Keith M. Parsons, a philosopher, historian and author at the University of Houston-Clear Lake is teaching incoming college freshman in their late teens for his first time. He describes the challenges higher education professors are facing from new millennial generations who have distant priorities about college. Professor Parsons indicates they do not know how to behave because they are accustom to not working hard. Does Parsons have a particular type of favorite student? Consequently, their output is low from habits of “passive” learning. By not taking measures to attain the skills of active learning, documenting and thinking critically courses are just a stumbling block for students. In “Message to My Freshman Students,” the difference between
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Parsons then begins to give examples of why the old “instruction” method of the high school level had worked. Parsons states that “teacher makes you learn” because if not proven by “standardized tests” they are the ones “blamed.” In other words, students have been taught partial responsibility for the past four years. The “job” used to be on the teacher to do all the work. Professor Parsons says “learning is your job -- and yours alone” implying that students are held accountable for everything even their grades. Then “Whether you drink deeply, or only gargle is entirely up to you” meaning that if the student wants to succeed they will have to try harder than they were in high school to see the outcome of their deeds (Parsons). Finally, Professor Parsons implies their grades will reflect their lone input and work effort because there is no one else to blame here. His argument that teachers were the reason high schoolers were getting ahead is legitimate. According to a report published by Michigan University explaining Teacher Issues they state, “[t]eachers are the backbone of educations . . . they are the ones who are interacting with the students on a daily basis . . .” which demonstrates the teachers are the ones doing most of the work in high schools ("Urban Education : Teacher Issues"). Students are not taught to handle their …show more content…
Two examples are “[his] dean will not call and ask how many conferences [he had] with [students] parents about [their subject mastering] progress” and “the content and format … include[s] … little or no test preparation.” The approach of not preparing students for exams is understandable under the notion that they will study on their own time. On the contrary, still, there are those who are ill-equipped on how to study and need any help from the professor. A study conducted by Harvard University showed results, of only 56% of four-year college students obtaining college degrees (Symonds, "Pathways to Prosperity” ). The findings are manifest of higher education norms. Then Parsons says, “I get paid the same whether you get an ‘F’ or an ‘A’” to show he is not affected one bit by the outcome of failing students. His argument about not being affected because he still gets paid is ineffective for his message. When Deborah Stipek
Parsons then begins to give examples of why the old “instruction” method of the high school level had worked. Parsons states that “teacher makes you learn” because if not proven by “standardized tests” they are the ones “blamed.” In other words, students have been taught partial responsibility for the past four years. The “job” used to be on the teacher to do all the work. Professor Parsons says “learning is your job -- and yours alone” implying that students are held accountable for everything even their grades. Then “Whether you drink deeply, or only gargle is entirely up to you” meaning that if the student wants to succeed they will have to try harder than they were in high school to see the outcome of their deeds (Parsons). Finally, Professor Parsons implies their grades will reflect their lone input and work effort because there is no one else to blame here. His argument that teachers were the reason high schoolers were getting ahead is legitimate. According to a report published by Michigan University explaining Teacher Issues they state, “[t]eachers are the backbone of educations . . . they are the ones who are interacting with the students on a daily basis . . .” which demonstrates the teachers are the ones doing most of the work in high schools ("Urban Education : Teacher Issues"). Students are not taught to handle their …show more content…
Two examples are “[his] dean will not call and ask how many conferences [he had] with [students] parents about [their subject mastering] progress” and “the content and format … include[s] … little or no test preparation.” The approach of not preparing students for exams is understandable under the notion that they will study on their own time. On the contrary, still, there are those who are ill-equipped on how to study and need any help from the professor. A study conducted by Harvard University showed results, of only 56% of four-year college students obtaining college degrees (Symonds, "Pathways to Prosperity” ). The findings are manifest of higher education norms. Then Parsons says, “I get paid the same whether you get an ‘F’ or an ‘A’” to show he is not affected one bit by the outcome of failing students. His argument about not being affected because he still gets paid is ineffective for his message. When Deborah Stipek