Changing Majors

Shawn Roberts

Many students change their college majors more than once before they graduate. The average college student changes their major 3-5 times according to career.berkeley.edu. The truth is that most students have no idea what they want to be when they go into college. The reason for this is that today’s high schools do not prepare students for this; high schools prepare students for college. When a student leaves high school they have no previous experience to base what they want to be on except classes they liked.

Basing a college major off of whether someone likes math class or english class more is unrealistic. Just because a student liked calculus class does not mean that they should become an engineer. Likewise, if a student likes to write that doesn’t necessarily mean that they’re meant to be writing books. The only way to find out is through knowledge of exactly which major’s lead to which jobs and what it’s like to have those jobs.

Schools expect the students to research this which is unfair to them. The reason that people attend school is to get a job and learn what they want to be so they can become a contributing citizen to society. Schools need to make courses more career related earlier on. Students don’t get into courses that apply their information to real life situations until too late in their educational career. By the time they get to these courses there’s no turning back because they’ve already worked so hard to get there. High schools and colleges need to find a way to make it so that students know what they’re getting into.

Overachievers v/s High Achievers: An Evaluation on What is Necessary in College

Hunter Hammond

According to Maria Pasucci of the Buffalo News, it is uniquely important for entering college students to understand and grasp the difference behind what it means to be a "high achiever" and an "overachiever." In the article, Pasucci reveals that students are encouraged by society to not do THEIR best, but be THE BEST. Pasucci expresses that this mentality is responsible for the breeding of overachieving, perfectionist, students. She goes further to say that students who transition into college with a perfectionist attitude are in for a rude awakening.

The article explains that the unhealthy overachievers will be disappointed because it is fairly difficult to maintain the coveted 4.0; however, one aspect which Pasucci did not evaluate is what happens to the healthy high achiever who suffers. According Alexandra Robbins (author of The Overachievers: The Secret Lives of Driven Kids), there are healthy students who aim to do their best rather than the best. These are the students who expect to put everything they have in to something and expect to get a result that is somewhat similar to what they put in. What happens to the student who gives college everything he (or she) has and it still does not seem to be enough? The overachiever is berated for being such a perfectionist, while the high achiever is told to try harder.

Robbins reveals that students should enjoy college and do what they can; however, what about when the high achiever is destined to barely scrap by in college? What can this student do? The answer is a difficult one, but is one that both Robbins and Pasucci agree upon: buckle up for the ride. It might be tough; however, it must be done. Pasucci illustrates that students become more unhealthy (both physically and mentally) when they focus too much on what is happening to them. With this being the case, the most widely accepted approach is to simply do what you can, when you can; or else suffer from serious detriments.

Game on

Brandon Carter

While some may believe that video games have little or no impact on how a student performs in college, few have considered to what extent video games actually impact students. According to a study by Steve Jones, a professor in the Department of Communication at the University of Illinois at Chicago, “Fully 65% of college students [surveyed] reported being regular or occasional game players.” Although the number of college students actively involved in video games might come as no surprise, the extent to which the games affect students may. The same study showed that, “Close to half (48%) of college student gamers agreed that gaming keeps them from studying “some” or “a lot.” In addition, about one in ten (9%) admitted that their main motivation for playing games was to avoid studying.” Considering how much studying can affect grades, it becomes more evident as to how much video games can affect how a student performs in school.

Also, video games tend to affect a student’s sleeping habits. According to an article on MSNBC, “About 41 percent of college gamers play after 9 p.m.” Sleep is a key part of a healthy lifestyle, especially in college. By playing these games so late, students are postponing their bed time and losing possible hours of sleep. Take for example my roommate, recently when a game was released that he really liked he stayed up for hours every night playing it. He routinely went to bed around 4 a.m. and skipped his classes during the day. Because of this he is now doing poorly is several of his classes. Sleep is something the body can’t go without and still function properly. Therefore, video games by affecting you sleep habits influence how students perform in college.

Who Should Be Allowed To Attend College

David Diaz

Jaques Steinberg in a New York Times article called “Are Too Many Students Going to College?” summarizes a debate hosted by the Chronicle of Higher Education. Steinberg gives the opinions stated by the experts chosen by the Chronicle, but he leaves it open for the reader’s opinion.

Steinberg’s article is merely a summarization of a debate hosted by the Chronicle of Higher Education. The Chronicle posed the question “Are Too Many Students Going to College?” to several experts. The general argument of those that said yes was that only 10 to 15 percent of potential students have the talent to succeed academically in a traditional college program. It is the belief of some people who support this argument that these students should not be allowed to attend college or at least not be subsidized by the government or university. On the other side, it has been argued that everyone deserves to further his or her education should be able to do so. Furthermore, these individuals should be able to do so without cost being an “insurmountable barrier.” Finally, Steinberg concludes by leaving his article open to further debate.

My argument on the subject is that college should be available to everyone who wants to further his or her education. However, entry requirements must be met in order to allow the college to screen out the individuals who do not possess the ability to succeed. In this way, colleges known for rigorous criteria may continue to offer extremely challenging and cutting edge education to those students capable of handling it. Other colleges, and two year universities can either prepare those who aren’t quite ready for a rigorous program to enter into a rigorous program, or can offer degrees worth less than those of a rigorous program. Everyone should be able to attend college, regardless of price, because the more education our nation has the stronger we will be. However, some colleges will be better than others and stronger students should be able to attend these colleges over weaker students. In conclusion, all should be allowed to further their studies, but only those capable of handling a specific college’s curriculum should be allowed to do so.

Steinberg summarizes an interesting debate hosted by the Chronicle. The Chronicle posed the question “Are Too Many Students Going to College?” The experts offered varying views saying either only certain students can handle a college curriculum and only these should attend or everyone should be allowed to further his or her education. Steinberg’s article was left open to further debate and so I offer the idea that anyone should be allowed to further his or her education, but only those capable of handling a specific college’s curriculum should be allowed to do so.

Freedom of Speech?

Jamie Signorile

Many people have praised professors for their large contributions, not only to schools, but to their fields of study as well. Professors research topics and perfect and find out new things involved within their fields. However, many people have not noticed how restricted professors are in their speech.

In a recent article in The Chronicle of Higher Education, the AAUP (American Association of University Professors) has started a push for the protection of teacher's rights. The AAUP wants universities to adopt policies to help professors not be afraid to speak their minds. The organization is doing this through a program titled: "Speak Up, Speak: Protect the Faculty Voice on Campus". The AAUP has motivation from various sources on this issue. For example, the Supreme Court case Garcetti v. Caballos. The AAUP has released a report that accurately depicts the issue of the court case and its involvement with public employees such as professors. The plaintiff felt that he was passed up on a job promotion for contrary statements he had made pertaining to a warrant. The court made a decision stating that public employees who make statements pursuant to their official duties are not protected by the first amendment from employee discipline.

In addition, much of the fight was triggered by a case involving a University of Wisconsin professor. Professor Kevin J. Renken spoke out against administrators from the National Science Foundation who, he felt, where mishandling a grant given to him. The University punished him by reducing his pay.

I feel that this whole situation is not right. Professors should be able to voice their opinions because they hold such high grounds within their fields. There should absolutely be no restriction on anybody to uphold their first amendment right and hopefully the AAUP can help the cause.

Dangers of Dropping out

Richard Zhang

With the amount of students who apply for college every year, one forgets their purpose for going to college. Although students might go to college for various reasons however, in the end the only motivation for a student to work through college is a job or possibly a career. According to a recent article in the NYTimes more than 40 % of college students do not graduate within 6 years or just don't graduate at all. These students might drop out of college for various reasons; financial, family difficulties, starting a family, or putting more effort in to a job they currently have. Whatever the reason, when these students lost their jobs to the recession, finding new jobs is difficult, even though they know they can do the job efficiently. Their reason for getting reject? Not having a diploma and a degree. Nowadays, a degree is just a requirement. It used to be a degree gets you over the top, but now however, a degree is just a basic need for a job like a home address.

To a student currently in college, this would mean that taking your time is not an option. Dropping out would mean that in the future, there wouldn't be any good jobs available. That means the only way to obtain a decent job would be through networking. It is surprising how much a piece of paper can do to the life of an individual. College is a place where one should discover his or her own calling. However, now it turn into a place where students need to stay afloat for a degree and just obtain a job. But really, how important is a degree when there is no skills? Or the better question is how important are skills with no degree?

Under the Curve...

Hunter Hammond

According to an article in the Daily Pennsylvanian, grade inflation has had an undesirable effect upon the academic world. Students are making good grades left and right and the Department of Education points out statistical evidence saying that grades of students in college are exceptionally high. The article goes further to say that in an attempt to balance grade inflation it has become standard at many colleges to curve grading in a way that only a certain percentage receive each letter grade. This stance poses many ethical, academic, and efficiency related problems for students and faculty in higher education.

The Pennsylvanian questions the ethics behind the curve; however, the article fails to look into whether or not the curve is sound academically. The article reveals that students resort to back stabbing, cheating, and other unhealthy actions in order to "beat the curve." This mindset instilled in undergrads poses a significant problem as to what type of adults enter our society; beyond the societal and ethical complaints, the curve for grade inflation poses a problem in regards to academic integrity.

The curving policy, while made in an attempt to balance the inflation of grades, is in actuality hindering the academic reputation of many institutions and their programs. For example, the Pennsylvanian evaluates how Princeton is on the tract to lower grades so that only 35 percents of students receive an A. This means that even if students deserve an A for their work and effort, they may not be awarded what they earned. This grade manipulation is affecting the overall perception and performance of the schools in question. The grades do not illustrate if the school is rigorous, or even if a percentage is being met, the curve is not a good thing on any level.