Ali Hamidi

ENGL 1102

Professor: Rebecca Weaver, PhD

April 19, 2023

Are standardized tests effective in determining a student’s aptitude and academic performance? 

Introduction

In 1905, French psychologist Alfred Binet developed a standardized test to measure the intelligence of children, known as the Binet-Simon Scale. This test was the first to use standardized procedures for administration and scoring, and it established the foundation for future developments in standardized testing. Standardized tests measure student aptitude and academic performance in schools worldwide. These exams objectively assess a student’s knowledge and abilities in particular subject areas. The results are frequently used to make crucial educational decisions like selecting students for admission to colleges and universities, giving scholarships, and gauging the effectiveness of teachers and schools. However, there is disagreement among educators, decision-makers, and parents over how well-standardized exams measure students’ aptitude and academic success. In this paper, we will evaluate the pros and cons of the effectiveness of standardized tests in determining a student’s aptitude and academic performance.

Discussion

An article titled “Standardized Testing Pros and Cons – Does It Improve Education?” discusses the pros of standardized testing in detail. One of the pros listed is that “Standardized tests offer an objective measurement of education and a good metric to gauge areas for improvement.” this articulates that standardized testing completes its job in some way to measure what students need to improve. The ability to monitor student performance objectively is one of the significant benefits of standardized testing. Standardized tests are created to be fair and consistent, in contrast to teacher evaluations, which can be subjective and open to bias. To determine areas where students might need more help, educators might compare student performance across schools and districts. Standardized testing also has the benefit of holding educators accountable for their student’s academic progress. Another advantage is “Allows for comparisons of student performance across different schools, districts, and states, providing valuable data for policy-making and resource allocation.” which means that policymakers can motivate academic institutions and instructors to concentrate on enhancing student outcomes by linking money and other resources to test scores. This is particularly crucial in underprivileged places where pupils might not have access to the same resources as their counterparts who live in wealthier neighborhoods.

However, there are also some disadvantages, and some argue that standardized testing doesn’t measure education quality. The article “Standardized Testing Pros and Cons – Does It Improve Education?”, talks about the cons of standardized testing. One of the listed advantages is that “Standardized tests only determine which students are good at taking tests, offer no meaningful measure of progress, and have not improved student performance.” this articulates that many factors, including hunger, stress, and tiredness, easily influence test scores. The tests merely highlight which students are best at studying for and passing the exams and do not reveal any potential knowledge gaps. One of the main complaints of these exams is that they prioritize rote memorization and test-taking abilities above creative problem-solving and critical thinking. This may result in a constrained curriculum emphasizing exam preparation over more profound learning opportunities. In the article “What Standardized Tests Do Not Measure” by Peter Murrell Jr., he says, “Much recent research on intelligence and human cognitive development suggests that standardized tests are not valid as measures of excellence or scholastic aptitude.” Schools that place an excessive emphasis on standardized exams and “test-wise” instruction expose kids to ways of thinking that not only devalue knowledge but are also entirely unrelated to addressing problems in the real world. Finally, there is a worry that standardized tests could maintain current educational inequities. Due to variables like poverty or a lack of resources, which can widen success inequalities, students from disadvantaged families may be less likely to perform well on these exams. Furthermore, schools will likely concentrate on boosting test scores at the expense of other crucial subjects like the arts or physical education.

One great example that Peter Murrell discussed in his article is that, for instance, let’s say a child takes the Stanford Diagnostic Reading Test, a nationally recognized assessment of reading proficiency, and has trouble blending letter sounds. Even though this test gives precise diagnostic data, it does not provide the child with the knowledge required to correct the learning processes that have gone wrong due to her inability to blend. In reality, many of the abilities necessary for success on standardized tests are ones we would never consider teaching students. Think of problem-solving skills. The ability to identify and describe an issue, acquire pertinent information, and work on it until they are confident they have found the best answer is something we want students to be able to do. In sharp contrast, standardized examinations urge students to choose the best response and move on without knowing whether the answer is accurate to “ready-made” problems with little to nothing to do with their real-life experience. 

Conclusion

In conclusion, Using standardized exams to assess students’ aptitude and academic achievement is a contentious topic with solid arguments on both sides. Standardized exams have the potential to reveal important information about student accomplishment. Still, to provide a more complete and accurate picture of a student’s capabilities, they should be utilized in concert with other student learning and growth indicators. Additionally, to increase the usefulness of standardized exams for enhancing educational results, policymakers and educators should aim to overcome their potential biases and unfavorable effects. However, critics contend that standardized tests can be unfair, support a limited curriculum, and promote teaching to the test. Additionally, there are worries that stress and anxiety brought on by standardized testing may harm students’ mental health and well-being. In the end, even though standardized testing might yield some vital information, it should be utilized with other student learning indicators rather than serving as the only barometer of student achievement or teacher effectiveness.

Sources

Naughton, James “Testocracy: The Undemocratic System of Standardized Testing in the United States” Kansas Journal of Law & Public Policy, Vol. 31, Issue 2 (Spring 2022), pp. 263-296

Popham, W. James. “Why Standardized Tests Don’t Measure Educational Quality.” ASCD, https://www.ascd.org/el/articles/why-standardized-tests-dont-measure-educational-quality 

Murrell, Peter, and Peter Murrell. “What Standardized Tests Do Not Measure.” Rethinking Schools, 6 Sept. 2021, https://rethinkingschools.org/articles/what-standardized-tests-do-not-measure/#:~:text=Much%20recent%20research%20on%20intelligence,of%20excellence%20or%20scholastic%20aptitude. 

“Standardized Testing Pros and Cons – Does It Improve Education?” Standardized Tests, 17 Feb. 2022, https://standardizedtests.procon.org/

Nathaniel Mekuria

ENGLISH 1102

Professor Weaver

April 23, 2022

Studying abroad can be one of the most exciting and transformative journeys of a student’s life. It offers a chance to experience new cultures, make lifelong friendships, and gain a unique perspective on the world. However, it’s not always rainbows and butterflies for international students as they face a myriad of challenges while pursuing their dreams of quality education in a foreign land, particularly in the USA for this research. From navigating financial hurdles to overcoming language barriers and adapting to new school systems and customs, the road to success can be tough. This essay will look at these struggles and discuss possible solutions to help international students overcome these problems, making their time abroad more enjoyable and successful.

International students almost always show great dedication and strong academic skills, making them stand out as top students in their home countries. They often go through tough selection processes that demand high grades and outstanding commitment to their education. However, financial struggles can significantly hinder their progress and overall experience. The article by Chow and Choi (2019) refers to the challenges that international students face in paying for their education and living expenses while studying abroad. These financial struggles can include high tuition fees, expensive living costs, and limited access to financial aid. The authors say that “currency exchange rates also play a significant role in the financial challenges faced by international students. The fluctuation of exchange rates, particularly when a home currency loses value compared to the U.S. dollar, can have a significant impact on the affordability of education and living expenses” (p. 53). International students who mainly depend on their parents or their savings that are in another country’s currency now have to pay more in their home currency to pay for their education and life expenses.

Another big financial struggle international students go through is their limited access to scholarships and grants. In an article by Arthur, N, named International Journal of intercultural relations, Arthur (2017) explains that international students are less likely than domestic students to earn scholarships and other forms of financial aid. The author notes that universities in many countries, including the United States, have limited resources available for international students. According to a journal by Business Insider, International students end up paying up to three times more than in-state students at public universities (https://www.businessinsider.com/). This is due to several reasons, including the fact that many scholarships and grants are only available to citizens or permanent residents of a particular country. Additionally, international students may face language barriers or cultural differences that can make it more difficult for them to navigate the scholarship and financial aid application process. As a result, many international students must rely on personal savings, loans, or financial assistance from their families to finance their education.

To finance their education, these students consider alternative methods to cover their expenses. In the article mentioned above by Arthur, N, In the author’s explanation, it is revealed that some international students use creative strategies to deal with their financial difficulties. Some of these strategies include finding temporary employment options (part-time jobs), reducing their outflow, or even looking for financial assistance from close friends back home. The study also raises the potential that some students turn to unconventional or illegal means of covering fees, including but not limited to working beyond the scope of allowed employment and engaging in unlawful activities. Although these techniques may provide temporary comfort, they may have negative impacts on the student’s intellectual and personal growth. Arthur emphasizes the need for university educational institutions and government agencies to be engaged in making policies to provide nurturing.

Addressing the financial struggles of international students has become an increasingly important issue as more students choose to study abroad for their higher education. One way institutions can help alleviate these concerns is by providing various support mechanisms. As Shah and Nair (2018) state, “scholarships, financial counseling, and work-study opportunities” can significantly contribute to helping international students manage their financial concerns during their studies (376). By offering scholarships, universities can reduce the financial burden faced by these students, making it easier for them to focus on their education. Financial counseling services can also help international students navigate the complexities of tuition payments, living expenses, and other costs associated with studying abroad. Moreover, work-study opportunities allow students to earn money while they study, further reducing the financial stress they experience. Universities should also work together to develop accessible and affordable housing options and minimize accommodation costs.

Students who travel to foreign countries to seek education experience struggles and challenges that are life changing.  As much as it is an opportunity for growth and a chance to explore new and unique cultures, most of what these students face is far harsher than that of domestic students. Universities and colleges should address the financial struggles of international students, as it is the biggest challenge they face. A variety of merit-based scholarships, as there aren’t enough for international students now, better-paying work-study opportunities, because these students are not allowed to work out of campus by law, and financial counseling to help students with their expenses are a few implemented steps in a few universities to help these students.  Universities that invite and educate international students should work toward creating affordable education and housing for students. These students are great investments and universities not only ensure their own growth and success but also contribute to the intellectual, social, and economic development of the host country.

Work Cited

Chow, Peter, and Sunnie Choi. “The Financial Burden of International Students in Higher Education: A Global Perspective.” Journal of International Students, vol. 9, no. 1, 2019, pp. 50-68.

Arthur, N. (2017). Financial challenges faced by international students: Strategies for adaptation. International Journal of Intercultural Relations, 61, 109-124.Top of Form

Friedman, Zachary and Shira Spector. “Foreign students pay up to three times as much for tuition at US public colleges.” Business Insider, 19 Sept. 2016, https://www.businessinsider.com/foreign-students-pay-up-to-three-times-as-much-for-tuition-at-us-public-colleges-2016-9. Accessed 22 Apr. 2023.

Shah, Mahsood, and Chenicheri Sid Nair. “The role of institutional support in addressing the financial concerns of international students.” Journal of Higher Education Policy and Management, vol. 40, no. 4, 2018, pp. 376-390.

Introduction:

Going to college is an important milestone in life that can open up a world of opportunities. It offers an opportunity to gain knowledge, skills, and experience that can help you both in your professional and personal life. Sadly, college students are dropping out at an alarming rate, with potentially devastating consequences for their career prospects. The purpose of this research is to identify some of the main reasons why students drop out of college. Taking college dropouts seriously is important because they have a profound impact on their lives. The immediate effects of dropping out of college can be felt in terms of the loss of educational opportunities and financial resources. These effects can be further compounded by a lack of job opportunities and a limited ability to find a career path. As estimated, there is an average difference of $21,000 between college graduates and non-graduates, resulting in an annual salary of 35% less (ThinkImpact, 2021). It can prove that these dropouts can create poverty in a country.

Students drop out of college for many reasons. As part of this research, we will explore a variety of motivating factors, including feeling overwhelmed, financial pressure, and lack of support. Some consequences of dropping out of college will be discussed as well.

Discussion:

Several factors contribute to college dropouts, but poverty is one of the most significant. Poverty is a major problem, and it can have a significant impact on college students. According to the article “College Dropout Rates” published by ThinkImpact, “55% of college students struggle to find financial support for their studies. Consequently, 51% of college dropouts drop out because of the lack of money (Thinkimpact, 2021).” When students come from families with low incomes and limited resources, they face more challenges in their education than those from more affluent backgrounds. As stated by Thinkimpact, “79% of the students delay their graduation due to financial difficulties (ThinkImpact, 2021).” These difficulties can lead to an increased dropout rate among low-income students. A major contributing factor to college dropouts from low-income families is the lack of financial resources. The cost of college tuition and other expenses, such as books and housing, can be a large financial burden for students from low-income households which leads them to take a loan. In the article “Financial Capability of Student Loan Holders Who Are College Students, Graduates, or Dropouts” published by the Journal of Consumer Affairs (2020), it stated that “College students are more likely to experience financial stress when they have student loan debt as compared to those without student loan debt (Xiao, 3).” Many of these students are unable to take out loans or seek other forms of financial aid, making it difficult to afford college. This can lead to students dropping out of college to save money and find work to help support their families. According to Breier Mignonne’s article “From ‘Financial Considerations’ to ‘Poverty’: Towards a Reconceptualization of the Role of Finances in Higher Education Student Drop Out”, it’s very important to have money in lower socioeconomic groups, not just in choosing the institution and program, but also in preventing students from withdrawing from college prematurely, whether it’s because of unexpected financial needs or because they underestimated college costs. (Breier, 2010).

Moreover, many college students struggle with the overwhelming nature of college life. The pressure to attend classes, complete assignments, balance a job, and maintain a social life can quickly become too much for some students to handle. This can cause them to feel overwhelmed, stressed, and anxious, which leads them to make the difficult decision of leaving college. With the amount of work and assignments expected of students, many can feel like they are drowning in a sea of expectations and cannot keep up. As reported in an article written by Nina Carpenter, “It is not about failing one or two classes.” Students feel overwhelmed when repeated foundation courses in the next semester or year become a pattern rather than an episode. Students feel overwhelmed by the amount of work they have to do. Even if they find an online writing and tutoring service it may not help (Carpenter, 2022).” The amount of coursework and expectations can be a lot for a student to process, especially if they are attending college for the first time. Melanie Hanson in her article “College Dropout Rates” indicates that students who are first-generation or whose parents have not received a college degree tend to drop out more, as they comprise 40% of college dropouts (EDI, 2021). This can cause a student to become overwhelmed and discouraged, feeling as though they are not able to keep up with the demands of college life. Pressure to succeed and maintain a certain GPA can also be a factor in why students drop out of college. Many students believe that they are not good enough or don’t have what it takes to make it to college. This can cause them to feel overwhelmed and discouraged, leading to dropping out.

More than one-third of students fail to complete their college education. Lack of support from family, friends, and society can be another major contributing factor to this worrisome trend. Gradnation.org found that the top reasons for dropping out of school are: “No one cares whether I attend,” “School atmosphere,” and “Teacher problems” (Carpenter, 2022).  Students who do not receive adequate emotional, financial, and educational support from their families and peers are more likely to drop out due to feelings of isolation and lack of motivation. When a student does not feel supported, it can lead to a lack of motivation and a sense of hopelessness. Without support from family and peers, students can begin to feel like they are not capable of completing college and can give up.

Dropping out of college can have serious consequences. For one, it can greatly impact a student’s future job prospects. Without a college degree, it can be difficult to enter many professions or obtain a job that pays a livable wage. A student’s sense of self-worth and self-esteem can be negatively affected by dropping out of college. Many students who drop out of college may owe enormous loans. Xiao, et al (2020) found out that “graduates are more likely to practice several desirable financial behaviors than college students and dropouts.” Published in The Journal of Consumer Affairs. The college offers a wide range of opportunities to develop social contacts and friendships, so dropping out can lead to a decrease in social networks. Lastly, dropping out of college can reduce intellectual stimulation and learning opportunities. All these factors can severely limit a student’s future opportunities and success.

Conclusion and recommendations:

In conclusion, we have identified the most challenging causes of college dropouts as financial pressures, a lack of preparedness, feeling overwhelmed, and not feeling supported. Financial pressures can cause students to drop out due to the high costs associated with tuition, textbooks, and other school fees. Providing students with financial aid and scholarships for tuition, textbooks, and other academic needs can help them overcome this challenge. Also, a lack of preparation can lead to feeling overwhelmed and can make it difficult for students to keep up with their coursework. It may be beneficial to provide students with academic support services to assist them. This could include tutoring, mentorship programs, and counseling services. In addition, a lack of support from family, friends, or professors can leave students feeling isolated and cause them to give up. Students need to recognize when they are feeling overwhelmed and seek help before it leads to them dropping out. Creating an environment that is supportive and understanding of the unique challenges that students face can help prevent dropouts. This can include providing flexible scheduling, understanding of mental health issues, and support for students who are facing difficult life circumstances. All these factors can play a significant role in helping to ensure that students stay in college and reach their academic goals.

It is important to recognize that college dropouts are not necessarily failing, but instead, they may simply be choosing an alternative path. As demonstrated by many successful entrepreneurs and innovators, college dropouts can also be successful. The article “College Dropout Rates” by Imad Bouchrica asserts that some of the most prominent entrepreneurs of today, such as Microsoft’s Bill Gates and Facebook’s Mark Zuckerberg, dropped out of college (Bouchrika, 2023). Dropping out successfully requires considerable skill, vision, and luck. Lastly, it is crucial to create an environment that is supportive of college dropouts and to ensure that they have access to the resources they need to succeed.

Citation:

“College Dropout Rates.” ThinkImpact.com, 4 Oct. 2021, www.thinkimpact.com/college-dropout-rates/.

Bouchrika, Imed. “College Dropout Rates: 2023 Statistics by Race, Gender & Income.” Research.com, 5 Apr. 2023, https://research.com/universities-colleges/college-dropout-rates.

Breier, Mignonne. “From ‘Financial Considerations’ to ‘Poverty’: Towards a Reconceptualization of the Role of Finances in Higher Education Student Drop Out.” Higher Education, vol. 60, no. 6, Dec. 2010, pp. 657–70. EBSCOhost, https://doi.org/10.1007/s10734-010-9343-5.

Carpenter, Nina. “The Main Reasons Students Drop out of College.” Nerdynaut, Nina Carpenter, 25 Feb. 2022, www.nerdynaut.com/the-main-reasons-students-drop-out-of-college.  

Xiao, Jing Jian, et al. “Financial Capability of Student Loan Holders Who Are College Students, Graduates, or Dropouts.” Journal of Consumer Affairs, vol. 54, no. 4, Dec. 2020, pp. 1383–401. EBSCOhost, https://doi.org/10.1111/joca.12336.  

Mahasin Nasir

English 1102: Section 328

Prof. Weaver

April 18, 2023

How Does Exercise Affect the Mental Health of Law Students?

Introduction

            Law students face numerous challenges in their academic and personal lives. The rigors of law school can be overwhelming, and many students struggle to manage the stress and demands of their coursework. To add to this academic stress, law students, and students in general, often face personal challenges with health, relationships, and finances. With all of these demands piling on at once, it can be hard for these law students to take time for themselves to focus on their mental health. By not taking that time, it results in mental problems like anxiety, depression, and academic burnout. Physical exercise is one way that law students can improve their mental health. Exercise had been shown to have a variety of positive effects in other ways besides the physical. This research project will explore how much college law students take on daily, and how exercise can positively affect their daily lives.

Research

Firstly, exercise is known to be a stress reliever. When exercising, you release natural chemicals that help exert your mood. According to Healthline, “The repetitive motions involved in exercise promote a focus on your body, rather than your mind” (Healthline 1). A lot of times, college students have many tasks and responsibilities they are thinking about at once. Exercise would help them release these natural chemicals for a sense of optimism and positivity to combat with overwhelming tasks and responsibilities. This would benefit law students in a way that they could cope with the demands of college more effectively. Cognitive ability is important for students to have when practicing law. It would be hard for them to think critically and analyze complex issues with a significant level of stress on their shoulders. Exercise can improve these cognitive functions by increasing blood flow to the brain and improving neural connectivity. Not only this, but it can enhance memory and concentration, skills highly needed when studying law.

            Mental health is often overlooked in an educational setting. Students don’t realize how much they are drained and how to take time for themselves to re-energize. Specifically, law students have a lot on their shoulders and are some of the most stressed college students. To support this, Natalie Skead and Shane Rogers did a study, “Do law students stand apart from other university students in their quest for mental health,” on the psychological distress of law and psychology students. In their research, it showed “law students reported higher mean anxiety…also depression” when using the State-Trait Anxiety Inventory and the Depression, Anxiety, and Stress Scale (Results, 3.1). For students, there are many factors that lead to mental instability. Skead and Rogers did “A comparative study on the impact of exercise on the physical and mental health of law and psychology students,” and identified that for these law students, “the adversarial nature of the discipline, the traditionally Socratic nature of law teaching, and the often highly competitive and largely unsupportive culture of law school” are many factors that lead law students to have psychological distress (Introduction).

            With mental health being overlooked, and leading factors causing these mental struggles, some law students have yet to exercise to promote their psychological well-being. Solomonko Andriy’s study on the “Attitude of law college students towards physical and cultural sports” examined how important physical exercise is to law students. 64.8% of future lawyers believed that physical education and sports are not beneficial to their work. 76.5% of these students believed that competitions and fun games would help them improve the training of future lawyers (Attitude of law college students, 786). From this research, it is shown that law students believe that practicing something competitively will help them be more successful than exercising. Because of the competitive culture law school instills in these students, they don’t see the value of other things that aren’t competitive that might help them even more.

            Although competition is what the law culture is, it is not the healthiest way for them to practice. Isolated workouts are more effective when it comes to lessening stress, and anxiety, and promoting mental health. Group sports enhance the competitive mindset that these law students have already adopted. These exercises that cause people to over-exert their bodies are not in any way beneficial. These acts can lead to “mood swings, symptoms similar to depression, eating disorders, and poor body image” (Analysis and Countermeasures, 23). There are no winners and losers in exercise, in contrast to competitive sports. Singular exercise allows these students to go at their own pace without the judgment of competitors. By increasing self-esteem, confidence, body image, and accomplishment, law students can approach their studies with greater focus and determination.

Conclusion:

            Mental health is a large problem that is not always addressed in society. People have a lot of over-bearing responsibilities and college law students are right in the middle of them. The important takeaway is finding something to promote your mental health. As it shows, exercise is a great way to do so. Not only does it promote physical health, but it is a stress reliever, strengthens the thought process, and helps build a self-loving image.

 Although it may seem like physical exercise doesn’t need to be a priority for these law students, it should. Marco Sarkovich, a law student himself, vouches for how routine exercise can benefit the mental and physical aspects of law students’ daily lives. He acknowledges how hard it may be to incorporate it with all of the responsibilities law students may take on. He goes on to say “start early… Simply jogging or walking will stimulate blood flow, increasing the flow of oxygen and nutrients to your body, providing an energy boost to start your day”( Sarkovich 1). By starting early, you have already created that foundation to build from to keep momentum. Sarkovich also includes some tips like, “skip the elevator and take the stairs; workout while watching tv” (Sarkovich 1). Combing. Things law students do on a daily with exercise give them a novice start to bettering their physical and mental health.

Something that law colleges can do to promote this is acknowledge the load of task law students take on during a day-to-day basis. Professors piling work and not being aware that these students are not machines will not help the mental well-being and future goals of these students. Offering different levels of fitness sessions could be a step forward in progressing the mental health and functions of law students.

Works Cited: 

Natalie K. Skead, Shane L. Rogers. “Running to well-being: A comparative study on the impact of exercise on the physical and mental health of law and psychology students.” International Journal of Law and Psychiatry, Volume 49, Part A,2016, Pages 66-74. https://www.sciencedirect.com/science/article/pii/S0160252716301212

Natalie K. Skead, Shane L. Rogers. “Do law students stand apart from other university students in their quest for mental health: A comparative study on wellbeing and associated behaviors in law and psychology students.” International Journal of Law and Psychiatry,

Volumes 42–43. 2015, Pages 81-90. https://www.sciencedirect.com/science/article/pii/S0160252715001211

Madell, Robin. “Exercise as Stress Relief.” Healthline, Healthline Media, 27 Mar. 2020, https://www.healthline.com/health/heart-disease/exercise-stress-relief#How-Does-Exercise-Help-With-Stress?

Christian Aycock 

ENGL 1102 328

Prof. Weaver

4/25/2023

Why are Liberal Art Colleges losing their value and closing? What does this mean for Education in America? How does this affect Higher Ed in America?

Liberal Art Colleges have been around for a long time and generally emphasize small class sizes and a curriculum centered around humanities, arts, social sciences, and natural sciences. These colleges mean a lot to students but now they are starting to close down and affect education not just for the state but all around America. Some of the reasons why this is happening is because of the 2020 pandemic, the cost of the college, and the enrollment of students within the college. These colleges are important because they mean something to students as well.

Liberal art schools closing is a big factor in college and undergrad students wanting these degrees play a big role in the topic. In the article, “Why Art Schools Are Disappearing” from the FEE Freeman Article (2019), Michael J. Pearce, talks about art school’s impact on students and why they are important. The article states that “Art programs need to teach students the skills they need to live a life in the art of their time. The reason CTEC and the ateliers are thriving is that they are teaching practical skills very, very well (Pearce 1).” Art schools can give students great benefits such as creativity and skills in the arts. The article also says, “But creativity does not lie in self-indulgence. Creativity grows from mastering a domain. True creativity is born after skills become second nature, not before (Pearce).” Students going to liberal arts schools master the skill they have so they can build upon it and because of that it increases education rates in America. 

Not only do liberal art colleges help students learn, but they also have to run a certain way to function. An essay called “Art School Stakeout.” Inside Higher Ed. (2019). Rick Seltzer, talks about art colleges and how they work, and how they help students. It says, “Meanwhile, art schools remain capital-intensive operations to run, as supplies, equipment, small class sizes, and generous faculty-to-student ratios keep expenses high. But art schools have also been under pressures that cut across the higher education landscape and are bearing down on many liberal arts colleges. Population and demographic shifts are changing where high schoolers are graduating in the greatest numbers, who those students are, what they can pay, and what they value in a college education. And as the cost of providing students with a good education rises annually, many small institutions struggle to keep costs in line without the benefits of efficiencies of scale (Seltzer).” This gives more insight into what goes into these liberal art colleges and how when they start to close, it can put people out of a job and change lives.

In addition to colleges changing lives, the 2020 COVID-19 Pandemic has most definitely changed college life and closed down schools. A report from Inside Higher Ed called, “More colleges will likely face closure 2023 experts say” (2023). Josh Moody helps explains how Covid-19 changes college. The report says that “While many of the colleges that announced closures last year cited the coronavirus, in part, for putting them out of business, experts note that federal government funding during the COVID-19 pandemic may have kept many institutions alive. Now that the spigot of federal relief funds has been shut off, higher education observers believe that other embattled institutions may ultimately succumb to closure, a path that many were on prior to the pandemic (Moody).” This says that colleges and universities could have been forced to close prior to the pandemic because of cost and the colleges that have been trying to stay open are getting funded by the government to still provide education for these college students. 

Colleges and schools give out many things to help students but they also can’t control what happens if something. In the article, Liberal Arts Colleges in Crisis.” from the Capstone Wealth Partners site (2020). Joe Messinger, talks about why colleges and universities closing and what parents of students should do. Ever since 2020, the COVID-19 pandemic has affected many people and Messinger says that tuition is the main reason why small liberal arts schools are losing their value and are closing. Messenger states that “Even before COVID-19, demographics were working against them, with the birth rate dropping to 13% after the recession, the number of college-bound high schoolers is shrinking. Without those tuition dollars flowing in, colleges cannot stay open. They do not have other sources of funding. Many are selling real estate or laying off personnel and cutting salaries (Messenger 1).” This serves as a serious problem for students and colleges in America. This could mean that many students would not be able to get the best possible education from the college they choose for their career path and overall could ruin their lives.

Many closings have happened within the last 5 years and they have ruined lots of student’s lives but because of this, it affects people later down the road,  Another article, “PROOF POINTS: 861 colleges and 9,499 campuses have closed down since 2004.” from The Hechinger Report (2022). Jill Barshay, talks about the overall number of colleges and universities that have closed down in America and how this affects students. Barshay states that “Higher education administrators point out that it’s equally important to monitor individual campus closures. The closure of a branch campus can also leave students without good, nearby options for completing their degrees even when the parent institution is still operating branches elsewhere (Barshay).” Students going through college closures can be forever impacted and because of this, it shows that these small liberal art colleges really can change a student’s life in the long run. The report also states,” More than 60 percent of the students at a shuttered campus became college dropouts, adding to the large pool of U.S. adults who have student loans and no degree. “Their schools’ closing effectively closes doors on the student’s educational dreams,” said Shapiro. “It is a serious hardship for the students (Barshay).” This serves as a big problem for both college students and liberal art schools.

  Not only do students with loans and no degrees have no college, but they also get financial problems. In the article, “Cazenovia College Closes, In a Possible Harbinger for Similar Schools.” from Diverse Education (2022) John Edelman, describes a story of a 199-year-old liberal art college in upstate new york that announced its closure after its 2022 spring semester. The article talks about how the students first felt about hearing the news and what the students endured further into the year. Edelman talks about the financial problems the school had and how the student enrollment rate affected the college. Edelman says that “Students and faculty became aware that Cazenovia might have to close when it defaulted on a $25 million bank loan earlier this fall. But the college’s financial problems had been building for years. In recent years, the student body had decreased 40% from a peak of nearly 1,000, a product of declining college enrollment rates across the country (Edelman).” Enrollment in schools and money problems help these small liberal art colleges close which is not a good sign. 

So the main reason why these colleges are closing is because of the financial problems they face, the 2020 Pandemic that affected not just college students but the world, and also the number of students they admit and enrolment problems they face. One way I suggest how we can change this is by speaking out about the issue. This issue needs to be dealt with and the people around you can help. Your voice can change the way we see anything and joining together to help can take education in America very far. 

Work Cited

Michael J. Pearce. “Why Art Schools Are Disappearing:” FEE Freeman Article. 01 June 2019. https://fee.org/articles/why-art-schools-are-disappearing/

Rick Seltzer. “Art School Stakeout.” Inside Higher Ed. 06 February 2019. https://www.insidehighered.com/news/2019/02/07/art-schools-show-signs-stress-what-can-liberal-arts-colleges-learn

Josh Moody. “More colleges will likely face closure 2023 experts say.” Inside Higher Ed. 18 January 2023. https://www.insidehighered.com/news/2023/01/19/more-colleges-will-likely-face-closure-2023-experts-say

Joe Messinger. “Liberal Arts Colleges in Crisis.” Capstone Wealth Partners. 26 August 2020. https://capstonewealthpartners.com/liberal-arts-colleges-in-crisis/

Jill Barshay. “PROOF POINTS: 861 colleges and 9,499 campuses have closed down since 2004.” The Hechinger Report. 21 November 2022. https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/

John Edelman. “Cazenovia College Closes, In a Possible Harbinger for Similar Schools.” Diverse Education. 15 December 2022. https://www.diverseeducation.com/institutions/article/15304376/cazenovia-college-closes-in-a-possible-harbinger-for-similar-schools

Austin Williams

April 17^th,2023

Professor Weaver

1102

College majors play a significant role in earning potential. The choice of major can influence the type of career an individual enters. It can also influence the industry they work in, and the level of education and skills required for the job. In this essay, we will explore how college majors affect earning potential, and how they can set you up for different opportunities in life.

Firstly, according to a report by Georgetown University’s Center on Education and the Workforce, the median earnings of individuals with a bachelor’s degree vary widely based on their major. For instance, median earnings for engineering graduates are $92,000 per year. In contrast, those with an arts degree earn a median of $55,000 per year. An engineering degree is a harder degree to earn than an arts degree. This also shows the more difficult your degree is to earn, the more money you are likely to make. This also shows a significant difference in earning based on the major you pick.

Secondly, a report by the Lumina Foundation found that individuals with degrees in high-demand fields such as healthcare, engineering, and business tend to be paid more than those in fields with less demand. The report also found that individuals with degrees in fields with low demand, such as the humanities, social sciences, and the arts, tend to earn less than those in high-demand fields. This suggests that individuals who choose to major in in-demand fields earn more than those in low-demand fields. The less demanding fields pay less because they are not hard jobs, and anybody could do them. So of course, people in that field will make less than those in a high demand field where the company would like require a specific skillset that not everybody has. This means if you pick a major that will lead you to have a unique skillset, you are more likely to be paid more.

Thirdly, a study conducted by the Federal Reserve Bank of New York found that the return on investment (ROI) for college majors varies significantly. ROI is basically if the money you put in your investment will be made back or not, so in this sense when talking about college majors and degrees, a company would most likely want somebody who major is as close to the actual job they are doing as possible. The study found that individuals with degrees in engineering, computer science, and business had the highest ROI. In contrast, those with degrees in education, the arts, and social work had the lowest ROI. This finding suggests that choosing a major with a high ROI can lead to better earning potential and more opportunities in life when it comes to finding a job.

Fourthly, a report by the National Association of Colleges and Employers (NACE) found that the average starting salary for new college graduates varies significantly by major. For instance, the average starting salary for individuals with a degree in engineering was $69,961, while those with a degree in the arts had an average starting salary of $36,988. Of course there are engineering jobs that pay less and fields in the arts that pay more when starting out, but the  most likely thing to happen is going to be that the degree that is harder to earn and leaves you with a more unique skillset will be much more rewarding in the end.

Lastly, a study by the Strada Education Network found that the type of college degree an individual holds can also affect their earning potential. The study found that individuals with graduate degrees earned more than those with bachelor’s degrees. For instance, individuals with a master’s degree in business administration (MBA) had median annual earnings of $100,000, while those with just a bachelor’s degree in business had median earnings of $65,000. This goes back to my point of saying that the work you put in while your in college will reward in the end once it’s time to find a job. The amount of time you put into getting your degree and becoming a master at what you do is what will set you apart and give you that unique skillset that companies are looking for.

In conclusion, college major choice can significantly affect earning potential. Individuals who choose majors in high-demand fields, are more likely to make more money than those in low demand fields, due to the individuals in the high demand fields having a more unique skillset. When looking for a job companies see you as an investment and more times than not the people with the degree in the high demand are to be hired since they are a better fit for the job. In this paper I think that I showcased reason as to why the major you pick in college does more times than not directly correlate to how much money you will make in your life.

Research Question: How has the tobacco industry attempted to influence research?

Introduction:

Most Americans are aware of the regulations that have been enacted for the sale and use of tobacco. Anyone who smokes may see the surgeon-general’s warning label and picture of a shriveled-up lung on their pack of cigarettes. Time and research have shown us that smoking kills. According to the CDC, smoking just in the United States kills over 480,000 people yearly. (CDC) We don’t know how these numbers could change with the emergence of vaping. Since this new technology has not been extensively researched, it is important that we conduct research surrounding it in a way that will inform the public transparently. This post explores how tobacco companies have manipulated research in the past and how they are attempting to influence research at universities today.

Discussion:

In the past tobacco companies have attempted to skew the public’s and lawmaker’s perception of smoking by creating controversy around it. The more controversy that surrounds a topic, the less likely a member of a committee or congress is likely to create restrictions on the harmful product. Lisa Bero, a professor of Medicine and public Health at the University of Colorado, has conducted extensive research about the strategies that the Tobacco industry uses to devalue research that accurately depicts the harmful effects of smoking, and to fund and publicize biased and non-peer-reviewed studies. She concisely states 6 strategies the tobacco industry uses to push an agenda in her article, “Tobacco Industry Manipulation of research” in the Public Health Chronicles. An example she brings up of a Tobacco company manipulating research is how the Phillip Morris Company pushed their interest group’s position. In 1988 the Phillip Morris Company created The Center for Indoor Air Research. (Bero 202) Dr. Bero states, “From 1989 to 1993, CIAR awarded $11,209,388 for peer-reviewed projects and $4,022,723 for special-reviewed projects. Seventy percent of the peer-reviewed projects funded by CIAR examined indoor air pollutants other than tobacco smoke, diverting attention from secondhand smoke as an indoor air pollutant.” (Bero 202) In other words, the Phillip Morris company created a research center that spent over 15 million dollars in 4 years for research of air pollutants that weren’t tobacco smoke, to shift the conversation away from tobacco. Lisa explains why this diversion is helpful for tobacco companies by stating,” It is often to the benefit of interest groups to generate controversy about data because the controversy is likely to slow or prevent regulation of a given product.”(Bero 200) To elaborate, if decision makers must deliberate more extensively on a topic because of conflicting research, proceedings will be slower because any relative information must be considered before the vote can happen. If the doubt created is strong enough, regulation may not even pass a vote. This has proven to be an effective strategy for Phillip Morris International, since they are attempting to use a similar strategy today.

Regulations have thankfully gotten stricter since then and everyone sees the Surgeon General’s warning on their pack of cigarettes. Most people know that smoking causes cancer, but there is still a controversy to be created with vaping. Phillip Morris has recently changed their business strategy to push vaping. According to Andrea Chang from the LA Times, “Philip Morris International is trying to persuade customers to switch to its heated tobacco products, which it says are better alternatives because they are smoke-free. Eventually, the company hopes, governments will regulate cigarettes out of existence altogether.” (Chang) Phillip Morris International knows that information about the dangers of smoking is widespread, but the same can be said about vaping. Although regulations around funding from the tobacco industry have gotten stricter according to state laws and university regulations, The tobacco industry still has attempted to skew research in recent years to push their vape products. According to the Southeast Asia Tobacco Control Alliance, Phillip Morris Company has announced that they are pledging 1 billion to research on the harmful effects of smoking. (SEATCA) These funds wouldn’t be directly received from the tobacco company, but instead they created “Foundation for a Smoke-free world”.(SEATCA) Although this is creating a degree of separation between the tobacco-industry and universities, this would still create a conflict of interest and is not much different than universities directly receiving the funds from Phillip Morris International.

This raises the question of whether they are doing this to help people quit smoking, create a better image for the company, or even more sinister, to skew the results of research conducted at universities.  This may seem like when the Phillip Morris Company created CIAR in 1988. This is because it is. Just as CIAR was create controversy are indoor air pollutants (Bero 202),  the “Foundation for a Smoke-Free world” is just a way for the Phillip Morris International company to boost their public image and get around conflict of interest regulations at universities. As Bero stated about the CIAR foundation, “Support for research can provide good public relations for the tobacco industry by portraying it as philanthropic.”(Bero 201) The same can be said also about the “Foundation for a Smoke-free world” foundation created in 2017 by the same company.

Large health organizations have raised warnings to universities to not accept the funding from “Foundation for a Smoke-Free World”. The American Cancer Society called this a, “new twist out of the tobacco industry’s deadly playbook.”(SEATCA)  Many universities have policies for reasearchers to not accept funding from tobacco companies, but this has not been the stance of a select few universities. according to Stanton Glantz in his article, “Tobacco Money at the University of California”, UCLA has made a hard stance that they would not be banning tobacco money in biomedical research because it’s a “slippery slope”.(Glantz 1068) To elaborate, UCLA believes that banning money from tobacco companies may cause controversy in receiving funding from other industries, such as pharmaceutical companies. Another example would be how UCSF failed to ban receiving funding from tobacco companies simply because they did not have enough votes. (Glantz 1068). This shows that there is a problem when it comes to the acceptance of dirty money and lack of regulation in research universities, even in the most liberal of states.

The USA is not alone in the controversy surrounding funding from the tobacco industry. According to J.E Cohen in his article, “Universities and Tobacco Money”, Nottingham University, a research university located in the UK, received the funding for one of their international centers directly from the British American Tobacco company of the amount of 3.8 million pounds, which is the equivalent to about 4.61 million U.S. dollars.(Cohen) Cohen makes the point that universities may feel more pressure to accept funding from the tobacco industry as government funding for universities goes down. (Cohen)This may be why UCLA is wary of losing their funding from the tobacco and pharmaceutical industries.

Authors Suzanne Schick and Stanton Glantz in the article “Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement” also bring light to a similar issue; conflicts of interest among members of IFSH and LSRO, committees that issue grants to Universities conducting research in health issues.(Schick and Glantz) They found that many of the donors to the IFSH were from “anonymous private donations”, which is curious to say the least given the tobacco industry’s slippery strategies in the past. On top of the majority of their donations coming from anonymous sources, they found that, “ 54% of the  members of the Cigarette Additives Expert Panel and 44% of the members of the Reduced Risk Core Committee have documented direct financial relationships with the US tobacco industry” (Schick and Glantz)  In other words, roughly 50% of the LSRO panel members that issues grants to Health science research have either received funding from or are financially tied to tobacco companies.

Recommendations:

Students should be aware of where funding from university research comes from. In many cases, the funding may come from industries that are harmful to public health. Companies like the Phillip Morris International company have used unethical strategies to put a veil over the truth when it comes to the results of data. In addition, we need to be aware of where our money is going to when we donate to “non-profits.” We need to ask ourselves the questions, “How was this organization founded?”, “Where have these funds been distributed to in the past?”, “Where do the committee members of this organization have financial ties?” and, “Does the publication have anti conflict of interest measures?”. When committing our money to universities through tuition, we need to consider their ethical practices because it will reflect on the research you may conduct at this university. These individual measures will not be enough to solve the issue of excessive industry influence on research; we will need to commit more funds to higher education on a federal level to discourage researchers from accepting dirty money.

Sources:

Bero, Lisa A. “Home – PMC – NCBI.” National Center for Biotechnology Information, U.S. National Library of Medicine, Mar. 2005, https://www.ncbi.nlm.nih.gov/pmc/.

Cohen, J E. “Universities and Tobacco Money.” BMJ (Clinical Research Ed.), U.S. National Library of Medicine, 7 July 2001, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1120656/.

Seatca. SEATCA, 26 Dec. 2017, https://seatca.org/top-universities-reject-big-tobaccos-research-funding/.

Glantz , Stanton A. “Tobacco Money at the University of California.” American Journal of Respiratory and Critical Care Medicine, https://www.atsjournals.org/doi/full/10.1164/rccm.2503001.

Schick SF, Glantz SA. Old ways, new means: tobacco industry funding of academic and private sector scientists since the Master Settlement Agreement. Tob Control. 2007 Jun;16(3):157-64. doi: 10.1136/tc.2006.017186. PMID: 17565125; PMCID: PMC2598497.

Chang, Andrea. “Tobacco Giant Philip Morris Sees a Future without Cigarettes – but There’s a Catch.” Los Angeles Times, Los Angeles Times, 16 Apr. 2021, https://www.latimes.com/business/story/2021-04-16/q-a-with-the-ceo-of-philip-morris-international-america.

“Diseases and Death.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 29 July 2022, https://www.cdc.gov/tobacco/data_statistics/fact_sheets/fast_facts/diseases-and-death.html#:~:text=Cigarette%20smoking%20is%20responsible%20for,or%201%2C300%20deaths%20every%20day.

Moaz Shoaib

Research project

What are students expecting from higher education these days with current situations like inflation and recession?

Introduction:

                Amid economic challenges such as inflation and recession, students have high expectations from higher education. Students want these higher education institutions to provide them with the quality education that prepares them for their careers as well as changing trends and future uncertainties of the job market. They also expect affordable education that prepares the students for a successful career and equips them with the skill set that helps them overcome the challenges in the job market. Student expectations are closely tied to outside factors like recession and inflation.  This research project explores student expectations from higher education institutions in light of current economic situations like recession and inflation.

Discussion:

                Every time a recession hits the country it has both positive and negative effects, mostly negative effects. Every decade has experienced a recession. These recessions can also be used to help with upcoming recessions. As Breneman and David W. talk about the history of these recessions in their article, for colleges, this is not just another recession, the recession of 1970 shocked colleges and universities and they experienced financial trouble. The economic crisis and unemployment caused growth in enrollment rate and the government to pass laws to help students with aid (pB7-B9). The students’ expectations change in this decade, and it can be seen through the enrollment growth. Unemployment led people to enroll in colleges and universities for higher education. It can also be seen that recession and higher education are directly related to each other because whenever a recession hit people go to these institutions for higher education and to put the economy back into its cycle, and government also helps people in accessing higher education. They expect these institutions to provide them with the required skills so that they can play their part in these tough situations.  According to the article, for colleges, this is not just another recession, After the recession of 1980 colleges increased their tuition sharply due to a decrease in high school graduates, but the enrollment rate stays the same. Even after the economic recovery, the tuition stayed the same. The recession of 1990 changed that, and the enrollment rate declined (Breneman and David W. pB7-B9). But it is evident by looking at these timelines that with every recession the enrollment rate increases and the regulations on colleges and state contributions decrease. But the 1990s recession started the debate of lower college tuition. The main concern of this is students who are just trying to get higher education to compete in these highly competitive markets; amid the recession, it seems impossible. These recessions affect the students directly. The obstacles on the road to financial stability for students are recessions, highly competitive markets, high enrollments, high college tuition, and an increase in the requirement of education by employers.

                Another thing about the high enrollment rate is that although it is a positive thing, it also has negative effects. Higher education is good for society as people can acquire an intellectual side of themselves which helps in critical thinking and making better and qualitative decisions in their lives, it can also improve people’s lives and help them get better financially, increase social growth and skills. But Omer and Harel Ben Shahar talk about the phrase “Arms Race” in their article. The meaning of this phrase defined by these authors clearly portrays today’s society. In the article the phrase “Arms race” represents the high enrollment and more and more people getting a higher education and the effect of this is that it is creating more competition in the market and employers that needed high school diplomas are now requiring and hiring people with higher degrees such as bachelors. But this increase in higher education is not contributing to economic growth or work productivity because people are not getting any skills that will help their personal growth and this is merely an “Arms race”. This process is characterized as wasteful by economists and social scientists (Omer, Harel Ben Shahar 763). This process is also creating a problem for people who cannot get access to higher education and are first-generation college students, or students with low income. But since the market requirements have gone up because of this phenomenon, it creates social inequality and class difference. So, the available choices for these people are shrinking day by day and these leftover jobs are low paying. The article further states that the expansion of higher education may be a problem because it aggravates the arms race and widens social inequality, and the value of higher education cannot be explained by the contribution to the productivity of graduates (Omer, Harel Ben Shahar 764). It can be seen in society that there are more graduates than ever before, but their abilities are restricted because these graduates cannot put their knowledge to work. Students are expecting if they get a higher education they can earn more, and it is true and it is proven true because of this arms race process.

                Higher education is not just limited to preparing students for a successful career, but it also prepares a student for the critical things in life. There are all these outside and inside factors that cause the change in expectations of students over time. So, expectations are not something that stays the same but changes rapidly with continuously changing times and situations. Higher education is closely related to economics. With increasing costs of higher education, there is a question of the quality of higher education because students see this as an investment, and they want better results in the form of financial stability and smooth experience in the job market. Colleges and universities are also working to reduce the costs to make higher education more accessible for students. In the article, Let’s not lose our advantage in higher education, Griffith argued that Colleges are taking some measures to reduce the cost and the measures include cutting the departments with low enrollment or low turnout rates, increasing class size, and offering courses online. Although these steps are reducing costs, they are also affecting the quality of education (345). So, the students’ requirements and expectations are fulfilled but the cost is quality of education and fewer pathway choices. The result of this will be more shrinking of the Job market which will ultimately create more competition in the market and there will be an increase in enrollment again in higher education and the tuition will go up again. So, it can be concluded that this is just an Arms race as explained in the article by Omer and Harel Ben Shahar, and the actual sense of education from higher education is lost. This is evident from the article by Griffith when these institutions see their students as customers (344). The solution to this is also mentioned in the article, HIGHER EDUCATION: TOO MUCH OF A (POTENTIALLY) GOOD THING?  It presents some proposals that can help with this dilemma. The first proposal is legally banning employers from putting a higher education box on their application which under Title VII’s clause is a discriminatory classification. The second solution is charging a fee to employers who hire workers with higher education than needed (Omer, Harel Ben Shahar 766). These are some steps that will help with the pressure coming from the Job market.

Conclusion:

                The top priority of students these days is affordable and high-quality higher education that can help withstand these rapidly changing times and conditions. All things considered, these higher education institutions need to be responsive to changing students’ needs and expectations to remain relevant and effective in the years to come. As Coaldrake quoted Dunkin in his book, responding to changing student expectations, the agreement between student and institution is like signing up for medical treatment where the student is patient and treatment is a process. Patients must trust the process (80). College is a process and students must have trust in the process, but students need assurance that these traditional ways are the right fit for them. The universities have a long history of preserving their standards and quality when it comes to responding to student’s needs and expectations, but Coaldrake argues that “if universities are unable to demonstrate that they are in fact preserving standards, instead of simply preserving antiquated or patronizing attitudes towards students, then they will continue to lose respect and patronage” (90). So, colleges and universities need to response to these dynamic trends. The change can be seen with the formation of different kinds of institutions such as for-profits and technical schools that attract certain groups of people. Students should also be aware of what they want in terms of career and education and make decisions accordingly. Students should be specific in selecting courses that are relevant to them. Getting higher education is a good thing but getting more than one needs can make it difficult for others. So, students should get enough higher education as they need to be successful. In this way, the quality and cost of higher education will be preserved, and students will feel comfortable accessing higher education.

Works Cited

• Breneman, David W. “For colleges, this is not just another recession.” The chronicle of higher education 48.40 (2002): B7-B9.

• GRIFFITH, AMANDA L. “Let’s Not Lose Our Advantage in Higher Education.” Independent Review, vol. 27, no. 3, Winter2022/2023 2022, pp. 343–50. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=slh&AN=161630646&site=eds-live&scope=site.

• Kimhi, Omer, and Tammy Harel Ben Shahar. “Higher Education: Too Much of a (Potentially) Good Thing?” Wake Forest Law Review, vol. 54, no. 3, Sept. 2019, pp. 761–805. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=bth&AN=140029837&site=eds-live&scope=site.

• “Responding to Changing Student Expectations.” Higher Education Management, 2001. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=edsoai&AN=edsoai.ocn752559554&site=eds-live&scope=site.

What are the benefits of going to a HBCU as an African American first generation student? In 1856, the first historical black college and university (HBCUs) was built. HBCUs started to open up to help encourage more African Americans to attend college. When it comes to choosing a college, students must factor in their values and beliefs. Many HBCUs administration and faculties enjoy helping students who have low income or even if they are first generation college students. They also help students who are dealing with stress or anxiety because having good mental health is very important. The HBCUs community has always created a safe place for their students. HBCUs are predominantly Black but they are open to every student. 

Many first generation students and low income students who attend a HBCU struggle to fit in. This is one of the many barriers they must face in order to pursue an educational degree at a college or university. Williams wrote many articles about her experiences at a HBCU. In one of her articles, she spoke about how “Historically Black Colleges and Universities (HBCU) faculty and administrators employed to create inclusive and supportive environments for populations often marginalized in US higher education—especially low-income and first-generation college students” (William). William is explaining that most HBCUs are often seen as an isolation compared to other colleges or universities. Many faculty and administrators want first generation college students and those who have low income to settle in a new environment that feels included and nurturing. HBCUs goal is to support those who are struggling to belong there as well as financially. By building a safe place for first generation students and low income students, they have a better success rate. 

Another factor that plays into an African American college student’s success is having good mental health. Studies have shown that many students who attend a college or university will be overwhelmed at some point in their journey. Stress is a common symptom of having anxiety. It is normal for students to have stress, but stress won’t be healthy for the long run. Wilkinson wrote a journal called The Association of Unmet Social and Emotional Support Needs with Race/Ethnicity among College Students in the United States which talks about a student’s mental health. He talked about how his recent research “shows anxiety and depression to be the most prevalent forms of mental health concerns amongst college students followed by suicide, eating disorders, and substance abuse” (Wilkinson). Wilkinson is illustrating how having a bad mental health can impact a student’s life. Rice and ethnicity also plays a big role because many people often judge someone by their looks which can destroy their mental health. Another factory that could have played into a student’s mental health is workload or environment. At HBCU, faculty and administrators want to prevent this from happening to their students. They offer many open sessions with students who are dealing with anxiety or depression alone. Having symptoms such as depression, stress, or anxiety can lead to a bad diet, suicidal thoughts, or even drugs. This means by providing students with the help they need, it could be another reason to help them get closer to success. 

Most first generation college students who have good mental health tend to graduate at a higher percentage rate. Even with financial issues throughout their college career, they have managed to graduate college with a degree. Now, not all first generation college students graduate. Strayhorn wrote an article analyzing college students and their graduation rate depending on their colleges or universities. According to Strayhorn, “Similar to what happens at predominantly White institutions (PWIs), not all students who enter HBCUs complete their degree” (Strayhorn). Strayhorn is demonstrating that every college student has different struggles whether that be fitting in, having a hard time comprehending, or outside issues. HBCUs offer many opportunities for college students to help them become successful in their own ways. They have created many programs to keep their students engaged in their field. HBCUs want all their students to graduate.

The first step into being closer to graduating is by getting involved with their community. When a student is feeling comfortable and safe in an environment, it is telling faculty and administrators that they are doing an excellent job. Taylor and William both worked on an article together called Critical Sensemaking: A Framework for Interrogation, Reflection, and Coalition Building toward More Inclusive College Environments. They spoke about their own experiences about the environment at a HBCU. Taylor mentions “given the oppressive nature of higher education environments, educators must support students in making sense of their experiences” (Taylor and William). Taylor and William are explaining that most professors at HBCU support their students from school work to recommendations for programs or clubs. Students are also encouraged to go to football games or events as a way to support their HBCUs. Many faculty and administrators including academic advisors want every student at HBCU to feel inclusive. 

HBCUs are predominantly Black institutions who inspire others to be great one day. They challenge their students everyday to put them up for success. Williams has been at a HBCU for more than a decade. She has been working on an article that talks about the experiences of black communities to help promote black students’ success. She talked about “HBCU administrators and faculty members build upon the lived experiences of Black communities to help to promote Black students’ success” (William). One of the most important goals HBCU stands for is to protect Black students’ success. HBCU was open for this reason because not many African Americans were attending college. Their goal is to give African American an equal opportunity as everyone else.

HBCUs are a great choice of college or university. This will definitely benefit many college students especially for those who are first generation, African Americans, or come from a low income family. Many faculty and administrators want all their students to participate or get involved with their community. They also offer many programs and clubs to help students get real world experiences or to even help them with their health. By maintaining good health as well as school work, many students that attended HBCUs will become very successful in the future.

Citation Page

• Williams, Krystal L., et al. “Meeting at the Margins: Culturally Affirming Practices at HBCUs for Underserved Populations.” Higher Education (00181560), vol. 84, no. 5, Nov. 2022, pp. 1067–87. EBSCOhost, https://doi.org/10.1007/s10734-022-00816-w. Article.
• Wilkinson, Larrell, et al. “The Association of Unmet Social and Emotional Support Needs with Race/Ethnicity among College Students in the United States.” College Student Journal, vol. 56, no. 3, Sept. 2022, pp. 238–58. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=s3h&AN=159963677&site=eds-live&scope=site. Journal.
• Strayhorn, Terrell L. “Analyzing the Short-Term Impact of a Brief Web-Based Intervention on First-Year Students’ Sense of Belonging at an HBCU: A Quasi-Experimental Study.” Innovative Higher Education, vol. 48, no. 1, Feb. 2023, pp. 1–13. EBSCOhost, https://doi.org/10.1007/s10755-021-09559-5. Article.
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Research Assignment: Does a person’s major matter toward their career choices?

Introduction: 

College majors are one of the main aspects people consider when searching for a college. Many decide what colleges they would want to attend based on their finding of the programs available. This brings about the question of why people pay so much attention to major selection. Colleges provide students with the fulfillment of the requirements needed to earn a degree for graduation. The role major plays are in designing the narrowed focus in the selected area of study. Knowing this, another question to raise is the connection between majors and selected jobs. 

Research: 

Work after college is the typical route taken. Many use the programs in college as a step towards advancement in careers. Students can choose what they want to major in or leave it undecided. This decision for many, is a critical choice. In the research from the article, “Distinguishing the Factors Influencing College Students,” Beggs, Jeri Mullin, et al mentions how major making decisions are “frequently identified life regrets for Americans (1).” Based on what is said, this could mean that many aren’t satisfied with what they are currently doing. Students go into these programs believing that they would help aid in post-graduation. They build the connection between their majors and career choices. 

Further evidence shows an example of this when Beggs, Jeri Mullin, et al state in their article, “For example, a student may choose a particular major because ‘I don’t want to sit at a desk all day’ or ‘I don’t like math (1).’” From this example, it is clear that students have a concept of knowledge towards certain majors. They believe majors, for students, would decide the materials they would be covering. In the workforce, their expectation of what a person’s work life would look like are based on their selected major. Already building the connection between major and work life, gives rise to the selection of jobs according to its association with one’s major. 

Most colleges require a student’s selection of a major. A major is needed for fulfilling a college degree, which would allow for graduation. These college degrees would then be used like a resume. It determines the outcome of how far one can go as they step into the workforce. According to the article, “Connecting Higher Education to Workplace Activities and Earnings,” Chau, Hung, et al state, “College degrees are generally associated with higher potential lifetime earnings, larger professional network, and more adaptable careers (1).” Based on this quote, the relation it has to a major is significant. It brings about the significance of major decision-making in which one needs to consider factors following their goals. 

As mentioned, a college degree would act like a resume and this is due to its association with majors. College majors give the credentials for the field of study. They show qualifications that jobs would be looking for. It determines whether one would have the qualities for the job. The article, “President’s Perspective: Why Go to College?” it is stated, “A ‘credentialing’ society…Today that ticket is a college diploma… These opportunities include not only jobs but also a more favorable treatment in almost anything one applies for over the course of a lifetime (1).” This portion of the article talks about the opportunities of a college diploma against a high school diploma. While it also depends on where an individual sees themselves, having a college diploma would give more opportunities and chances for that to happen. Connecting majors with a college diploma, both focus on targeting a field of study. Its link to majors means that the advantage it has is also applied to it. While it is the degree that is looked more at, majors show one’s specialization. 

Many students attending college are there already with a foresight built upon post-graduation plans. The article, “It’s not just about jobs. College must help students find their passions: Why go to college? A viewpoint from an enrollment chief,” talks about professor Angel B. Pérez’s insight on his student’s response to his question (Perez 1). Pérez asked his students why they attend college, and the majority of the answer lies in getting a job (Pérez 1). The title gives away a summary of what the overall article is about. Professor Perez believes that students should go to college with the mindset leaning more towards exploring their interests and less so on the first thing in mind is getting a job. 

This article gives rise to the idea that majors are disassociated with careers. Restating research data from Stanford professors, Bill Burnett and Dave Evans, in the book “Designing Your Life,” Pérez states, “Only 27 percent of college graduates are working in their field major (Pérez 1).” This tells a lot about the use of a major in one’s career. The article continuously mentions interest, passion, and purpose. If those words are applied to career choices, they would also be exerted toward one’s major. The result would be that the interest explored with a college major would also be a factor in deciding on a career. This state of matter has more to do with individuals and their separate plans.

More information on the reasoning behind why students select their major is conducted in the study shown in the article, “Distinguishing the Factors Influencing College Students” Choice of Major.” Beggs, Jeri Mullin, et al state, “Our review of the literature suggests four categories; Sources of information and influence, Job Characteristics, Fit and interest in Subject, and characteristics of Major/ Degree (1).” Based on this data, job characteristics are one of the top four mentioned. Majors have an impact on the type of work that students would do in the future. In their research, it is given that “68.4% of the respondents chose their major because they liked the kind of work it would enable them to do (1).” Based on these results, a major is essential for one’s career choices as people consider a lot about the effects.

Conclusion:

The recurring idea from the information given is the relationship between majors and careers. In terms of whether majors matter toward a career, it can be answered with a yes for the majority, however taking it further, it would depend. Based on the fourth paragraph, there are factors to consider when selecting a major, mainly the work outlook. It’s the decision between the opportunities given from each option. These options deal with promotion, earnings, status, or the position in mind. If a person is set and is satisfied with where they are without a major, then there would be no need to acquire it. However, if a person wants to explore their opportunities, they could strive for it. In talking about opportunities, paragraph five, talks about the advantage of a college diploma. There are much more paths open compared to a high school diploma. As studied earlier, the decision lies in a person’s satisfaction level and goals for where they see themselves at. This is also explored in paragraphs six and seven. A person may be influenced to select both their major and career based on their interest. In that aspect, a person valuing interest would find the importance of their major towards their career. In addition, with paragraph seven, people valuing what their career life would look like may also find the value of their major. Because of the concept that majors provide more chances to attain a desired position, it would hold much weight for those depending on it. 

Works Cited

Perez, Angel B. It’s not just about jobs. Colleges must help students find their passions.: Why go to college? A viewpoint from an enrollment chief. WP Company LLC d/b/a The Washington Post, 2017. ProQuest, https://www.proquest.com/blogs-podcasts-websites/not-just-about-jobs-colleges-must-help-students/docview/1876016212/se-2.

“PRESIDENT’S PERSPECTIVE: WHY GO TO COLLEGE?” US Fed News Service, Including US State News, Nov 14, 2013. ProQuest, https://www.proquest.com/wire-feeds/presidents-perspective-why-go-college/docview/1458141910/se-2.

Chau, Hung, et al. “Connecting Higher Education to Workplace Activities and Earnings.” PLoS ONE, vol. 17, no. 3, Mar. 2023, pp. 1–18. EBSCOhost, https://doi.org/10.1371/journal.pone.0282323.

Beggs, Jeri Mullins, et al. “Distinguishing the Factors Influencing College Students’ Choice of Major.” College Student Journal, vol. 42, no. 2, June 2008, pp. 381–94. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=a9h&AN=32544871&site=ehost-live&scope=site.