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2.2 Discussion Board I: Reflection (Required to earn certificate)
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Posted by CUNY Mindset Initiative on March 11, 2024 at 10:58 am💬  Discussion:
- What is the purpose of higher education? What is its value? What are your thoughts on requiring students to take General Education courses outside their chosen field of study? What purpose does it serve? What is its value?
- What are your thoughts on the sentiment that some students bring motivation with them into their learning & some do not; where does the responibility lie when it comes to student motivation? What is the relationship between student engagement & student motivation?
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Main purpose and value of higher education to teach or learn any particular skills that can be used in future life or at workplace.
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That is a valuable part of higher education, but what if a student sees no direct application from what they are learning to their future lives? (I teach college algebra, so I get asked this question a lot.) How can we help students find value in their education even if there is not a direct link to future career skills that they will need?
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You raise an essential point about the relevance of course content to students’ perceived future needs. Finding ways to demonstrate the applicability of foundational subjects like college algebra in various life and career contexts can indeed be challenging. Strategies that contextualize abstract concepts in real-world problems could help bridge this gap and enhance student appreciation for the subject matter.
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Hi Faiza, including real-world problems in the curriculum certainly helps to build relevance. I also try to emphasize the diverse kinds of fields that math majors go into in an effort to emphasize that a core skill being developed in any math class is logical thinking. This kind of critical reasoning will prove applicable in any career.
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Your succinct definition underscores the instrumental role of higher education in equipping students with skills for their future careers. It’s a vital reminder that while the knowledge gained is important, the ultimate measure of education’s value is in its practical application in real-world settings.
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In my philosophy of education class we take on the purpose of teaching math when we read Plato’s Republic. When I ask why require everyone to learn math (arithmetic), usually the first response is for practical use, whether at work or everyday life. Then I keep asking for what else… and eventually we get to abstract, logical thinking… which as it turns out (for Plato) is akin to engaging in dialectic or philosophy later on.
…arithmetic has a very great and elevating effect, compelling the soul to reason about abstract number, and rebelling against the introduction of visible or tangible objects into the argument… -Plato
Going back to higher education, I think it is about finding the connections and skills across different disciplines, in a way that is usually not done in high school or college prep.
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“Education is what remains after one has forgotten what one has learned in school.” —Albert Einstein
This quote answers the first question – What is the purpose of higher education?
If I were to use a metaphor, I would say that education, in general, is a great castle with many rooms and countless opened windows. Good education offers you the intellectual tools for building the house, and a great teacher opens the windows in your house and shows you how to imagine the unimaginable. A great teacher will help you keep a clear view on the ultimate prize (outcome), while fanning the wind below you in helping your reaching this prize. Effective teaching must keep a fine balance between helping students develop a “growth” mindset to appreciate their learning process, and reinforcing the high standards and outcomes for students to achieve.
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I like what you shared here at the end because an often-expressed sentiment towards growth mindset is that it can be used as an excuse to relax high standards of learning. High academic standards are important in a good education, yet the ultimate goal is not merely gaining information but also fostering imagination, creativity, and innovation so that education continues to advance.
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Your metaphorical depiction of education as a “great castle” is both vivid and inspiring. It beautifully illustrates the expansive and transformative nature of learning. The role of educators in this metaphor, as both builders and visionaries, highlights the profound impact they have on students’ educational journeys and their ability to see beyond the immediate horizon.
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Society cannot function without education of some kind (formal or informal), Life itself is an educative process-as John Dewey would put it. The purpose of higher education is to increase human potential for transforming the world into a better and safer place for all. General education courses help students to expand their horizons by providing them with access to inexhaustible funds of knowledge while also giving them opportunities to create and contribute new types of knowledge to existing ones. When students start seeing themselves as contributors rather than consumers of knowledge they might be motivated to engage more and invest more efforts into their education.
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Your reflection on education as a means to enhance human potential and transform society captures the broader, often overlooked, purpose of higher learning. Encouraging students to view themselves as contributors to knowledge rather than mere consumers can indeed be a powerful motivator, fostering a deeper engagement with their studies.
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I like the framework of education as ongoing and students as contributors rather than consumers. What could be good ways of learning how students see themselves and their purpose in college? This seems like an important starting point.
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The true purpose and value of higher education are contingent upon what the learner decides/intends (disposition) to do with the knowledge, skills, and experience they possess, including shaping and taking control of their own lives.
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Highlighting the learner’s agency in deriving value from their education is a poignant reminder of the subjective nature of learning. It underscores the importance of students taking ownership of their educational journey, leveraging their skills and knowledge to shape their lives and the world around them.
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Speaking to the second discussion prompt, I see a high correlation between student motivation and student engagement in my class. (I suspect there is also a correlation between my motivation on particular days and my students’ engagement!) I’m not sure which comes first – it seems like a student must first be motivated in order to engage with their learning, but I wonder if for some students a deliberate choice to engage by being present, removing distractions, and participating in class discussions and assignments may actually provide a boost of motivation to do more of the same in the future. Any thoughts?
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Your observation about the interplay between motivation and engagement touches on a fundamental aspect of the educational experience. The cyclical relationship between the two, where each can fuel the other, is an intriguing concept that warrants further exploration. Encouraging active participation and mindfulness in the learning process could indeed serve as a catalyst for increased motivation.
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@sethlehman I’ve wondered about this too and agree with @fpeetz that it’s probably a cyclical process.
When reading this prompt, I interpreted it more about students’ motivation before the semester starts. For example, some students may have had negative experiences in school and/or specific subjects that make them less motivated to learn… and make them feel like they don’t really belong… even before they first walk into the classroom or click on the online class link. How can we turn this around?
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The purpose of a general education class such as the one I teach (Critical Thinking) is to help students build basic skills that they can apply to their personal, academic, and professional lives.
Through the years, I have tried to make lesson plans that involve material and activities that are useful and practical.
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Hi Danesh,
Have you found that students are motivated to learn in your course? Do you see a connection between the use of relevant, practical material and the students’ motivation levels?
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Your focus on developing basic, universally applicable skills through critical thinking courses is commendable. It highlights the intrinsic value of general education classes in equipping students with tools for critical analysis and problem-solving, skills that are invaluable in various facets of life.
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Higher education is critical to students since it gives a perspective of education outside their major. It can build and create more skills to develop their future.
The student’s motivation and engagement start in the classroom, but they need to understand why they need to understand the material. This keeps them involved and wants to learn.
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Your perspective on the broader educational value that transcends major-specific knowledge emphasizes the holistic nature of higher education. It’s an important reminder that skills developed in seemingly unrelated courses can contribute significantly to a student’s overall personal and professional growth.
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What are some ways for students to “understand why they need to understand the material”? What have some of you tried?
Something I’ve been thinking about since attending Michael Mandiberg’s talk on this at the CUNY Teaching & Learning Conference is co-designing learning objectives with students. learning objectives are usually already set for each course, but if students can contribute to them (with the instructor also connecting them to existing objectives), then this can potentially help the student and instructor grow in understanding and agency.
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I love the image that shows the objectives written in DIFFERENT languages, fonts, and colors. This kind of brick-a-brack methodology is very intriguing and promising! I dream of having students paraphrase the Objectives without using the same words, only synonyms. I have not actually done it yet, but I think I will work it in my Menti Polls this Fall. This is like intersectional thinking; the educator’s and student’s languages must find a compromise. It seems that once the common foundation is set, the rest of teaching and learning will follow a smoother path.
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- What is the purpose of higher education? Depends on the student. At least I feel it should be. Higher Education is providing students a broad range of experiences to enrich student’s life experiences, primarily through academics, but the social and emotional learning and growth is such a big part of the overall college experience. Learning those adult life skills and how to be independing decision-makers and giving them the space to explore how they want to engage in the world is just as important as the academics.
- What are your thoughts on requiring students to take General Education courses outside their chosen field of study? I think it can contribue to student’s overall learning. There may be general subjects they have to take that they did not see as a strength or have an interest in, so it brings a challenge to them. Plus, there can be some general skill building from many general education courses that can contribue to their specific field of study. Â
- What are your thoughts on the sentiment that some students bring motivation with them into their learning & some do not; where does the responibility lie when it comes to student motivation? What is the relationship between student engagement & student motivation? The motivation has to come from the student (or external factors in the students life outside of the academic environment), but student engagement can be a way to help students develop some self-awareness on their motivation and explore ways they can use this as a starting point to enhance their motivation. Â
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Your comprehensive view of higher education as a multifaceted experience that extends beyond academics to include social and emotional growth is insightful. The emphasis on independent decision-making and real-world engagement highlights the transformative potential of higher education. Your thoughts on general education courses challenge students to broaden their horizons and develop a well-rounded skill set, contributing to their chosen fields in unexpected ways.
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Hi Carrie, I like your point that student engagement can help students develop some self-awareness on their motivation. That self-awareness piece is huge, whether we are considering motivation, goal-setting, or the learning process in general. Students who are in touch with their own feelings, goals, learning styles, etc. tend to be much more motivated to learn (and to engage in the classroom). Do you have any particular ideas for activities or interventions that can help build self-awareness in students?
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A major motivation–unquestionably THE major motivation for most students in higher education–is the hope of enhancing their career/economic goals. When I discuss general education requirements, I explain that the specific bits of data learned matter far less than learning the techniques different disciplines use to define the world and to handle challenges  For evidence, I may point out the correlation between higher language arts AND math scores to achievement in various majors, including those majors that have little to no math content. I also talk about the way employers use an earned degree as proxy for an evaluation of a prospective employee’s character (i.e., proof that the applicant is willing to work hard enough to pass even in subjects that are challenging because of the applicant’s lack of aptitude or interest).
In some settings, depending on the interest of the student(s), I may also talk about the generally accepted belief for centuries that the classical liberal arts were essential to the flourishing of the whole person and/or discuss the advantages and disadvantages of a liberal arts education versus vocational training. As James Carse says: “To be prepared against surprise is to be trained. to be prepared for surprise is to be educated.”
As an educator, I am responsible to provide students with multiple (within reason) ways to engage with course material and to maintain an atmosphere in which all students know that they are respected as learners and as people. I am also responsible to make myself available (e.g., office hours, e-mail, etc.) to answer questions outside of classroom hours and provide referrals to student support services as needed. While I do my best to work WITH students and provide them with opportunities to succeed, I also have to expect that some students may be unable or unwilling (for understandable if perhaps not always sympathetic reasons) to meet the standards I maintain for earning the grades I would like to give them.
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I love your first statement on the techniques, study disciplines, and character traits developed in higher education being more important than the specific pieces of content. This is something I emphasize in my college algebra classes; students may never again need to factor a polynomial, but they will need to use the same critical thinking skills and apply the same discipline and persistence to new challenges that arise in their personal lives and in their career. I’ve also heard that for computer science majors, much of the specific content that they learn in college may be outdated or simply not used as they move on to a career, but employers still value the degree for the same reasons you mentioned. How do you find that students respond to this argument? Does it motivate them to pursue classes outside their chosen major?
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I appreciate your perspective on the importance of the skills developed through higher education, beyond just the specific content taught in classes like college algebra. It’s encouraging to hear that you also emphasize these broader educational benefits in your teaching.
In response to your question about student reactions: Generally, students respond positively when they understand the broader implications of their education. When I explain that their degree represents not just knowledge but also their resilience, discipline, and ability to tackle diverse challenges, they often appreciate the value of courses outside their major field. It helps them see general education requirements not as hurdles but as opportunities to develop a well-rounded skill set.
However, it’s not always an easy sell, especially for students who are eager to dive deep into their chosen fields. I find that real-world examples and alumni testimonials are particularly effective in illustrating these points. Showing how past students have applied their broad skills in various professional contexts often makes the concept more tangible and relatable.
Overall, while some students may initially be skeptical, many come to embrace the holistic educational approach once they see its relevance to their personal and professional growth. By maintaining open communication and offering various engagement methods, I strive to make all aspects of their education meaningful and connected to their long-term goals.
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What is the pupose of higher education and why are some students more motivated? This is dififcult to answer in a post, especially given the emphasis on “work ready skills” as many students may not see the relationship between coursework and real life. I find that when a specific topic is integrated into students life their passion, persistence, etc increases.
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Hi Victoria, thanks for sharing! Are there any specific strategies you use to help students see the connection between their coursework and real life?
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This is dififcult to answer in a post, especially given the emphasis on “work ready skills” as many students may not see the relationship between coursework and real life. I find that when a specific topic is integrated into students life their passion, persistence, etc increases.
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The purpose of higher education is to expand knowledge, develop new skills for life, develop critical thinking and demonstrate a high-level education in a field. The value of higher education is that it gives better opportunities when looking for employment as well as increasing the earning rates, which eventually will impact lifestyle. General education courses are very important because the students can discover new interests through different courses. The purpose of the general education courses is to expose students to new fields and help them discover different careers path that they can follow. The value is that if the student was undecided about the career path, the general courses can help the student some clarity what direction to follow.
It is great that some students come with their own motivation, perhaps they could help by supporting the ones who are not motivated, by showing their participation in class. I feel that the professor also has a big role in the motivation of the students. I believe there is a close relationship between student engagement and student motivation. Engaging the students is a critical component for the student’s motivation. The engagement might be the element that could make a difference in the student’s motivation.
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Hi Markela, do you think that some students are intrinsically more motivated than others, or is it that some students recognize greater purpose and value in their education? If so, how can we as instructors build purpose and relevance in our courses as a catalyst for student engagement and motivation?
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@markelakhosrowshahi @sethlehman
Yes to engaging students! This brings me back to an earlier thread. How can we engage the students, particularly those who may have had difficult educational experiences in the past? How do we show them that this course might be different?
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Taking a cross-cultural perspective, is higher education and a liberal arts education something more unique to U.S. education? What would it be like and what would be missing if the trajectory was directly from high school to a specialized degree such as law school?
I ask this because many of our students come from different backgrounds and from families that may not be familiar with the U.S. college system. I speak from personal experience. As an immigrant and first-generation college student, my parents were confused about what a college degree was for as it wasn’t as specialized as what they knew from home.
Has anyone encountered similar experiences or have advice on how to think about higher education coming from a different educational system?
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One thing I appreciate about my undergraduate experience is the breadth of academic course offerings to choose from and being able to specialize in and undertake a more focused exploration of particular academic disciplines. Being required to take a number of courses outside of my chosen areas of study exposed me to different theories, approaches, and ways of thinking. I also learned how to examine topics from a range of disciplinary perspectives. Although I enjoyed and excelled in courses, such as algebra, astronomy, and sociology, I soon found that in addition to Spanish and French language and literature, the courses that appealed to me most, engaged with the disciplines of political science, economics, and linguistics. Had I not been required to take courses in math, science, art, humanities, history, and more, I most likely would not have been able to appreciate how certain disciplines relate to my own discipline.
There is a lot that I can do to increase student motivation and engagement. Even before my courses begin, I try to connect with students to find out more about them and their interests. I also ask students about their motivation and goals for the course. Whenever possible, I try to incorporate students’ interests into my lessons and show students how the course content is relevant to some of their stated interests. Though the dynamics of each class may differ, I try to remain consistent in bringing enthusiasm and passion to the subjects I teach and practicing the kind of innovation in the classroom that will activate, challenge, and inspire students to learn and excel.
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This is a big question. When I went to college, the purpose of higher education was definitely to find out what I wanted to do. And, I definitely did some exploring / wandering considering various disciplines. I worry about this a lot. With the rising costs of higher ed, even within CUNY, I support guided pathways and helping students to focus on an education that will serve them. But I also worry that we ask them to focus too soon and they don’t have as many opportunities to find out about things they don’t know / discover new interests / learn to love something that they didn’t even know is a possibility. That’s why I love courses outside of the major. The single best course I took as an undergraduate was an Environmental Science course I took as a 2nd semester senior. It was required and I put it off until the last second. That course transformed my thinking, my relationship to my world, and I STILL think about that course all the time. It made an impact on how I live my life, how I align my values with my living, how I think about my research and scholarship. Do I teach biology? Nope. Do I work in the sciences? Not really (in a connected way, but not as my primary discipline). This is my hope for courses outside of a student’s major. But I also know often it doesn’t work out that way and moving through Gen Ed requirements can be a task-oriented, checklist expectation. I’d love to see CUNY think about Gen Ed in a different way that scaffolds and connects key skills across Gen Ed and that promotes integrative thinking. I could write a lot more about the purpose of Gen Ed, but those are my starter thoughts.
In my classroom, I see students who are highly motivated and students who are not. In ENG 101, a required class, there’s always a mix. I try to meet students who are not motivated more than half way. I recognize that some lack of motivation stems from previous educational experiences. Some students are coming to the class with low expectations about what a class and a teacher will do. They’ve been penalized and shaped by bad experiences. One class can’t overcome all of that. But, I try to reset and reframe the work of my class so that they can find a space where they want to grow. I’m not always successful, but I think the work I’ve done on Learning Mindsets has changed the tone of my classroom and that has changed some students’ motivation.I do think that motivation and engagement are deeply linked.
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Prompt One. The purpose of higher education is to obtain skills and knowledge, but it is also to deepen critical thinking and broaden one’s perspectives. I agree that many students are carefully considering the cost of higher education in relation to courses that they may not have selected if they were not required to select them. I think that a well-rounded education is important, even if a student is intent on studying a particular technical skill. I will speak to this point from my own experience. I was an art major in one of the most competitive schools in the country for my undergraduate degree.
I was a little surprised that I had to take so many liberal arts courses. There were similar schools that did not require such courses. I have to say that I am glad that I had to take them. Not all of them resonated with me. But there was a good amount of course within certain categories. Taking those courses provided me with a well-rounded education. I believe that the experience and the knowledge itself was important. I also learned more about fields that I would not be likely to study.
Prompt Two. There are students that enter the program and are excited, but quickly lose momentum. Since I teach in a graduate program with a mix of Master’s students and Advanced Cert students, I see many students who are working a full-time job, have children or take care of elderly parents. I try to expend a great amount of energy when I teach, but some still keep the camera off or let the work pile up. I am very clear about my expectations, which are around showing up and being present.
There is a definite connection to engagement and motivation. That small percentage of students who do not engage or let work pile up are notified often. I use Navigate to text them and try all kinds of ideas to motivate those students who fall through the cracks. I find that they respond very well to peers, which is one of the pillars I’ve built into my courses. I also now let me tell me how they are going to ‘course correct’. Course correction does not include handing in work in a package at the end of the term. They must come up with a strategy to ‘course correct’ before it gets to that point.
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Like you, Elizabeth, I took a lot of classes unrelated to my major thanks to the program I was in which allowed me to take whatever I wanted (UVA’s Echols Scholars program, somewhat similar to CUNY-BA). I wonder if learning for the sake of learning is a privilege of the privileged… If so (and I must admit, it seems likely), that’s rather sad.
Do you find that many “lost” students do successfully course correct? I keep hounding mine, but honestly, very very few come around. I’ve tried peer accountability groups the last 2 semesters, with high hopes, but limited success in an online asynchronous course for nonmajors. I’d welcome any further thoughts on the subject!
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Dear Kevin,
Thanks for your reply. I relate to the word ” hounding”. My success rate with getting them to a low passing is very good. I truly understand that asynchronous courses are different. I teach those in summer school. Last summer I had to hound a few students in a short period, a 5 week course (that is actually four weeks in truth). Most of them came around, but one of them did not. I could not even offer a low passing grade.
What has worked for me
I like the idea of peer accountability groups. I’ve used that in hybrid courses, but I assign a few strong volunteer leaders. The leaders voluntarily make themselves available to others. My students also use “What’s App?” so they can discuss assignments with each other. There’s some down sides to that, but I focus on how it’s become a more comfortable way for them to get in touch with each other.
I don’t know if you use Navigate, but it’s worked very well for me. There’s a texting feature within that system. I also use alerts in the system. I am not sure whether they work if you are not their advisor, but it entices some of them.
Underneath the behavior of avoidance or escape is pain or fear of failure. I think the students who have gotten lost are so far above their heads. The ones who are able to name it are better off. But they have to be willing to come back and show up.
I think the trick is to keep talking about this with each other. I’m going to try a few more things this year, but haven’t formulated them quite yet.
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- As many responders have already said above, higher education does not only serve as a means towards landing a respectful job in either industry or academic field or for increasing one’s qualifications but also shapes one’s perspective of life (from all aspects: social, financial, linguistic, cultural, etc.) and introduces that person to schools of thought that may differ from that person’s current understanding of the world. This way, one who acquires higher education has a greater tolerance and experience of those who think differently from that person.
The same claim applies to General Education courses: they expand one’s knowledge in various life topics, which can, at any moment in life, become applicable to the person’s life or job. Moreover, General Education courses serve as a “common ground” for students to share: Students come from different backgrounds and have different past experiences, approaches, cultures, etc. Having students take GenEd courses ensures that they share a common knowledge/reality “language” using which they can effectively think and participate in future classes they take.
- Every student has some type of motivation to take a course: to learn something new for oneself, to learn a new skill that will become applicable for life (e.g., to land a decent job), etc., but, unfortunately, many students do it for “the grade”. The latter is also a motivation type but one that is very trite and superficial. Remembering myself as an undergrad student (I got my B.S. in Computer Science from Brooklyn College,) the classes that motivated me the most (those that I found as interesting) were the most enjoyable and relatable, and, hence, the most memorable classes!
I believe both the instructor and the student are responsible for the level of motivation of the student: it is sad when the instructor doesn’t sufficiently motivate their students as for how important the learned subject is, doesn’t bring helpful real-life examples, etc., but even when an instructor decently motivates the students, the student still chooses whether to listen to lectures, whether to attend classes and, in general, whether to emotionally or mentally connect to the course. The reason I am saying this is that in every course I teach, despite trying my best to motivate my students, explain why the course is important, establish the learning objectives of the course, discuss how relevant every topic we cover is, bring examples, etc., there are always 1-2 students who choose to play games or watch YouTube videos during class 🙂 BTW, this phenomenon of students being glued to their devices during a lecture is especially prominent after the COVID-19. Every human has freedom of choice, so some students, regrettably, would choose to dedicate their energy to entrainment, regardless of how much effort the instructor would make to motivate them. In that sense, engaging students should increase one’s motivation level for one of several reasons, if not more:
- When the instructor asks a question to a student during the lecture to check if one understands the topic, the student will reroute their attention to crafting a suitable response and prevent the embarrassment that the student might experience if the answer is deficient.
- If a previous response that a student provided was indeed deficient, the implicit negative association/experience they had while providing a deficient answer will, subconsciously, motivate the student to prepare better before future lectures and to pay more attention during class.
- When participating in in-class group assignments, students will be motivated to do their best, partially also due to “peer pressure” that the group assignment itself would impose since doing ‘bad’ in group work would embarrass the student in front of his/her groupmates.
- When the instructor plays videos during the lecture that speak about the lecture’s topic, students’ attention should also reroute to listening to the video rather than using their phone, especially if the lights are dimmed and the instructor’s video plays at a high volume.
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I like that you place the burden of motivation on both the student and the instructor, Miriam. There are good and bad apples in both groups! Ignoring, for a moment, the bad apples we’ll likely never reach (in both groups!), I appreciate the strategies you’re suggesting. I haven’t tried high volume videos in class, as I think a lot of students watch TikTok with the sound off and captions on. (How this is considered entertainment is lost on me, but I must just be too old!)
- As many responders have already said above, higher education does not only serve as a means towards landing a respectful job in either industry or academic field or for increasing one’s qualifications but also shapes one’s perspective of life (from all aspects: social, financial, linguistic, cultural, etc.) and introduces that person to schools of thought that may differ from that person’s current understanding of the world. This way, one who acquires higher education has a greater tolerance and experience of those who think differently from that person.
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This prompt took some thinking… College isn’t just a deep dive into a student’s major. General education requirements are designed to fracture a single-minded focus, revealing the interconnectedness of knowledge. A history course sheds light on the social issues the art or literature classes explore. Science labs teach manual skills that can be applied to analyzing political arguments. This intellectual cross-pollination equips a student to be an expert in one field but to think creatively and solve problems from unexpected angles. Of course, this is easier said than done. Interdisciplinarity, curriculum overload, and student motivation always factor in the issue of applicable knowledge or transferrable skills. Initiatives like this one allow for the diverse perspectives and methods of teaching.
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The purpose of higher education is to provide the space and prompting to allow students to find their own voice, think critically, be able to understand the larger world around them and express their experiences in an organized and coherent manner. I think General Ed. courses provide a framework to see how the pieces fit together and make a more well-rounded student. General Ed courses are essential in allowing students to organize their thinking for their chosen field of study and apply the time management, study and research skills they should be provided in the General Ed. classes.
My first question to students…Why are you here? What do you want to learn? Why are you taking this course? Most people are in school without understanding their why and following a plan set out for them. The key to engagement and motivation is helping people find their why and not being compliant because they want to please their parents or find a good job. As life unfolds if you are not aware of your choices, the ability to discern and find your why becomes increasingly more difficult. It is our duty as educators to facilitate students in finding their why and passion.
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This approach is quite intriguing. Understanding the “why” can significantly impact how students react when encountering challenges. Last semester, I provided my students with a logo for their devices that read, “Remember why you started.” This served as a reminder whenever they were tempted to give up, remember the” why,” and despite the challenges, they have not mastered the task “ Yet”.   When students understand why they are enrolled in the course and see the purpose and relevance of the content, they tend to engage more with the material and cultivate a stronger sense of community in the classroom.
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For most, but not all students, I think their answer to the question of the purpose of higher education would be related to being able to choose a career of their interest and to be economically secure. This seems to be true now more than ever. As others have said, taking courses outside of their major opens up their minds and worlds and broadens their skill sets, all of which are important in the world of work, and in life in general.
The responsibility lies of course with both the educator and the student in terms of motivation. Some students come to class highly motivated and interested in the subject. Others are motivated simply by getting a good grade and not necessarily interested in the learning process or the subject. And then the motivation to learn of others has been completely sapped before walking into the room. I think our job is to ensure our classes are interesting and to also show the relevance of the subject to the lives of the students. This is easy for me in my personal and community health classes. However, a boring lecture is a boring lecture and even if the subject is relevant, it needs to also be presented in an interesting way. Active engagement of students is required to motivate them! Some students are going to be present no matter what, and others not present no matter what. It is our job to try to engage those in the middle, and to move those who are not present a little closer to being present with a diversity of engagement strategies and techniques. I like the strategy of giving the students the role of contributors of knowledge rather than consumers of knowledge. I want to do that better.
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Higher education’s primary goal is to provide students with the necessary skills to secure employment and cultivate a sense of civic engagement. Higher education offers numerous advantages, including financial stability, knowledge, skills, and attitudes that empower individuals to contribute positively to their communities.
General education courses play a crucial role in equipping students with a diverse skill set that is essential for thriving in a professional environment. These courses not only broaden students’ understanding of subjects beyond their major but also provide practical skills that are directly applicable in the professional world. For instance, learning a foreign language like Spanish not only enhances linguistic abilities but also offers cultural insights and the potential to serve as interpreters when needed.
From my experience, I’ve observed that student motivation levels can vary and are often influenced by their cultural backgrounds and upbringing. However, I firmly believe that educators play a crucial role in nurturing motivation. By creating an inclusive learning environment where all students feel comfortable and supported, educators can foster participation without the fear of judgment, thereby enhancing student motivation.
Student engagement and motivation are closely intertwined. When students can connect their learning content to their interests, hobbies, family, or community, they are more likely to recognize its relevance and importance, leading to increased motivation and a desire to explore and master the material. -
When teaching a foundational course that might not feel directly relevant to a students’ career goals, I do try to emphasize any aspect of the course content that might be applicable to the science that is topical and discussed in the news. However, there will certainly be topics that students find abstract and unrelevant. Because I personally find my course content fascinating, I do try to remind myself that students might not feel the same way and I do feel responsible for showing them why something is important and interesting and motivating them to work hard. I agree with others that student engagement and motivation are related and can be enhanced by creating a classroom environment where students can interact with me, other students, and the course content through interactive activities.
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“No habrá desarrollo sin educaciĂłn, ni progreso sin cultura.” (There will be no development without education, no progress without culture.) Alberto Assa
I tell my students they are privileged because they study at the university. There are more opportunities for higher education here than in my country. The benefits are enormous in every way, and although they may not see them now, they will discover them little by little. I mention the financial advantage once they enter the working world of their career and the change or improvement in their thinking skills.
I often share with my students how a typing course I took during my undergrad led to a good job and how an anthropology class, which was a requirement, opened up a whole new world of knowledge for me. I stress that the classes they are taking now will undoubtedly be of great value in their future, contributing significantly to their analytical skills and society.
I taught a Reading in Contemporary Spanish-American Literature course, and I asked the students what the course would help them with because I knew they were taking it as a requirement. They gave me the reasons: to learn to write better, to expand their vocabulary, and to impress family and friends, among others.
As for motivation, speaking about my experience as a student, the instructor’s attitude towards the subject and the students is essential to attracting and engaging students. -
The purpose of higher education is to broaden a person’s informational horizon, widen their imagination, stimulate their curiosity, and deepen their expertise. Taking classes outside of one’s chosen field of study, in my opinion, is valuable and shall continue to be required. However, the content of the courses and their pedagogical structures need to be designed and presented in such as way that is challenges students to think beyond the familiar but also not lose sight of the practical. As such, higher education must continue to change to serve its students well. Such change is one of the elements needed to motivate and engage students. It is a hard balance to find, but a necessary one.
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I think one of the many purposes of higher education is to challenge our perceptions of the world–who we are, who those around us are, and what’s out there. It may also have something to do with specific, vague or unformed interests or goals that we have for the future. Anyone who has spent any amount of time in a classroom knows that motivation is pretty relative. Some students are motivated to learn, some are motivated to reach a goal (like a job), and others are motivated to get out of the house. When I was an undergrad, I was motivated to go to college because that was the thing to do. I chose a major because I was overwhelmed with the choices and went with what was familiar. Was I motivated to pursue it? I never questioned it. No one challenged me to question it. I own that though. Given that developmental stage of my life, I did my best to get by. I think of this when I teach students. I ask them questions, in person or through assignments, that asks them about their motivation and goals. It’s not my responsibility to motivate students, but I do think I can plant seeds by asking questions, offering courses aimed at engaging students in what matters to them, and connecting them to opportunities and resources that will support them and challenge their perceptions of the world.
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Higher education, from my point of view, opens and trains the mind to appreciate, understand, and study culture. I know that many students will disagree, and think of higher education as something more practical, and I understand that too. Our students need to know, and deserve to know, that their years of work will add up to a comfortable life. It’s value is that one gains perspective and can communicate and critique effectively. I do believe that students should take general education courses; we should learn about the world, its histories, how the physical world functions, how the mind and its curiosities function. Its value is that a well-educated population can better take care of human lives. Also, a life of the mind is very rewarding and critical thinking is essential.
I agree that some students are more motivated than others. I believe both students and educators are responsible for maintaining motivation, but I also believe we should not depend too much on it. Having motivation, a reason why we do the things we do even when they’re challenging is helpful, but we also need a plan for how to get work done, how to meet challenges even when we don’t feel like it. Having strategies for maintaining self-discipline even when our motivation is low is very helpful. One of those strategies might be to look for ways to find satisfaction that might not be easily imagined.
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Thank you Tim Leonard for organizing the breakout room (Purpose) and I agree with what was said. I agree with Angela Padila (Physics) that is our responsibility to motivate the students.
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I feel that the purpose of higher education goes well beyond simple job training. It also gives students the tools to become critical thinkers, which is an invaluable skill no matter what field the student eventually enters. Without taking a political stance (I promse!) we can all see how the lack of critical thinking has affected the US in recent years (as well as throughout history in general). I know it’s a cliche, but I do believe that college teaches students HOW to think, not WHAT to think.
I think gen ed courses are absolutely necessary! Far too many students want to “rocket” through a degree and take no classes that don’t directly relate to their field of study. On a very pragmatic level, this means that if a student later switches careers, they may have to go back to college to learn the necessary skills! On a more humanistic level, this means that students are not exposed to a wide range of information and viewpoints. A gen ed US history class helps a student understand the underpinnions of origins of the current US situation. A gen ed English course not only helps students communicate effectively but also exposes them to the experiences, opinions, and stories of people from all times and places, which IMHO is invaluable in developing empathy. It’s true that empathy is not a resume item nor an interview question, but I believe it is a very important part of being a thoughful person who lives an “examined” life.
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What are your thoughts on the sentiment that some students bring motivation with them into their learning & some do not; where does the responsibility lie when it comes to student motivation? What is the relationship between student engagement & student motivation?
I think those of us with a few years’ experience in the classroom have definitely come across a wide range of motivations when it comes to students. I have had excellent students who do not seem particularly motivated to learn history but are motivated to get a good GPA. On the other hand, I have had super interested and motivated students who seem genuinely engaged in the classroom but can’t get it together logistically to be a successful student. So I don’t think there is a simple response when it comes to engagement and motivation. I do feel like it is the professor’s responsibility to harness these different kinds of students/learners – and to have the flexibility and willingness to adapt to differently-motivated students.
Student engagement and student motivation are clearly connected but not the same thing since you can have some of one, less of the other, a lot of both, or very little of either.
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I work in a unique context – a randomized control trial assessing the efficacy of a sex education curriculum for young folks with intellectual and developmental disabilities. Our ability to bring about lasting changes in knowledge and behavior hinges on whether we can effectively transmit “purpose” and “relevance” to participants across wide range of learning styles and support needs. Identifying each participant’s long-term interests/desires and adapting our curriculum accordingly is often the key to engendering motivation to learn and to transfer their learning to other contexts in the future.
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Teachers and students alike have the power to make or break a class. I step into a class aware I have a stake in its success and so do those I teach. Understandably, we (teacher and students) lose sight of the goal. The syllabus helps me think through the road map for individual courses. However, daily, I keep looking for ways to identify and reinforce the stakes in our encounter. In education, we seek reasons for why some succeed while others fail. What is the impact of our choices? In the short term? In the longer run? How do curriculum and pedagogy fit into this scheme? For this student, here and now?
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I have little doubt that a broad general education curriculum including courses outside a major field of study is important. A filmmaking student, for example, might not immediately see the value of the math and science they must take, but I would think that it they turn up to be useful when doing carpentry to build a set, doing budgets for a project. Sometimes students are surprised in a discipline like that to see how much research skill is needed to develop characters, choose locations, design historically accurate settings. In other words, that these classes may help students “learn to learn” in ways that are actually applied, if indirectly.
As for motivation, I have observed that students who report that they were channeled toward a particular major by their parent(s) may be poorly motivated. They may feel pressure to do well because their family is helping support them during college years so long as they are in a particular major — but their ambitions and interests are really somewhere else. But pressure and motivation are different; a student under pressure can be engaged but because they have to be, not because they want to be, which seems to impact how they retain knowledge and develop a sense of self-worth. As a faculty member with advising responsibilities, I find these instances to be challenging. -
Higher education serves multiple purposes – as already mentioned – gaining skills and knowledge – understanding different perspectives; it can also serve as professional development.
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The purpose of higher education is to expand one’s world and mind to examine ideas and have experiences one would not get in daily life. Taking GE courses is a key component of higher ed since these course allow students to go beyond their comfort zones and learn about subjects which they would not ordinarily choose to to learn about.
Students must bring their own intrinsic motivation to their education. Even a tiny bit of motivation can help a student grow personally and professionally. Those who are not motivated need to find what does motivate them, which includes taking a gap year or time away from school to figure this out. The responsibility for motivation is mostly on the student, but teachers should foster that motivation and engagement.
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For me, the purpose of higher education is to allow students to grow and to be a better human. Students are not only to be trained in their fields for their future career, but also have a broad sense of knowledge and practice in various disciplines, which is the value of General Education. This in turn may build interesting connections to the knowledge they have in their fields.
Students with motivation will probably have better engagement with their learning. It is important for students to figure out their motivations, where their interests lie, as this is one of the important tasks in college. Instructors may guide students to better figure these out.
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I tend to work from the idea that higher education, in the liberal arts model, can be framed in two ways. 1) The liberal arts (artes liberales) in the Classical sense is ‘those skills required to be a free (not enslaved) person’. We can extend that understanding to include being a productive and contributing citizen (used not in a legal sense) or community member. 2) The liberal arts education is about learning how to learn, that is, after leaving the educational institution, I will have the ability to recognize when I do not know something, and when I decide I need to learn or re-learn something, I can either teach myself or I can seek out someone who can teach me.
Student motivation is largely a mentality that has been taught. If a student comes with a reductive or functionalist mentality toward education, then getting through a class, getting a high grade, or acquiring a technical skill or knowledge set may be sufficient. However, such motivations do not tend to lead someone to pursue learning how to learn, nor to pursue knowledge and skills more widely. I tend to ask my first-year students why they are in college, what they are studying, and how they conceive of their education advancing them toward their aspirations for themselves. I also ask what kind of education they want (liberal arts or professional/technical/vocational). Since most of my CUNY students state their aspirations for a college degree (not education) extend as far as getting a well-paid job or career, they lean toward a professional education. However, since most of them do not know what a liberal arts education is, their interest tends to be peaked when I explain it. Throughout my first-year courses I tell them that they can approach the material in whatever way they want, that I will provide professional education or liberal arts. But at the end, when I ask again what kind of education they want from the rest of their college career, about half tend to say that they want a full liberal arts education, albeit with a well-paid job at the end.
Therefore, speaking to the question of motivation, I tend to consider it a matter of speaking to students’ aspirations for themselves and to making them aware of what is available to them. After all, in a very Orwellian sense, if they do not have a word for something or even a sense that something exists, they do not know how to ask for or even want it. After that, many students do need to be persuaded that an education that goes beyond the most functionalist goals is worth their effort. The hard part in terms of education is getting them to commit sufficiently that they experience the value of the learning. Prior to that, I can only ask them to take my word for it that the effort is worth the investment.
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This reply was modified 3 months ago by
Jay Paul Gates.
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This reply was modified 3 months ago by Jay Paul Gates.
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This reply was modified 3 months ago by
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The purpose of higher education is to equip students with proper knowledge, tools and resources to aid them in achieving their career goals, be a contributing member of society and most importantly self-development/growth. Application of knowledge is an invaluable component of higher education. However, we must not look at application from a reductionist perspective (ie. Job application or relevance). I believe there are different forms of application that can cultivate different forms of intelligence, this is why General Education Courses are pivotal. What Casandra said really resonated with me, “Higher education is about finding the connections and skills across different disciplines, in a way that is usually not done in high school or college prep.” This reminded of Howard Gardner’s theory of multiple intelligence (Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Spatial, Existential and Naturalist). Depending on the nature of the course being taught, a specific type of intelligence or multiple types could be fostered. What I found to be helpful, is to think outside the box and to create assignments that could help students explore, understand and grow different forms of intelligence when applicable.
Motivation is an integral part of learning however, its absence is a multifaceted issue. I cannot put the onus on students solely for lack of motivation. It is true that some students will be intrinsically motivated however, motivation is something that can be taught and cultivated in students. Dearth of motivation in the learning process is usually due to lack of resources, tools, guidance and relevance to students (factors we can control). This why as educators it is crucial for us to learn about growth mindset so we can empower and disseminate the knowledge. I know it will be difficult to teach growth mindset in depth in class, this is why I wish there is a course ( a seminar maybe), that teaches students about growth mindset and how to implement its tools.
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Gen ed is a beautiful thing, although frustrating in the moment. Gen ed requires that students learn skills that will be foundational for their course of study–whatever course of study–throughout their college career. Even those gen ed courses that are not obviously related to what students intend to study introduce them to material, ideas, skills that they have not otherwise experienced. This is an important aspect of opening students’ minds to things they do not already know and making them more open to learning going forward.
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