The Transitional Experiences In The Lives Of Students

The journey from college to university is usually a frenzy one; it not only traumatizes the students by the new order of things but also requires of them a strong discipline. Every university has its own way of initiating students to the program; in most cases, orientation is usually the normal among Universities. The university welcomes the students before the semester officially begins, this is usually about two or three days, the students are rushed through some of the requirements various courses they will be taking, including education dissertation help. Students are allowed this time to familiarize with the school environment and the lecture venues, this allows them to meet some of their course mates and this warms them up in readiness for the semester.

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The study in the university marks an important phase in the student’s life; from the carefully designed learning environment in college, they are tossed into the web of independence, they are expected to abide by the school timetable without being monitored. Time management will be the most important tool that a student can ever use, they fully depend on discipline or they will crush under the pressure of university life (Perkins 15).

From the usual subjects that are tested at the end of the course, the freshman will be introduced to a rigorous address of units which are tested at the end of the semester. The students’ conduct at the institution will also be analyzed periodically and contribute directly to the degree. The frequent assignment will be given and the student required to do research and come up with reports. Lessons are not governed by the bell or fixed time like in college, the lectures will be ranging from an hour to even three hours! For all this to work out well for the student, they need to maintain a good level time management, by involving a study partner they will improve their chances of performing well in the units being offered.

A student’s role model is always someone close to them but someone they view superior in some way. Teachers will most likely be one of the role models to the student; since the teacher is always seen as a respectable figure, the student will opt to be educated and successful like their teachers (Vincent,J 60). This role model will always channel the student to pursue their education to the full of their potential. It may, however, be biased in the sense that if the role model is a science teacher the student will more likely choose a science course, the admiration of the teacher and association with the subject will create the passion in the students to pursue courses that are related to the subject. Parents are another role model in the students; this, however, is limited to parents who have a good relationship with their children. When the parents are focused in academics they will encourage the student to work smart, the parents’ career also affects the student’s career choice, the chances that they will go through the part that their parents pursued is high. This is mostly true if the child admires their parents. Due to the experience they have, the parents may provide the student with the necessary materials for them to excel in the field. Provision of these resources expands the students approach towards subject matters.

The choice of a career is always a complex combination of various variables which may channel a student to an unexpected field. While many students have a clear preset vision of who they want to be or what they want to pursue when they get to college, this fantasy is cut short by the reception of their results (Kouvela 170). Weather one achieves the minimum requirements for the course; the university gives parameters which must be met by students. In various occasions students will be forced to take a course by the circumstances surrounding them, the job market is such a circumstance; students may end up doing a course they didn’t intend to just because their dream career is not marketable or isn’t available in the locality they are in. The peers are another group that may affect a student’s career choice. A student might choose a career that their closest friend is taking, this is common among childhood friends who feel walking different paths academically may sabotage their friendship; they will then opt to have a common career. This is also influenced by the fact that if they are friends then they must be having something in common, this may be their ambitions and visions which will then make them pursue the same career paths.

After time in high school, some students choose to take one or two years before joining the university. This period is known by many as the gap years, this is the time when an individual has the opportunity to develop their personal skills and grow socially. For most people, this period is associated with traveling to either a relative or going for tours. Either way, the break allows an individual to give their mind time to develop, considering that school life is a continues process of learning, the student doesn’t have time to socialize with their families or even get to participate in the community work (Vincent,J 60). This gap enables students to develop responsibility which will help them during their university years, they will be in a better position to deal with social issues such as relationships with other students. These years should be used carefully used because many mistakes may occur if the students are left idle and unmonitored.

In conclusion, while the career path and experiences in the academic lives of students are personal, they are affected by various factors that run from parents to even their colleagues. At this stage of lives, the individual has little experience about many issues, it is, therefore, advisable to include seniors in the decision-making process. In the pursuit of a career, the student is better of getting assistance from their seniors and professors so that they don’t end up making decisions that they may regret later.

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Reference List

  • Kouvela, E., Hernandez-Martinez, P., & Croft, T. (2018). “This is what you need to be learning”: an analysis of messages received by first-year mathematics students during their transition to university. Mathematics Education Research Journal, 30(2), 165-183.
  • Perkins, J. A. (2015). The university in transition. Princeton University Press.
  • Vincent, J. (2016). Transition from secondary to higher education: an evaluation of a pre-entry transition programme for students on the autistic spectrum. The Journal of Inclusive Practice in further and higher education, 7, 53-63.

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