Ý Read ☆ The College Fear Factor: How Students and Professors Misunderstand One Another by Rebecca D. Cox Á ar1web.co

Ý Read ☆ The College Fear Factor: How Students and Professors Misunderstand One Another by Rebecca D. Cox Á STUDENT VOICE Overcoming The Fear Of College Fear Of College Is Both Real And Common A Google Search For Fear Of College Returns Over Five Million Results Based On My Own Experience And Conversations With Friends, Just Thinking About Going To College Can Fill People With Anxiety And Self Doubt Some Respond By Coming Up With Reasons Not To Go The College Fear Factor How Students And The College Fear Factor Book Description Rebecca D Cox Draws On Five Years Of Interviews And Observations At Community Colleges, Where She Shows How Students And Their Instructors Misunderstand And Ultimately Fail One Another, Despite Good Intentions Eye Opening Even For Experienced Faculty And Administrators, The College Fear Factor Reveals How The Traditional College Culture Can ActuallyThe College Fear Factor Rebecca D Cox HarvardRebecca D Cox Draws On Five Years Of Interviews And Observations At Community Colleges, Where She Shows How Students And Their Instructors Misunderstand And Ultimately Fail One Another, Despite Good Intentions Eye Opening Even For Experienced Faculty And Administrators, The College Fear Factor Reveals How The Traditional College Culture Can Actually Pose Obstacles To Students Success, AndThe College Fear Factor PROLIFIC ESSAYS December ,Prolific Essays For This Final Unit Of Our Course, We Ve Been Working With The College Fear Factor By Rebecca Cox The Book Looks At How Students And College Professors Mis Communicate With One Another Throughout The Book, Cox Gives Voice To Students Fears About College Colleges Fear Closure As Coronavirus Worsens Facing Their Fears Helping Students Overcome The A Fear That They Won T Succeed, That They Don T Belong And That They Just Aren T Smart Enough To Attend College Leads Students To Make Protective Decisions That Often Appear Mind Boggling To The Accomplished Educators Who Lead Classrooms And Campuses The College Fear Factor How Students And Get This From A Library The College Fear Factor How Students And Professors Misunderstand One Another Rebecca D Cox From The Publisher They Re Not The Students Strolling Across The Bucolic Liberal Arts Campuses Where Their Grandfathers Played Football They Are First Generation College Students Children OfSummary Of The Student Fear FactorWords Some College Students Find Strategies To Manage Their Fear On Their First Year Of College Because They Feel Nervous About On How Are They Going To Do At College College Students Feel Sometimes They Have Concerns About Not Reaching Their Goals In Life , Not Passing Their Courses, Or Afraid Of Life The Student That Relate To Me Was Melanie Because She Recent Graduate From High School And SheCollege Towns Fear CovidWill Leave Them As College Towns Fear CovidWill Leave Them As Ghost TownsBy Janet Lorin And Reade Pickert June , , PM Listen Colleges Bring A Certain Indefinable Something To College Towns They Also Bring At Least Two Definable Somethings Students And Sports Without Those, Many College Towns Would Become Ghost Towns If Students Don T Return To Campuses In The Fall Because Of Covid This is a brilliant book—sensible, clearly written, and grounded in scrupulous and empathetic research.
Cox looks at the emotional and cultural barriers that get in the way of college learning—even when both teachers and students are doing their best to connect.
She is particularly astute in showing how expectations distinguishing “professing” (the transmission of expert knowledge) and “teaching” (helping people master a practice) get in the way of the attempts of college faculty to, well, teach students.
I’m particularly impressed that Cox’s work is grounded in her close observation of several composition teachers—whose efforts she clearly admires even when their students do not.
She shows that good pedagogy is not in itself enough— a chastening lesson for someone who has spent his career ref Although public perceptions of postsecondary education are primarily based on portrayals of Ivy League colleges and universities, the reality is that only about half of American college students are enrolled fulltime in a traditional fouryear college.
The other half of American college students are enrolled on a parttime basis and/or attending community colleges.
While college access has exploded in recent decades, vast numbers of those who enroll in college do not succeed, especially at schools that offer the most access.
Why? In The College Fear Factor, Seton Hall professor Rebecca D.
Cox explores how students’ expectations of the college experience are different from what they frequently encounter, and why some professors are frustrated by students’ lack of engagement with their course work.
Based on several research studies, The College Fear Factor is h I don't think Dr.
Cox introduced anything that instructors don't already know.
This book would be good for new teachers, especially those new to the community college environment.
However, for those who have been teaching at the college level for a while, nothing in this book is revolutionary.
There are still some important takeaways though, particularly about the way we think about content knowledge v.
pedagogical knowledge.
This is certainly an issue at the college level, where an advanced degree in a content area is valued more than a degree in education, educational psychology, or contenteducation (i.
math education, English education) degrees.
But, as most research shows, the advanced degree in a content area does not necessarily make one a good TEACHER.
And, at the commun This book is already outdated and hardly engages in this topic in an equityminded way.
While Cox's intent to address the fear and anxiety that students' face in college is a good one, the book hardly delivers on that front.

The book is filled with anecdotes of students who seem to be, in actuality, quite privileged based on their rude commentary and thinly veiled bias and racism against an African American woman professor, Lori (which, Cox does not address at all until the last paragraph of her chapter on observations of Lori's classroom).

Reading this in the context of 2018, it's cringeworthy for Cox not to at least address the fact that students were disrespecting Lori based on her gender and race.
One male st I suppose I didn't realize just how much community college students can be afraid to take that next step.
When people flood my classroom and look bored, I take it as a lack of care, but Cox demonstrates that students are hiding, hoping to just survive, or utterly terrified (which is why they disappear).
Cox argues that the most important thing a community college instructor can do is reassure students that they can pass the course.
Perhaps they won't the first time, but they've all taken a test that says they have the right to be there.
Anything that crumples a community college student's confidence, which is typically paper thin, can cause them to not only leave your class, but college altogether.

Reading in students' own words how th While the insights were not particularly stunning to me (I had a really good graduate school education), I think they would be to many professors who've been in the field 10 years.
Basically, the professorial model is dead (or dying).
Those who've made it through grad school/doctorates did so DESPITE lecturekill not because of it.
Most students don't learn by being droned atin fact, only 5% retain much information at all via lecturing only.
It's partially a problem with our system thinking that content knowledge = pedagogical knowledge.
Professors need to learn how to teach too.
It doesn't come naturally to most people.

End rant.

Back to the book: it discusses students fears about the college experience and professors' misconceptions about those fears.
For example, most students avoid assessment not because they're lazy or dumb, but because they're afra There was very little in this book that was a suprise to me (teaching composition at a community college as I do) but Rebecca Cox put it together in an engaging package.
Cox's discussion reminded me why I do some of things I do to connect with my students but also inspired me to think of ways to make the workings of academic culture more explict.

My private liberal arts college education (working minimal hours as a work study student) more than two decades ago was pure luxuryone that most students cannot afford.
This book reminded me that even (or maybe especially) at a community college, students take both personal and financial risks in enrolling in my class.

One of my favorite scholars, Lisa Delpit, talks about the importance of becoming students of our students and this book was a solid example of This book is a must for all community college professors and students.
Most books focus on University students, so I really liked that the author Cox completed research with community college students across the nation.
She mostly focuses on the affective needs of students and those who are placed in remedial math and English sequences.
The detrimental effect of this remedial course coursework is clearly seen and she offers suggestions about how professors can address these affective needs and reduce students' fear and anxiety.

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