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• Students lack interest or motivation
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• Kenneth Burke’s Pedagogy of Motives | KB Journal
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White students, who accounted for 58 percent of admits compared with 41 percent under the top 8 percent plan. The automatic admissions program, which UT Austin has continually sought to limit, also benefits low-income students, while Austin's discretionary admissions program benefits rich kids.

There are parallel data involving parental levels of education. In , automatic admits were three times as likely to have a most educated parent lacking a four-year degree 33 percent compared with discretionary admits 11 percent. On the flip side, 34 percent of automatic admits had a parent with a graduate degree compared with 54 percent of discretionary admits.

While some might worry that the low-income and working-class students admitted under the automatic admissions plan would struggle at UT Austin, research by Sunny Niu and Marta Tienda of Princeton University concluded, "Compared with white students ranked at or below the third decile, top 10 percent black and Hispanic enrollees arrive with lower average test scores yet consistently perform as well or better in grades, first-year persistence, and four-year graduation likelihood.

In an amicus brief in support of racial preferences, the University of North Carolina at Chapel Hill said it had modeled the effects of a top 10 percent plan in North Carolina. The brief conceded that racial and ethnic diversity would actually increase modestly — from 15 percent to 16 percent "non-white and underrepresented students" — but claimed the plan would have a devastating effect on the academic readiness of students. But is this really such a terrible result? According to data from the College Board, this very modest drop would take the average SAT at Chapel Hill from the 91st percentile to the 86th.

And there are important reasons that university administrators should have discretion in admissions to build a class that includes violinists and chemists and the like.

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Moreover, the Supreme Court has long held that discretion to build a class is not unlimited. It does not include the right to discriminate against students of color, and in the Fisher case, the Supreme Court is likely to further reduce the discretion of university officials to provide racial preferences in favor of underrepresented minority students. This would force universities to find other ways to promote diversity.

As Texas demonstrated, some of those alternatives can produce even higher levels or racial, ethnic and economic diversity than holistic review, opening the doors to low-income, working-class and minority students in a way that discretionary affirmative action programs never have. Be the first to know. Get our free daily newsletter. SNHU steps up state-level competition. Evergreen addresses enrollment decline with academic changes. The importance of caring for one's students and oneself in academe opinion. Conference speakers stress value of liberal arts skills to small college presidents.

Jersey City economic development drives changes at Saint Peter's University.

View the discussion thread. Google Tag Manager. Your physical classroom should never be boring: use posters, models, student projects and seasonal themes to decorate your classroom, and create a warm, stimulating environment. Really amaze them by telling them that they may use it in their career. They may never be excited about algebra but if they see how it applies to them, they may be motivated to learn attentively.

Students in this course will engage deeply with the most relevant research on effective teaching methods in the higher education context, while refining their own practices, portfolio, and teaching philosophy. GRE scores are not required to apply. The program prepares students for leadership roles in the rapidly growing field of applied behavior analysis. The Doctorate in Education in leadership and learning in organizations is for experienced mid-career professionals interested in gaining the critical skills in leadership, organizational development, learning and design, and data and analytics.

Sponsored Programs. Have other ideas about how to motivate students? Let us know and we'll share them with the Teach. Send them to info teach.

Teachers Change Lives Motivating Students. Motivating Students One of the most difficult aspects of becoming a teacher is learning how to motivate your students.

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Here are five effective ways to get your students excited about learning: 1. Encourage Students Students look to teachers for approval and positive reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized and valued.

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Get Them Involved One way to encourage students and teach them responsibility is to get them involved in the classroom. When encouraging students to find your subject matter interesting, use cues to show students the appeal of the subject matter. Students who are intrinsically motivated might say things like the following.

Extrinsic Motivation Extrinsic motivators include parental expectations, expectations of other trusted role models, earning potential of a course of study, and grades which keep scholarships coming. Students who are extrinsically motivated might say things like the following. Effects of Motivation on Learning Styles Deep learners respond well to the challenge of mastering a difficult and complex subject.

These are intrinsically motivated students who are often a joy to teach! Strategic learners are motivated primarily by rewards. They react well to competition and the opportunity to best others. Handle strategic learners by avoiding appeals to competition. Appeal to their intrinsic interest in the subject at hand.

Design your assignments tests, papers, projects, etc. Do so by requiring students to apply, synthesize, or evaluate material instead of merely comprehending or memorizing material. Surface learners are often motivated by a desire to avoid failure. They typically avoid deep learning because it they see it as inherently risky behavior.

Handle surface learners by helping them gain confidence in their abilities to learn and perform. If so, the student engages in the activity. If the student perceives the activity as stimulating and controllable, then the student tentatively labels the activity as interesting and engages in it. If either condition becomes insufficient, then the student disengages from the activity—unless some extrinsic motivator influences the student to continue.

If the activity is repeatedly deemed stimulating and controllable, then the student may deem the activity interesting. Then the student will be more likely to engage in the activity in the future. If over time activities that are deemed interesting provide little stimulation or control, then the student will remove the activity from his or her mental list of interesting activities.

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Strategies for Motivating Students Following are some research-based strategies for motivating students to learn. Become a role model for student interest. Deliver your presentations with energy and enthusiasm.