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Conflicts arise with high school, college instruction |
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Tuesday, 05 June 2007 |
by KELLY BURCHFIELD
Intern Staff Reporter
An ACT survey recently revealed conflicts between what students are taught in high school and what college professors want them to know.
High school and college instructors were surveyed nationwide, and the results showed differences in their expectations.
Megan
E. Stage, a junior health care management and marketing major, said her
writing was considered below average in high school, but it is approved
by her professors at Appalachian State University.
“My grammar and punctuation were great, but my high school teachers were mainly concerned with a thesis statement,” she said.
When surveyed by the ACT, high school teachers emphasized the process
of writing an introductory paragraph, but college professors considered
correct punctuation more of a priority.
High school teachers ranked correct punctuation as the 31st most important writing skill.
Dr. James Ivory, the assistant chairman for the English department,
said incoming freshmen need to realize college-level writing involves
critical thinking skills.
“I advise students to form ideas and let their ideas form the structure of their papers,” he said.
According to the survey, college professors expect an in-depth knowledge of the basics of mathematics.
High school teachers stressed the importance of reaching higher levels, such as calculus.
“Bad high school experiences in math can make students believe they
lack ability, and they will resort to memorization just to get by,” Dr.
Anita Kitchens, a mathematical sciences professor, said.
Kitchens said incoming freshmen need to realize college level
mathematics involves practice and patience instead of memorization.
In 2004, the National Center for Education Statistics reported that
nationwide, 28 percent of incoming college freshmen enrolled in
corrective college courses.
The ACT survey results suggest a connection between irrelevant high
school instruction and the need for corrective college courses.
Kitchens said roughly 10 percent of Appalachian State’s incoming freshmen enroll in developmental math.
“Communication about bad past experiences in math is important for a
student’s success in the class, and we have an 80 percent success
rate,” she said.
Ivory believes a more proactive approach would help the situation.
“A way to help solve this issue is to find ways for students to have
access to college experiences earlier than orientation,” he said.
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