Harried, hurried Lasallians

De La Salle is too prestigious that for its name for students to have actually based their choice on the educational system. How many Lasallians could say that they preferred De La Salle because that student believes that studying and learning is at its best in a trimestral system? How many can assert that transformative learning can improve a student's life when we know for a fact that only a few have a full grasp of the whole framework?
In casting the university's net, it can perhaps do away with explaining how the trimestral system functions or what the current Lasallian Core Curriculum invokes the students. A level 4 accreditation, a list of successful alumni, and a high tuition fee can always prove the university's worth and enough to bring in a good number of applicants. De La Salle has either earned that or sugarcoat is too well.
Students in getting their college applications are driven by the image universities project. However, the good image of De La Salle today may no longer have been given justice by our generation's performance. Each generation has a different standard for excellence and mediocrity. But it is also important to note that while Lasallians of today are often criticized by its creeping mediocrity, the administration together with the Brothers, as educators, should cease the alarm.
It would be ideal for students to have made their picking after a clear understanding of the university's structural features. But when you are 17 or 18 years old what is in it for you who only know that the next step is college and the basis of your perception is coming from what you see or what you hear. After a year or two it is when you testify that only an experience, the actual Lasallian college life that will allow you to understand how the structures work here. What it takes to be in a trimestral system and what requires of you in the transformative learning framework. The problem is, of the thirteen thousand students of this university, how long does it take for each one of us to understand and be conscious of our growth? For students that are too varied, for achievers and non-achievers, and for fast learners and slow learners, the answer would be relative. The big question is: How is our generation coping with trimetral system in this university?