Page 6 - index

Voices of Leadership…

On The Winter of Discontent

In this issue’s look at the Winter of Discontent, we examined the current climate of discontent in post-secondary education from many angles.
Here, we wanted to approach the topic from the perspective of the instructor. We asked four Academy colleagues to identify challenges in student
services, discuss the value of a higher education degree, and examine the pathway - and any gaps - in the education system. We asked them to
consider these questions in light of the following quote: “The essence of educational organizations is to facilitate student success, knowing there
will be challenges along the way.” Their responses are thoughtful, hopeful, and forthright, and we hope that reading them will inspire conversations
on your campus about how to weather the storm of discontent and equip students with the knowledge and skills for a bright, successful future.

Luvia Rivera, Mathematics Faculty/Faculty Senate President, Estrella Mountain Community College, Avondale, Arizona, USA
From a student services perspective, what is the most signifcant challenge we confront as we work our way into the 21st century?
Colleges need to have a focus on mandatory student success programs such as: New Student Orientation, Placement Exam
Preparation, and Campus Learning Management Systems workshops. Tese are essential and necessary elements for
students to learn the cultural capital to be successful at the college level.
Students and parents have begun to question the value of higher education. In regards to an “input-output” perspective, do you feel a higher
education degree serves its purpose?
A higher education degree is still a bridge to the middle class and allows students to become productive citizens. However,
it is important for students to choose a major wisely. In today’s job market some degrees are more marketable than others. If
you are going to make the investment of a college degree, choose a major that aligns with positively trending industries.
Post-secondary institutions participate as a “pipeline” - moving people from where they are to where they want to be. Thinking holistically, what are the gaps in our
education system as students leave high school, complete their degree, and enter the workforce?
Students matriculating from high school to college ofen lack academic preparedness and college readiness. Many students come to college
thinking it’s just a continuation of high school and don’t have the academic and study skills for the rigor of college-level courses. In addition, many
students must work while going to school in order to meet the high cost of tuition and books and address their basic needs of food, shelter, and
transportation. Tus, it is taking students longer to complete degrees. Additionally, college-level curriculum needs to be more contextualized so
that the courses taken in college relate to the work they are going to be doing in their chosen feld.

Greg Ball, Instructor, Mechanical Engineering Technology, Southern Alberta Institute of Technology, Calgary, Alberta, Canada

From a student services perspective, what is the most signifcant challenge we confront as we work our way into the 21st century?
Designing classrooms and curriculum that meet the expectations of our students. In today’s world of laptops, smart
phones, and tablets it is important that our classrooms compete with these exciting new technologies. From an instructor
point of view, it is important to use these tools as resources in the classroom rather than limit them.
Students and parents have begun to question the value of higher education. In regards to an “input-output” perspective, do you feel a higher
education degree serves its purpose?
Firstly, from an input perspective I feel that students make a huge transformation from high school by enrolling in higher
education in either college or a university. Inside these institutions, students learn to manage simultaneous deadlines, the importance of hard work,
and most importantly push knowledge to a higher level of understanding. From an output perspective, the growth that occurs in students through
the process of higher education is a truly positive one. As a result, many new opportunities arise for students as their new credential (diploma or
degree) symbolizes a commitment to lifelong learning and follow through. Tis ability to learn and to become more curious about the world is an
important skillset that motivates people to great things in their future careers. I feel that in this way higher education serves its purpose.
Post-secondary institutions participate as a “pipeline” - moving people from where they are to where they want to be. Thinking holistically, what are the gaps in our
education system as students leave high school, complete their degree, and enter the workforce?
High schools do a great job streaming students into a “pipeline” of disciplines and educational paths early in their education. Tis makes sense
for a variety of reasons, and for many students this is a very successful model. However, a signifcant gap exists for mature students who discover
at a later age new career paths (sometimes long afer high school). In this situation, some students return to high school to upgrade or complete
academic courses. Tis can be very difcult as many have family commitments and fnancial difculty. Te challenge for educational systems lies
in fnding efcient methods to place these valuable students back into the pipeline before they become discouraged. From my experience, these
mature students are ofen highly motivated and become very successful once they gain access back into the pipeline.

6 LEADERSHIP Vol. 20.3 Winter 2015

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