In your opinion, What could be done to encourage more students to do extraordinary work at universities?

  I've been bothered by the imposed pace and grading upper bounds in my academic life.It's easy to suggest improvements to education without fully understanding the practical implications.  I will strive to do so anyways.I'll work under the assumption that people are inherently self-motivated to a much larger extent than can be deduced from student performance in traditional undergraduate programs.Specifically, I believe that two major features of undergraduate programs curtail outstanding achievement, because they reduce freedom and empowerment.  And I think they warrant reconsideration:

• Rigidly imposed pace.  Requiring students to move at the pace of a course simply bores some people.  For others, the pace is too fast.  With advances in the distribution of learning (e.g., videos and interactive exercises), professors could spend less time yearly repeating the same lecture material to a group of people.  Instead, they could be available to students for discussions and provide academic guidance.For practical reasons, a university adopting this system may want to set minimum progress requirements.  But I view the current course system as much too restrictive means to that end.(I know there are compelling logistical reasons, but I'm surprised that major online learning initiatives such as Coursera and edX insist on making material unavailable outside of a scheduled course setting.  They sure do beat what came before it, but I think they can do better by eliminating this requirement like Udemy.)
• Upper bounds to grading.  In most cases, working hard to gain in-depth understanding quickly yields diminishing returns with traditional grading schemes.  In my experience, after you've gained proficiency that yields you a90% on an exam, going the extra10% just for the grade is rarely worth it.More importantly, upping your grade by a few points is rarely the most interesting or illuminating task to spend your time on within the scope of a given course.

Some advantages that fixing these issues could offer, especially to self-motivated students, are:

• Learn one thing at a time and go deep.  Perhaps the ability to work on multiple things on a deadline is meant to be a core skill taught at universities.  Whether that is an appropriate goal is debatable in its own right, but my concern is that it may come at a cost to effective learning.   In my experience, intensive courses that run for a few weeks (albeit with a major final deadline) are by far the most enjoyable and beneficial way to learn.  [This is a good time to bring in the data in place of speculation.  I might research it sometime when I have a lower courseload.]
• It's okay to go deep.  Having the freedom to delve deep into a subject allows for the kind of focus that's hard to get out in the real world.  A key assumption here is that an environment with few distractions allows for learning at a level that facilitates understanding, beyond the mere recognition of concepts and recitation.
• Fast-and-shallow and slow-and-deep learning and anything in between can become acceptable choices to make on a course by course basis.  Because students study at their own pace, they're incentivized to quickly complete required courses that they don't enjoy.  Likewise, students may occasionally want to go slower to fully grasp material that they have trouble with.For those students that just want to learn the bare minimum and use this flexibility to go quickly through the school system, that should be an acceptable and supported course of action.  What good would it do to force them to stay in school, unmotivated and putting their life off?  Let them get their degree to go out and create value in the economy.  It wouldn't surprise me if the average time to graduation would shorten using a more flexible scheme scheme, all other things being equal.
• With unbounded grades, distinction is less affected by minor grade differences between top students (and luck).  For courses that students are interested in, an unbounded grade system gives course distinction to those students who far exceed course expectations, thus incentivizing students to do so.
• By removing the overhead of re-running scheduled courses, resources can be directed toward personalized learning.  Personalized learning is the fad du jour. But it's expensive to create a personalized learning experience because presumably it requires immense teaching resources, and those are scarce.The idea here is not to accommodate ambitious students with exponential resources.  Students who want to go do amazing things can do so on their own, and are expected to carve their own way, but they are provided with intellectual guidance.Good instructors in such a system would have a deep understanding of how to solve problems, acquire knowledge, think about things, and articulate them.  They would all have demonstrated intellectual achievement in their domain of teaching, but they would not be required to understand everything any student could potentially interested in.  But above all, their process of learning and tackling hard problems would be something they thoroughly understand and are qualified to express.Thus, the system does not accommodate exceptional students who are dependent on instructors to acquire more knowledge.  But it does ensure that individual efforts that go above and beyond are rewarded.  This both saves resources and encourages students to learn on their own, which I believe is an imperative skill for a lifetime of learning and adapting.

The caveats? It is quite possible that some students would be ill-suited to a system that places such emphasis on self-motivation.  In addition, there are considerable logistical challenges to overcome with such a system, such as grading schemes, resource planning, accreditation, and managing the unpredictability of students' learning paths.Furthermore, I'm certain that my brief and shallow consideration of these issues doesn't warrant the Nobel prize for exhaustiveness or regard for the full reality of education.  But I think some parts of these ideas might be worth a closer look and discuss.   Embed Quote      

Appreciate your students for the efforts they make. This will encourage them to do the best next time.

First you should ask the students if this is their major or their chose to major in. You would be surprised how many students take on majors that are their parents choice and not their own. 

 

Secondly, encouraging students to do good would need teacher/ professor cooperation. Meaning the professor has that power in their hands to make the class seem awesome or boring.  

ASSIGNMENTS AND EXTRA COURSE STUDIES WILL ENHANCE THEIR APTITUDE .

Recognition of their efforts in their Degree as a plus point can encourage the students to do out of the way. 

They have activities already a youth, but only they lack of leadership

scholarship and future security 

 

Organize  competitive programs between them with appreciation and rewards.