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Unfortunately, colleges and universities operate in quite the opposite way; they make high demand/low impact investments.In my experience, when good students’ needs are properly addressed, the entire institutional average is boosted.Good students quickly join the ranks of their great learning peers, and a significant share of academically poor-performing students become good students, thus shifting academic performance upward while enhancing the culture of students and faculty. Educators are too often blind to student learning issues.
Shocked, you meet with your supervisor to obtain insights about what went wrong and guidance concerning her expectations for the next project.
You take her suggestions to heart and double down on your efforts. This cycle repeats itself until you eventually emotionally disengage from the job.
Ultimately, you put your energy into something that provides a greater return, such as your family or a hobby.
Over time, you become the average employee your supervisor accused you of being.
These capable learners invest themselves fully in preparation for their exams, only to have their work judged as inadequate.
Their efforts are called into question, and over time they divest themselves from academics and reinvest in other areas.Updated: August 2017 By the time students enter college, they’ve invested more than 20,000 hours in academic learning. But rather than enjoying school, students endure it. Educators and institutions that cut through popular beliefs that students are apathetic, woefully unprepared or generationally deficient to understand the real reasons behind the student performance gap can create broad academic success.This article profiles the good student population that makes up the majority of college students and provides critical insights on how to help them thrive.Similarly perplexed are young people who aced tests and earned high marks in high school but in college, even with added study time, can’t figure how to rise to the level of achievement they’d been confident they’d attain.Over the past decade, the phenomenon of college student academic under-performance has received considerable attention.The under-performing population consists of “good” students, whose academic backgrounds suggest they should excel at the collegiate level. Good students are the studious, serious-minded, hardworking college students whose grades lag behind their capabilities and efforts.They are learners who may not perform so poorly as to trigger institutional academic alerts; their solid academic backgrounds and sheer work ethics are typically enough to keep them from failing courses.Imagine you’re a professional who has performed your duties well by your and your supervisor’s standards.You have received outstanding performance reviews, and your work is held in high regard by your peers. You’ve invested more time and worked more conscientiously than you ever did in your previous job.A recent Washington Post article: A telling experiment reveals a big problem among college students: They don’t know how to study, cites statistics suggesting that 66% of students “don’t leave college for financial reasons,” affirming my original observations that led to this article’s 2012 publication.The Post article provides a critical insight that is often missed in the myriad excuses students provide for leaving: “Some students leave college because classes just aren’t going well.” The “some” is much larger than we think, and this doesn’t include those who remain in school but needlessly struggle their way through.