite instructors created a fun environment. Teachers who used humor were significantly rated higher, than those who did not, on motivation, anxiety reduction, class engagement; thought stimulation, fostering positive student teacher relationship, and overall teaching effectiveness (Shahid, Ifra, Ghazal 2019). Humor has the power to provide a stress-free environment in which students share ideas.

Humor types various from environmental factors that affect the student’s response to life. Humor is influence by family, peers, media, and school. The influence of the classroom affects students’ motivation to study and complete assignments. Instructors are role models that should moderate humor rather than offend students. The results from Wentzel’s (2002) study of sixth graders indicate that the teacher’s modeling of motivation toward schoolwork explained significant amounts of the variance in students ‘social behavior at school (Wentzel’s 2002).

 Formal education has become less valuable. Students’ lack of interest often due to boredom and strict instructors. Students’ lack of interest is the amount of demand that leads to stress. The amount of stress that sometimes declines students’ focus and interest. When students identify a good instructor, many notice the sense of humor. Enthusiastic instructors spend time thinking about ways to present course information in creative, interesting, and positive ways that will be memorable for students in many years to come (Pollak and Freda, 1997).  Humor is a social and cognitive benefit that engages students. Instructors are more likely to create serious classrooms with a flair of humor. Overall, humor is an appreciated teaching tool for college instructors, and is an integral component for student learning if instructors are using it appropriately, constructively, and in moderation (Lei, Jillian, Kristen 2010).

Reference

Shahid, Ifra, and Saima Ghazal. “Humor as a tool to Teaching Effectiveness.” Journal of Behavioral Sciences 29.1 (2019).

Lei, Simon A., Jillian L. Cohen, and Kristen M. Russler. “Humor on learning in the college classroom: Evaluating benefits and drawbacks from instructors’ perspectives.” Journal of instructional Psychology 37.4 (2010): 326-332.

Chiang, Yi-Chen, Chun-Yang Lee, and Hong-Huei Wang. “Effects of classroom humor climate and acceptance of humor messages on adolescents’ expressions of humor.” Child & Youth Care Forum. Vol. 45. No. 4. Springer US, 2016.

Pozsonyi, Kriszta, and Seth Soulstein. “Classroom clowning: Teaching (with) humor in the media classroom.” JCMS: Journal of Cinema and Media Studies 58.3 (2019): 148-154.

Laurel Butler, “‘Everything Seemed New’: Clown as Embodied Critical Pedagogy,” Theatre Topics 22, no. 1 (2012): 71

Check, J. (1997). Humor in education. Physical Educator, 54(3), 165-167

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287–301

Pollak, J., & Freda, P. (1997). Humor, learning, and socialization in middle level classrooms. Clearing House, 70(4), 176-179

A student taking online classes. Source: elearningindustry.com

Going to college is a luxury as the high cost of tuition creates a clear dividing line between the haves and the have-nots. It is necessary to explore cost-effective alternatives for students who cannot afford traditional higher education and wish to receive one. Due to its recent growth and popularity, online classes are offered as an affordable and accessible option for the students mentioned above. However, online classes must also ensure the effectiveness of student learning which Sean Michael Morris addresses in his article “Pivot to Online: A Student Guide” by discussing how students can succeed in online education.

In her article “A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor, and the Tenured Faculty,” Subhashni Appana states that distance education “is a formal learning activity, which occurs when students and instructors are separated by geographic distance or by time” (Appana 5). Learning is supported by communications technology such as video calls, computers, e-mail, and the internet (Appana 5). In their article, “An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations,” Chi-Sing Li and Beverly Irby state that “distance learning, especially online education, has gradually become an integral part of teaching in higher education” (Li & Irby 3). Among the benefits of online education are flexibility, digital skills, digital learning and information access, and high cost-effectiveness. In her article, Appana states that “under the right conditions, online learning cannot only be cost-effective, but can actually enrich instructors with skills and knowledge and bring in net profits for an educational institution” (Appana 18). Moreover, she suggests that institutions can save money by developing joint programs and partnering with international institutions to share the costs and reduce risks (Appana 18). From this perspective, the student would not be the only beneficiary but also the college institution.

By implementing online education, universities will save more money by “not having the cost of electricity or classroom cleaning,” as stated by the authors, Li and Irby. Furthermore, in his article “The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality,” Di Xu et al. suggest that “online courses have the potential to reduce the cost of providing education by increasing online class size without affecting student outcomes” (Xu et al. 20). In this manner, colleges would not need to construct larger buildings and parking lots to hold more students.

In his book, “The Cost of College,” Michael Regan estimates that “tuition and fees for an in-state resident at a public college might be $9,970 according to the College Board” (Regan 40). This is only the amount for in-state students; out-of-state students can pay up to $11,000 more of tuition and fees than their counterparts (Regan 40). However, students have more to worry about than just tuition fees in higher education. For example, if a college student decides to eat and live on campus, an average additional amount of $10,800 per year could be added in just a public four-year college; books, supplies, and transportation can add more thousands of dollars to this equation (Regan 40). With online learning, the cost of books and transportation will be significantly alleviated since the student will not have to move from one place to another or pay for parking. Besides, some teachers provide the books and materials within their curriculum for free. Thanks to digital learning, students also can rent their books online instead of buying them altogether.

Online classes break the parameters and limitations of traditional education. Distance learning opens more doors to interculturality since students from all over the world can be together in a course, which would be difficult due to the high cost of tuition for non-residents. According to Li and Irby, this mode of learning would enrich the student’s experience and perception. This means that the student would not be limited to their local universities but would have more freedom when choosing their career and institution (Li & Irby 4).

However, despite the significant advances and benefits that online classes bring and the demonstration that they can reduce the cost of higher education, they are not free from the criticism of certain educators and students. These can present some challenges for the student and the instructor. On the part of the student, there may be a lack of motivation, concentration, learning, time management problems, and poor communication between classmates and teachers. This is because online training requires greater performance from the student, so planning and discipline are key to be successful and take full advantage of this type of learning. In his article mentioned above, Morris notes that for students “to succeed as schools pivot to online, students will need to be resourceful,” (Morris), which leads the student to stay in constant communication with their instructor and faculty members and to be constantly active and responsible.

On the other hand, online classes may be challenging for instructors, especially if they have not received adequate training. To avoid challenges and to allow that the classes are not only cost-effective but functional in every sense of the word, institutions should invest in online courses by providing resources, platforms, and training that help the instructor deliver quality courses to the student. The benefits are there; it is the duty of the student, the instructor, and the institution to make it work by contributing together for a better experience that is beneficial for the three. As Appana herself said it in her article: “It is important not only to focus on the costs of developing and delivering an online course or program, but also to focus on potential performance and value-added benefits to both the institution and more importantly to the student” (Appana 19).

Works Cited

Appana, Subhashni. “A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor, and the Tenured Faculty.” International Journal on ELearning, vol. 7, no. 1, 2008, pp. 5-22. ProQuest, https://search.proquest.com/scholarly-journals/review-benefits-limitations-online-learning/docview/210364167/se-2?accountid=11226.

Regan, Michael. The Cost of College. Essential Library, 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=2108774&site=eds-live&scope=site.

Morris, Sean Michael. “Pivot to Online: A Student Guide”. Sean Michael Morris, 2020, https://www.seanmichaelmorris.com/pivot-to-online-a-student-guide/. Accessed 22 Feb 2021.

Li, Chi-Sing, and Beverly Irby. “An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations.” College Student Journal, vol. 42, no. 2, June 2008, pp. 449–458. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=s3h&AN=32544879&site=eds-live&scope=site.

Xu, Di, et al. “The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality.” American Enterprise Institute, American Enterprise Institute, 1 Mar. 2019. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=ED596296&site=eds-live&scope=site.

When you hear the word motivation you hear the journey of an individual that has devotion, passion, and persistence to go through challenges and still make out on top. The concept of motivations is much deeper than thoughts or emotions. The definition of motivation has many contexts from experience, support from family and friends, and are willing to achieve. Developing these motivations will take knowledge of our strengths and weakness by taking a situation and finding hope. There are not many times where an individual can be open to sharing their stories. It has been a pleasure to communicate, through text, with Graciela Rivas, a devoted student that has shared his ups and downs.
Graduating, in 2016, from Berkmar High School is a curious and devoted Graciela Rivas who felt lost but eager first-generation student to attend Georgia State Perimeter. In her first year of college, she faced hurdles of feelings of confusion, pressure, and loneliness. Within that year of attending college, Graciela had to take three months to recollect herself. On break, she got to connect with her grandfather under El Salvador stars. This memory of the night skies and loving grandfather has been her motivation ever since.
Though things started changing for the better when she met a professor that saw her dedication and introduce her to Culture Anthropology that fitted her liking and surely her personality. Especially from our communication, she expressed, “I’m fascinated by the people aspect of it and the backgrounds of where we all come from.” As of the three months break, Graciela got to understand more about Cultural Anthropology, that there’s a lesson to be learned from the people around you.
Graciela has been welcomed back to Georgia State to achieve her goal of pursuing a career in Cultural Anthropology by transferring to the Downtown campus. An extra achievement she wishes to travel abroad with this degree along with a double major in sociology. Graciela has chosen a reading that best connects to her was “Taking my parents to College.” In which overcome the feelings of loneliness and realized that she doesn’t have to do this alone. She has support and motivation from her family.
The concept of motivation is different for everyone. We come from different backgrounds with different stories to tell. Though we never talk about the difficulties we face. Graciela shares her story that her motivation started with confusion and loneliness. All those mixed feelings changed once she saw the support she has from her family, especially her grandfather. Though these stories stick with us, with Graciela Rivas. We come out better than we started.