Self-Education:Take Back Control.

The title of my blog: "Where are we going?", once provoked this very specific image for me. It was meant to be a question to the many others whether or not of my generation, facing insurmountable debt, confusion, with little hope for the future they worked for. They feel cheated, lied to, when they climb the mountain of expectation only to find another abyss. One we were not at all prepared for.


Taking time to reflect, research, and study the "alternatives" I find that the title of my blog provokes a new image. The title questions not only the future of those in my situation, but is now a rhetorical question to the person no longer in the driver's seat. The one who steered us off course. We have lost control over our own education, and therefore control over what we can do with it.



I want to reach out to anyone who feels they have veered off course. Those who feel that they followed the rules but were still lead astray. Everyone, whether or not they feel they belong outside the confined walls of the education system, or those who still have faith in it. Both should recognize the benefits of being in control and continuing to learn and thrive. This was the advice given to me by author James Marcus Bach.

Take the next step and encourage it for people who aren't talented enough for conventional education. Then you might as well include everyone who is exactly the right amount of talent... The notion of "talent" with respect to conventional schooling is just circular logic: if someone thrives in that environment, then they are deemed to be "talented enough but not too talented." But this is a fallacy. It's not talent. It's FIT. Some people, regardless of whatever talents they may or may not have, are good fits for that system.



"Buccaneering" or Self-Education

Secrets of a Buccaneer Scholar is his book, one that has pinpointed some serious issues in the education system and thankfully, offers solutions. One solution in particular: Take back control of your own education!

Bach became one of the youngest technical managers at Apple computer with less than a high school diploma. Is he a genius? Technically, but he no longer attends Mensa meetings. More on that later. The genius of the man is not measured in numbers necessarily. Despite his high IQ, he did "poorly" in grade school. He was depressed by being classified by numbers, and not challenged intellectually, and how however unintentionally, began to take control of what number he was designated.

He intentionally failed tests, he ignored his homework assignments. Was it because he didn't care about learning? No. Did he do nothing with his time? On the contrary. Bach spent his time building and programming the very first computers. He studied physics in his spare time---but was failing physics! "See that 49 in physics? Looks like a low score doesn't it? But I loved physics. I studied it at home... I taught myself how to use sliderule and calculated trajectories...but none of that was part of my schoolwork, so it didn't count." So why would a genius not be a good student?
Something he refers to as "mental mutiny". Your mind is free to accept or not accept, to grow or not grow. Refusal of homework, failing tests on purpose, etc., are a natural response to not being challenged, to being disinterested.

The topic of interest, frequently reoccurs in this blog, because the argument of it's necessity in education. As noted before, colleges feign interest in your interests. They create "fluff" courses so you can have fun and become a well-rounded person. Education should be fun, and make you a well-rounded person, yes, but not for a one-sided pay out. As addressed before, the school gets your money, and you get nothing in return. No marketable skills or even usable credits, just memories.
But interest IS a necessity to learning. The brain only retains what it deems necessary! A professor, a teacher, a counselor, even an employer may not deem it necessary, but your brain has.

Buccaneering is Unstoppable Curiosity

Beginning in grade school, we are taught various subjects, math, art, science, etc. Are we ever asked to make connections between these varying subjects? Most often they are distinct and separate. But learning connections between various subjects is key to understanding why learning is important. A child needs to learn at a very young age that all learning is important, if he or she is to retain any information, and to continue to believe that as an adult. At high school and even college age a student continues to be confronted with old information in a brand new context, and most often reacts to it in the very same way. It is only when someone teaches new connections, charts new territory, and braves the unknown,that students are interested. Imagine a professor who teaches that a literature major can and should be interested in astrophysics for _____ reason, and makes that reason exciting. Students will make the connection. The education system is caught up in the alternative, and you are caught up in the hypocritical dichotomy of "why are these classes required of me, if I am not SUPPOSED to even be interested in them?" Alternating the dynamics of doing things excites the mind. Learning the exact same things over and over does not. It only causes burn out, mental mutiny, and, worse, depression. So many young people are depressed by what they consider their lack of ability, simply because they do not coalesce to a system that has no designation for them. Are they slow, stupid? Are they just *too* "gifted"?

"Guaranteed Not Stupid"

As a member of Mensa, Bach was told having a high IQ meant simply that he was "guaranteed not stupid" and therefore should never again doubt his ability to learn. Shouldn't that be the designation for everyone? What makes this particular group so elite, if they can't even call themselves "smart"? IQ is just another number designation by a grade, only dictated by a test that means just a little as a 7th grade history exam. Test and homework grades, IQ and SAT scores are all supposed to be the building blocks of our prospective list of credentials. But what do these credentials mean? What again does a high school diploma signify if a genius cannot earn one? What then does a Bachelor's degree signify, if the person possessing it has no idea what to put it towards?

Bach says his book "isn't about school". In his email response to me, he even seemed to argue that there was nothing wrong with the system and with people who fit in with it. But he does point out that there is something wrong with how education is fundamentally presented. It is purely presented as "facts", in context of the classroom situation. Anyone who has ever really learned anything, did so through reflection, by partially teaching him/herself. A person learns by literally becoming a better person of their creation, influenced by the information presented. Education is construction and reconstruction of your mind, and as Bach says, “Education is the you that emerges from what you learn”

Taking Back Control

Self-education in this economy is necessary for success, but self-education is most often discouraged within the education system. In my own self-education, I came across this book and many others that are helping steer me in the right direction. One could say the only thing I really needed to learn in school was how to read, how to write, and how to check out a library book. Everything else was superfluous.

This however, is a list of invaluable information I gleaned just from Bach's book:

1. Education can only happen in an environment in which people feel respected, and that their learning is necessary. They need love and encouragement from their teachers to succeed, not by way of high marks, but by formulating a personality that comes from knowing things and the curiosity to know more.

2.In school, and even in the working environment, most often others succeed when they have a sense of uniquely belonging. They want to be apart of something, but they want to bring to that something their own unique contribution. This is necessary in the classroom to a student who wants to learn, but doesn't simply want to follow along in the textbook, and regurgitate facts. Think of a pack of wolves rather than a school of fish. We want children and adults who devour their own sought out information, not passive fish who glean what they "can".

3.Criticism and intimidation are not the same thing, but in the school system are hand-in-hand. Most people who are "bad" at science and math, say it is because they are intimidated by numbers. People who are "bad" readers say they are intimidated by words. Numbers shouldn't be threatening, and speed reading should be discouraged. Criticism should be healthy, and failure should be funny.

4. People should be encouraged to take pride in what they can uniquely do, which encourages them to be successful at it, and other things. They should be encouraged to learn outside of school, and for that learning to count.

5. Adults in the workforce need to enrich their lives by continuing to learn. Learning after college, in the workplace, should always happen! Experts know that being an expert means knowing who to ask. Create your own syllabus of books to study. Create a syllabus of questions to spark your curiosity. Don't ignore your curiosity. Learn, explore. Know that you are smart, and no matter what your vocation, become a professional intellectual.


As a graduate do you have all the information you need to succeed in the working world? Of course not, no one does. I especially do not, that is why I am continuing to learn, and doing so for free. I may not have the degree but I will know as much as someone who does. I am taking control of what I am learning. I am in the driver's seat again. Are you in the driver's seat of your education?

Next time: What does it mean to be "gifted"?

We lost our success, it's in the generation gap.

(...exerpt from a friend's livejournal)

My best friend just landed this AMAZING job, and I am so, so proud of her and happy for her, but I just can't help feeling discouraged because of everything she has achieved before age 25. She's just one of those people that good things always happen to, and I love that she has that kind of good fortune in her life, but at the same time, I am so jealous that she gets all of these incredible opportunities seemingly handed to her, when I am working my ass off to get just one shot at something worthwhile. When is it going to be my turn for that kind of success?

I have been working so hard, ever since college. Hell, ever since high school, where I shut myself away (perhaps a bit too much) to graduate with a 3.9 GPA. And I worked SO hard in college, graduated with a 3.6 GPA, Honors and two Bachelor's degrees and here I am, working this job that I dislike more often than not that stresses me out and makes me long for something I actually WANT to do. I hate for this to sound pompous, but I DESERVE chances like my best friend gets. I work just as hard as she does, but I wind up seeing so little return while she just climbs higher and higher.




My friend is struggling, as many of us are, with the disappointment that comes from lots of work and little payback. Success is most often gaged by how well we appear to be doing and how much we earn. For those of us with less than superficial values, it's not just about financial security, but self-confidence, self-realization, and the validation of our talents. However, success is conventionally determined by numbers. My friend's GPA, her list of achievements, the hours she has put in, all gage for others her rate of success. All of these things are not necessarily meaningless, per se, but any practical person like my friend would begin to ask herself, "If they do not lead to any sort return, what good are they?" What does my friend need to FEEL successful? A high GPA?, A degree? At one time, sure, but now she has passed that point. Realistically, success has an expiration date.

Rates of success: is it a generational thing?

My friend's "seemingly more successful" friend creates even more frustration as she is of the Y Generation: (ages 17-24.) It's common for GENXrs and Boomers to be irked with the success of Gen Y, especially in this job market. The problems that occur can be staggering. Boomers unwilling to "give up" their careers and retire, GENXrs floundering at the bottom of the ladder, and the GEN Y's reinventing the ladder and flying to the top.

Experts suggest the reason for this phenomenon is the technology boom, and Gen Y's swift grasp and manipulation of it. But research shows the GenXrs had that market cornered as early as 2001. In fact the surge of technological innovations seemed to have been motivated solely by the interests of GenX. "Gen X Lifestyles allow 'alternative' to enter the mainstream, separating today’s Xer from yesterday’s slacker." "Gen Xers have caused the Internet to not just be a part of the Gen X lifestyle, but a Gen X way of life" (Generational Market Research Bundle: Baby Boomers, Gen X and Gen Y.)

The Boomers are now jumping on the bandwagon, but only due mounting pressures to compete with the younger generation in the workforce. "Technology is just another intergenerational flash-point", "Boomers see cell phones as tools, not toys, but Boomer use of cell phones, either for personal or business purposes, has definitely increased". Boomers still believe, however, that technology causes boundaries in office interaction, and still prefer the 'Human touch'. This ingrained tech-phobia is still holding them back from comfortably working from home, or creating their own entrepreneurial pursuits, thus freeing up more room in the office.(Generational Market Research Bundle: Baby Boomers, Gen X and Gen Y.)

Regardless of the Boomer generation's slight efforts to adapt,the workplace generation gap still challenges the average Boomer's patience. Like Gen Xrs, experienced Boomers have found themselves annoyed by Gen-Y "newbies". The reality is all four generations now "butt heads" in workplace. (Somehow ages 40-44 get lost in the shuffle)






'Successful' people feel it too...

A recent article in Metro Magazine discussed the juggernaut that was the Conan O'Brien vs. Jay Leno controversy. The article acknowledges each generation's compulsion to take a side, determined by their own professional struggle. Metro argues for the younger generation, who held up Conan as an iconoclast to their own suffering. "What was largely taking place, was this huge amount of anger and animosity toward Leno for blocking the way of the next generation" (www.metro.us).
Thanks to GenX's tech-savvy, their voices were loud and clear, and all over the place. For a time, Conan represented the difficulty of being just on the fringes of the Boomer generation, knocking on the door, and still not being allowed in. Conan, 47, had paid his proverbial dues as a GenXr (15 years) and still "...saw his ambitions crushed" (www.metro.us). Success was quantified in numbers by NBC, but Conan sought the success of hosting what he considered was "the best show on television". Again, NBC bought Conan off, but all the money in the world didn't change the reality Conan had to face: a professional kick in the teeth. The reality of Conan's success, however, is clear to his fans. He captured the hearts and minds of a generation, that support him through any professional failure, and continue to keep him in the limelight. Success for Conan is in his creative accomplishments, and no longer his ability to bring in ratings or a higher paycheck. The man has a healthy attitude, that sets him apart.


So where does that leave the rest of us? I, as well as many 25-39 year olds I know, are still struggling to make use of professional degrees, but having to settle for working retail, and the service industry. Many of us are settling for "jobs", while Boomers (OUR PARENTS) for years have been beating us over the head that we need to find a CAREER. You know, like the one they have. Yeah, I caught the irony. I was, after all, an English major.


Next Topic:

What good is a Bachelor's degree? (James Marcus Bach's Self-education/Buccaneering)

It's all relevant.

Testoster-Ruin - Hanna Rosin

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(Coming Soon: Do GEN Y GEN X and Boomers all have different rates of success?)

No answers.

"Liam O’Reilly, who just graduated from the University of Maryland with a bachelor’s degree in history, said he had applied to 50 employers — to be a paralegal, a researcher for a policy organization, an administrative assistant — but he had gotten hardly any interviews. While continuing to search for something he truly wants, he has taken a minimum-wage job selling software that includes an occasional commission." TheNewYorkTimes.com

Over the last few weeks, I have been applying to be an administrative assistant for various companies and corporations. I knew what I was getting myself into. Certainly the jobs appear to be there now, but at a closer look they are mostly plugs employment agencies, and private parties. Two things I have been trying to avoid. Not to mention half of the ads that appear online are just scams.


“Had I realized it would be this bad, I would have applied to grad school,” Mr. O’Reilly said.


Amen, Liam. But why are people like Liam and I even in school? What's the point?
And here we are my friends, back to where we started. Liam was a history major. Shouldn't Liam be able to pursue a career based on his field of interest without having the wade in the kiddie pool for a few years? Isn't that what college is for?
With those four years, what makes Liam more qualified for a job, than someone straight out of High School, if all employers are looking for is experience and seniority? Employers that won't give it out if it doesn't benefit them finacially, especially in this job-market, as we all know by now.

“I’d call it a just-in-time job market,” said Thomas Tarantelli, director of career development at Rensselaer Polytechnic. “Many employers are holding back, waiting to see what their profits and orders will be, to see if they’re able to hire.”

So, of course, it is all up to the employers to decide whether or not to put themselves out there. It's not about whether or not you are qualified enough to even hold your head above water. There are no jobs. Right?

Jenna Alt, newly graduated from the Rensselaer Polytechnic Institute in Troy, N.Y., applied for 20 jobs in construction management in New York beginning last fall, but came up empty-handed. While she was attending a tennis party at her aunt’s house, she said, “A friend of my aunt’s said, ‘You seem like an intelligent young lady. One of my brother’s friends owns a construction company in D.C.’ ”

Thanks to that referral, Ms. Alt will join Clark Construction in the Washington area in September, and she feels grateful.


And she's damn lucky. See what I mean about ass-kissing...I mean networking? It works out 8 times out of 10. So maybe there are jobs, but you can only find them through word of mouth.


This article is called 'Glimmer of Hope' and so it does have SOME positive outlooks on the current state of the economy:

Thomas J. Nardone, an assistant commissioner of the Bureau of Labor Statistics, said that the jobless rate for college graduates under age 25 was 8 percent in April, up from 6.8 percent in April 2009 and 3.7 percent in April 2007, before the recession began.

The 8 percent unemployment rate is lower than the nation’s overall 9.9 percent jobless rate, but it is high for college graduates, who typically have a lower unemployment rate than those without bachelor’s degrees. Mr. Nardone noted that for high school graduates under age 25 who did not enroll in college, the jobless rate was 24.5 percent last month, up from 11.4 percent in April 2007.


So are we college grads really better off than those without a degree? It would seem at least a percentage of us are. Well of course, the ones who have degrees for the jobs in high demand. The rest of us were duped into "pursuing our interests".

We should all face the facts: Some degrees are worth more than others.

PayScale.com shows in its 2010 report on the earning power of bachelor's degrees.

No surprise, engineering degrees continue to be top earners--and (also no big shocker) you have to go pretty far down the list before you see the liberal arts well represented.

But there's more to choosing a major than comparing dollar amounts. We salute and congratulate the graduates whose interests (and hard work) have led them to the following degrees--the lowest-earning degrees on PayScale's list.

10. Drama (starting annual salary: $35,600; mid-career annual salary: $56,600)
Some mega-millionaire movie stars with drama degrees (Denzel Washington and Meryl Streep, for instance) may be skewing these numbers upward--for every Denzel and Meryl, there are thousands of thespians struggling to make ends meet. But you don't study drama because you want to get rich--you study drama because you love the theater. (And an ability to act comes in handy in many professions.)

9. Fine arts (starting annual salary: $35,800; mid-career annual salary: $56,300)
Well, it takes an artist to make a thrift-store wardrobe look like a million bucks.

8. Hospitality and tourism (starting annual salary: $37,000; mid-career annual salary: $54,300)
Jobs that include tips may be skewing these numbers downward--and this is an industry that looks to be on the rebound as the economy improves. Plus, the perks associated with jobs in hospitality and tourism may compensate for the comparatively low salaries--many jobs in the industry allow extensive travel (or provide considerable travel discounts).

7. Education (starting annual salary: $36,200; mid-career annual salary: $54,100)
For the right people, teaching is an immensely rewarding career--and it's truly a noble one. The good news is, according to the U.S. Bureau of Labor Statistics (BLS), the employment opportunities for primary, secondary, and special education teachers are expected to grow by 14 percent in the coming decade. And there will be plenty of new opportunities in continuing education for adults, as professional skill requirements change ever more rapidly.

6. Horticulture (starting annual salary: $37,200; mid-career annual salary: $53,400)
It seems that a green thumb doesn't necessarily bring in the greenbacks. But when you work among flowers and plants in a nursery or garden, who needs 'em?

5. Spanish (starting annual salary: $35,600; mid-career annual salary: $52,600)
As an old proverb puts it, when you learn a new language, you "gain a new soul." Who could put a price on that? And certainly, knowing Spanish--the language with the second-highest number of native speakers (after Mandarin)--in addition to English opens up a world of job opportunities beyond Spanish teacher or translator (as a plus, you can better enjoy a world of fantastic Spanish-language music, movies, and literature).

4. Music (starting annual salary: $34,000; mid-career annual salary: $52,000)
Hey, if being a musician were easy, everyone would do it. Some of us are guitar heroes; most of us just play the video game.

3. Theology (starting annual salary: $34,800; mid-career annual salary: $51,500)
This is the perfect example of a degree earned by someone who's "not in it for the money": people who choose to study theology often feel they're pursuing a higher calling (and often feel a strong desire to do good in the world, no matter the cost).

2. Elementary education (starting annual salary: $33,000; mid-career annual salary: $42,400)
Specializing in elementary education means a lower median salary than an education degree (number 7).

1. Social work (starting annual salary: $33,400; mid-career annual salary: $41,600)
They say that crime doesn't pay. As this list seems to point out, neither does helping people. So it's a good thing that many college students seem to believe that helping others is its own reward--social workers are an indispensable safety net for people who've fallen on difficult times. And the BLS reports that the outlook for opportunities in this field are favorable--particularly for social workers who work in rural areas or with senior citizens.


(Source: PayScale salary survey. Methodology: Annual pay is for bachelor's graduates without higher degrees. Typical starting salaries are for graduates with two years of experience; mid-career salaries are for graduates with 15 years of experience. PayScale also provides salary information by college; for more information, check out PayScale's Best Colleges Report.)


Funny how "English" isn't even on the list...

Simple as this.

The System is Down

"If life's really as short as they say, then why is the path so long?" M. Ward


A brilliant poet, M. Ward, and a valid question as well. I entitled this blog "The System is Down" because it addresses some of the of the final issues in the collegiate portion of this blog. First, the collegiate system, as we have established in previous posts, is failing. Why has it failed us? Well like any antiquated piece of machinery that isn't kept up to par, it starts to deteriorate and the holes start to show. Yes, antiquated academia has ailed us, and failed us, but I like to think there is still hope. I know it may have seemed that I am here as simply a whiny, dissenting voice. I am here, however, to instill that hope. I have some solutions to the problem. But until I get to them, let's review what we have learned so far.


As you may recall, we learned that a lot of the "success" of students comes from an early, and in some ways, premature relationship with professors. Now I know that most people read that and immediately their thinking goes south. I am not suggesting that everyone who succeeds does so because of an inappropriate relationship with their professors, although that has been the case for quite some time; let's be realistic. However, being on a friendly basis with your professors, when you are 18, 19 years old, can seem disingenuous, and feel like kissing up, but it works. I haven't exactly addressed why that is, but I will in a future blog dealing with the student/teacher dynamic. It seems that if you want anyone to perform their job appropriately, and act logically, kissing up is the only option you have. You can make a stink, but it has to be a pretty big stink. I have been told on more than one occasion that I should have sued the college I graduated from for what they put me through. I am not that kind of person. Some said I just didn't keep my mouth shut, and didn't suck up enough. Oh well, I'm not going to lose sleep over that.


We also learned that the average college student's career is dictated by the school's requirements. You may be in a "liberal" school of learning, but they still insist that you have at least a basic understanding of certain concepts regardless of what your Major is or if they even apply. We know these now as our old "friends" the GEN ED requirements. The concept of being well-rounded thinker is completely understandable in some respects. You really shouldn't give a degree to someone who can't add and subtract or write a full sentence, even though in some instances that is discriminatory. But the system of grooming "well-rounded" learners, which is hardly the case still causes many problems. 1)The schools do not always offer what they ask, no, INSIST you take. That does not bode well for completion of degree. 2)Some people are able, because of the ass-kissing, to squeak around the previous problem, is that fair to everyone else? Those people save money and others lose out? 3)Some people drop-out before their senior year as a result of the undue stress and confusion about the difficulty. The numbers are there, 33%, otherwise known as less than half, graduate. So the other 67% are too stupid? I think not. They got in, didn't they? C'mon now.

As intelligent readers and thinkers we know now, thanks to some valuable sources, that these schools do not care whether or not their graduation numbers are down, even though they pretend to. Schools only care about recruitment numbers, those are the numbers that get them funding. As a result, schools really only care about what is beneficial to the finances of the school and not what is beneficial or convenient for you. Especially if their numbers are high enough to do without you. And they will do without you.

So what are the solutions?


Well, maybe colleges should start caring about it's students again. That would be a start. But in a world with an economic crisis, I don't see that happening any time soon. Maybe we should start with something small. A simple change in format.

I think the collegiate system should do away with "required" GEN EDS. For the first two years make everyone a liberal arts major. Let them take whatever classes they want. Colleges are attempting to groom young people into adults right? So give them the option to make their own choices. I did this for myself somewhat when I changed my major from Communications to Liberal Arts. I had already gotten some of my requirements out of the way which is when I discovered many majors have mostly but not all of the same requirements. Still, it promoted growth and success in a way that my previous major did not.

To find out more check out this link, and I will post some of the examples here.

1)Self-Designed Major Program
The Self-Designed Major Program offers opportunities for self-directed students to arrange the courses offered by the University of Southern Maine in a way ... www.usm.maine.edu/cas/sdm2/index.htm

2)PROPOSAL FOR THE SELF-DESIGNED MAJOR
File Format: Microsoft Word - View as HTML
The General Management: Self-Designed major is intended for students who wish to develop an area of expertise outside of the major programs offered by the ...www.csom.umn.edu/Assets/35610.doc -

I like this idea of self-design. I think this is the best option available, but there is always room for improvement.

Now what I find interesting are some of the responses the OP received, which were little bit snarky in my opinion, to say the least.

Especially this statement:

"The purpose of an education is to receive one. All facets are important, otherwise we would only have technical schools."

Once again I pose the question, if all facets are important, then why do we have the distinction of major? Quit talking in circles, that's what I say.

And this statement:

"Oh dear. Do not make your own degree. That will not be worth anything to anyone, unfortunately, or very few people anyway. then you won't graduate. you need to take required courses in order to graduate. without degree, you can't get a job."


Why can't someone have a BA degree after taking a certain number of credits? That's ridiculous. And yes, you CAN get a job withOUT a degree, just ask all the unemployed college graduates making less money than their "less-educated" peers.


And the tongue in cheek response about taking a double major:

"...since you will be going for a bachelor's degree, there are plenty of courses that not only they allow you to take.....but you are required to take several courses that have nothing to do with your major. they do this to make you a well rounded learner. plus its a good way for them to get more money out of you, lol."

How is this a solution? Sounds to me like a symptom of a problem.


My sister also suggested that colleges should just give you the list of classes you will take each semester leaving no room for error. Completely mapping out your four years, and then if there is a mistake made the student cannot be held responsible.
But are you seeing the trend here? This is like the itinerary, and it lets those useless advisors keep their jobs. But, I think that with any pencil-pushing there is always room for error, and I don't think schools would be open to this idea. As I said they would have to claim full responsibility for any mistakes. I don't see that happening.


Another and final suggestion I would make would be to do away with stringent course requirements entirely. Not just getting rid of GEN EDS, but all required classes. This would, I think be another really easy change. Just set the requirement to be a certain amount of credit hours, and let them be filled however the student chooses. No forms to fill out, nothing to be approved. Just "take 125 credits and you have your degree".

You may remember from previous posts that by graduation I had completed 129/125 credit hours, but I was not allowed to graduate "on time" because I was "missing" the "correct" class requirements. Not five of the wrong classes, but one measly lower level French class. This one meaningless, pointless class was standing inbetween my well-rounded, well-educated 26-year-old self, and my degree. This is hooey. Are you with me?

Colleges shoot themselves in the foot completely, and do things that do not make sense. Sometimes extracurricular activities make credit hours available. Sometimes these credits go completely to waste because they are not a required part of the student's major. I say if a student is willing to pay for a class, make it count.
If all they care about is my money, take the money, and give me my credits. They feel that's a fair trade on their end, so make it fair!


Taking college classes should be like shopping at the supermarket.
In a way it's the same, you wouldn't go to the frozen food section first, you would go there last. Alright, fine. Let's pretend your GEN EDs are your canned goods, your dry foods, and your major is frozen pizza and your senior year is the carton of eggs and bread. But you can definitely get your chips and cereal at the same time, and you can't NOT get cereal if they are out of chips. You are getting enough food to sustain yourself on. You can live without chips. You have cereal under your belt. What if you already have cereal at home, why would you need to buy more cereal? They wouldn't not let you leave the store if you don't buy cereal. You can buy whatever you want, as long as you pay for it. And no need to make special friends with the produce guy. I mean he is hot, but you are really hungry and don't have time to talk. Are any of you still with me?



The next post about "Planning Ahead" will just be a silly, but somewhat serious collection of questionnaires, to give people an idea of how to plan ahead and what is in store for them. It may also be fun for people who already went through it. Hindsight is 20/20, as they say.

The final post will be a collection of interviews I had taken of college students and recent graduates and their experiences. If you don't take it from me, take it from them.

Stay Tuned.