Read The Following Fictionalized Scenario And Post Your Thou

Read The Following Fictionalized Scenario And Post Your Thoughtsfeeli

Read the following fictionalized scenario and post your thoughts/feelings on Kevin (are you empathetic ?) and if this is realistic and whether a college or university (not SSU) could do more to accommodate the Kevins out there. Post by Sun. 2/9 and then the following week reply to two peers by Sunday, 2/16 Kevin looks anxiously at his watch. It is 3:30 p.m., and stuck in slow-moving traffic for the last 15 minutes. He is not sure if he can get to campus, find a parking space, and make it to class by the 4:00 p.m. start time. As the minutes tick by, he becomes more impatient and agitated. He knows he cannot ask his boss to leave earlier in the day. Just getting his boss to agree to this small adjustment in his work schedule was a tense negotiation process. Kevin knows that most of the students in his classes commute to school and work full- or part-time jobs off-campus. He wonders why ABC administrators do not understand the difficulties of students, like him, attending classes that start before the end of the workday. If there were classes on weekends or the evening, he could have enrolled in a full course load each term. As he continues his slow drive to campus, he thinks that maybe ABC is unresponsive because it does not want students like him; maybe the institution desires full-time, residential students. As this thought crosses Kevin’s mind, he wonders if he should give up and drop out.

Paper For Above instruction

This fictionalized scenario vividly highlights the struggles faced by non-traditional students like Kevin, who are balancing work, commute challenges, and higher education pursuits. The scene elicits empathy, emphasizing how institutional policies or scheduling conflicts can intensify feelings of frustration, alienation, and despair among such students. Analyzing Kevin’s situation, we see how external factors—traffic, work schedule rigidity, limited class scheduling—compound academic challenges, illustrating the importance of flexibility and understanding within higher education institutions.

Kevin's emotional responses—impatience, agitation, and doubt—are understandable and align with the lived experiences of many students juggling multiple responsibilities. His sense of being misunderstood by college administrators reveals gaps within institutional support systems. Many colleges and universities, particularly those aiming to foster diverse, non-traditional student populations, could do more to alleviate these pressures. For example, offering extended hours, weekend classes, or asynchronous online courses could significantly ease logistical challenges. Additionally, providing more flexible scheduling options, on-campus childcare, transportation assistance, and supportive advising could help students like Kevin succeed without feeling neglected or marginalized.

Realistically, the scenario where Kevin confronts rigid class start times and limited scheduling options is plausible at many institutions that prioritize traditional, residential students over commuter or part-time students. However, some colleges have begun shifting their policies to better accommodate non-traditional students, recognizing the importance of flexible learning models. Despite these efforts, many institutions still fall short in addressing the nuanced needs of working students, particularly those commuting long distances or handling employment responsibilities.

In terms of empathy, many modern educators and administrators do recognize these challenges and strive to implement more inclusive practices. Still, operational constraints, funding, and institutional inertia can limit widespread change. For Kevin, the feeling of potentially giving up on his education because of systemic barriers underscores the urgent need for universities to adopt more adaptive, student-centered approaches. Doing so not only benefits students like Kevin but enhances the overall reputation and accessibility of higher education.

In conclusion, Kevin’s scenario reflects a common reality for many non-traditional students. While some institutions are making strides, there remains significant room for growth. Universities should actively seek to eliminate scheduling and logistical barriers, creating more flexible, supportive environments that acknowledge and accommodate the diverse circumstances of all their students.

References

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