▲ | eitally 6 hours ago | ||||||||||||||||||||||||||||||||||||||||
> or just didn’t take advantage of the opportunities presented to them. It's this. Most undergraduate students do not go to office hours, try to get to know their instructors, ask follow-up questions, pursue independent research, or do anything approaching "apprenticeship". Most American students matriculate into college/uni not even having ingrained behaviors that make any of these things obvious or approachable, so yes, it's understandable why many would consider higher ed the same as secondary ed: rote memorization and "bad" classes. | |||||||||||||||||||||||||||||||||||||||||
▲ | jagged-chisel 6 hours ago | parent [-] | ||||||||||||||||||||||||||||||||||||||||
> … Most undergraduate students do not go to office hours, try to get to know their instructors, ask follow-up questions This was actively discouraged by the instructors in the school I attended. Not by policy, but by behavior - passive-aggressively belittling students for not “getting” the subject matter, showing a complete lack of interest in reciprocating any amount of getting to know the instructor. > … ask follow-up questions, pursue independent research, or do anything approaching "apprenticeship". Most American students matriculate into college/uni not even having ingrained behaviors that make any of these things obvious or approachable … A failure of secondary education and students’ families. | |||||||||||||||||||||||||||||||||||||||||
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