You rotten kid!

Am I wrong to be irritated by the fact that most of the “learned scholars” bashing American students in this article don’t spend any introspective time reflecting on their own teaching methods? Why are we not trying to find ways to engage the disengaged?

Maybe I’m guilty of not reading far enough into the article to identify the strategies the educators are proposing to address this issue. But it seems most of the article spent its words bashing students and the comments posted on the site simply jumped on the bashing band wagon.

Is this generation of learners coming to college at a disadvantage from the effects of “No Child Left Behind?” Do universities expect too much of students (loads of extra curriculars, high standardized test scores) leading to over-scheduled students who’ve been told, their entire educational lives, what the correct answer is and how their meant to deliver it? Could these realities be partially an explanation of American students being ill-prepared to find their own answers in a critical-thinking-based learning environment? will they be ill-equipped to write university-level papers in their first semester?

Answer those questions however you wish, but regardless, American Universities face a challenge to bring these students along or doom them all to service-level occupations for the rest of their lives. When is “teaching” going to cease to be a dirty word at the university level?


About Art

I'm the Director of Academic Advising at Quincy College. I'm hoping this can be a place to express the occasional thought that may mean something to someone. . .we'll see. I'm also a musician--I play the string bass in primarily the jazz and classical idioms (though I love many kinds of music and have played everything from folk and bluegrass to new wave and hard rock). And, as an Italian-American, I love good food and good wine. . .basically,don't be surprised by posts on any of the topics mentioned above ;)
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