Speech On Academic Qualification Ensures Success In Life

Speech On Academic Qualification Ensures Success In Life-21
In addition, the average time students devote to studying varies widely among different colleges, and many campuses could require more of their students.

In addition, the average time students devote to studying varies widely among different colleges, and many campuses could require more of their students.

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Enterprising donors might consider giving grants to graduate schools or departments willing to make the necessary reforms.

If even a few leading universities responded to such an invitation, others would probably follow suit. The seeds of such a change already exist through the proliferation of instructors who are not on the tenure track but are hired on a year-to- year basis or a somewhat longer term to teach basic undergraduate courses.

Increasing graduation rates and levels of educational attainment will accomplish little if students do not learn something of lasting value.

Yet federal efforts over the last several years have focused much more on increasing the number of Americans who go to college than on improving the education they receive once they get there.

Nevertheless, simply allowing grad students to serve as largely unsupervised teaching assistants, or creating centers where they can receive a brief orientation or a few voluntary sessions on teaching, will not adequately equip them for a career in the classroom.

A more substantial preparation is required and will become ever more necessary as the body of relevant knowledge continues to grow.Those adjunct instructors now constitute as much as 70 percent of all college instructors.The multiplication of such instructors has largely been an ad hoc response to the need to cut costs in order to cope with severe financial pressures resulting from reductions in state support and larger student enrollments.Such sentiments suggest either that the courses do not in fact contribute much to the ultimate goals that colleges claim to value or that instructors are not taking sufficient care to explain the larger aims of their courses and why they should matter.Other studies suggest that many instructors do not teach their courses in ways best calculated to achieve the ends that faculties themselves consider important.Although they recognize the existence of problems affecting higher education as a whole, such as grade inflation or a decline in the rigor of academic standards, few seem to believe that these difficulties exist on their own campus, or they tend to attribute most of the difficulty to the poor preparation of students before they enroll.Some Immediate Improvements Many colleges provide a formidable array of courses, majors and extracurricular opportunities, but firsthand accounts indicate that many undergraduates do not feel that the material conveyed in their readings and lectures has much relevance to their lives.In return, they would receive adequate salaries, benefits and facilities and would share in deliberations over educational policy, though not in matters involving research and the appointment and promotion of tenure-track professors.These faculty members would be better trained in teaching and learning than the current research-oriented faculty, although tenured professors who wish to teach introductory or general education courses would, of course, be welcome to do so.As late as two or three generations ago, majorities of new Ph.D.s, at least in the better graduate programs, found positions where research was primary, either in major universities, industry or government. D.s find employment in colleges that are chiefly devoted to teaching or work as adjunct instructors and are not expected to do research.

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