But the categories asking about no homework are comparable. These figures are much less than the ones reported in Table above.
For all three age groups, those figures declined from to The bottom line: regardless of how the question is posed, NAEP data do not support the view that the homework burden is growing, nor do they support the belief that the proportion of students with a lot of homework has increased in recent years. The proportion of students with no homework is probably under-reported on the long-term trend NAEP. In , the survey started asking a series of questions regarding how students spent time in the final year of high school. Figure shows the percentages for the dominant activities. More than half of college freshmen say they spent at least six hours per week socializing with friends Homework comes in fourth pace.
Only When these students were high school seniors, it was not an activity central to their out of school lives. That is quite surprising. Think about it. Gone are high school dropouts. Also not included are students who go into the military or attain full time employment immediately after high school. And yet only a little more than one-third of the sampled students, devoted more than six hours per week to homework and studying when they were on the verge of attending college. In , By , the proportion had dropped to In , as noted in Figure , the statistic had bounced off the historical lows to reach It is slowly rising but still sits sharply below where it was in Met Life has published an annual survey of teachers since In and , the survey included questions focusing on homework and expanded to sample both parents and students on the topic.
Data are broken out for secondary and elementary parents and for students in grades and grades the latter not being an exact match with secondary parents because of K-8 schools. Table shows estimates of homework from the survey.
Respondents were asked to estimate the amount of homework on a typical school day Monday-Friday. The median estimate of each group of respondents is shaded. As displayed in the first column, the median estimate for parents of an elementary student is that their child devotes about 30 minutes to homework on the typical weekday.
The Met Life surveys in and asked parents to evaluate the amount and quality of homework. Table displays the results. There was little change over the two decades separating the two surveys. Parental dissatisfaction with homework comes in two forms: those who feel schools give too much homework and those who feel schools do not give enough. The current wave of journalism about unhappy parents is dominated by those who feel schools give too much homework.
How big is this group? Not very big see Figure National surveys on homework are infrequent, but the period had more than one. The data assembled above call into question whether that portrait is accurate for the typical American family. Homework typically takes an hour per night. A significant portion of class time is specifically dedicated to learning writing skills.
CW courses are intended to help students develop, compose, organize, revise, and edit their own writing. They develop a student's abilities to identify and define a thesis as well as to collect, organize, present, and analyze evidence and documentation to disseminate knowledge. CW courses are not limited to English only.
This may include one or more of the following: speech design and delivery, listening, negotiation, leadership, persuasion, collaboration, or decision making; 2 The course offers students at least two opportunities to demonstrate these skills. Evaluation of the first opportunity guides improvement of the second. Quantitative Skills To demonstrate quantitative literacy, students have two options: 1 complete a "Q" course; 2 complete a mathematical course QM and a statistics course QS. In three of these five areas, at least three credits must have a prerequisite or be numbered at the level or above.
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Distribution courses may count in a student's POE. At least 18 credits must be at the level or above. No more than two courses and a maximum of 15 credits in the POE can be research, internship, or independent study. Distinction in the POE To achieve distinction in the POE, a student must fulfill all graduation requirements and complete a senior experience that integrates several areas of their POE. This requirement can be fulfilled in many ways. Some possibilities might include an original independent creative project that involves significant academic work, such as laboratory research resulting in a significant report; a major paper on a well-defined project; a body of artistic work equivalent to a major exhibition or performance; or field experience e.
The project must be evaluated and judged worthy of distinction in the POE by two faculty members, at least one of whom must be from the home department.
The standards for membership in the local chapter are high scholarship, a life consistent with the ideals of Wheaton College, and a genuine interest in physics. This seminar will feature various bioengineering-related speakers. Financial Information. Students will be automatically taken off of academic probation when their overall GPA reaches 2. Grades are due 48 hours after the last exam or meeting time and are awarded according to the following scale. All mature students continue to have mandatory academic counselling by their Faculty, Program or the Mature Student Advisor in consultation with the Faculty.
The project must also be presented in a forum open to all interested parties, either at Juniata or to an outside audience such as the National Conference on Undergraduate Research NCUR. Departments and programs will be free to establish further requirements for receiving distinction in the POE, including higher GPA requirements.
Departments shall forward the names of successful candidates for distinction to the Registrar's Office. Service Learning optional Students who serve in the community may earn one credit per semester, for a maximum total of 4 credits. Students choosing this option must attend bi-weekly reflections sessions exploring connections among their service, coursework and citizenship.
Faculty advisors are an invaluable source of support for students. At the time of enrollment, first-year students are assigned a program advisor who assists in orienting new students to College academic policies and procedures.
By the early part of February of their first year, students choose their second advisor. Students will have a program advisor to assist specifically with POE and career issues, and a liberal arts or general advisor to assist with general academic issues such as fulfilling graduation requirements. The liberal arts or general advisor teaches in a discipline outside of his or her student advisee's Program of Emphasis. Those students who do not choose a general advisor by the appointed deadline will have one assigned to them.
For exploratory students, advisors can help identify potential areas of interest. At any time, students may change advisors, subject to approval of the Registrar, as long as one advisor is from the department most prominently represented in the Program of Emphasis POE.
Students pursuing dual fields of study should select one advisor from each area. Advising is a crucial form of guidance for all students, especially for those individuals pursuing highly structured academic programs.
During summer orientation, incoming freshmen work individually with faculty advisors in their area of academic interest to select and register for fall semester courses. Once the fall semester begins, first-year students meet with their Advisors to review course registration and make adjustments as needed. During the spring semester, freshmen meet individually with both of their advisors to discuss course selection for the following year and to devise a four-year academic plan. The Advising Planning Sheet is available to assist the student and advisors as they map individual plans of study.
The process of completing the document provides students with the opportunity to consider personal academic and career goals, and to begin to identify those courses that will provide the background, skills, and perspective needed to achieve those goals. In addition, it is an opportunity to consider internships, study abroad and other experiential learning opportunities.
During the spring of the sophomore year, prior to selecting courses for the following year, students must complete the Sophomore POE, which guides in planning their coursework. In addition to enumerating academic and career objectives, students sketch out a complete set of courses totaling credits, and to explain how each course or set of courses contributes to the overall goals listed. Advisor-approved POEs are submitted to the Registrar. In the fall of the senior year, students are asked once again to review the POE they have on file. In some instances, the POE completed sophomore year will remain accurate and no changes are needed.
The final document, due in the Registrar's Office on or prior to preregistration for the spring semester, is considered a contract between the student and the College; students who do not complete the courses they have listed or who do not have a POE on file, are considered to have failed to meet degree requirements and will not graduate. Juniata students may receive assistance with academic coursework in a number of ways.
The campus-wide peer tutoring system offers individualized or group tutoring assistance with material in a particular course. Similarly, by visiting the Writing Center students may receive individual help on written assignments for any class. Students may take advantage of the Baldridge Reading Program, at additional cost, during the fall or spring semester to improve their reading comprehension and rate.
Juniata offers a popular, campus-wide program of peer tutoring. Peer tutoring is available in any offered course to each student who desires additional help with subject material. Before requesting tutoring assistance for a course, students must discuss their academic performance with the course instructor and ask for his or her verbal permission; some faculty would prefer to work with a student during office hours before tutoring begins. In select courses, tutoring is offered in the form of group review sessions, and there are also small group tutoring opportunities in which two or more students work with a peer tutor.
Request for tutoring is seen as a commitment from the student asking for assistance and is an obligation that requires consideration and motivation. Tutees are expected to arrive at prearranged meetings appropriately prepared and to notify tutors when they are unable to make an appointment.
A tutee who fails to show up for prearranged meetings more than two times will have his or her tutoring privileges revoked for the remainder of the semester. Students who are motivated to get the most out of tutoring find that the program is very successful for them. All tutors have faculty recommendation, must make application for the position, and have an interview with a QUEST staff member. In addition, each tutor must attend one hour of training per semester to maintain the program's integrity and to help tutors maximize their tutoring skills.
In preparation for graduate work, students are encouraged to engage in independent research projects as part of an independent study or internship or as a member of an upper level research-oriented course. All students conducting research are encouraged to present their work in a public forum such as the annual National Conference on Undergraduate Research NCUR.
Funding for instruments, supplies, and travel is available through application to the Scholarship Committee. Tuten and Kruse. Students with strong records of academic achievement are encouraged to consider competing for national fellowship awards such as the Rhodes, Fulbright, Goldwater, and Marshall Scholarships, and the Mellon Fellowship.
Students with meritorious records are contacted by members of the Scholarship Committee and mentored through the application process. Most applications are due early in the senior year. Interested students should contact a member of the Scholarship Committee. For one credit of a laboratory course the student should have three to four hours of laboratory instruction each week of the semester.
For each hour of classroom instruction the student is expected to do two hours of preparation.