The Ivy must employ “equity-oriented options.”
A second-year architectural pupil at Princeton University recently argued that the Ivy must employ “equity-oriented options” to correct the situation because everyone’s high school experience is different and requires “equity-oriented solutions.”
The opening line of Yushra Guffer’s Daily Princetonian op-ed is obvious:” Whilst the University’s high standards of excellence and fast-paced environment may be true goals, not all individuals are able to keep up with the speed.”
However, her suggestion is not that students may work harder and lock down if they want to continue receiving an Ivy League science-centered education. No, Princeton must accommodate those who ca n’t hack it.
According to Guffer,” Princeton needs to re-evaluate the complexity of the STEM beginning programs and utilize equity-oriented solutions that explicitly address the various levels of student preparation.” After all, Princeton’s level of academic rigor can only be truly successful if all individuals are able to operate on a level playing field.
Guffer contends that Princeton’s sources are inappropriate for those who “may feeling out of their level in these introductory Plant courses.” For instance, while the Scholars Institute Fellows Program is helpful for FGLI ( First Generation Low Income ) students, it is n’t for those” who came from disadvantaged high schools ]… ] not under the FGLI umbrella”.
MORE: Young people merely more interested in STEM areas, poll finds
From the element:
A probable solution might be to allow or even encourage students who have recently taken an equivalent program to test out. Students who have previously taken a similar or equivalent course wo n’t be required to retake it; instead, they will be placed at a level that more closely resembles their academic background. By allowing students who are not familiar with the material to take these introductory courses, [ This ] can help prevent a negative curve. …
Implementing a set slope that is not based on how students are currently faring in the course might be a solution. Curves in some courses can easily change from one quarter to the next and may frequently be affected by the performance of some well-performing students, making it unjust for others. …
[ I]t might also be helpful to allow introductory courses or prerequisites to be taken on a Pass/D/Fail ( PDF) basis, so that students do n’t have to worry about their GPA so early in their academic career.
The sophomore’s ideas did n’t simply go over well on X:
College is not about raising expectations for individuals who are unprepared. If students are unable to control the training material because they are not prepared, they may enroll in a community college to get better.
— Paul Lindsey ( @plindseyusa ) March 29, 2024
I think those kinds of classes are the way to get rid of those who do n’t fit into STEM classes. no because you lack the knowledge to do it, but because of “racism.” It’s not their responsibility to make things simpler, but you’ll be glad of yourself. Get something more!! !
— Sailor Skuld ( @slrskuld ) March 31, 2024
Every American needs national legislation to grant them the right to a Princeton certification.
— PhilipTerzian ( @PhilipTerzian ) March 29, 2024
” The Princeton equivalent of educational rigor can only be really effective if the Princeton equivalent of scientific precision is reduced.”
— Brian Patrick Eha ( @brianeha ) March 29, 2024
Further: Do MIT orators disagree on whether STEM is” centrally bigoted”?
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