Success in the college classroom

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Success in the college classroom

  1. 1. Success in the College Classroom<br />Three Articles Discussing Different Ways to Achieve Classroom Success<br />
  2. 2. Slackers<br /><ul><li>The first article called “Dealing With Slackers in College Classroom Work Groups” discussed how teachers can deal with the slackers, how students respond to slackers, and how students think teachers should deal with slackers. Students have found that working with slackers is a struggle, and that they try to point out their slacking. One way students combat the slacking is by assigning the slacker important tasks. Teachers should try and help work groups realize they have slackers in the group (if the group has any) and help the students advise the student that is not working as hard as the others. </li></li></ul><li>Slackers “My a-ha Moment and a Quote”<br />When reading the article over slackers, I realized that I had a lot of people in my groups over time that did not work like the rest of us. The article mentions how students that work with a slacker in a group project are less likely to want to work in group projects in the future with people that they do not know. I really believe this is true. In high school I had to work with slackers all the time. It was so bad in high school that I only wanted to work in groups if the teacher allowed us to pick our own groups. I think it is rather important that a teacher or professor does not punish the entire group with a bad grade because of one person’s inability to work like the others. <br /><ul><li>“Students believe that they accomplish more by working in groups by working alone…they are able to contribute to their group projects in a meaningful way…and they enjoy learning about and gaining new perspectives from their group members”
  3. 3. This quote is true for me. I do enjoy when the group assigns tasks for everyone and then they meet up later to share the information they gathered. This is actually how our groups had to work for module 3. We all did our own part and contributed to the group via Oncourse. I like it when the group works together all the time on some projects, like building a barn in a construction class or something. I do not think groups have to work together constantly on a project about 1880’s presidents. This is a perfect example about working alone until the group presents their information to each other. It is a very powerful group method. It also works on teaching skills.</li></li></ul><li>Striving to be Professional<br /><ul><li>The second article I found was called “Program Puts Students on Path to Professional Success.” It is about this program called Developing Tomorrow’s Professionals in New Haven, Connecticutt. It takes young black men in high school, many who come from broken homes, and help them strive for a powerful career. Many of the students either do not have parents, or they are parents. The program has worked well since 2006. All of the students admitted to the program commit to the program. Stephen Hoag said that he never wanted to publicize the program, but when three of the students have made their way into Brown University, and one in the Air Force Academy, it is hard not to. The program still goes strong today.</li></li></ul><li>Professional “My a-ha Moment and a Quote”<br />Hearing about the success of these young black men is very uplifting. In my H341 class, we discussed teaching in an urban environment. We focused more on how to connect with these students when you come from a suburban or rural community. We discussed how to use the students as the curriculum and teach to their needs. Developing Tomorrow’s Professionals asked the students to commit to the program and be responsible. Many of them threw away things like track and field so they could focus on the program. Many of these students would have went on to fail without this program, but this program has helped students get into places like Boston College, Brown University, and the Air Force Academy. It really seems like it works, and it seems like the students enjoy it.<br /><ul><li>"Anything that will help me academically, I will sacrifice for," Richard Miller, West Haven High junior.
  4. 4. This quote really means a lot. It shows the commitment to education from this student. He wants to have academic success, and he is willing to give everything up to achieve this success. If every student had this mentality, it would make education meaningful. The fact that so many students do not care or try to do the minimum has made education very difficult over the past few years. This is very apparent where I live. Decatur Central has been placed on academic probation by the state because of low test scores and bad graduation rates. The state thinks it is because of the teachers, but it has a lot to do with the students not trying to be successful. Now Decatur Central cannot even start a program like DTP, because they no longer have the money to make programs like it.</li></li></ul><li>Diverse College Success<br /><ul><li>The last article was rather lengthy, but it was the most meaningful. The article was titled “How a Sustainable Campus-Wide Diversity Curriculum Fosters Academic Success.” It talks about how introducing a multicultural curriculum in the college classroom that is multicultural itself can be beneficial. It makes students from these different cultural backgrounds want to participate in class more and they also achieve better grades. It talks about how some schools are very diverse and how teaching to this very diverse crowd can be difficult, but allowing the classroom to be completely diverse will combat this problem.</li></li></ul><li>Diversity “My a-ha Moment and a Quote”<br />This article really focused on how teachers can adjust to teaching a diverse classroom so that the students can have academic success. Going to a school that is as diverse as IUPUI really makes this article strong. I always hear students at IUPUI talk about how the professor was too monocultural in their teachings, or bland. I think if high school teachers and college professors were to introduce a little more culture into their curriculum the students would enjoy the class a lot more. From my experience, I have noticed that I tend to get better grades in a class if I enjoy the class. When a class is boring I usually cannot focus entirely on the material. I typically get C’s or low B’s when I am in a class like that. In a class that I enjoy and like, I typically pull high B’s or A’s.<br /><ul><li>“diversity became one of the core values of the university's culture”
  5. 5. I think it is very important for a school to have a lot of diversity. The thing I enjoy most at IUPUI is the amount of diversity the campus has. I enjoy meeting students from other countries and backgrounds. Any school that has a lot of ethnic, religious, and cultural diversity should make that a key part of the university. </li></li></ul><li>Works Cited - APA<br /><ul><li>Myers, S, Smith, N, Eidsness, M, & Bogdan, L. (2009, June). Dealing with slackers in college classroom work groups. College Student Journal, 43(2), Retrieved from http://proquest.umi.com.proxy.ulib.iupui.edu/pqdweb?index=10&did=2028257261&SrchMode=1&sid=2&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1276230494&clientId=13225
  6. 6. Ukpokodu, O. (2010, Winter). How a Sustainable campus-wide diversity curriculum fosters academic success. Multicultural Education, 17(2), Retrieved from http://proquest.umi.com.proxy.ulib.iupui.edu/pqdweb?index=0&did=2035959261&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1277325813&clientId=13225
  7. 7. McClatchy, . (2010). Program puts students on path to professional success. Proquest. Retrieved (2010, June 14) from http://proquest.umi.com.proxy.ulib.iupui.edu/pqdweb?index=1&did=2062075391&SrchMode=2&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1277323311&clientId=13225 </li>

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