As I sat in our kitchen yesterday, sipping my coffee and listening to the radio, I was surprised to hear a news report about how little today’s college students are actually learning.
Some of the numbers the reporter quoted were staggering:
- 45 percent of students “did not demonstrate any significant improvement in learning” during the first two years of college.
- 36 percent of students “did not demonstrate any significant improvement in learning” over four years of college.
- Those students who do show improvements tend to show only modest improvements. Students improved on average only 0.18 standard deviations over the first two years of college and 0.47 over four years. What this means is that a student who entered college in the 50th percentile of students in his or her cohort would move up to the 68th percentile four years later — but that’s the 68th percentile of a new group of freshmen who haven’t experienced any college learning.
I didn’t catch the source during that radio report, but later in the day was pointed to an article at InsideHigherEd.com entitled ‘Academically Adrift’.
This article, citing research that was conducted by The Social Science Research Council, point to ‘academic rigor’ as the main culprit for why college students are failing to learn. The research cited some of the following as co-contributors to the problem:
- Classes with less than 40 pages of reading assigned per week
- Classes with less than 20 pages of written work assigned over the course of the semester
- A small number of hours spent by students actually studying each week
- Most students choosing to studying in ‘study groups’, and not alone
- And an institutional emphasis on extra-curricular activities and connecting socially with peers
What’s behind it?
Well, the authors of the book, ‘Academically Adrift’ – Richard Arum, professor of sociology and education at New York University, and Josipa Roksa, assistant professor of sociology at the University of Virginia, point ultimately to the need for colleges and universities to “fill seats” (for the institution) and meet the high demands of the consumer (the students and parents who are expecting an exceptional experience from the university).
By making the college experience less academically stringent, more time and space is made available for social and extra-curricular activities, which Arum and Roksa believe translates into an increase in student applications, acceptance and retention.
Getting back to the question ‘academic rigor’ though, and the kinds of classes that students are taking (choosing), I find myself wondering how much of this ‘lack of learning’ actually has to do with a lack of direction and overall sense of calling.
The article, at one point, alludes to this… but doesn’t seem to make much of it.
I would contend that this has everything to do with the current issue in Higher Education.
Sure, there may be classes that need to be beefed-up in terms of what they require students to do for their class… but I think the key lies in helping students to connect their education with who God has created them to be… and what God has created them for.
I think there’s a switch that is thrown for most students when they are awakened to the passions and gifts that God has instilled in them, and how that corresponds to a deep need in a hurting world.
When students are awakened to the fact that their college “education” is more than just a hoop to jump through, but ultimately, a way through which God wants to prepare them for a great work in this world — something changes.
In these instances, students tend to shift their focus from grades to learning (and consequently, excel in the area of grades — because they are thoroughly learning the material — go figure), from preparing for a job to training for a calling.
They move from consumers of a college experience to stewards of their educational experience.
And I think this is one of the significant roles that we are supposed to play in the lives of students…
To help them ‘flip this switch’.
From career to calling.
From the pursuit of self-interests to the pursuit of assisting others — meeting needs.
From consumer to steward.
When you consider that the alternative (yes, even for the students involved with our ministries) is that they amass a great deal of debt, while having a lot of fun, and earning a degree they won’t use, to get a job for ‘less than noble reasons’, that allows them to be a consumer in a consumer-driven society… is there really any other choice?
Yes, we must assist our students in the quick identification of their calling — or at the very least — the discovery of their God-given gifts, talents and passions… and how they can be used to make the world a better place.
And how their education during these formative years of life is a BIG, big part of that process.
What do you think?
- How does your ministry assist students in this area of identifying calling?
- What kind of emphasis do you put on academics?
- Are there instances where you challenge students to give less time hanging out with you and your ministry, and more time to their studies, in the name of stewardship?
I’d love to know what you think about this and what this looks like on your campus!
Please continue the conversation by adding your thoughts in the comment section below!
Thanks!
13 thoughts on “On Helping College Students to Identify Their Calling [A Little Sooner]”
Great article, Guy! I heard a news report on this same article. While it was disturbing, it wasn’t terribly surprising that students are so focused on their relationships and themselves. I love what you’ve said–about teaching them that they are stewards of their education. I teach a section in a course, Critical Issues in Health, where I get to do this to some degree. I have two sessions on Spirituality and two on Time Management. Most students can’t figure out the connection, but I remind them that their “heart” shapes their priorities, and their priorities shape their schedule. So I start with helping them think about what shapes their heart (obviously I propose that God should do the shaping), and I end with how they manage their time within their schedule that they or their priorities have set. I’m going to start including the steward language, I believe. We have a big task, but when those of us who work with college students (and frankly, everyone else, too) demonstrate what this passionate, life-giving relationship with Christ looks like, we can help them flip that switch and find meaning, yes, even in their studies!
Good words Ash!
Have you been able to tell if your ‘connecting the dots’ for students in your class, between spirituality and time management, actually serves to bring about change in how they go about their living? Or is it something they mention in their course evaluation? How about in-class discussion on the days you talk about those things??? Does it stir something in your students?
The classroom is one of the best places to have this conversation! Thanks for sharing!!
I think it does connect the dots for some students. I usually have one or two students who want to meet with me after the class is over to talk about this at a more personal level. The class is rather large for a whole group discussion (64 students), so I don’t go that direction with it. I have them write a reflection paper that I respond to individually (it takes forever, but it’s one of the most meaningful opportunities I have as Campus Minister with students that I don’t normally encounter, so I hunker down and just do it) where they can process it somewhat. I do think that some of them who have never thought about it before have a brief moment to consider this idea. And others really are ready to do something differently!
Heard the same. Great insights, and appreciate you digging deeper. Looking forward to your next post… “How to assist students in the quick identification of their calling — or at the very least — the discovery of their God-given gifts, talents and passions… “
Dang, Dan, did you just give me a homework assignment?!? Lol! 🙂
Let me see what I can come up with!
Thanks Dan!
Thank you for the article. I agree with you, if we help students understand their calling, identify their gifts and talents, they will be more engaged in their education. There is a great sense of fulfillment knowing your in the will of God for your life. It seems I remember a scripture stating that God made good works for us to do before he created us.
Thank you for the thoughtful reflection. I think one of the major factors for this situation is that colleges have relegated questions of vocation to their career centers (no shot at career centers here; they do a good job), while institutionally acting as if there is no transcendent moral order (i.e. no personal God) which lays claim on our lives. Students thus act quite consistently with the assumptions that permeate higher education.
You raise a great point here Steve! And don’t know how it is at SMU, but it seems to me that most career service centers are drastically under-utilized, especially by first and second year students. So it may not be until well into the second of half of a student’s college career that they even find themselves in that particular context, and hopefully hearing a message on vocation. But isn’t that too late? (Although, better late then never)
I wonder if there are any institutions out there that have a ‘calling curriculum’ that is a part of their core? I wonder if there are any institutions out there that require some level of ongoing connection and/or communication with the office of career services — like a 1 credit class each semester??? Seems like something like that could be very beneficial in this regard.
I obviously need to visit you more often, Guy! 😉 You have tapped into one of my hot button issues in campus ministry…helping students recognize their calling/vocation. One of the things which actually drew me to the CCO (my campus ministry org) is their “flagship” event held in Pittsburgh each February at which this issue is foundational. It’s called Jubilee and is a terrific conference designed for college students. More info at http://www.jubileeconference.com or http://www.ccojubilee.org
Chris, you’re right, it’s a HUGE issue for college students — and should be a BIG focus of our ministry with them. Thanks for sharing this resource! I’ve never been to the Jubilee Conference — is it for students or campus ministers… or both? Is it just for CCO students and ministries, or is it open to anyone?
Great post! Couldn’t help but to jump in this thread. Academic faithfulness is a term widely used with the CCO, and it has to do with this exact issue of “flipping the switch.” The world is a place of discovery, and God created all of it. The central concept of Jubilee is that, with this in mind, everything matters. It is a call to glorify God in all vocations and interests. It is geared towards students (from all ministries) and open to campus ministers as well. http://www.jubileeconference.com/
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