20 Sep Simply master that concept when the tutor is teaching

Here is my essay Alpha

It is unreasonable to expect every learner to achieve the same learning outcomes.  The first reason why this is the case is that people are inherently different. The way one student learns something is essentially different from how another one learns that particular thing. This is just the same as the time that a student takes to master a concept. Well, there are those who have high IQs and will simply master that concept when the tutor is teaching, There are those who have to spare time in the evening to study that concept for a couple of hours to understand that concept. With such disparities, it is unlikely that students will produce the same outcomes. This is why we will always have that A student and an F student in any institution. Furthermore, we do not live in an ideal world where the perfection of the order of the day. If that were so, then, for instance, any teaching would produce all students as opposed to what we usually see.

In terms of what can be used to level the playing field, providing more resource to the learning institutions is a good step. This is, for instance, looking at that leaner who quickly understands the concept and that one who takes time, the one who takes time needs more resources that break down that concept into simpler terms for him or her to understand (Terenzini et al. 2013). Additionally, it is not only about bringing more resources, but also fostering good relations between tutors and those that they are teaching. A learner through this, would not spend so much time trying to understand that concept on his own but would easily get assisted by the tutor.

References

Terenzini, Ro, H. K., P. T., & Yin, A. C. (2013). Between-college effects on students reconsidered. Research in Higher Education, 54(3), 253-282.

Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways:

Provide feedback on your colleagues stance on whether it is reasonable to expect all students to achieve the same learning outcomes.
Propose alternative strategies that higher education professionals can use to level the playing field for diverse students.
Share an insight related to a personal experience that supports your colleagues posting.
Note a similarity or difference to your stance on whether it is reasonable to expect all students to achieve the same learning outcomes.

First essay we compare with my is team  Little: The increasing diversity of the college student population has been a major theme throughout this course.  With diversity comes different sets of knowledge, skills, abilities, and values in short, a different level of preparation for college work. This coincides with an ever-increasing emphasis on accountability in higher education a demand that all college graduates demonstrate mastery of the same critical skills.

Student learning in higher education is a function of both formal and informal experiences. Formal learning takes place as a result of a classroom or related activity structured by a teacher and/or others for the purpose of helping students to achieve specified cognitive, or other, objectives. Informal learning encompasses all the other outcomes of students’ participation in a higher education experience.

Ernest Pascarella and Patrick Terenzini described the ways in which college affects students with respect to many kinds of learning.  While they found that formal learning related to academic and cognitive skills, and to subject-matter competence, informal learning was shown to impact on many other areas (2005).  In addition, Pascarella and Terenzini account student background, institutional organizational characteristics and environment, level of student effort, and socialization for students learning and cognitive development (2005).  Lastly, each factor occurs differently for every student but can be used for their advancement.

As an institution of higher learning, it is reasonable to want all students, who enroll and graduate, to have the same learning outcomes.  Learning outcome statements may vary among colleges and universities and their degree programs.  Each outcome set a specific set of skills, knowledge, or competencies to be acquired and are updated to reflect changes.  However, it is not reasonable to expect all students to achieve the same learning outcomes.

No two students are the same, and no individual student has the same response to learning in every situation.  For example, I have had an Individualized Education Plan (IEP), follow me from first grade through high school because of a learning disability.  Many of my instruction was modified to meet my needs.  I often worked in a small group with a girl (cant think of her name, it was so long ago), but she was smart, she knew all of her letters and sounds, and she was a little bossy, but I learned a lot from her.  I was required to do the work like the other students, but not as much and I did the work in chunks or with my small group.  Instructors must understand that it is not reasonable to expect all students to achieve the same learning outcomes, as students must understand that it is not reasonable to expect all instructor to teach the same learning outcomes in ways that all students could understand.

As Kim and Conrad focus on the environmental benefits of an HBCU in regards to degree completion, they also point out the importance of institution type and how it affects college experience and outcomes (2006).  I believe if higher learning institutions continue to support and utilize services to engage students, students will achieve the most important outcome graduating with a degree and become life long learners.

References:

Kim, M. M., & Conrad, C. F. (2006). The Impact of Historically Black Colleges and Universities on the Academic Success of African-American Students. Research in Higher Education, 47(4), 399427. Retrieved from the Academic Search Complete database.

Laureate Education, Inc. (Executive Producer). (2010). Understanding Students: Learning, Development, and Diversity: Creating Educationally Effective Learning Environments. Baltimore, MD: Author.

Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. San Francisco, CA: Jossey-Bass.

And last essay will be Bravo  we compare that with Alpha essay While I fully believe diversity should be celebrated, learning objectives are meant for the entire population of the group. For example, in a course I teach, there is a set list of learning objectives. Those objectives are pre-set, allowing the student to build upon the knowledge they have from previous courses to be prepared for their next course. By the end of the course, I expect my students to have mastered those specific learning objectives. If a higher education institution has a learning objective for a skill – critical thinking, writing, communication, that objective is meant for the entire student population who are enrolled. That being said, I understand that students approach education differently and come from various backgrounds. Therefore as an instructor (and as part of an institution), my approaches to best meet my students at their current skill level will vary.
Based on the between-college and within-college effects research, there are several methods that can be utilized to level the playing field for students. Academic resources such as tutoring and instructor notes may help students with knowledge acquisition. Students developing changes in their values need knowledgeable and caring faculty and staff to talk to, and counseling services can be beneficial for those students. Environments that emphasize intrinsic motivation, student involvement in classroom discussions and course decision making, and overall student involvement with faculty in an academic community appeared to maximize psychosocial adjustment and maturity [in students] (Pascarella & Terenzini, 2005, p. 599). Campus culture is very important for student success. Students from all walks of life should feel welcomed and encouraged.

Many within-college effects appear to be essentially the accentuation of initial student characteristics and dispositions (Pascarella & Terenzini, 2005, p. 602). Institutions can best level the playing field for students by finding ways to keep students engaged in all aspects of the college experience (Pascarella & Terenzini, 2005). It is important for institutions to know what students are interested in learning about and how they are interested in spending their time outside of the classroom. Institutions who can appeal to the academic, social, and extracurricular aspects of higher education will attract more students and maximize retention.

Accommodations that allow students an equitable college education are vital. In higher education, equity refers to ensuring that each student receives what they need to be successful through the intentional design of the college experience (Achieving the Dream, 2020, Achieving the Dream Equity Statement). Every student deserves access to an education as well as resources and support to reach attainment. Course level learning objectives should be expected to be achieved by all students enrolled in the course regardless of their background. For example, if a student plans to become a doctor, should another student who plans to become the same type of doctor be required to learn the same information as the other?

References
Achieving the Dream. (2020). Equity. https://www.achievingthedream.org/focus-areas/equity#:~:text=In%20higher%20education%2C%20equity%20refers,the%20barriers%20facing%20underserved%20students.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass

Respond to two or more of your colleagues’ postings in any of the following ways:

Provide feedback on your colleagues stance on whether it is reasonable to expect all students to achieve the same learning outcomes.
Propose alternative strategies that higher education professionals can use to level the playing field for diverse students.
Share an insight related to a personal experience that supports your colleagues posting.
Note a similarity or difference to your stance on whether it is reasonable to expect all students to achieve the same learning outcomes.

Please compare both essay with my essay
For example alpha essay with little essay
Alpha essay with Bravo essay

In each essay you must have reference
Strong open and strong close