Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
What is the role of educational institutions in guiding and influencing one's pursuit of knowledge and career? The statement claims that these institutions have a definitive responsibility to discourage students from pursuing fields in which they are not likely to succeed in. While a small number of students may be pursuing completely unrealistic passions and need some external rationality, the statement fails to take into account the fallibility of institutions, the diversity of skillsets and knowledge in fields, and the importance of future potential and emotional intelligence.
By giving educational institutions the responsibility to dissuade students, the statement places a great burden upon these institutions. In order to do so, one needs to believe that universities and other institutions are effective in evaluating a student's competence in their field, always have the best interest of their students in mind, and are able to dissuade students with reasonable success. However, reality is often more complex than the above assumptions. While institutions can to some extent extrapolate competence and success through grade point averages, faculty comments, and awards--these indicators often fail to capture the full picture. A student may have failed a class because of poor mental health, relationship troubles, or tragedy in the family. In addition, big educational instutitutions often have obligation towards their board of trustees and other local and national stakeholders and may not always act in the immediate best interest of their students.
We also need to consider the diversity of skills and knowledge that each field of study requires. Even in majors and fields that seem heavily skewed towards a certain type of student--such as mathematics and anthropology--our modern world requires that the former to include excellent communication skills and the latter to operate machinnery or run software. Just because a student may struggle with one skill within their field does not diminish their passion and drive to study their subject nor their potential capability for another skill or topic. Steve Jobs famously took calligraphy and design in college, a seemingly irrelevant class to his interests, and went on to design some of the most innovative and elegant gadgets. With growing interdiscplinary projects and solutions for the world, field boundaries are also being blurred.
Lastly, current competence or incompetence may not directly result in future success or failure as there are many other factors. Angela Duckworth famously coined the single most important characteristic of successful people--"grit"--and argued that grit and perseverance are shared values regardless of the field one's in. Just because a child or student is struggling in a subject--we have heard many stories about accomplished mathematicians, scientists, and musicians that may have succeeded in school--does not directly reflect upon their ability and potential for future success. Rather, other factors such as the quality and style of teaching, the presence of other obstacles and hurdles in their lives, and the structure of the curriculum may contribute.
While universities who adopt the above methodology regarding their students may seem some success in metrics such as higher graduate employment rates and higher first-year earnings, it is not the responsibility for educational institutions to directly steer students away from certain fields they may not be succeeding in at first. An educational institution that truly puts the students first and foremost will recognize that they may not be able to accurately assess success, the multitude of factors that go into succeeding in a field, the diversity of skillsets within fields, and the importance of emotional intelligence and future potential.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
| 2020-01-20 | maneesha ch | 50 | view |
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your rea 83
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- The best way to teach is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and support 75
Grammar and spelling errors:
Line 1, column 73, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...institutions in guiding and influencing ones pursuit of knowledge and career? The st...
^^^^
Line 1, column 283, Rule ID: SMALL_NUMBER_OF[1]
Message: Specify a number, remove phrase, use 'a few', or use 'some'
Suggestion: a few; some
...hey are not likely to succeed in. While a small number of students may be pursuing completely unr...
^^^^^^^^^^^^^^^^^
Line 3, column 249, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...titutions are effective in evaluating a students competence in their field, always have ...
^^^^^^^^
Line 7, column 324, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...e shared values regardless of the field ones in. Just because a child or student is ...
^^^^
Transition Words or Phrases used:
also, but, first, however, lastly, may, regarding, so, while, in addition, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 40.0 14.8657303371 269% => Less conjunction wanted
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 3267.0 2235.4752809 146% => OK
No of words: 579.0 442.535393258 131% => OK
Chars per words: 5.64248704663 5.05705443957 112% => OK
Fourth root words length: 4.90534594407 4.55969084622 108% => OK
Word Length SD: 3.29313733025 2.79657885939 118% => OK
Unique words: 293.0 215.323595506 136% => OK
Unique words percentage: 0.506044905009 0.4932671777 103% => OK
syllable_count: 1020.6 704.065955056 145% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 8.0 1.77640449438 450% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 76.3397013355 60.3974514979 126% => OK
Chars per sentence: 163.35 118.986275619 137% => OK
Words per sentence: 28.95 23.4991977007 123% => OK
Discourse Markers: 4.1 5.21951772744 79% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.216264431486 0.243740707755 89% => OK
Sentence topic coherence: 0.0693023065606 0.0831039109588 83% => OK
Sentence topic coherence SD: 0.0861667835602 0.0758088955206 114% => OK
Paragraph topic coherence: 0.129893147707 0.150359130593 86% => OK
Paragraph topic coherence SD: 0.0715597487665 0.0667264976115 107% => OK
Essay readability:
automated_readability_index: 19.6 14.1392134831 139% => OK
flesch_reading_ease: 26.14 48.8420337079 54% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 16.6 12.1743820225 136% => OK
coleman_liau_index: 16.02 12.1639044944 132% => OK
dale_chall_readability_score: 9.77 8.38706741573 116% => OK
difficult_words: 174.0 100.480337079 173% => OK
linsear_write_formula: 16.5 11.8971910112 139% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 17.0 11.7820224719 144% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.