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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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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.
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.
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.
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.
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.
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?
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.
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.
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?
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.
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.
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.
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.
Hi Victoria, thanks for sharing! Are there any specific strategies you use to help students see the connection between their coursework and real life?
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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