Critical thinking is the way in which one improves the skill of thinking by assessing, analyzing and reconstructing the content in which they read. Joe Lau and Jonathan Chan (2015) describe critical thinking as “the ability to think clearly and rationally about what to do or what to believe.” As a student, studying International Relations in the faculty of Social Science, reading is crucial, as was mentioned in the acceptance letter for the University of the West Indies “you’ve been accepted to read for your degree”. In order to be successful in university, critical thinking is a necessity and is needed for everyday use within the university setting. When studying in the faculty of social sciences one has to note/remember that reading is essential, in fact, in
Thus, Kress and Leeuwen stressed that the ideology decides how discourses are built on the will of larges social groups . Thus, Ideologies acts as mediators between discourse and to the social will. The discourse of quality can be categorized into two as a discourse of quality assurance and discourse of quality enhancement for assuring and enhancing the quality in higher education with feasible boundaries.
CRITICAL THINKING AN EFFECTIVE ATTRIBUTE FOR SUCCESS IN UNIVERSITY STUDIES INTRODUCTION Critical thinking is an imperative skill to acquire for university success and life in general (Wallace & Schirato, 1999). Thinking critically means being able to be aware, make connection with your learning to the world, question and be able to engage with the information you are taking in (Brookfield, 1987). This essay seeks to find out if critical thinking assists university students to succeed in their studies. It will firstly provide explanation on what is actually meant by thinking critically and how one can achieve it. Secondly, evidence will be provided as to whether critical thinking helps with university studies.
It is noteworthy that the new quality continuous assessment regime from the HEQC is juxtaposed on an old tradition of quality that was mainly internal and based on the professional artistry of the academic community of the university. Quality of students’ assessment in University B through external peer reviews has assisted the institution to benchmark the performance of students according to international standards. Even more student performance can be judged through: Involving externals in the design of assessment, choice of assessment task and negotiation of criteria, for example through the use of external peer reviews. (Gibbs, 1992: 17). The external examination process entails sending not only marked examination scripts for external review, but also the course outline with performance outcomes and course aims and objectives and the examination questions used for the assessment.
“The essence of intercultural education is the acquisition of empathy--the ability to see the world as others see it, and to allow for the possibility that others may see something we have failed to see, or may see it more accurately …” [From the Price of Empire] The above-mentioned quote has always been a constant reminder of the genesis of my interest in culture and education, an interest that now evolved into an aspiration and a pursuit for a career in the field of international education and development. I started as an exchange student in the early years of undergraduate studies in a small college town in Ohio- Ashland University as part of a sponsored program by the US Department of State. The grogram was supervised and monitored by a group of young graduates from Yale University, MIT, and Princeton University who were vigorous and highly intelligent displaying an impressive teaching expertise. I was particularly fascinated by their original and unique teaching methodology. I came to realize that education should be dominated by advanced concepts, assisted by effective teaching strategies, and reinforced by a global understanding that is essential for bringing out a greater social role from education.
It should be frank, honest, and give details that support why the writer recommends the student. It should also give brief information about the writer. The letter may contain information about the candidate’s exam results, contribution to classroom discussions, personal growth over the years, the effect the candidate has on the writer and the candidate’s peers. The most important points that a scholarship committee would like to see are: • Specific information about the candidate that the committee can use during an interview of the candidate • How the writer knows the candidate and for how long • Personal interaction with the candidate that is unique to the specific candidate and how the candidate ranks among the writer’s other students • Specific examples of things the candidate has done and how they relate to the scholarship • How the candidate exemplifies the selection criteria of the scholarship • Include remarks from other people who know the candidate Some things that make the letter weak are: • Failure to provide specific examples • Letters that are generic and could be sent for any
This new environment and the pressure of handling coursework while still maintaining a social life and the possibility of entering into a romantic relationship can be helpful. However, according to some accounts, it may also present its own set of difficulties. This study attempts to evaluate the possible causes of college students’ performances in particular while being involved in a romantic relationship or the students’ view of its acceptability. It aims to realize how it affects their grades or struggles in the school, how the students reacted, learned from it and hopefully addressing it to students lives in colleges or universities. DISCUSSION
However, currently I plan to take two liberal arts minors and I hope to conduct interdisciplinary research, revealing the power of this single class in helping form my future decisions. Additionally, my goal throughout high school of college, take a major that would provide a high paying job (science or math related), has slightly transformed. I still have a double major in business analytics and applied and computational math and statistics, but I no longer feel constrained to a career in either of those fields. Rather, I now seek a career that will engage me with
The academic performance of students reflects on their ability to demonstrate the knowledge they have learnt in tests, quizzes, presentations and final examination (Barkley, 2004). The importance of students’ performance is not only evident to the students but also to the universities as it is a measure the success of their education process. Studies in the education literature have examined the factors that may influence students’ performance that include physical facilities and qualified educators, students’ attitudes, aspirations and self-awareness (Hijazi and Naqvi 2006; Garkaza et al. 2011; Cosmas et al. 2013; Al-Hadrami and Morris 2014).
Academic success is said to be an objective that every intellectual entity that enters varsity life wishes to acquire. This piece of writing here pursues to address the issue of discussion which is in relation to the third question that reads; “discuss the factors which are related to academic success in university students.” This essay here elaborates and justifies some of the key factors that contribute to accessing the success of varsity students in an academic sense. Academic success may entail achieving or accomplishing an objective set in an intellectual or scholastic field of concentration that is, completing a course or area of study in an educational institute. Kuh et al. (2006), In York, Gibson, Rankin (2015)states that;“...student