The reflection as successful ability of the students - Essay Example

Introduction The education is attained in theoretical and practical perspectives. The learning experience of the rises exponentially duringunder-graduate studies. The under-graduate studies offer ideal opportunity to the students to learn and transpire the knowledge in the start of their professional education which shall assist and support them in the midst of their professional services. The learning experiences offer technical and professional exposure to the vulnerabilities, risks and critical situations often experienced by the professionals. Such learning experiences develop confidence and motivation to handle the professional jolts and situations with reasonable approach. The reflection of the professional and academic methodology at undergraduate studies level assists the students in the realization of the hardships associated with the professional world. The educational approach adopted at undergraduate studies encourages the development of the critical and analytical approach of the students towards academic and professional challenges; the approach is developed through implementation of professional-focused course outline which reflects the real challenges of the business and technical world to the students. Such approach increases the adaptability of the learners, and develops their professional acumen. The extraction of the essence and values of the professional experiences discussed in the classrooms develops the confidence, and motivates the students to seek and apply. The implications of the professional world are being discussed through some positive exercises including discussion of professional case studies. Such case studies develop and direct the academic horizon towards the specific professional-centric direction. At under-graduate level, the student in motivated to evolve and understand the relationship between the "article and their own lives and society". Discussion The students are encouraged to adopt reflexive thinking, under which the skills of the students are refined and developed, and their problem-solving and reasoning skills are focused area. Such skills direct the students to recognize the assumptions, and based upon these assumptions the solution towards professional problem is developed and proposed. The under-graduate studies expose the students to certain challenges which can be resolved through scientific reasoning, and empirical scientific methodology. The students are urged to develop cause-effect relationships to conceive the nature and amplitude of the problem. The students are therefore able to extract the core values and approach from their learning experience, an experience which has exposed these students to actual vulnerabilities and challenges. The under-graduate studies further focus upon the history, and thus the students are able to establish "chronology of events and in terms of seeing causal relationships between or among events"; the approach able the students to relate and conceive. The quality of the education actually makes the students competent to relate their academic experiences with the actual challenges of the professional world. The key to the success of the extraction of the learning values is the association between the faculty and students. It is proven that the interactive sessions between the students and faculty increases learning ability of the students manifold. At under-graduate level the theoretical knowledge is discussed with the scope of the lectures and books, however it is the interactive sessions inside the classroom between the students and faculty which develops the professional acumen among the students. Such opportunity is actually the learning opportunity for the students, and it is the extraction of such learning values which relates with the professional development of the candidate. The teaching methodology practices at the undergraduate level make the student self-directed learners, and these students are confident about their ability and skills to understand and resolve the problems. The methodology provides "powerful sense" to these students about their learning, and measures undertaken to promote their learning. During first year at under-graduate level, the faculty is focused upon the development of the disciplinary practices, and the students are encouraged to adopt and develop professional approach. The students are urged to adopt sequential and thematic to understand and relate the issues. The undergraduate courses have been revised and restructured, and have been integrated with learning-teaching activities; the assessment task has been designed and introduced to develop logical, critical and analytical approach of the students towards real-time issues. Conclusion The reflection is the successful ability of the student to relate the theoretical approach with the professional challenges. The student should be able to understand the requirements that the respective profession and job sought from the candidate. The development of the critical and analytical skills is therefore essential to handle the requirements of the profession with logical approach under professional acumen. The professional obligations shall be realised by the candidates, and this has been possible by relating the learning experiences with the current situation. The difference between the role and responsibility of the student and candidate is the accountability of the latter. The candidate is under compulsion to involve in the interactive sessions inside the classroom to understand and develop professional motivation and direction. Considering the relevant example of the business situations, under my capacity as Business Analyst for the financial institution, it is expected that candidate shall be able to handle and resolve the economic issues of the company, and generate business opportunities for the company. The success of such responsibility undertaken by the candidate is based upon the risk assessment and management knowledge conceived. The interactive sessions inside the classroom offer an opportunity to the students to discuss all i.e. not real for now but for future, immaterial for the world presently, set of all ideal and risk-oriented situations. The extraction of the learning values from the interactive sessions offer an edge to the candidate against his team. It is now the responsibility of the faculty and administration of these undergraduate schools to conduct and improve the scope of such interactive sessions, such sessions should not necessarily focus upon contemporary issues but rather should handle the sophisticated issues relevant to policy-making and risk-management. References 1. Carie Windham. 2007. Why Today’s Students Value Authentic Learning. ELI Publication. 2. Thomas C. Reeves, Jan Herrington, and Ron Oliver. 2002. Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and Development Society of Australasia. 3. Dai Hounsell, Noel Entwistle. 2006. Enhancing teaching-learning environments in undergraduate courses. Economic and Social Research Council Publication. 4. Riemann, N. 2004. First Year Teaching-Learning Environments in Economics. International Review of Economics Education. Vol. 3, No. 1. Pp. 9-38. Read More