What colleges should teach Essay Example | Topics and Well Written Essays - 1250 words

What colleges should teach - Essay ExampleBurke-Vigeland concluded that the current fixed earlier step-sitting arrangement of lecture halls is unsuitable for interactive learning as it prevents students from expressing their individuality. He advocates for a flexible schoolroom which allows professors and students to restructure the classroom to allow team discussions, reversible writing on the walls, incorporation of technology that enables conference with other students around the world, and adaptation of the room for different course work (Burke-Vigeland, n. p.). In the article, What Should Colleges Teach? Stanley tilt raises concern regarding a recent trend whereby college courses ar increasingly diverting from their main discipline of focussing into other unrelated disciplines. He foc economic consumptions on the discipline which he teaches, literature, and points out an observation he do whereby writing courses in colleges nowadays tend to focus on analysis of various so cial issues such as globalization, racism, and sexism instead of focusing on writing. As a result, few students taking writing courses in college are able to write a clean English sentence. The agent asserts that writing courses should focus all on writing and teach nothing other than grammar and rhetoric (Fish, n. p.). In the article, Re idea the Way College Students are Taught, Emily Hanford asserts that the tralatitious method of educational activity in colleges whereby students learn through non-interactive lectures is no longer effective since most students are not able to absorb most of the entropy that is usually disseminated in a single lecture. The author advocates for the peer-instruction method of teaching in colleges and provides proof of its effectiveness by referring to the success of a number of professors who use this method to teach their students. These include Joe Redish, a physics professor at the University of Maryland, Brian Lukoff, a researcher in educat ion at Harvard University, and Eric Mazur, a professor of physics at Harvard University (Hanford, n. p.). In Rethinking the Way Colleges Teach particular Thinking, Scott Johnson laments the way through which colleges teach critical thinking. He asserts that current practices whereby students are taught through lectures to memorize entropy is not achieving one of its aims of developing student critical thinking skills. He uses his specialty discipline of instruction, man Science, as an example to demonstrate how students can be taught facts while simultaneously gaining crucial critical thinking skills. Johnson asserts that the best way to achieve this purpose is to dedicate a significant portion of the course teaching students how the factual information of the course was gathered through logical and critical evaluation of available information (Johnson, n. p.). In the article, Colleges Should Teach Intellectual Virtues, Barry Schwartz and Kenneth Sharpe underline the importance o f helping college students develop intellectual virtues in appendage to the traditional roles of teaching them the skills of their discipline, literacy skills, and critical thinking. The authors assert that colleges should help students develop intellectual virtues so as to shape them into all-rounded human beings (Schwartz and Sharpe, n. p.). From the five articles analyzed, it is evident that the education students acquire in colleges does not completely suit their ask and requirements for both professional and personal development. Technology and globalization have