- Melanie Meehan
- I taught for several years at a residential school for children with emotional disabilities before staying home after the birth of my second daughter. I returned to teaching, finished my Educational Leadership program in May of 2012, and now work as our district's Writing and Social Studies Coordinator. I have always loved writing and find constant inspiration from my family. Maybe someday, I will get to see my name on the cover of a book!
Tuesday, February 25, 2014
Standing at the Admissions Finish Line...Waiting...
Each week the Slice of Life is hosted by the writers and teachers of Twowritingteachers.wordpress.com. Many bloggers write slices each week that you can read by following the links from the comments, or feel free to join in on the slicing!
As I await with my oldest daughter at the finish line of the College Admissions Process for the greatly anticipated results, I find myself second-guessing and wondering about the whole process more and more. While we all want to believe that the buck doesn't stop at a GPA or SAT score (especially when those scores are not in the top 2%), certainly college admissions officers, inundated by bajillions of applications for ten spots, must have some clear cut-off in mind. Maybe the cut-off mark is a little softer for the tuba players when the top player is due to graduate, but there does seem to be a tendency (and a need) to pay attention to scores.
As he frequently does, Thomas Friedman got me wondering even more about all of this in his morning NYTimes OpEd piece, How to Get a Job at Google. While Friedman does validate the experience of college for many people--"For most young people, going to college and doing well is still the best way to master the tools needed for many careers," he writes--, Friedman also quotes Laszlo Bock, the senior vice president of people operations for Google, as suggesting that too many colleges "do not deliver on what they promise. You generate a ton of debt, you don't learn the most useful things for your life. It's an extended adolescence."
Is it? Am I about to fund a $200,000 extended adolescence? My stomach hurts a little at the thought.
I would like to believe that my daughter will be one of those students who will take advantage of the learning opportunities that will be available to her next year wherever she decides to go, that she will be one of those students who gets involved in research projects, goes to the plays and art shows, has dinner with professors, travels with other curious students. I'll certainly be cheering...
In the meantime, I am having all of my daughters read Friedman's column and we will talk about what he calls "soft skills--leadership, humility, collaboration, adaptability and loving to learn and re-learn."