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Student’s Name




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Student’s Background

From the survey, I found out that students from University of the District of Columbia comes from different backgrounds. Based on the responses, I can say that there are those who are from rich background as well as those from humble backgrounds. Another thing I learned from the survey as far as students background is concerned is that some comes from religious backgrounds and others comes from non-religious backgrounds. Generally, as far as the background of the students is concerned, I can conclude by saying that the University of the District of Columbia comes from diverse backgrounds. I managed to survey 20 student and I realized that 7 are international students and 13 are native students. Out of the 20 students, 6 come from humble settings and 13 comes from rich settings. Generally, like any other university that accommodates international students, the student population from the University of the District of Columbia presents a wide cultural, linguistic, and socio-economic diversity. This diversity is born of the geographical mobility of students and creates a heterogeneity of needs and learning habits.


Student’s Goals and aspirations

True to their diverse backgrounds, the student’s goals and aspirations are also diverse. Some student’s goals are mainly influenced by their conditions of their backgrounds. However, one thing that is clear is that most students aspire to complete the undergraduate and look for jobs before coming back to the postgraduate. Some aspires to be managers while other aspires to be lecturers and tutors. I also realized that some students have goals of becoming leaders so that they can change the social situations of their backgrounds. For example, I found one of the respondent from the humble setting who revealed that his aspiration is to complete undergraduate and join politics so that one time he can be a leader and will change the situation of his community. Generally, I can say that most of the student’s goals and aspirations are driven by the problems they have and the influence of their parents and society.

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The survey findings revealed that students from the University of the District of Columbia have different skills. The most common skills revealed include the leadership skills, technical skills, soft skills and hard skills. Some are talented in arts while others are talented in


The key challenge faced by most students is financial challenge. The study also found that a family with an annual income of $21,000 must pay $8,300 a year in tuition, which accounts for 40% of the family’s income. It is very difficult for the family to cover the student’s tuition and accommodation. Due to this, some experience food shortage issue, which means lack of adequately nutritious and safe food issues or the ability to access food in a generally accepted manner. The report believes that students who do not have a stable source of food are very difficult to work despite going to work or seeking help. Lack of finance also limits some of them from concentrating.

Another issue is the learning style and teaching approaches. The survey revealed that students present a diversity of cultures, languages, professional experiences, academic levels, and learning styles. The teaching approaches may not match the different learning styles for the students. This is due to the fact that not all teachers are prepared to teach effectively in a multicultural context due to lack of training or intercultural experience. It is clear that the diversity of learning needs and styles and communication difficulties in multicultural contexts can create misunderstandings between teachers and students. For example, differences in language skills and accents may interfere with students’ oral participation














Question 1: What are the critical aspects involved in problem definition?

A proper definition of problem is important to look for the factual solution to the problem rather than what the problem is perceived. It is essential to take time while defining a problem in order to get clear idea of how we can define and accomplish our objectives. Below, I have given discussion of various aspects that are employed in defining a problem (Ennis, 2009).

Finding the source of the problem

One should find and search the source of the problem. The problem might have been caused by some personnel or the cause could be from a technical issues.

Identifying the present state and the desired state of the problem

This entails examining the present situation where we finally want to end in order to be able to define the problem to achieve our goals. In addition, this aspect helps to define the problem moving towards the set goal of the subject matter.

Exploring the problem

During this aspect, the problem is explored through gathering of information from various sources. Technical tools are very essential in this case to assist in collecting information.

Statement/ Restatement

This process is very important for it opens up your mind to new ideas that will enable in defining advanced solution.


This is the last step and last aspect when defining a problem definition. During this step, you should evaluate all the processes connected to problem definition before coming into conclusion of the problem definition.



Ennis, R. H. (2009). Critical thinking and subject specificity: Clarification and needed research. Educational researcher18(3), 4-10.

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