Am I Smart Enough for College? | The Reschool'd Podcast

Welcome to the Reschooled Podcast, the show that discusses all the things that schools

may have missed with your hosts, AJ Couty and Jason Gordon. Hey everybody, welcome back to the show

We are the Reschooled Podcast, the show that discusses all the things schools may not have

prepared you for. As always, I'm AJ sitting across me, Jason. Jason, how you doing? Doing well, AJ. Been busy lately, so that's always, you know, double-edged sword, right

Good and bad associated with that. Yeah, end of the semester. Well, it's past us now, but end of the semester, man, it's rough

Of course, I always teach during the summer. I think you do as well

So, you know, we have this little break, but then it kicks right back up. Yeah, that little break is just getting ready for the next semester

Yeah. Not a whole lot of downtime. Yeah. Yeah, it's going to be. Are you doing all in class or are you doing

I have a combination. I have a combination of online and in person

I mean, I would prefer for them all to be in person, quite frankly. But, you know, it's we COVID and evolution towards online classes

Students expectations have changed over these last couple of years. You got to meet the demand. Right. I mean, that's kind of one of those core concepts of business that we talk about

But it doesn't mean that it's engaging for the professor. Yeah, that's the tough part is I miss the engagement side because I feed off of the engagement, the participation

And so when it's kind of a downtime for students, I can feel my energy go down as well to match theirs

Oh, yeah. It's very difficult to teach to icons on a screen. Right

Or even if people turn the camera on, it's just not the same. You don't get to know the person

There's this hesitance to speak, right, and ask questions and things like that

So it's just different, you know, but there is a balance there

You know, you have some classes that are in person and you have to balance those against those that are online

Yeah. Have you had the student that has their camera on, but they're like watching a movie in the background

Well, I have I normally don't have that. What I have is students that that log in and then walk off

So I ask them a question and it's just radio silence. Nothing

You can type up a message in the chat. Nothing. Nothing. Right. Well, today's episode, we are going to be talking about this topic that kind of, I guess you'd say, is central to what people go into college for or they kind of assume college

You bring to college or you get out of college. But it's smart. You know, what is smart

And really, the title of our episode is, Are You Smart Enough for College

So that's going to be interesting. I have a feeling when we were going through this, it's going to be a pretty deep one because there's so many different areas you can go into what is smart

So I can't wait to get into this. And it's one of those, you know, classism, separatism type thing, you know, what college means and things like that

So, yeah, I'm looking forward to jumping into that one. Before we do, though, remind everybody, visit our website

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so quick question of the day today this is kind of a grade yourself I guess we're going to use a

scale of one to ten uh how smart are you how smart am I I am I would say I'm six and a half to seven

and a half given given the day I feel like this is the first time ever that we have done any grade

yourself that you've given yourself potentially lower than a C, so lower than passing. And this

one's the ones dealing with smarts. Well, you know what they say, the more you know

the more you realize you don't know. Yeah, that's true. And the more things you tackle

right, the more you realize you're incompetent at some things, right, no matter how confident you

are at others. So, you know, in reality, most people gravitate around a five. So I'm still

giving myself a positive there on the curve those uh seven eight nine even tens of intelligence

those are the outliers right if you were to do that statistical ysis they are they are way

on the far end of the uh bell curve so yeah i'm i think i would be probably maybe right around it

depends because it depends on on like there'll be times where i'm around people i'm like i'm a

freaking nine. But then there'll be times around I'm around people and I'm like, I'm a two

When you hang around threes, you think you're a nine. You hang around tens, you think you're a one

And they say, if you can't find the dumbest person in the room, then you're probably it

There you go. Right. And I just, I don't, cause there's, there's, and we're going to talk about this in a minute

but like there's so many different ways to look at smart. And so I would say on average

I would say I'm probably a six and a half to seven. Just, I do feel like I'm, I'm, I don't even want to say, cause I don't, it's like tooting

your own horn. I'm not trying to toot my own horn, but like, I do feel like I'm a little above average

in the smart side. Cause it's definitely not the athletic sides that got me to where I am

It's had to been the academic side. Um, so I would have to say that I'm a little above average

So yeah, I think I would, I would agree with you on that. So you bring up a good point there, and that's kind of the first topic we're going to talk about

What is smart? In my opinion, right, you've heard me say before that strategy is the most misused word in business, maybe in anything

But smart has got to be the most misused word in life, or at least it's the most poorly understood

so everybody knows you've you know historically we've called people smart based upon what they

know right some people call other people smart based upon what they can know right that's the

whole iq thing about your ability to yeah see patterns and put things together but once again

you can have a really high iq and have a low knowledge base of most things you can have a high

understanding or knowledge base of so many things and not be that terribly smart, right

You've had low intelligence quotients there with chess masters. You probably have people that win at jeopardy, right

That have a massive amount of knowledge who really just when it comes to just the ability

to figure out problems is not that strong. Then, you know, you've got this whole new realm of understanding people, right

How you interrelate and things like that. Your emotional intelligence right On that EQ factor where you can basically identify other people feelings emotions their reaction to how you you acting

And you usually the EQ is how you can control yourself with regard to what you perceive in them

So all those things together. Right. I mean, how do you come up with a definition of what is smart

Right. When you got all these ways that you can measure it. Yeah, I'm a firm believer that there is a difference between book smarts and street smarts. You hear that a lot. Somebody's book smart or somebody's street smart. Which one are they? They tend to be not. And I kind of look at that as IQEQ. IQ being more book smarts because you're looking at more patterns. You're looking at more what they consider the intelligence side of it

So it's the stuff that you would study for, the stuff that you get really quickly, more math-based STEM stuff, those kind of things, versus the street smarts, which is your EQ, more of your EQ

How can you survive, I guess you would say, in the streets

Like are you able to read people? Are you able to communicate with people, gain those relationships, be able to identify their feelings based on different factors, whether it be facial cues or body language or tone of voice, those kind of things

And then also there's some other areas within street smarts. You know, it's the stuff that you get from experience, not from the books

And we all deal with people, too, that seem to have neither one of those

Right. They don't have a lot of common sense. They don't have a lot of, you know, they're don't seem to be able to learn or put patterns together very well when you speak to them

But they have a incredible understanding of whatever area or field they're in

Right. I know. I mean. I can say I know people across that spectrum, some people that are just emotionally intelligent and they can interact with anybody, which means they recognize other people who they are and then they can assimilate accordingly to who they're dealing with

That is a level of intelligence. The ability to recognize irony and things like that, the intelligence level of comedians and stuff like that, that's obvious

Right. They they they're able to figure that out. Mathematicians, things like that are obviously incredibly smart

But sometimes you I don't know how many you've met, particularly in that science based field where they have so little personality or so little ability to deal with other people

Right. There's something terribly missing. OK. And their knowledge base may not extend much further than their area of expertise

So the idea of smart is relative to, I guess, whatever you're talking about. But I guess for us, what matters is how does smart relate to college? Right. I mean, how does it relate to formal education? How does it relate to your career path and what you're going to undertake

Yeah, I'm always drawn back to that quote that's cited by Einstein

I don't know if he actually said it. There's some dispute about that. But if you judge a fish by its ability to climb a tree, it'll live its whole life believing it's stupid

Yeah. I mean, and when I heard that, I was like, okay, that makes complete sense because we're all, I mean

and the beginning of that quote says everyone's a genius. And I do think that is partially true

I think everyone is smart in their own right. What we're talking about in this episode is smart from the perspective of college. And again, that does not, in my opinion, it does not have to mean that you're going to be an A student. You know, you're going to have that 4.0 student. 4.0 students don't necessarily mean that you're smart. It means that you can study well and you do very well on tests. But it doesn't necessarily mean you're smart

To me, again, one of my things that I've really tried to focus in on through my college career, and you can call it because I'm lazy, I do think that's part of being smart, is efficiency, is strategy

I use strategy in a lot of things, and I use that strategy, my knowledge of strategy, and my ability to create strategy to compensate for different things

Whether it be to figure out a more efficient way of doing something, more effective way of doing something, you know, things that cut time down, things that don't necessarily have to do at this moment or, you know, I think that's part of being smart

That's kind of where my smart because it was definitely not in the book's smart area. Like I was not a studier

I had to figure out ways around it. Well, we do know that people learn things, right, based upon repetitive exposure to it

And certain exposure is more meaningful than others. That whole thing about, you know, I'm a visual learner versus I'm a reader, blah, blah, blah

That means you soak things up a little bit better than one, but everybody learns better reading

Everybody then learns better. And so the hierarchy is pretty much the same for everyone in terms of how things stick in your mind

And people who tend to make 4.0s or very high grade average over long term performance tend to have a discipline characteristic, right

They're very disciplined in what they do. They tend to be organized, measured, things like that

Now, what that translates to is a better acquisition of the knowledge that's before you

That's why it does so well in school, because school introduces you to things that needs you to learn

It takes you a long time to learn it. You stay diligent at it. You embed it

It tends to stay longer. So you know more. You understand more about it

Now, your ability to figure out things versus somebody else may be lower

But if you put in that amount of diligent effort, you will understand the topic and have a stronger base to work from from somebody else

But what we also know is the more you learn, the more you can learn

because the stronger the base that you're working with means that when you encounter new things

you can relate it back to other things and associate. So somebody can actually make themselves smarter in terms of your overall ability to process new information

and put it in a usable form. So people who start out in a way, they don't process things as well, right

If you were to give them a math problem, for example, or you were to give them pattern problems and things like that

And they might not score as high on an intelligent quotient. Right. But as through diligent effort, as they acquire more knowledge, it means that one, yes, they understand that field better

But they also begin to understand future fields better. Right. You and I both, we we've taught a wide range of students. Right

Very smart students and students who are very much struggling. And that's one thing I've noticed

Right. Probably the underlying ability to learn is the same from the outset

But the fact that one student has been diligent longer and has a stronger base to work from, they learn so much more efficiently

They are able to acquire and use information so much better than the students who have fallen behind

Right. That and that's an important aspect of school. That's the type of performance that school measures

And oftentimes in the workforce pure intelligence doesn go very far Right In terms of your ability to solve problems and things like that because most of your day is just use of information towards an objective that you have that is routine right You have a routine thing that you do over and over

So diligence is still in every facet, in every form, whether it's academics or whether it's work

accomplishment is most closely tied to diligence. The idea that people make it somewhere, right

They make it successful and people all of a sudden call them, oh, they're smart. They must be very smart

Well, that's not always true, right? In terms of by comparison, you wouldn't just comparatively how their brain works, the amount of knowledge they've acquired, things like that may not be superior to others

Usually people who make it high in organizations tend to have a very high EQ, right

They deal with others very well. And oftentimes they have, by comparison, a lower IQ

And they also have a lower proficiency rating and total acquisition of knowledge

Right. There's been Carl Icahn, I remember, is famous for saying that, you know, CEOs are never the smartest people

They just get along with everybody else, friends and enemies alike. They're the least disagreeable person. Right

So he said he can always create value in a company that he takes over by replacing the CEO

Right. And I and I thought that was pretty insightful. Right. Somebody who makes it to the pinnacle of an organization

So once again, we just talk about these things and it just comes back to the definition of what is smart

Right. What is useful and what, you know, but we do have this context. Right

We're talking about college. So, you know, you know, you mentioned something, too, that I think is interesting that kind of I've always felt like the GPA standard

in school, especially graduating from college, I always felt like that was such a bad metric

I mean, it is good for its end point. Like this is the results of what you did. That's great

And that's, but I think there should be more context with it, not just as simple that you

got a three point, whatever, or a four point, because I think at least in my classes, and I'm

sure this is in your classes and this is classes around the nation when it comes to college classes and high school classes, but you really have three types of students in your class. You have

ones that are going to come in, make an A on every exam, and they're going to make an A in the class

And those are the ones that are just, you know, when it comes to that subject, whatever you're talking about, they know how to study. They know what they're doing. People see them as smart

And that's how we see it. A 4.0 is smart, like you were saying. Then you have the ones at the

bottom that come in with an F leave with an F and they, they don't, they don't either, they're just

not getting the subject. They're not getting what's being talked about. They, they struggle

with tests. They don't study whatever the reason is. They're more at the bottom. And those kind of

that's what you see when you get this GPA of a 4.0 or a 2.0 or a 1.0, or if you're in the

you know, square root club lower than a one. So, but it never shows those people in the middle

And I think the people in the middle, and when I say the middle, I'm talking about the ones that come in and are struggling and they make maybe a C or a D at midterm

And then all of a sudden by the final, they have a high B or low A

Those to me show growth. And I think that's something more important to me from a business perspective when I'm hiring people is I want to see somebody that's going to be able to grow

I want to see because, again, it shows growth and it shows also that at a time of adversity, they were able to overcome it

They were able to get past it and not stress out about it, not just, you know, leave it as is

They were able to make it better. And I think that's a quality to me from a business perspective and hiring that's more important than getting somebody that's a 4.0

Because 4.0 just means that you know that topic. So I will say this, you know, and we're a little bit biased because we both teach in the business field, right

Yeah, of course. Business is not a hard major by comparison. It's one of the easiest, quite frankly. So it is easy for us to measure, oh, is a student diligent or not by looking at their GPA. It is almost without question somebody who makes a 4.0 is a diligent studier

But if you don't or are unwilling to put in the effort, it's easy to have a 2.0, a 3.0, right

Now, there can be all kinds of reasons why you can't put in the effort. You work all the time

You just don't have the time to memorize, internalize, apply the material that's before you, right

You made a great point about, you know, students who come in very low, they put in the effort and they do better towards the end

That growth is always incredible. You do get the impression of growth sometimes that people just figure out the system, but they're not trying harder. Always look for that. Is someone putting in the effort towards improving themselves? Because, you know, we teach in business. Our objective is to prepare somebody for the business world. And luckily, most jobs in the business world don't require all of that knowledge that we expose you to in business school

You only need a fraction of it. And studies show students forget about 90 percent of what they learn in traditional school. Right. But that 10 percent is plenty. Right. Is plenty to give them the background because whatever you go and do, you're going to learn how to do it type scenario

But school tends to mold people's mind into an openness, right, a way of thinking

So the value that comes from that exposure is understandable. Now, somebody's willingness to learn the requirements of the job, it's, you know, to see somebody's GPA or to look at their overall involvement in things

does tend to tell a story about how diligent they'll be in whatever task or responsibilities they're given, right

If somebody, right, is unwilling to do the work that they don't like to do in school

there's nothing, they don't have family issues, they don't have other obligations that keep them time-wise from doing the work

then if you give them in the employment context, they will also delay in doing the work they're assigned

Right. There is some correlation there. Tests that tend to measure certain aspects like, you know, the SAT, the LSAT thing, you know, MCAT's actually subject matter based

That's for medical school. But LSAT's for law school. So GRE, you know, those types of things, they don't tend to be a good indicator of performance in school once you get in

The GPA tends to be a better indicator. But the combination of the two has been shown, right, to do a better job than any one of them individually

Right. An average examination test score, right, for general capacity. And a high GPA tends to be a really strong, solid performer

Combination of the two tends to be a very strong performer Low GPA high score tends to be a very bad performer right Just because the diligence or effort isn there in the acquisition of knowledge

requires a lot of effort, right? Or, you know, to some people, that effort is so frustrating

It's so repugnant, right? They won't undertake it. And students that fall behind, I can say

without question, they tend to be so intimidated and they tend to be so disheartened by their need

to catch up on fundamental concepts and principles before they can actually start internalizing the

information. You know, a lot of my students can't write a full paragraph without making numerous

errors. You know, and that's a that's a that's a huge fundamental skill problem. So it causes them

to not be able to successfully perform any of the tasks associated with a job, right

And so anyway, what I would say there is, you know, we ask the question

do you need to be smart, right, to go to college? No, you really don't, not to go to college and be successful

So if you are not prepared and have a lot of experience to draw on so that the tasks that you undertake are not easier for you, you have to be more diligent

You have to be willing to undertake the effort, right, that it requires to perform the task of the job, the task of the class, right

If you come from a very strong background and doing the tasks assigned in the classroom are not terribly challenging to you because you're drawing on a wealth of prior experience, right, then there you go, right

It's not going to require as much effort, but a lot of people tend to see that background that you're drawing from as smart

Now, if you want to test yourself on smart, right, go into something that you have no experience in

I've dabbled in taking mathematics courses before where I don't have a that much background

Right. I've dabbled in taking science and creativity courses, right. Technical courses, music, filmmaking, that type of thing with no background to draw on

And I find it very difficult to internalize the processes and the workflows and everything

It's just I have so little to draw on. And the technology aspect is so strong

And people who are doing it have such a background in it already

To pick up new things is so easy for them. So I feel very, very not smart when I'm doing that

But in terms of what I do right in the business field, in the legal field, I've worked so diligently for so many years. Right. Every new concept I come across that might be difficult for many others isn't very difficult at all because all the pieces of the puzzle were there. It's so easy to relate the things together. Right

So, you know, in my opinion, that's just a long form answer of saying there is no answer to that question

Do you have to be smart to go to college? Yeah, I would agree

I mean, I don't think you have to be smart. I do think part of smart, as I was listening to you talk about this, I do think part of smart is confidence

You know, going in there with confidence, going in there with discipline, going in with a strategy

I think those are inherently qualities of smart in some capacity. And so I do think you need to have some kind of foundation of those kind of things

But from the knowledge side of it, I mean, to be smart, the only smarts you have to have at college is to be aware that you need to learn

If you go into college going, I don't need anything, it's just going through this for the formalities, then of course you're going to be screwed

But I think it's the want to learn, it's the drive to learn, the discipline to learn

that's what makes you smart. I mean, what does it say? If you, I don't know, I can't remember what the quote is

but if you're not learning every day of your life, then you're not living or something like that. Yeah

And if that's not the quote, then I just made that one and I'll take it. You'll take it. But yeah, but I do think like, I try

I try to learn stuff every day and I try to open my mind up to things that I may have been wrong in the past about

And I think that's a quality of being smart. That's why I made that decision

One thing that you were talking about that brought something else in my mind, and I want to talk about this because I think this is a real issue for some people, including myself because I'm going through it right now in my doctorate program, but this thing called imposter syndrome

Have you ever had imposter syndrome? Yeah, most certainly professionally. Yeah. You know, I've got the accolades of professional practice that would say I have a strong understanding of all of these areas

And then I oftentimes find myself in areas where I just don't know much about it

I know I'm going to have to go back and learn it, but people are expecting me to be the knowledge base or the expert in the room, right

Business hires me, right, to help them with some form of legal business transaction, right

And they look to me to be the point of source of knowledge. I'm like, I am definitely the imposter right here. I do not have the knowledge base, the experience in this scenario. So, you know, it, it, yeah, I, you know, and I think that happens routinely with every professional, right

Yeah, I think it happens a lot. And that's, like I said, that's what I'm going through in mind right now is because, I mean, I'm in this program with a whole bunch of other, what I see is very intelligent people in their own right, whatever their area of expertise is. And then they ask me a question about research or they ask me a question about stats, because stats kind of is my bread and butter of the program. I love stats. I love math. And I can just see, I see numbers move easier

but I mean they'll ask me questions about stats I'm like well you have to look here

and they say why do you have to look there and I'm like I don't have a clue I just know that's what we got to look for and I I and my grades and stats are fine like all the assignments we're

doing is good I have you know high marks on those but I know it from the perspective of what the

book says or how to do it in process but to really really really dive deep and explain

these things, I'm like, I don't, I don't have a clue what this is. And, and as I go through this

and ask me these questions, I'm like, I feel like I'm a fish out of water right now. Like in my

grades say otherwise, but I can promise you, I don't have a clue. I know how to get by again

It probably goes to strategy. I'm trying to get enough to get by. Um, and then it comes to like

research. And we had a research paper that was due this past semester. I got really good marks on it

as I was writing, I'm like, this is the biggest load of crap I've ever written

And I'm like, and the professor's like, this is a really good paper. You can probably get this published

you know, finish it. We only had, up to the potential possible methodology

We didn't actually have to get data or anything like that. But we had to do the intro, the review, the methodology side

but just forget the results and discussion. And he's like, well, if you finish this up

this is probably going to get published. And I'm like, this is garbage. This is a load of garbage

Well, there are a lot of academic papers like that, right? Yeah. But what's the rule out there

As long as you have data and you use an accepted method

It doesn't matter whether it makes any sense at all or has any applicability or anything

It has data, so somebody will publish it. Last question. And this is, so this is kind of the part B of the question we just asked is, do you have to be smart to go to college

Does college make you smart? Depending on your definition of smart. And honestly, depending on almost, yes, in every way, yes, it makes you smarter

No question. Acquisition of knowledge helps you learn more, right? The scenarios you're in is actually training and practice towards things that can improve your overall ability to recognize patterns

So it can improve your intelligence quotient. Interacting with others. Is that opportunity to improve your EQ, right

Your understanding of others, your ability to recognize patterns in them so you can adjust yourself accordingly

Yes, it is. Does it improve? Now, the degree to which it improves will vary

But does it improve your learned knowledge, the things you got stored in the tank

Yeah, it does. Right. I mean, you wouldn't be able to pass any of the assignments if you didn't acquire some level of understanding of what they're putting out there

And because, you know, maybe not in some fields, but in most fields, everything you're learning, you don't know

Right. That's particularly science, math, things like that, that you don't know it

Business for nontraditional students, you may have seen a good bit of things. So a lot of what you're learning, you might already know

Not for the traditional student, right, who doesn't have that experience yet

But you're going to acquire something. So my answer is in every way possible that you could think to measure smart, college does have a positive impact

Yes. I was actually going to say no until you started talking about EQ

And I think that is a valid part because it doesn necessarily have to impact IQ because I seen people go into college dumb as a box of rocks and leave college dumb as a box of rocks But there are things I think the box is lighter though You right You right But I think that they even if you take GPA out of it you take their grades out of it

And believe me, I've seen students that took a test and they wrote on the test

This was a multiple choice test, by the way. They wrote on the top of the test

Hey, can I just, can you just please pass me? I didn't study for this, and I just don't know what I'm doing

And didn't even attempt, and this is multiple choice. This is not like you have to, like you could guess

And, I mean, I've seen these kind of things that they, some people just go off of looks from high school

Yeah. But even taking the academics out of college, you have experience, whether it be through fraternities, sororities, organizations, clubs, whatever it is

you have this interaction with people that I think inherently has an increasing quality of

EQ or the street smart side of it that I think that potentially could help you in the long run

So yeah, I would have to agree. I do think in some form or facet and whatever quality that

you're looking at or all of all the factors and all the qualities that would go into smart

going through college is going to increase at least one of them

And I think that would mean that you're smarter by definition, what we were talking about earlier

It doesn't necessarily mean you're book smart. You're going to grow in book smarts, but it may grow in, like you said, your EQ, your ability to read people, your ability to interact with people, those kind of things

I think that's worth its weight in gold. I would say this. It is going to be very difficult to make it through college without getting somewhat better at book level rote learning, rote learning performance

Right. So I think it's going to make you better at that too. But then again, it goes back to – my mind goes back to what I kind of – I battle with – what I feel like I battle with some of my students with, and that is the difference between learning and memorizing

Memorizing for the purpose of the test, and if I were to give them that same test a week after, they wouldn't have a clue because everything that they learned went right out the window

Now, granted, I say everything. That's kind of hyperbolic. they would probably have some kind of foundation, hopefully

Right. Structures may. Structures stay. Right. You're learning about this topic. And, you know, so how you learned about it does

I will say this, you know, and this is the kind of other side of the coin. Can going to college in a way make you less smart or perceived as less smart by others And there is something I noticed over the past 10 years I have almost every semester in every class talked to my students in some way shape or form as to how they feel about

you know, college and whether it's making them smarter or how they're progressing and stuff like

that. And I reinforce that point that I oftentimes talk about, about how college tends to expose you

to things that you haven't been exposed to before. So it opens your mind, right? It helps with the

empathy. It helps with understanding other people's point of view, right? That type of thing

In that, right, that diversity of exposure, you start to expand your mind. It starts to change

your interests. It starts to change your desire to understand different things, right? And in a way

it can make you feel dumber for not having known that. It starts to make you aware of what you

don't know. But oftentimes, as my students, and I give them this as a point of comparison, you know

when I ask them whether college has impacted them in this way, and I say, it does, whether you

realize it or not. And I go through that same spiel that I just did with you. But I say, if you don't

believe me, go back to your hometown, wherever you're from. Talk to the people that you used to

hang around with that perhaps didn't go on to continue learning, that didn't go on to higher

education, right, that stayed in your town. This is really easy in smaller towns. When you go back

and talk with them, there's going to be a disconnect. The things that they talk about will still be the

same things that they used to talk about. But for some reason, your interest level will have gone

down, right? You will find it harder to find common ground on which to associate with people, right

Because they will not have expanded to the new interests that you have, to the new fields of knowledge, to the new depth of understanding, to the ways of looking at things

They will tend to be locked in to a point of view or way of thinking that they had early on

And that doesn't expand. Right. And that, you know, is a significant problem

And without fail, every time I ask this, students heads rock back and forth and they start telling stories of how that's true

Right. And that helps them in just realizing the value that colleges had in this

Even the students that say, well, I didn't learn anything in college. Right. I learned more from my job than I ever, you know, in six months than I did throughout my whole college experience

And I'm like, you think you did. But your job taught you how to do something

College taught you about things Right It exposed you to things And over time you evolved as a person based upon your exposure to so many things that because you had to process it you had to internalize it you had to work your way through it

And that helped you evolve as a person. Right. And those are the things you don't get credit for

Those are the things you don't realize. You mentioned earlier, growth is something you like

to see. Right. Sometimes we can't see the growth in the students. Sometimes the students can't see

the growth in themselves that this exposure to information is giving them

But once again, I tend to grade students based upon effort. I give lots of open book quizzes

I give lots of assignments that will expose them to things far more than I would test

them on just so they will have that knowledge base to fall back on in terms of, oh, I've

seen this before. I'm not scared of it. I've that type of thing

So I focus on diligence of effort because I know without fail, if they expose themselves to it, there will be some level of growth

And that growth ultimately will help them personally, professionally, career wise, etc

It's been a great show. I will say at the end of it, I'm starting to recalculate my scale of how smart am I that I talked about in the quick question

I'm thinking I'm a little lower than I thought I was. Well, we all, you know, if you ask survey everybody, everybody will say they're smarter than the average person

Well, then where's the average? I can say I'm pretty good at that old game show, Are You Smarter Than a Fifth Grader

Yeah. Well, you know, there was a study out there that said something about 85% of men said they were smarter than average

Oh, yeah, well. So. That's wonderful. They took stats in college. Yeah, right

Well, that's just where the numbers come out. Everybody has confidence in their ability. They might either be overestimating themselves or they might be underestimating others

That's true. Well, you have any parting words before we head out? Just remind everybody, right? We're talking to you guys. Tell us what you want to hear about. Visit us on the website. Check us out on the social media platforms. Either way, we want to hear from you

well we appreciate your time we hope to see you next time until then goodbye take care

thanks for listening to the reschooled podcast be sure to head over to

reschooled.com for news and other information on things we're getting into