Checks for Degrees and Job Training
After much trial and error, I believe that I might have the blog posting figured out. There were many delays in the formation and posting of this entry ranging form computer malfunction to clerical errors in assignments, but all has been worked through, and I am now able to complete the blogging assignments.
Reacting to the Checks for Degrees discussion was very hard for me. I would like to think that college students are earning their degrees primarily from the skills they demonstrate rather than the size of their bank accounts. I realize that this may not be true in some cases. It is certainly unfortunate that a degree can be obtained by someone who has not earned it. It is also a blow to the credibility of the degree itself. If everyone is paying for degrees, then why would they be a significant form of determining who was best for a particular job? They would not. While we were on this topic, the conversation diverged into another area of school disagreement. Why are students forced to take core curriculum classes, when they may not apply to the student’s specified major? At a surface level, this does not make sense. Why would one have to take art appreciation while pursuing a business major? There is reasoning behind this logic.
Incoming freshman are not statistically going to stick with the major with which they entered college. This is understandable. Not many people know exactly what they want to do at age eighteen. Also, classes such as those offered in the core curriculum classes offer a wider range of thinking. They open the individual up to things outside their normal lives. These classes mold the individual into a better-rounded and more complexly developed person.
My personal opinion follows closely to that of many colleges. I believe that core classes should be implemented in the early stages of the college career, in order to help the incoming students find where they feel they want to be. Later in the college career, during Junior and Senior years, the student should become well versed in the career that he or she is pursuing. Classes during this time should prepare the student for the upcoming job market and also, prepare the student for flexibility in the particular market. They should be a mix between job training and real world learning to prepare for adaptations later in life.
Schools should not be a place for learning to be an assembly line, but rather a place to learn to perform and operate smoothly in society and adapt to changes in the job market.
Reacting to the Checks for Degrees discussion was very hard for me. I would like to think that college students are earning their degrees primarily from the skills they demonstrate rather than the size of their bank accounts. I realize that this may not be true in some cases. It is certainly unfortunate that a degree can be obtained by someone who has not earned it. It is also a blow to the credibility of the degree itself. If everyone is paying for degrees, then why would they be a significant form of determining who was best for a particular job? They would not. While we were on this topic, the conversation diverged into another area of school disagreement. Why are students forced to take core curriculum classes, when they may not apply to the student’s specified major? At a surface level, this does not make sense. Why would one have to take art appreciation while pursuing a business major? There is reasoning behind this logic.
Incoming freshman are not statistically going to stick with the major with which they entered college. This is understandable. Not many people know exactly what they want to do at age eighteen. Also, classes such as those offered in the core curriculum classes offer a wider range of thinking. They open the individual up to things outside their normal lives. These classes mold the individual into a better-rounded and more complexly developed person.
My personal opinion follows closely to that of many colleges. I believe that core classes should be implemented in the early stages of the college career, in order to help the incoming students find where they feel they want to be. Later in the college career, during Junior and Senior years, the student should become well versed in the career that he or she is pursuing. Classes during this time should prepare the student for the upcoming job market and also, prepare the student for flexibility in the particular market. They should be a mix between job training and real world learning to prepare for adaptations later in life.
Schools should not be a place for learning to be an assembly line, but rather a place to learn to perform and operate smoothly in society and adapt to changes in the job market.
posted by Tyler Brown @ 11:52 PM
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