Jacob Johnson
Dr. Tinberg
ENG 101 - A07
11/01/10
College is more than just an experience of education. It is a time of growing—a
time of building relationships—a time, of becoming part of something bigger. While
community colleges contribute greatly to the local community, they often come up short
when it comes to building a strong college community, compared to most four year
schools. While BCC certainly has done well so far with this issue, it is certainly far from
solved. While this might seem like a minor social issue, the concern is not nearly that
simple. USA TODAY reports: “Studies show that the more engaged students are in such
activities and relationships, the more likely they are to learn.” (Marklein) With concern for both community and education, this situation deserves further exploration.
The nature of this problem is not simple and is caused by numerous factors. While
there are many aspects to this predicament, there are two primary facets which should be
noted. The first cause of this problem is the problem of commuting. To be clear, in
general, commuting is a great opportunity to keep prices down while at college. While all
students must commute at BCC, this does cause a hindrance when it comes to engaging
students. If students must drive to and from their classes, their time spent on campus will
be minimum. Unfortunately, this problem challenges most community colleges. Studies
have shown that “75% of full-time students and 87% of part-time students report that they
spent zero hours in a typical seven-day week participating in college-sponsored
extracurricular activities.” (CCSSE) If engagement is difficult for anyone, it is certainly difficult for college students who commute.
A second reason why BCC students may not be well engaged is that they aren’t
full time students. The Community College Survey of Student Engagement stated that
“The phenomenon of part-timeness stands as one of the greatest challenges community
colleges face in creating strong connections with students. Close to two-thirds of
community college students attend college part-time”(CCSSE). When students only take a couple classes, they are often less invested in their college life. Often, this is accentuated by the convenience of online classes for part-time students. The nature of community college makes it quite accessible to people who are too busy to take more than a couple courses at a time. The consequence of this, is that a significant amount of students either aren’t able or interested in giving more of their time.
While this obstacles are not easily conquered, BCC has taken great steps engage
students, despite the odds. I would suggest, however, a proposition which may make the
school more effective in its efforts. The previously mentioned USA Today report went on to say thatuse of social media—such as Facebook—can help community college students become more engaged(Marklein). While social media have been used by some degree by BCC, I believe that these assets can be used even more so to increase engagement. Firstly, BCC has over a dozen clubs, yet only a few are online. Getting all clubs online—even if it is simply by creating a Facebook group—would be a simple, yet effective step forward. While it may be difficult to engage students on-campus, there is still the option to engage them on-line. Once all clubs are on the web, their events, meetings and general information can be both provided and advertised. Not only will this allow students to become more engaged online, but online engagement always has the potential to result in on-campus interaction. While in person relations are valuable, there is strong reason to believe that virtual engagement can strength the community.
The cost of such a project would be quite minimal. Financially, there would be
nothing to pay to put more information online, especially if it were done via social
medium. When it comes to update and overseeing this process, it would make most sense
to have a member of the club help out voluntarily. This would cost some time, however,
it would be unlikely to amount to anything significant. Thus the expense of change
would be virtually non-existent while the benefits, as we have seen, could certainly be
worth while.
With all this being said, I believe the facts are clear. Keeping students engaged is
an important responsibility which is more challenging than normal for community
colleges. While there is no magical solution to this issue, the internet and social media
can act as powerful assets. With the cost being so minimal, I strongly encourage you to
not only consider this option, but to take the steps needed to build up our community. If
we can’t engage students on campus, then why should we hesitate to engage them online?
Bibliography:
Community College Survey of Student Engagement. "Making Connections: Dimensions of Student Engagement", 2009
Marklein, Mary Beth. "Social networks could help community college students" USA TODAY 16 November 2009
Sunday, October 31, 2010
Sunday, October 24, 2010
News Writing (2nd Draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/25/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students are finding bright green envelopes in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students acquire these cards in hand, it is essential to learn how to properly use this new opportunity.
“I feel that they[accessBCC Refund Cards] will be useful to most students, especially to those who are a full time students as they will be spending most of their time on campus.” said BCC student, Patrick Kalunga. However, he goes on to say “I feel that the school could've done a better job to raise the awareness of this new feature…[The] bottom line is I am not sure I am aware of all of its benefits” While students may be unsure of the details, the following information has been made available on the BCC school website.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formerly lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Dr. Tinberg
ENG 101 - A07
10/25/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students are finding bright green envelopes in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students acquire these cards in hand, it is essential to learn how to properly use this new opportunity.
“I feel that they[accessBCC Refund Cards] will be useful to most students, especially to those who are a full time students as they will be spending most of their time on campus.” said BCC student, Patrick Kalunga. However, he goes on to say “I feel that the school could've done a better job to raise the awareness of this new feature…[The] bottom line is I am not sure I am aware of all of its benefits” While students may be unsure of the details, the following information has been made available on the BCC school website.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formerly lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Sunday, October 17, 2010
News Writing (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/18/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students should expect to find a bright green envelope in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students have this cards in hand, it is essential to learn how to properly use this new opportunity.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formally lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Dr. Tinberg
ENG 101 - A07
10/18/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students should expect to find a bright green envelope in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students have this cards in hand, it is essential to learn how to properly use this new opportunity.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formally lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Sunday, October 10, 2010
Essay of Application (2nd Draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands upon thousands of anguished children have struggled to find Waldo. Today, however, we turn the discussion to a much more significant and relevant search. That is, “find x”. “Why is this question so important?” you may ask. On this topic rests the burden of whether or not I get accepted into your excellent establishment. While I seek my ideal college, you seek your ideal student. To discover if this match is meant to be, we will begin our quest to find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
Finding x signifies the discovery of buried treasure. If you’re a student, x most
likely marks the answer to a headache-inducing algebra problems. Or, if you are one of all too many Americans, your x is someone you avoid at all costs. Semantics aside, x symbolizes an unknown—the essence of an ideal we seek to understand. Ultimately, x represents a mystery—an answer we seek to discover.
Naturally, while answers are important things to have, we must first have a question. Without a question answer means nothing—likewise, without an overarching focus, reason or goal, x also is pointless. Essentially, it is impossible to find x if we don’t know what we are looking for. This is the significance of a greater question. Without seeking out difficult questions, we will never learn to truly grow in knowledge or understanding. Likewise, if we are to ever find x, the underlying question is critical.
For Hamlet, this question was “To be, or not to be”. For me, however, the question was not “to be”, but rather “where to be?”—specifically for the next two years of my education. The answer was clear—x is a place in the Chicago University class of 2012. This is not merely an idle goal, but rather my motivation—the driving force each and every key stroke. To be blunt, my point is that while finding x is important, we cannot stop there. If the answer to our question becomes apparent, should it not then change our actions? Can a question be worth asking in the first place, if the answer has no propensity to alter our path?
Stripping away the philosophy and rhetoric, finding x simply is finding our goals. x began as an unknown, but it has become knowledge, and that knowledge cannot remain static, but must itself become a focal point for our efforts. Finding the University of Chicago is but one x among many in my life. I pursue it, because I know here I will be equipped and empowered to continue in this process. A process not of casual musing, but a dynamic process to continually and repeatedly “find x.”
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands upon thousands of anguished children have struggled to find Waldo. Today, however, we turn the discussion to a much more significant and relevant search. That is, “find x”. “Why is this question so important?” you may ask. On this topic rests the burden of whether or not I get accepted into your excellent establishment. While I seek my ideal college, you seek your ideal student. To discover if this match is meant to be, we will begin our quest to find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
Finding x signifies the discovery of buried treasure. If you’re a student, x most
likely marks the answer to a headache-inducing algebra problems. Or, if you are one of all too many Americans, your x is someone you avoid at all costs. Semantics aside, x symbolizes an unknown—the essence of an ideal we seek to understand. Ultimately, x represents a mystery—an answer we seek to discover.
Naturally, while answers are important things to have, we must first have a question. Without a question answer means nothing—likewise, without an overarching focus, reason or goal, x also is pointless. Essentially, it is impossible to find x if we don’t know what we are looking for. This is the significance of a greater question. Without seeking out difficult questions, we will never learn to truly grow in knowledge or understanding. Likewise, if we are to ever find x, the underlying question is critical.
For Hamlet, this question was “To be, or not to be”. For me, however, the question was not “to be”, but rather “where to be?”—specifically for the next two years of my education. The answer was clear—x is a place in the Chicago University class of 2012. This is not merely an idle goal, but rather my motivation—the driving force each and every key stroke. To be blunt, my point is that while finding x is important, we cannot stop there. If the answer to our question becomes apparent, should it not then change our actions? Can a question be worth asking in the first place, if the answer has no propensity to alter our path?
Stripping away the philosophy and rhetoric, finding x simply is finding our goals. x began as an unknown, but it has become knowledge, and that knowledge cannot remain static, but must itself become a focal point for our efforts. Finding the University of Chicago is but one x among many in my life. I pursue it, because I know here I will be equipped and empowered to continue in this process. A process not of casual musing, but a dynamic process to continually and repeatedly “find x.”
Monday, October 4, 2010
College Appliation Essay (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands of children have struggled to find Waldo. Today, however, we turn
the discussion to a much more significant and relevant search. That is, “find x”. “Why is
this question so important?” you may ask. On this topic rests the burden of whether or not
I get accepted into your excellent establishment. While I seek my ideal college, you seek
your ideal student. To discover if this match is meant to be, we will begin our quest to
find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
finding your x signifies the discovery of buried treasure. If you are a student, your x most
likely marks the answer to a headache-inducing algebra problems. If you are one of all too
many Americans, your x is someone you avoid at all costs. Ultimately, x represents a
mystery—an answer we seek to discover. Naturally, while answers are important things to
have, we must first have a question. This is the key to having proper context. Without a
question answer means nothing—likewise, without an overarching focus, reason or goal,
x also is pointless. Essentially, it is impossible to find x if we don’t know what we are
looking for. This is the significance of having a greater question. Without seeking out
difficult questions, we will never learn to truly grow in knowledge or understanding—
never mind finding x.
For me, the question was “Where should I spend the next two years of my life?”
To answer this question, x was a place in the Chicago University class of 2012. This is
not merely an idle goal, but rather my motivation—the driving force each and every key
stroke. The point I am getting at here, is that finding x is important, but we can’t stop
there. If the answer to our question because apparent, should it not then change our
actions? Stripping away the philosophy and rhetoric, finding x is simply finding our
goals. The entire process of questioning and answering is like a joke with no punch line if
we don’t actively pursue that goal. While x may have begun as an unknown, it has
become knowledge, and that knowledge cannot remain static, but must itself become a
focal point for our efforts. Finding the University of Chicago is but one x among many in
my life. I pursue it, because I know that it is here, that I will be equipped and empowered
to continue in this process. A process not of casual musing, but a dynamic process to
continually and repeatedly “find x.”
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands of children have struggled to find Waldo. Today, however, we turn
the discussion to a much more significant and relevant search. That is, “find x”. “Why is
this question so important?” you may ask. On this topic rests the burden of whether or not
I get accepted into your excellent establishment. While I seek my ideal college, you seek
your ideal student. To discover if this match is meant to be, we will begin our quest to
find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
finding your x signifies the discovery of buried treasure. If you are a student, your x most
likely marks the answer to a headache-inducing algebra problems. If you are one of all too
many Americans, your x is someone you avoid at all costs. Ultimately, x represents a
mystery—an answer we seek to discover. Naturally, while answers are important things to
have, we must first have a question. This is the key to having proper context. Without a
question answer means nothing—likewise, without an overarching focus, reason or goal,
x also is pointless. Essentially, it is impossible to find x if we don’t know what we are
looking for. This is the significance of having a greater question. Without seeking out
difficult questions, we will never learn to truly grow in knowledge or understanding—
never mind finding x.
For me, the question was “Where should I spend the next two years of my life?”
To answer this question, x was a place in the Chicago University class of 2012. This is
not merely an idle goal, but rather my motivation—the driving force each and every key
stroke. The point I am getting at here, is that finding x is important, but we can’t stop
there. If the answer to our question because apparent, should it not then change our
actions? Stripping away the philosophy and rhetoric, finding x is simply finding our
goals. The entire process of questioning and answering is like a joke with no punch line if
we don’t actively pursue that goal. While x may have begun as an unknown, it has
become knowledge, and that knowledge cannot remain static, but must itself become a
focal point for our efforts. Finding the University of Chicago is but one x among many in
my life. I pursue it, because I know that it is here, that I will be equipped and empowered
to continue in this process. A process not of casual musing, but a dynamic process to
continually and repeatedly “find x.”
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