Science Courses for Nonscience Majors, Essay Example

Synthesis

What makes learning more extensive is not the course that one student takes into account as part of his step towards professional growth. Instead, it is the intensive condition by which the process of becoming more endowed in the hope of acquiring better knowledge that shall aid one to become rather more competent in redefining himself to further embrace growth that makes learning rather worthwhile. This was the main theme suggested in the writings of Chuck Kleinhans and David Reed (et al) which primarily presents how extra subjects are defined to reassess the way students develop a sense of a better height of competence that they are able to use later on in their lives as professionals and as mature individuals who are focused in contemplating new heights of personal and professional development.

Through the years, educators have found better ways to improve the way their students grasp the lessons they receive from class. The idea is to fully identify the condition by which the students are able to apply every point of development there is for them to grasp from class and be assured that such lessons would be strong enough to give them the chance to embrace a sense of foundation that would improve the way they handle their responsibilities after they have gone from school to the actual world of professional work (Reed, 145).

Understandably, the point of both writings insist that when it comes to the development of such desire, the motivation to learn more comes from the part of the students themselves. It will basically depend on how well they handle the challenge of becoming more effective in the way they learn (Reed, 122). Their desire to become better individuals do not only account for their capacity to willfully become more effective in the way they improve themselves but would also make a mark on how they personally want to make a big difference on how their ways of functioning basically implies a better sense of their full capacity as a worker and as an accomplished individual.

In these readings, extra subjects that students enroll in are considered very helpful in building up skills that would be necessary for them to master the skills needed to prove that they belong to the career they have chosen to be experts in. For instance, David Reed and Mark Lyford do point out in their research entitled Science Courses for NonScience Majorsthat the critical thinking enhanced through science subjects give a better and much defined insistence on how critical thinking skills are developed through time. Most often than not, these courses and the foundation to which they have been primarily established in, become the source of competent belief that the learners become more capable of handling critical situations at work.

The scientific background that one gets from such an ‘elective’ subject empowers him to be more extensive in establishing a better sense of himself. One that protects an individual from being much lesser of an asset to the company or the organization to which he works for because of the fact that he has incurred extra training that is vital for his professional and individual growth. On the other hand, Chuck Kleinhans’ article proposes that teachers be more concerned on how they handle classes and how they make sure that the students belonging to the same subject [even though they may have different majors] gasp the same level of competence hence equipping them with the growth that they need to accomplish more at work and become more effective especially in the way they handle matters.

Analysis

The result of such personally motivated movements to learning does not come far. The fact is that when it comes to making a definite turn on how a learner should grasp more from lessons presented in class, students gain the benefits of such operations immediately. The way they make a mark on how the students perform in class is sure to make a turn on how these young individuals would later on function in their own chosen careers as professionals.

Giving the students the proper chance to embrace advancement and personal growth in a full manner makes the process more effective especially in marking the condition by which learners develop into individuals with full control of their situation and of the critical situations that they may feel later on. Practically, the works of Kleinhans and Reed provide a certain source of dependable information that instructors could later on use to make sure that their students would get the best out of the classes and thus make extensive adjustments among themselves, making it easier for them to embrace the world of professional development fully.

When it comes to making sure that the students grow into the professional individuals that educators hope they would be; the primary motivation would come from the students themselves. It is with such personal conviction that young learners become more aware of how they ought to handle their responsibilities both in class and in the work concerns they are most interested in (Kleinhans, 142). It is rather important to make sure that such points of development would be fully recognized as it shall identify well with how one specific subject [that is apart from the actual course one enrolls in] would largely make an impact on how a person develops as an individual and as a professional.

Works Cited

Reed, R. (et al). (2014). Science Courses for NonScience Majors: How much impact can one class make? American Meteorological Society.

Kleinhans, C. (2009). Teaching undergrad courses with majors and non majors. Cinema Journal.