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There was very little in this book that was a suprise to me teaching composition at a community college as I do but Rebecca Cox put it together in an engaging package Cox s discussion reminded me why I do some of things I do to connect with my students but also inspired me to think of ways to make the workings of academic cultureexplict My private liberal arts college education working minimal hours as a work study studentthan two decades ago was pure luxury one that most stud There was very little in this book that was a suprise to me teaching composition at a community college as I do but Rebecca Cox put it together in an engaging package Cox s discussion reminded me why I do some of things I do to connect with my students but also inspired me to think of ways to make the workings of academic cultureexplict My private liberal arts college education working minimal hours as a work study studentthan two decades ago was pure luxury one that most students cannot afford This book reminded me that even or maybe especially at a community college, students take both personal and financial risks in enrolling in my class.One of my favorite scholars, Lisa Delpit, talks about the importance of becoming students of our students and this book was a solid example of that This is a must read for anyone wanting to teach or already teaching at a community college and I think it would benefit professors at four year schools as well This is a brilliant book sensible, clearly written, and grounded in scrupulous and empathetic research Cox looks at the emotional and cultural barriers that get in the way of college learning even when both teachers and students are doing their best to connect She is particularly astute in showing how expectations distinguishing professing the transmission of expert knowledge and teaching helping people master a practice get in the way of the attempts of college faculty to, well, teach This is a brilliant book sensible, clearly written, and grounded in scrupulous and empathetic research Cox looks at the emotional and cultural barriers that get in the way of college learning even when both teachers and students are doing their best to connect She is particularly astute in showing how expectations distinguishing professing the transmission of expert knowledge and teaching helping people master a practice get in the way of the attempts of college faculty to, well, teach students I m particularly impressed that Cox s work is grounded in her close observation of several composition teachers whose efforts she clearly admires even when their students do not She shows that good pedagogy is not in itself enough a chastening lesson for someone who has spent his career refining his pedagogy as awriting teacher Although public perceptions of postsecondary education are primarily based on portrayals of Ivy League colleges and universities, the reality is that only about half of American college students are enrolled full time in a traditional four year college The other half of American college students are enrolled on a part time basis and or attending community colleges While college access has exploded in recent decades, vast numbers of those who enroll in college do not succeed, especially at scho Although public perceptions of postsecondary education are primarily based on portrayals of Ivy League colleges and universities, the reality is that only about half of American college students are enrolled full time in a traditional four year college The other half of American college students are enrolled on a part time basis and or attending community colleges While college access has exploded in recent decades, vast numbers of those who enroll in college do not succeed, especially at schools that offer the most access Why In The College Fear Factor, Seton Hall professor Rebecca D Cox explores how students expectations of the college experience are different from what they frequently encounter, and why some professors are frustrated by students lack of engagement with their course work Based on several research studies, The College Fear Factor is helpful for anyone concerned with the concept of college readiness, or those interested in how to foster a productive academic environment in a college setting that offers wide access to a heterogeneous student body I don t think Dr Cox introduced anything that instructors don t already know. This book would be good for new teachers, especially those new to the community college environment However, for those who have been teaching at the college level for a while, nothing in this book is revolutionary There are still some important take aways though, particularly about the way we think about content knowledge v pedagogical knowledge This is certainly an issue at the college level, where an advanced degree in a content area is valuedthan a degree in education, educational p This book would be good for new teachers, especially those new to the community college environment However, for those who have been teaching at the college level for a while, nothing in this book is revolutionary There are still some important take aways though, particularly about the way we think about content knowledge v pedagogical knowledge This is certainly an issue at the college level, where an advanced degree in a content area is valuedthan a degree in education, educational psychology, or content education i.e math education, English education degrees But, as most research shows, the advanced degree in a content area does not necessarily make one a good TEACHER And, at the community college level especially where we are not expected to do research , teaching is the primary goal, yet most of us don t know how to do it well This is the other important part of this book curriculum v practice Many departments and administrations try to make curricular changes in order to increase student success but neglect to look at what actually goes on in the classroom we look at the WHAT instead of the HOW In doing this, we make surface changes that may not have the desired effect we hope for because what really needs to change is HOW instructors think about their students in general, think about their students in relation to the content area, and think about the way learning happens Overall, not a bad read to inspire some thinking about teaching, but, again, nothing mind blowing especially for people who have been doing this for some time This book is already outdated and hardly engages in this topic in an equity minded way While Cox s intent to address the fear and anxiety that students face in college is a good one, the book hardly delivers on that front The book is filled with anecdotes of students who seem to be, in actuality, quite privileged based on their rude commentary and thinly veiled bias and racism against an African American woman professor, Lori which, Cox does not address at all until the last paragraph of her This book is already outdated and hardly engages in this topic in an equity minded way While Cox s intent to address the fear and anxiety that students face in college is a good one, the book hardly delivers on that front The book is filled with anecdotes of students who seem to be, in actuality, quite privileged based on their rude commentary and thinly veiled bias and racism against an African American woman professor, Lori which, Cox does not address at all until the last paragraph of her chapter on observations of Lori s classroom Reading this in the context of 2018, it s cringeworthy for Cox not to at least address the fact that students were disrespecting Lori based on her gender and race One male student compares what he felt was an excellent male professor to Lori s teaching and it s laughable how sexist his comments are.Cox sits in on Lori s composition classroom for a semester and it turns out that the students are still disgruntled by the end Cox chalks this up to, simply, students expecting to be taught in a different way than how she teaches That is surface level stuff right there Cox says the problem isn t Lori s lack of teaching skill but the students expectations not meeting reality I don t doubt Lori s skill but clearly there s a larger disconnect that Cox does not care to delve into or show us I don t see students like the ones in my classroom represented much at all in this book The students who feel that they don t belong in college or who are afraid to ask questions Cox spends most of her time recording the most vocal students and these are the students with the privilege to speak out and to do so frankly These students are outliers in my classroom and typically calm down after they understand how we engage in a student centered classroom community Cox claims to be talking about those fearful students yet in all of chapter 5 she gives anecdote after anecdote of students who think the work they re doing is a waste of time or don t respect the professor It s possible these comments are also defense mechanisms out of fear, but they signal to me their privilege This is quite simply the most frustrating and biased books I ve read about pedagogy, and I ve read a lot of good equity minded books that others should read instead of this one I had to read this for a professional development class, and a colleague who also couldn t stand the book cynically pointed out that Cox must have written this book simply to get published and get tenure .FREE DOWNLOAD ⚔ The College Fear Factor: How Students And Professors Misunderstand One Another ⚔ Eye opening even for experienced faculty and administrators, this book reveals how the traditional college culture can actually pose obstacles to students success, and suggests strategies for effectively explaining academic expectations I suppose I didn t realize just how much community college students can be afraid to take that next step When people flood my classroom and look bored, I take it as a lack of care, but Cox demonstrates that students are hiding, hoping to just survive, or utterly terrified which is why they disappear Cox argues that the most important thing a community college instructor can do is reassure students that they can pass the course Perhaps they won t the first time, but they ve all taken a test I suppose I didn t realize just how much community college students can be afraid to take that next step When people flood my classroom and look bored, I take it as a lack of care, but Cox demonstrates that students are hiding, hoping to just survive, or utterly terrified which is why they disappear Cox argues that the most important thing a community college instructor can do is reassure students that they can pass the course Perhaps they won t the first time, but they ve all taken a test that says they have the right to be there Anything that crumples a community college student s confidence, which is typically paper thin, can cause them to not only leave your class, but college altogether.Reading in students own words how they perceive the classroom is invaluable, too One case study examines a professor whose model appears logical and sound, but students rebel against her because they don t trust her knowledge when she lets go of lecturing and moves to student oriented class sessions.Oh, and studentshate hate hate hatepeer review I did too So did my husband So does everyone I ve ever spoken to Do any of you use it Do you find value in that activity While the insights were not particularly stunning to me I had a really good graduate school education , I think they would be to many professors who ve been in the field 10 years Basically, the professorial model is dead or dying Those who ve made it through grad school doctorates did so DESPITE lecture kill not because of it Most students don t learn by being droned at in fact, only 5% retain much information at all via lecturing only It s partially a problem with our system thinking t While the insights were not particularly stunning to me I had a really good graduate school education , I think they would be to many professors who ve been in the field 10 years Basically, the professorial model is dead or dying Those who ve made it through grad school doctorates did so DESPITE lecture kill not because of it Most students don t learn by being droned at in fact, only 5% retain much information at all via lecturing only It s partially a problem with our system thinking that content knowledge pedagogical knowledge Professors need to learn how to teach too It doesn t come naturally to most people.Wow End rant.Back to the book it discusses students fears about the college experience and professors misconceptions about those fears For example, most students avoid assessment not because they re lazy or dumb, but because they re afraid of assessment They re afraid that they can t achieve, when in reality, many can If they only show up Which many vulnerable students don t Insert another fragment here Overall, great read Very important for all community college professors to read This book is a must for all community college professors and students Most books focus on University students, so I really liked that the author Cox completed research with community college students across the nation She mostly focuses on the affective needs of students and those who are placed in remedial math and English sequences The detrimental effect of this remedial course coursework is clearly seen and she offers suggestions about how professors can address these affective needs and r This book is a must for all community college professors and students Most books focus on University students, so I really liked that the author Cox completed research with community college students across the nation She mostly focuses on the affective needs of students and those who are placed in remedial math and English sequences The detrimental effect of this remedial course coursework is clearly seen and she offers suggestions about how professors can address these affective needs and reduce students fear and anxiety