In this very moment, I find myself ranting to a friend, as I continued to talk like my life depends upon it, she looks up from her bed cluttered with over-priced textbooks and said, "Why is college so bizarre?"
Sometimes it helps get interested if you have to explain material to those who are not familiar with it as a way of testing your own understanding. Students who tutor younger kids find it helps them too.
Gather any group of college professors in any discipline in any part of the country, and most (if not all) have noticed a mindset affecting many college students in which they seem to value their degree more than their education.
I am there to teach students something new, to help them expand their worldview and become critical thinkers, and to enhance some of their existing skills. My students are there to get the piece of paper on their way to getting a job.
It's important to keep your grades up throughout the end of your senior year of college. If you're suffering through senioritis the second time around, here are five ways you can try to beat back the fatigue, maintain your GPA, and still have fun.
Though being mediocre shouldn't be what students strive for, letting grades determine your self-worth is absurd. Instead, students need to know what is expected of them in their industry and work toward achieving that.
Something I want tattooed on my forehead is "grades don't matter." The current perception of the importance of grades in academia dumbfounds me, because I think that by caring too much about grades, most students are missing the point of education.
There is magic in classrooms like this one at the University of Wisconsin-Madison where students and teachers and auditors and guests can listen to, and learn from, one another. That's why pushing a button at the end of the semester doesn't do this justice.
So where does this stop, this endless quest for the "A"? Will making straight "A"s throughout my years at Columbia lead me to whatever next step on the track that has heretofore been my life? It's taken me a while to be able to see this, but, no, I don't think so.
When I began professing in 1980, there seemed to be more time to teach. We had the same 15-week semesters, but my courses were much more demanding, for both me as well as for my students. Something has changed in higher education.
At one time, colleges worried about having too many students willing to settle for gentleman's C's. Now they worry about having too many students feeling entitled to automatic A's. How do we make grades meaningful for all students?