As recommended by the National Collegiate Honors Council (NCHC), one of the requirements of an Honors College is that “The curriculum of the fully developed Honors College should constitute at least 20% of a student’s degree program. An Honors thesis or project should be required.”
At SAU, the number of course credits required to graduate varies from 124 to 128 depending upon the major. Honors College students must, in addition, take 24 credit hours (nearly 20%), fulfilled from Honors College classes. Of these, 18 out of 24 credit hours involve general education courses such as English Composition I and II, World History, World Literature I and II, Art Appreciation, Psychology, U.S. History, Philosophy, Environmental Geology, and Honors Seminar. Alhough these are general education courses, separate class arrangements are made for honors students so that the class size becomes small and active discussion is possible. The remaining 6 credit hours depend on the major that a student chooses. They involve the coursework in specific majors like Biology, Psychology, Chemistry and many other subjects. These classes are also mostly conducted separately from general classes for honors students.
Starting from the Spring 2010, an Honors Thesis option will likely be introduced and will be broken down into Honors Thesis I and II .These courses will carry variable credits ranging from 1 to 3 credits depending upon the nature of the thesis. These courses will also help students gain more knowledge and skills about the specific subjects that they cover.
In these ways, the Southern Arkansas University Honors College has met this specific requirement for Honors Colleges of constituting 20% course credit and including an honors thesis in its curriculum. It has also met most of the other requirements for Honors College as described by NCHC.
Wednesday, October 21, 2009
Tubb, Chelsea. (2009). Characteristics of the SAU Honors College
The National Collegiate Honors Council (NCHC) says that an honors college should incorporate all of the relevant characteristics of a fully developed honors program. The NCHC says that an honors program “should be both visible and highly reputed throughout the institution so that it is perceived as providing standards and models of excellence for students and faculty across the campus.” This is one characteristic that the honors college at Southern Arkansas University lacks.
Most of the students and faculty at SAU have heard of the Honors residence hall, but not necessarily of the Honors College itself. Of course, visiting the school’s website (http://www.saumag.edu) and going to “Academics” > “Schools & Colleges” > “Honors College” will bring up a page that describes the Honors College, but it is something that a person has to be looking for, it is not stumbled upon randomly. Also, the description page is nice, but it is only words on a screen. It does not convey the full picture. The “facilities” link on the description page has a few photos, but only of the outside of the building, inside the laundry room, and a small diagram of the room layout.
More pictures on the website may help. Making the honors site more accessible may also assist in getting the word out about SAU’s honors program. Another thing that could help would be to participate in more on-campus events, such as the Homecoming Banner Contest. Both the Leadership College (Honors – South) and the Residential College (Fincher Hall) participated in the contest, as did Greene Hall (the hall in which most art majors are housed). Also participating were several sororities and fraternities. Creating and decorating these banners would not only be a fun thing to do, it could bring acknowledgement to the Honors College and its students.
The SAU Honors College has some work to do, but it is not impossible. In order for the group to grow, its recognition must improve. With the work of honors students and help from faculty members across the campus, knowledge of the honors college can spread and flourish.
Most of the students and faculty at SAU have heard of the Honors residence hall, but not necessarily of the Honors College itself. Of course, visiting the school’s website (http://www.saumag.edu) and going to “Academics” > “Schools & Colleges” > “Honors College” will bring up a page that describes the Honors College, but it is something that a person has to be looking for, it is not stumbled upon randomly. Also, the description page is nice, but it is only words on a screen. It does not convey the full picture. The “facilities” link on the description page has a few photos, but only of the outside of the building, inside the laundry room, and a small diagram of the room layout.
More pictures on the website may help. Making the honors site more accessible may also assist in getting the word out about SAU’s honors program. Another thing that could help would be to participate in more on-campus events, such as the Homecoming Banner Contest. Both the Leadership College (Honors – South) and the Residential College (Fincher Hall) participated in the contest, as did Greene Hall (the hall in which most art majors are housed). Also participating were several sororities and fraternities. Creating and decorating these banners would not only be a fun thing to do, it could bring acknowledgement to the Honors College and its students.
The SAU Honors College has some work to do, but it is not impossible. In order for the group to grow, its recognition must improve. With the work of honors students and help from faculty members across the campus, knowledge of the honors college can spread and flourish.
Thomas, Kendall. (2009). Suitable Honors Quarters
One of the characteristics that an Honors College is supposed to have is suitable quarters constituting of an Honors center with an Honors library, lounge, reading rooms, personal computers and other appropriate décor. The Honors College at Southern Arkansas University provides its students with just that.
Although there is not an Honors Library, the honors dorm, where most of the honors students live on campus, is located only a short walking distance from the campus library. A lounge is provided for the students in the dorm. Located in a central location on the first floor, it is equipped with a coke machine, a microwave, a television and several tables to study on, as well as several comfy chairs to relax on. There are two other rooms available for study purposes. One of those has the feel of a meeting room, with a large table in the center surrounded by desk chairs. The other is more of a classroom, where some honors classes are held. It consists of eight tables arranged in a rectangle around the room, with chairs both inside and outside of the rectangle. A projector is mounted to the ceiling pointing to a roll-up viewing screen. Elsewhere, there is also a computer lab available to the honors students. It is well suited to assist students in conducting research for their classes, and a printer is provided for those who need to have hard copies. The Honors College at SAU is not limited just to the dorm. There is an office in one of the buildings on campus where students can go to hang out, have a coke, and talk to their professors who are involved in the Honors College.
Although most of the Honors College at Southern Arkansas University is in the Honors Hall dorm, it is well equipped with the necessary requirement of having facilities such as an Honors library, lounge, reading rooms, and personal computers.
Although there is not an Honors Library, the honors dorm, where most of the honors students live on campus, is located only a short walking distance from the campus library. A lounge is provided for the students in the dorm. Located in a central location on the first floor, it is equipped with a coke machine, a microwave, a television and several tables to study on, as well as several comfy chairs to relax on. There are two other rooms available for study purposes. One of those has the feel of a meeting room, with a large table in the center surrounded by desk chairs. The other is more of a classroom, where some honors classes are held. It consists of eight tables arranged in a rectangle around the room, with chairs both inside and outside of the rectangle. A projector is mounted to the ceiling pointing to a roll-up viewing screen. Elsewhere, there is also a computer lab available to the honors students. It is well suited to assist students in conducting research for their classes, and a printer is provided for those who need to have hard copies. The Honors College at SAU is not limited just to the dorm. There is an office in one of the buildings on campus where students can go to hang out, have a coke, and talk to their professors who are involved in the Honors College.
Although most of the Honors College at Southern Arkansas University is in the Honors Hall dorm, it is well equipped with the necessary requirement of having facilities such as an Honors library, lounge, reading rooms, and personal computers.
Kue, Thomas. (2009). Honors Hall Residence
I believe the Honors College does an excellent job for the bullet that reads, “Where the home university has a significant residential component, the fully developed Honors College should offer substantial Honors residential opportunities.” Here’s one area for which the Honors College deserves great applause. I am impressed with the residence that SAU has provided. The Honors Hall is truly a great building, even when not compared with the other residential halls.
First of all, it was the first residence hall to be built at SAU after some 30 years. That is a good indicator that the quality of the building will probably be much better than those that came before it. The rooms are much bigger and overall are more comfortable, the desks are bigger, and the greatest part is the semi-private bathrooms. The Hall isn’t so big that there is always a mob of people loitering but also not small enough where no one is ever present.
Second, because it was built so recently, everything is much newer and better looking. In terms of esthetics, the rooms are much more pleasing to look at than some of the other residential buildings on campus by a long shot. The walls aren’t industrial cinder blocks and the size of the room makes it easier to relax after a hard day’s work in class. The basic set-up of the Honors Hall is also much easier, simpler, and more convenient than some other residential halls because it only has one, long wing as opposed to multiple, maze-like wings.
Third, the amenities in the building are what make this dorm special. The first floor is equipped with its own personal, free laundromat for the entire hall, consisting of four washers and dryers as well as a folding table. The Honors Hall also provides a roomy lounge for students to relax with friends, watch some television, or otherwise socialize. This building also has two study rooms for students to use when classes aren’t taking place. It also has a computer lab with 12 computers and a printer. The semi-private bathrooms are also one of the major attractions to the building as well. Most halls have public bathrooms that must be shared by all of the residents of the floor. The bathrooms in the Honors Hall are practically a step away and are shared only with three other residents.
The Honors Hall is an excellent “significant residential component” and really does provide “substantial Honors residential opportunities.” It is one of the newer residential halls, has great quality, and offers great amenities. I believe it is one of the great attractions to the Honors College because it makes everything so much easier and more convenient for students; it’s one less thing they have to worry about. The Honors College did a great with their residence hall. The Honors Hall provides great comfort for its Honors students and truly is a remarkable residence hall.
First of all, it was the first residence hall to be built at SAU after some 30 years. That is a good indicator that the quality of the building will probably be much better than those that came before it. The rooms are much bigger and overall are more comfortable, the desks are bigger, and the greatest part is the semi-private bathrooms. The Hall isn’t so big that there is always a mob of people loitering but also not small enough where no one is ever present.
Second, because it was built so recently, everything is much newer and better looking. In terms of esthetics, the rooms are much more pleasing to look at than some of the other residential buildings on campus by a long shot. The walls aren’t industrial cinder blocks and the size of the room makes it easier to relax after a hard day’s work in class. The basic set-up of the Honors Hall is also much easier, simpler, and more convenient than some other residential halls because it only has one, long wing as opposed to multiple, maze-like wings.
Third, the amenities in the building are what make this dorm special. The first floor is equipped with its own personal, free laundromat for the entire hall, consisting of four washers and dryers as well as a folding table. The Honors Hall also provides a roomy lounge for students to relax with friends, watch some television, or otherwise socialize. This building also has two study rooms for students to use when classes aren’t taking place. It also has a computer lab with 12 computers and a printer. The semi-private bathrooms are also one of the major attractions to the building as well. Most halls have public bathrooms that must be shared by all of the residents of the floor. The bathrooms in the Honors Hall are practically a step away and are shared only with three other residents.
The Honors Hall is an excellent “significant residential component” and really does provide “substantial Honors residential opportunities.” It is one of the newer residential halls, has great quality, and offers great amenities. I believe it is one of the great attractions to the Honors College because it makes everything so much easier and more convenient for students; it’s one less thing they have to worry about. The Honors College did a great with their residence hall. The Honors Hall provides great comfort for its Honors students and truly is a remarkable residence hall.
Thursday, October 15, 2009
Schlag, James. (2009). Honors Admissions and Recruitment
The word honors, as applied to an Honors College, is defined as a program of advanced study for exceptional students. These programs must possess a certain number of characteristics for them to be truly considered an “honors” college. I believe that SAU does its best to fulfill these characteristics, one of which stands out. The one that is most prominent is the characteristic of considerable control over its admissions, yet more can be done concerning recruitment.
I personally know that honors admissions are smoothly and efficiently run. When I filed for admission to the Honors College, my application and essay were processed very quickly. The results were returned in a very precise and timely manner as well. Regarding the recruitment process, I was notified about the Honors College as soon as I accepted my scholarship. Other than that, I heard nothing about it. I have to admit that I assumed there would be an Honors College, seeing as every other school I applied to had one. I was notified of its existence, though, and I readily accepted it.
I recently learned that the application for admission will soon be modified. The application seemed perfect to me, as it asked what I thought were adequate questions. It also required an essay about how I would contribute to the campus by joining the Honors College. I found this to be very engaging and thought provoking.
Overall, the SAU Honors College does a well-rounded job regarding its recruitment and admissions. The process is quick and efficient, while the actual substance is engaging and thoughtful. I believe this is what’s required for a true “honors” college to be defined as such. This aspect, along with its many other characteristics, is what makes it acceptable for advanced study for exceptional students at Southern Arkansas University.
I personally know that honors admissions are smoothly and efficiently run. When I filed for admission to the Honors College, my application and essay were processed very quickly. The results were returned in a very precise and timely manner as well. Regarding the recruitment process, I was notified about the Honors College as soon as I accepted my scholarship. Other than that, I heard nothing about it. I have to admit that I assumed there would be an Honors College, seeing as every other school I applied to had one. I was notified of its existence, though, and I readily accepted it.
I recently learned that the application for admission will soon be modified. The application seemed perfect to me, as it asked what I thought were adequate questions. It also required an essay about how I would contribute to the campus by joining the Honors College. I found this to be very engaging and thought provoking.
Overall, the SAU Honors College does a well-rounded job regarding its recruitment and admissions. The process is quick and efficient, while the actual substance is engaging and thoughtful. I believe this is what’s required for a true “honors” college to be defined as such. This aspect, along with its many other characteristics, is what makes it acceptable for advanced study for exceptional students at Southern Arkansas University.
Lee, Hwi Hyeong (John). (2009). Recruitment at the Fully-developed Honors College
The recruitment system in Southern Arkansas University is same as at fully a developed honors college. According to the National Collegiate Honors Council , NCHC, “a fully developed Honors college should exercise considerable control over Honors recruitment and admissions, including the appropriate size of the incoming class.” Besides, the Council also emphasized, “Admission to the Honors College should be by separate application.”
SAU Honors College has the full responsibility for recruitment of Honors College students. Although the recruitment of students is limited to only “accepted students” because the Honor College program requires students more dedicated to academic work, acceptance to the regular college program is certainly a logical precedent to application to Honors College. Also, the SAU Honors College maintains the appropriate size of its classes. The current honors seminar class for freshman has around fifteen students per class, and other honors classes have no more than 20 students per class. Therefore, the SAU Honors College serves a select few – which is the intended purpose of the Honors College.
SAU Honors College also has a separate application process from the regular application. Students should submit following documents to be considered as applicant to Honors College: a copy of their current high school transcript; a copy of an essay written for a class; a short paper (1-2 pages) explaining interest in the Honors College; attraction to the Honors College, and what they will bring to the community, and two letters of recommendation mailed directly to the Honors College (1 academic, 1 personal).
In conclusion, I am sure that SAU Honors College exercises “considerable control” over the recruitment of the Honors College admission so that the Honors College can keep the class size suitable for the incoming class. Also, the Honors College recruits students by separate application. Therefore the SAU Honors College has fulfilled those accreditation standards provided by NCHC.
SAU Honors College has the full responsibility for recruitment of Honors College students. Although the recruitment of students is limited to only “accepted students” because the Honor College program requires students more dedicated to academic work, acceptance to the regular college program is certainly a logical precedent to application to Honors College. Also, the SAU Honors College maintains the appropriate size of its classes. The current honors seminar class for freshman has around fifteen students per class, and other honors classes have no more than 20 students per class. Therefore, the SAU Honors College serves a select few – which is the intended purpose of the Honors College.
SAU Honors College also has a separate application process from the regular application. Students should submit following documents to be considered as applicant to Honors College: a copy of their current high school transcript; a copy of an essay written for a class; a short paper (1-2 pages) explaining interest in the Honors College; attraction to the Honors College, and what they will bring to the community, and two letters of recommendation mailed directly to the Honors College (1 academic, 1 personal).
In conclusion, I am sure that SAU Honors College exercises “considerable control” over the recruitment of the Honors College admission so that the Honors College can keep the class size suitable for the incoming class. Also, the Honors College recruits students by separate application. Therefore the SAU Honors College has fulfilled those accreditation standards provided by NCHC.
Sams, Kristen. (2009). Honors College Program Criteria
The Honors College is designed for students who want to be challenged in every way possible scholastically. However, there are students who do not wish to be challenged more than they believe they need to be. The Honors College Program therefore needs a way to sort through and find those with that need and who want to be a part of the program while, at the same time, meet specific characteristics of the Honors College Program. The simple answer is to create an application process to find those students who meet the Honors College’s criteria. Southern Arkansas University in Magnolia has an application to distinguish those students. This application and the students are important aspects that help make a fully developed Honors College.
Southern Arkansas University’s Honors College application exists strictly to sort out students who meet the requirements. The application requires students to provide their GPAs and their ACT scores. The requirements to be accepted are to have a high school GPA of 3.5 or higher and an ACT score of 26 or higher. The application requires a copy of the student’s high school transcript, an essay written for a class in high school, and a short paper explaining the student’s interest in Honors College. Also, the student must provide one personal and one academic recommendation letter with the application. The GPA and ACT scores help to sort out the students who have a chance to be accepted. The essay and short paper provides a chance to see the student’s actual work. Recommendation letters determine whether the student is viewed by others as hardworking and worthy.
The students themselves are extremely important in making the Honors Program successful. Students who want to be challenged academically are excellent choices for the program. Although the Honors College may want to challenge every student, not every student wants to be academically challenged. Students who want to be challenged should have the opportunity to do so. The Honors Program’s criteria help to find those students and admit them into the challenging environment. Students who would not be able to keep up and those who refuse to work hard would be put into an unfair disadvantage if the Honors Program accepted everyone. Successful students make the Honors Program successful.
Southern Arkansas University as well as other colleges that seek certain requirements for their students will have a successful Honors Program. These criteria help colleges to find the successful students and, in turn, those students help make the Honors College successful.
Southern Arkansas University’s Honors College application exists strictly to sort out students who meet the requirements. The application requires students to provide their GPAs and their ACT scores. The requirements to be accepted are to have a high school GPA of 3.5 or higher and an ACT score of 26 or higher. The application requires a copy of the student’s high school transcript, an essay written for a class in high school, and a short paper explaining the student’s interest in Honors College. Also, the student must provide one personal and one academic recommendation letter with the application. The GPA and ACT scores help to sort out the students who have a chance to be accepted. The essay and short paper provides a chance to see the student’s actual work. Recommendation letters determine whether the student is viewed by others as hardworking and worthy.
The students themselves are extremely important in making the Honors Program successful. Students who want to be challenged academically are excellent choices for the program. Although the Honors College may want to challenge every student, not every student wants to be academically challenged. Students who want to be challenged should have the opportunity to do so. The Honors Program’s criteria help to find those students and admit them into the challenging environment. Students who would not be able to keep up and those who refuse to work hard would be put into an unfair disadvantage if the Honors Program accepted everyone. Successful students make the Honors Program successful.
Southern Arkansas University as well as other colleges that seek certain requirements for their students will have a successful Honors Program. These criteria help colleges to find the successful students and, in turn, those students help make the Honors College successful.
Wednesday, October 14, 2009
Harris, Chris. (2009). Honors North Hall
Southern Arkansas University’s Honors College definitely comes out above and beyond pertaining to at least one characteristic. Southern Arkansas University has given us lucky honors students substantial residential opportunities. In most cases, the choice between Honors North and any other residential hall would be black and white. There are some students who choose not to stay in Honors North however. Before there was an Honors College, Dr. Rankin had the newest residential building converted for use by a yet-to-exist Honors College. The Honors North dorm rooms are 15’ X 9’, while most other dorm rooms are 11’ X 7’. If the room sizes alone don’t change your opinion, then maybe the fact that every honors dorm room is equipped with a controllable air conditioner will. All other dorms have one central air unit that is controlled by the resident assistants. There have been lots of rumors involving the air conditioner not being turned on till winter, and the heater finally being turned on in the summer. Some other perks of the Honors College dorm rooms are the suite-style bathrooms. Each room is equipped with one bathroom that is shared with only one other room. The other resident halls have one central bathroom that everyone on the floor shares. The other amenities that the Honors College offers us are the many washers and dryers, our own computer lab, a classroom, a conference room, and a common room. However small these may seem, they each play a big part in our day to day lives. The classroom is a place to sit amongst our fellow students and help each other out on any homework. The classroom also conveniently offers meeting rooms for various organizations. The conference room also plays a role in holding smaller meetings. The Honors College may not offer any more than that, but what it does offer keeps many students happy and keeps us hoping for more.
Stubbs, Monica. (2009). Early Enrollment
At most four-year universities, there is an Honors Program for students who wish to be challenged more that the average student. There are basic requirements that an Honors Program within a university has to meet. These requirements are put in place so that the honors students are challenged and accommodated well. According to the National Collegiate Honors Council, the main person over the program should be a dean, the program should have complete control over admissions and recruitment to the program, the students should be able to have academic counseling, and students in the program should have to incorporate no less than 15% of honors courses into their studies. These are just a few of the prerequisites recommended to the Honors Colleges across the nation. Sothern Arkansas University especially meets the prerequisite that students who are in the Honors Program receive priority enrollment. As a matter of fact, next week the honors students are registering for their classes early. The actual registration time for most of the student body will not be until sometime in November. By allowing the honors students enroll early, they can enroll in the classes they need to graduate. They will not have to worry about not being able to take a class that is already full. Because the Honors College students can register early, they can sign up for needed classes instead leftover ones. The stipulation that the Honors College has to follow is a very positive thing that Southern Arkansas University’s Honors College executes well. Without priority enrollment for the honors students, students could easily fall behind schedule when desired courses are unavailable. If the students fall behind schedule, then they will not graduate in the four or five years expected of college students. If it takes longer than the four or five years, the students’ scholarships may run out; which, in turn, will cause them not to be able to graduate because of lack of money. It is essential that the honors students have early enrollment.
Heaton, Caitlyn. (2009). Honors College Characteristics
The NCHC provides a list of characteristics that define a fully developed Honors College. One characteristic of a fully developed Honors college is that it should incorporate all the relevant characteristics of an Honors College. The Honors college at SAU actually has quite a few of the characteristics. The Honors College should exercise considerable control over its policies, curriculum, and faculty. The policies are enforced consistently and the curriculum is controlled and placed where a student might need it. For example, regular classes can be changed into honors classes as needed. The curriculum should offer significant course opportunities over all fields of study and SAU does. Every semester, more honors courses are added to give the honors students more opportunities to enroll in the classes they want or need to graduate. The honors curriculum should constitute at least 20% of a student’s degree program, so in the case of 128 hours needed to graduate, 25 hours should be coming from honors college classes. At SAU the minimum number of honors credits to graduate in honors is 24 hours. Another requirement of a fully developed honors college is that there must be substantial residential opportunities for the students and there is at SAU. There is a whole building where honors students may stay. The building is brand new and is very appropriate for honors students. There is a computer lab, classrooms, conference rooms, and a kitchen-like area. The rooms are large and have sinks and most are suite style. All of these features create a better environment for the honors students. The Honors College must show considerable control over the recruitment and admissions of incoming Honors students. This control is necessary so that all students who apply to the Honors College are actually able to have a room in honors housing and a space in honors classes. Control over the admissions also prevents going over the yearly budget. The distinction of being in honors should be everywhere including at commencement, on the diploma, and on final transcript so that everyone knows they are an honors graduate. The Honors College should stand as an equal collegiate entity within a multi-collegiate structure and with the way the Honors college at SAU exists, it does. It even has its own admissions form, separate from the rest, another requirement of being a Fully Developed Honors College. There are 12 characteristics of a fully developed Honors College and while SAU’s Honors College only hits 8 out of 12, that is still really good and it is doing considerably well.
Tuesday, October 13, 2009
Nivens, Summer. (2009). Restructuring, anyone?
Many are saying that the way universities are structured is outdated and unnecessary. There are too many majors coupled with too few jobs, too many general education courses, and, of course, the controversial issue of tenure. By restructuring these elements in the universities and colleges, students may be happier and more successful with the results of their schooling than previously.
In many academic fields, there are too many qualified individuals vying for the same small number of positions. Students pursuing degrees in these majors are left to cope, perhaps working at a job that has nothing to do with the major they earned. In addition, they may be left with a gargantuan amount of debt in the form of student loans. This level of debt is especially likely for students who possess extremely specific or not well-known degrees. So students who are seeking degrees in jobs that are not in great demand such as these should be given additional training that will qualify them for a job or given guidance on how to succeed in other areas of work.
Within general education courses, students of every major are grouped together, regardless of exactly how relevant these broad courses are to the students’ desired future careers. Most students would benefit greatly from separate courses more attuned to their majors from the start. Many students are spending large amounts of money to attend classes that may never be useful in their future career choices. While it is true that all students need a basic understanding of certain subjects, perhaps even these courses could be with classes composed according to which majors or areas. The classes should be taught. In other countries, such as the United Kingdom, students take fewer general education studies and are therefore have more time available to delve deeper into their chosen area of study in the same amount of time. Furthermore, students with the same interests and similar goals are far more likely to work together and cooperate for the better education of the class.
Tenure is another controversial issue. Having tenure could potentially tempt professors, who are nice and cozy in their contracted spots, to stick to their old ways, and not update their materials or experiment with new methods. Tenure makes it difficult to fire bad instructors and replace them with better ones. Older professors may not be as inclined to use new technology because they are more comfortable in their tried-and-true routines or because they are intimidated by the ever changing pace of new technologies. New graduates in the teaching fields also have a harder time latching onto their dream jobs because they are competing with those who already have seniority and influence in the universities and colleges. It is a given that life just is not fair, but these new graduates should have at least a chance to shine rather than waste away in the shadow of the tenured. Better professors for whom next year’s employment status is based on this year’s success will lead to more involved students.
Today’s universities and colleges could benefit greatly from restructuring. Out of demand majors, general education courses, and tenure should be reviewed and reformed. Students all across the board would benefit and receive and even better education.
In many academic fields, there are too many qualified individuals vying for the same small number of positions. Students pursuing degrees in these majors are left to cope, perhaps working at a job that has nothing to do with the major they earned. In addition, they may be left with a gargantuan amount of debt in the form of student loans. This level of debt is especially likely for students who possess extremely specific or not well-known degrees. So students who are seeking degrees in jobs that are not in great demand such as these should be given additional training that will qualify them for a job or given guidance on how to succeed in other areas of work.
Within general education courses, students of every major are grouped together, regardless of exactly how relevant these broad courses are to the students’ desired future careers. Most students would benefit greatly from separate courses more attuned to their majors from the start. Many students are spending large amounts of money to attend classes that may never be useful in their future career choices. While it is true that all students need a basic understanding of certain subjects, perhaps even these courses could be with classes composed according to which majors or areas. The classes should be taught. In other countries, such as the United Kingdom, students take fewer general education studies and are therefore have more time available to delve deeper into their chosen area of study in the same amount of time. Furthermore, students with the same interests and similar goals are far more likely to work together and cooperate for the better education of the class.
Tenure is another controversial issue. Having tenure could potentially tempt professors, who are nice and cozy in their contracted spots, to stick to their old ways, and not update their materials or experiment with new methods. Tenure makes it difficult to fire bad instructors and replace them with better ones. Older professors may not be as inclined to use new technology because they are more comfortable in their tried-and-true routines or because they are intimidated by the ever changing pace of new technologies. New graduates in the teaching fields also have a harder time latching onto their dream jobs because they are competing with those who already have seniority and influence in the universities and colleges. It is a given that life just is not fair, but these new graduates should have at least a chance to shine rather than waste away in the shadow of the tenured. Better professors for whom next year’s employment status is based on this year’s success will lead to more involved students.
Today’s universities and colleges could benefit greatly from restructuring. Out of demand majors, general education courses, and tenure should be reviewed and reformed. Students all across the board would benefit and receive and even better education.
Monday, October 12, 2009
Harris, Chris. (2009). Tenure
Tenure is a professor’s semi-permanent job contract and ticket to academic freedom; usually granted within seven years after a probationary hearing. Academic freedom as defined by AAUP is “the right of faculty to full freedom in research and in the publication of results, freedom in the classroom in discussing their subject, and the right of faculty to be free from institutional censorship or discipline when they speak or write as citizens.” At most colleges, professors’ eligibility for tenure is determined by their teaching ability, publication record, and by a combination of departmental service and student advising. At larger universities, research usually plays a larger role in the eligibility for tenure. Tenure is not a lifetime job guarantee; it is a right to due process. Meaning, the university or its administrators cannot fire a tenured professor without a sound reason and must follow published policy. As America changes, the education system stays the same. Most universities have found ways around the so-called “due process and sound reason” clause. Of course, like most systems, there are good and there are bad sides to the tenure plan.
Since its founding in 1915 the American Association of University Professors (AAUP), has found it necessary to protect academic freedom. The primary reason for professors to work towards a tenured position is for academic freedom. Because tenured professors cannot be fired without sound reasons, they usually feel freer to express themselves. These professors are more willing to speak out and research more controversial issues, thus making the classroom a place where controversial ideas may be freely expressed. Professors without tenure may feel pressured to toe the party line in order to keep their jobs. However, like most professions, there are always those who want to get their position, and then sit back while others do most of the work.
According to Professor R.J. Rummel, “tenure has become a system that protects incompetent faculty, and a shield behind which many faculty take their salary, teach their courses from yellowed notes, do little real research, and spend much of their time socializing, pursuing personal interests, a hobby, or promoting their politics.” Students need a personal relationship with their professors in order to do well in college. With more and more professors “teaching from yellowed notes” and not teaching more up-to-date or controversial topics, then they may very well lose their students’ interest. Students need a class where the professor is willing to step out of line and keep the class fun and make it worth coming to. Changing the tenure plan by taking out the negative attributes while keeping the positive ones, would create a better system.
One way to modify the tenure plan would be for professors, after the probationary seven years, to sign a five-year contract that would guarantee them their jobs. At the end of the five years, professors would be re-evaluated in front of a tenure committee. That committee would look at their teaching techniques and materials they use, to make sure they are teaching an up-to-date class. The committee would then decide whether or not to renew the contract. The tenure committee would give professors a raise determined by the results from the evaluations. This process would weed out the professors who want to sit back and do little, while granting limited tenure to those who work hard. I believe that this system would give all currently tenured professors their long sought after academic freedom, while still maintaining boundaries for professors’ behaviors. For the professors who remain in the teaching profession, while maintaining their new limited tenured title, they would receive additional benefits. If a professor reaches the twenty-year goal, with no more than one red mark in their folder, then they would get a $1500 dollar bonus on top of their normal raise. If a professor reaches the thirty-year goal, with no more than two red marks, then they would receive a $1500 dollar bonus on top of their normal raise. The extra money would be issued from either the State Government or the Federal Government. That way, university administrators wouldn’t deliberately give a professor an extra red mark to make them ineligible for the benefits. These benefits would give professors another incentive to teach an up-to-date class.
It is obvious that something needs to be done with the tenure system. For 94 years the AAUP has been protecting a plan that has many flaws. Most likely the modifications above will not be used, but something like that could be. Without a change to the tenure system the academic community will keep faltering. Year after year there are hundreds of students being affected by tenured professors who have just given up and decided to do as little as possible.
Since its founding in 1915 the American Association of University Professors (AAUP), has found it necessary to protect academic freedom. The primary reason for professors to work towards a tenured position is for academic freedom. Because tenured professors cannot be fired without sound reasons, they usually feel freer to express themselves. These professors are more willing to speak out and research more controversial issues, thus making the classroom a place where controversial ideas may be freely expressed. Professors without tenure may feel pressured to toe the party line in order to keep their jobs. However, like most professions, there are always those who want to get their position, and then sit back while others do most of the work.
According to Professor R.J. Rummel, “tenure has become a system that protects incompetent faculty, and a shield behind which many faculty take their salary, teach their courses from yellowed notes, do little real research, and spend much of their time socializing, pursuing personal interests, a hobby, or promoting their politics.” Students need a personal relationship with their professors in order to do well in college. With more and more professors “teaching from yellowed notes” and not teaching more up-to-date or controversial topics, then they may very well lose their students’ interest. Students need a class where the professor is willing to step out of line and keep the class fun and make it worth coming to. Changing the tenure plan by taking out the negative attributes while keeping the positive ones, would create a better system.
One way to modify the tenure plan would be for professors, after the probationary seven years, to sign a five-year contract that would guarantee them their jobs. At the end of the five years, professors would be re-evaluated in front of a tenure committee. That committee would look at their teaching techniques and materials they use, to make sure they are teaching an up-to-date class. The committee would then decide whether or not to renew the contract. The tenure committee would give professors a raise determined by the results from the evaluations. This process would weed out the professors who want to sit back and do little, while granting limited tenure to those who work hard. I believe that this system would give all currently tenured professors their long sought after academic freedom, while still maintaining boundaries for professors’ behaviors. For the professors who remain in the teaching profession, while maintaining their new limited tenured title, they would receive additional benefits. If a professor reaches the twenty-year goal, with no more than one red mark in their folder, then they would get a $1500 dollar bonus on top of their normal raise. If a professor reaches the thirty-year goal, with no more than two red marks, then they would receive a $1500 dollar bonus on top of their normal raise. The extra money would be issued from either the State Government or the Federal Government. That way, university administrators wouldn’t deliberately give a professor an extra red mark to make them ineligible for the benefits. These benefits would give professors another incentive to teach an up-to-date class.
It is obvious that something needs to be done with the tenure system. For 94 years the AAUP has been protecting a plan that has many flaws. Most likely the modifications above will not be used, but something like that could be. Without a change to the tenure system the academic community will keep faltering. Year after year there are hundreds of students being affected by tenured professors who have just given up and decided to do as little as possible.
Thursday, October 8, 2009
Vergo, Cecelia. (2009) Tenure
In the modern education system, one of the main goals of professors is to gain tenure in their jobs. Having tenure means that one cannot be replaced except for in the case of proven illegal activity. Rather than having a contract that is renewed each year, professors with tenure are able to stay at their jobs as long as they desire. Tenure provides academic freedom in that it allows professors to teach what they wish without the worry of getting fired because of offending someone. After several years of successful work, it is possible to become tenured. Although this seems like a respectful and honorable thing to do for dedicated workers, tenure definitely has a downside.
Tenured positions prevent new employees from getting a job at a college. It is certainly true that age and experience go hand in hand and result in a well educated, wise professor. However, with age comes an older way of doing things. Whereas new teachers come in with fresh ideas and methods, teachers who have been at their jobs for extended periods may continue in set ways and patterns. Tried and true is not necessarily a bad thing, but often it is helpful to at least consider a different approach. Also, in a world that is being filled with more gadgets daily, older professors may not be equipped with the knowledge of how to fully use technology to their advantage. Students sometimes learn better with the use of technological devices, and younger professors are usually more open to deviating from the standard educational path.
In addition, just because teachers have been able to do their jobs decently doesn’t mean they are the best person for the position. Perhaps someone else would have a more effective teaching style. On another note, professors may start out wonderfully for the first few years, then become jaded by the constancy of work, or just begin to lose the love they once had for the career. Of course, this doesn’t mean that they will quit. They’re set for life with this job; they’re able to stay as long as they wish without the threat of being replaced. Why would they choose to leave and start from scratch? Here, tenure leads to basically handing money to employees who have no passion left and are therefore unable to work as well as someone who is ready and willing to make a difference in the lives of college students. Times have changed and students want to be entertained, not lectured to every day. Perhaps college was not intended for entertainment purposes, but society has taught students they need to be entertained. If professors don’t respect that need, students become bored, which leads to the mind wandering, which ultimately leads to not learning anything at all. There’s no use in having been in a position for years if the students are not being taught.
There are alternatives to tenure that still give benefits to employees. One option is a long-term contract, such as 10 years, that is renewable after evaluation. Unless teachers are doing horribly, they will most likely be rehired because it’s easier than finding someone new. Contract systems provide also academic freedom, which abolishes the need for tenure altogether. Another choice is to give more options to new employees, such as the opportunity for frequent sabbaticals—time off work while still being paid. People are less likely to take tenure track positions when the nontenure track is equally rewarding.
All in all, tenure, although beneficial to those receiving it, brings little or no benefit to anyone else. It lowers the chance of new teachers finding jobs and potentially decreases the amount that a student learns in class. Before a professor is granted tenure, administrators should ask themselves the question, “Is it worth it?” Is it really that important to promise not to fire someone? Does anyone really deserve to keep their job, no matter what? Tenure merely serves as a reason for professors to slack off and not teach as well as they are capable of teaching. Once tenure is given, there is no incentive for professors to work hard. They may still do their jobs, but they no longer fear termination, so they can get away with doing less and less. There are several alternatives to tenure that should be explored, because in order for the education system to reach its maximum potential, and for students to learn as much as possible, tenure must be removed from colleges.
Tenured positions prevent new employees from getting a job at a college. It is certainly true that age and experience go hand in hand and result in a well educated, wise professor. However, with age comes an older way of doing things. Whereas new teachers come in with fresh ideas and methods, teachers who have been at their jobs for extended periods may continue in set ways and patterns. Tried and true is not necessarily a bad thing, but often it is helpful to at least consider a different approach. Also, in a world that is being filled with more gadgets daily, older professors may not be equipped with the knowledge of how to fully use technology to their advantage. Students sometimes learn better with the use of technological devices, and younger professors are usually more open to deviating from the standard educational path.
In addition, just because teachers have been able to do their jobs decently doesn’t mean they are the best person for the position. Perhaps someone else would have a more effective teaching style. On another note, professors may start out wonderfully for the first few years, then become jaded by the constancy of work, or just begin to lose the love they once had for the career. Of course, this doesn’t mean that they will quit. They’re set for life with this job; they’re able to stay as long as they wish without the threat of being replaced. Why would they choose to leave and start from scratch? Here, tenure leads to basically handing money to employees who have no passion left and are therefore unable to work as well as someone who is ready and willing to make a difference in the lives of college students. Times have changed and students want to be entertained, not lectured to every day. Perhaps college was not intended for entertainment purposes, but society has taught students they need to be entertained. If professors don’t respect that need, students become bored, which leads to the mind wandering, which ultimately leads to not learning anything at all. There’s no use in having been in a position for years if the students are not being taught.
There are alternatives to tenure that still give benefits to employees. One option is a long-term contract, such as 10 years, that is renewable after evaluation. Unless teachers are doing horribly, they will most likely be rehired because it’s easier than finding someone new. Contract systems provide also academic freedom, which abolishes the need for tenure altogether. Another choice is to give more options to new employees, such as the opportunity for frequent sabbaticals—time off work while still being paid. People are less likely to take tenure track positions when the nontenure track is equally rewarding.
All in all, tenure, although beneficial to those receiving it, brings little or no benefit to anyone else. It lowers the chance of new teachers finding jobs and potentially decreases the amount that a student learns in class. Before a professor is granted tenure, administrators should ask themselves the question, “Is it worth it?” Is it really that important to promise not to fire someone? Does anyone really deserve to keep their job, no matter what? Tenure merely serves as a reason for professors to slack off and not teach as well as they are capable of teaching. Once tenure is given, there is no incentive for professors to work hard. They may still do their jobs, but they no longer fear termination, so they can get away with doing less and less. There are several alternatives to tenure that should be explored, because in order for the education system to reach its maximum potential, and for students to learn as much as possible, tenure must be removed from colleges.
Wednesday, October 7, 2009
Dawson, Stephanie. (2009). Early Education
Where individuals go in their lives is decided greatly by their childhood experiences. Increased interest in higher education can only be attained through a greater interest in learning. With positive learning experiences, a person is more likely to want and go on to achieve a college education.
The classroom is not the only place that a child may learn. President Obama argues that, "the challenges of a new century demand more time in the classroom," however America requires well rounded individuals. For instance, wisdom, hope, and love are things that are crucial to successful human beings based on our culture but that cannot be achieved in the classroom. To say that students will learn more if they go to school longer is not necessarily true; there must be a balance. Also, criteria for what is considered “smart” evolve on their own. For example, Americans today are not learning the same information as they were in the 1950s. This is because of the emergence of new technologies and the development of other ways to learn. Television, the Internet, computer programs, and radio are all new ways of learning that did not exist previously. Furthermore, not only are these new technologies, they also work on a massive and unprecedented scale. With the emergence of these teaching technologies, it is not necessary to extend the school year, which will only give a bad learning experience starting at a much earlier age. These forms of technology exist outside the classroom as a way to both entertain and teach. A child is much more likely to learn if they actually enjoy it and not view going to school as a job. Taking away a child’s freedom to actually be a child is not a successful means to a desirable end. Of course parents and leaders want to see their children grow up smarter but a person is only a child once. One has to allow a child to grow up with their own individuality intact and at their own pace. Forcing them to do so will not create the positive outcome foreseen by lawmakers.
A lack of awareness of the necessity of some sort of upper level education exists among young people. This is due, in part, to teachers not preparing students for the future. The most influential time in a person’s life occurs at a young age. Elementary education and experiences impact a person in deciding who they will become and can shape a person’s attitude for school. Merely increasing school days is not the way to enhance a child’s love for learning. Year-round school is a depressing thought that will quickly drain students of the love and wonder of learning but will more importantly drain them of their freedom. By the time most people are juniors and seniors in high school, they are sick of going to school. If time in school were doubled, as in longer days and a year-round school calendar, junior high level students would feel the monotony that is experienced by upper-classmen. The way to increase interest is not by forcing it upon someone. Increased interest comes from the ability of teachers to connect to their students. Teacher quality is a direct link to better educational performance and an overall better experience in elementary level education can lead to greater numbers of students interested in attending college or training school. Children can tell when teachers do not enjoy their jobs, which doesn’t do much to encourage a child to be successful. The way to achieve higher numbers of people seeking an upper-level education is to start appealing to and motivating elementary school children and not waiting until high school to push a person into wanting to attend college. Not by pounding general information into a student, but by greatly increasing teacher quality. Another factor that can increase educational interest is vocational high schools. Many young people have an idea of what they want to be “when they grow up” so allowing them to pursue that goal while still working on basic areas of education. Vocational education can allow young adults to feel like they have a choice in what they wish to do after high school.
With the goal of increasing the level of students attending a college or training school, the way to achieve this is through raising the quality of teachers and teaching requirements. Students must learn to be successful on their own, not by being forced into it.
The classroom is not the only place that a child may learn. President Obama argues that, "the challenges of a new century demand more time in the classroom," however America requires well rounded individuals. For instance, wisdom, hope, and love are things that are crucial to successful human beings based on our culture but that cannot be achieved in the classroom. To say that students will learn more if they go to school longer is not necessarily true; there must be a balance. Also, criteria for what is considered “smart” evolve on their own. For example, Americans today are not learning the same information as they were in the 1950s. This is because of the emergence of new technologies and the development of other ways to learn. Television, the Internet, computer programs, and radio are all new ways of learning that did not exist previously. Furthermore, not only are these new technologies, they also work on a massive and unprecedented scale. With the emergence of these teaching technologies, it is not necessary to extend the school year, which will only give a bad learning experience starting at a much earlier age. These forms of technology exist outside the classroom as a way to both entertain and teach. A child is much more likely to learn if they actually enjoy it and not view going to school as a job. Taking away a child’s freedom to actually be a child is not a successful means to a desirable end. Of course parents and leaders want to see their children grow up smarter but a person is only a child once. One has to allow a child to grow up with their own individuality intact and at their own pace. Forcing them to do so will not create the positive outcome foreseen by lawmakers.
A lack of awareness of the necessity of some sort of upper level education exists among young people. This is due, in part, to teachers not preparing students for the future. The most influential time in a person’s life occurs at a young age. Elementary education and experiences impact a person in deciding who they will become and can shape a person’s attitude for school. Merely increasing school days is not the way to enhance a child’s love for learning. Year-round school is a depressing thought that will quickly drain students of the love and wonder of learning but will more importantly drain them of their freedom. By the time most people are juniors and seniors in high school, they are sick of going to school. If time in school were doubled, as in longer days and a year-round school calendar, junior high level students would feel the monotony that is experienced by upper-classmen. The way to increase interest is not by forcing it upon someone. Increased interest comes from the ability of teachers to connect to their students. Teacher quality is a direct link to better educational performance and an overall better experience in elementary level education can lead to greater numbers of students interested in attending college or training school. Children can tell when teachers do not enjoy their jobs, which doesn’t do much to encourage a child to be successful. The way to achieve higher numbers of people seeking an upper-level education is to start appealing to and motivating elementary school children and not waiting until high school to push a person into wanting to attend college. Not by pounding general information into a student, but by greatly increasing teacher quality. Another factor that can increase educational interest is vocational high schools. Many young people have an idea of what they want to be “when they grow up” so allowing them to pursue that goal while still working on basic areas of education. Vocational education can allow young adults to feel like they have a choice in what they wish to do after high school.
With the goal of increasing the level of students attending a college or training school, the way to achieve this is through raising the quality of teachers and teaching requirements. Students must learn to be successful on their own, not by being forced into it.
Tuesday, October 6, 2009
Iyorkar, Yohane. (2009). What Technology Does to Education
When companies like Microsoft donate computers and software components to educational institutions, they do this for an obvious reason other than for mere philanthropy and marketing purposes. They make technology available to schools because they want to make learning more efficient and effective in these institutions. These philanthropists want to get schools going in a direction of innovation and advancement. It is clear that these companies realize the profound effect that technology has on education. They realize that computers are needed to facilitate research, study and teaching.
What if we had no BlackBoard technology and had to rely on word of mouth for communication or dissemination of information? What if there was no Internet with search engines like Yahoo, Google or Bing for students to search for information on the Net? What if college students had to go through thousands of books in their local library in order find solutions for assignments they were given at school? These questions shed some light on the big vacuum that an educational system has without technology or without sufficient technology. Pondering on the above questions, it also seems crystal clear that life is better with the presence of all these technology and innovations, especially for students.
These technologies are greatly needed in order to expose college students to real life situations through practice. Such practice is really important because theory clearly cannot do it all. Theory cannot by itself transform a relatively ignorant and uneducated student into an educated and informed one. In simplified terms, what theory (without practice) would do to a computer science major is to teach him or her how to boot a computer on paper and not how physically do it. It would teach a tailor how to sew a cloth in writing and not in real life. These are scary thoughts for students who have labored and worked so hard in school for years.
Despite all the pros and advantages of technology in education, some setbacks still exist. Over the years, there have been incidents where technology has proved to be more of a distraction to learning than an aid. This distraction is clearly manifested when students bring their laptops to class and use them for surfing irrelevant stuff on the Internet or playing games instead of paying attention to the lecture.
It is also very evident that more priority is given to the provision of technology for education than to the helping technology necessary to help users get better acquainted with innovations. Equal priority should be given to both processes because, evidently, the goal we seek to achieve with technology would be unattainable if we had the technology but did not know how to utilize it effectively and vice versa. In an article by Jeffery R. Young, “When technology means bad teaching” he expresses a similar opinion saying that some students usually complained that “some professors wasted class time fumbling with projectors or software.”
I even had a similar firsthand experience when I went to take an examination some few years back. This examination was a computer- based test so we were taking it online. Unfortunately some of the computers as well as the Internet connection were really slow. My computer was one of those that were slow and whenever I finished with answering one question and moved to another, it took too much time for the next question to load. All the while, the time allotted for this examination had been running out. In the end, I did not finish the examination and definitely did not do too well in the examination. After, I came to realize that schools cannot achieve optimum educational advancement until they invest in technology, not just any kind of crude technology, but working technology. My examiners definitely had the intention to facilitate the whole examination process, but failed. A few of us were at a disadvantage because of bad technology, thus the examination was not a true test of my knowledge.
What if we had no BlackBoard technology and had to rely on word of mouth for communication or dissemination of information? What if there was no Internet with search engines like Yahoo, Google or Bing for students to search for information on the Net? What if college students had to go through thousands of books in their local library in order find solutions for assignments they were given at school? These questions shed some light on the big vacuum that an educational system has without technology or without sufficient technology. Pondering on the above questions, it also seems crystal clear that life is better with the presence of all these technology and innovations, especially for students.
These technologies are greatly needed in order to expose college students to real life situations through practice. Such practice is really important because theory clearly cannot do it all. Theory cannot by itself transform a relatively ignorant and uneducated student into an educated and informed one. In simplified terms, what theory (without practice) would do to a computer science major is to teach him or her how to boot a computer on paper and not how physically do it. It would teach a tailor how to sew a cloth in writing and not in real life. These are scary thoughts for students who have labored and worked so hard in school for years.
Despite all the pros and advantages of technology in education, some setbacks still exist. Over the years, there have been incidents where technology has proved to be more of a distraction to learning than an aid. This distraction is clearly manifested when students bring their laptops to class and use them for surfing irrelevant stuff on the Internet or playing games instead of paying attention to the lecture.
It is also very evident that more priority is given to the provision of technology for education than to the helping technology necessary to help users get better acquainted with innovations. Equal priority should be given to both processes because, evidently, the goal we seek to achieve with technology would be unattainable if we had the technology but did not know how to utilize it effectively and vice versa. In an article by Jeffery R. Young, “When technology means bad teaching” he expresses a similar opinion saying that some students usually complained that “some professors wasted class time fumbling with projectors or software.”
I even had a similar firsthand experience when I went to take an examination some few years back. This examination was a computer- based test so we were taking it online. Unfortunately some of the computers as well as the Internet connection were really slow. My computer was one of those that were slow and whenever I finished with answering one question and moved to another, it took too much time for the next question to load. All the while, the time allotted for this examination had been running out. In the end, I did not finish the examination and definitely did not do too well in the examination. After, I came to realize that schools cannot achieve optimum educational advancement until they invest in technology, not just any kind of crude technology, but working technology. My examiners definitely had the intention to facilitate the whole examination process, but failed. A few of us were at a disadvantage because of bad technology, thus the examination was not a true test of my knowledge.
Kasper, Daniel. (2009). Keeping the Canon
There is no doubt that the world in which we live stands in a constant state of flux and change. And it is opinion of the majority, the people on the street, that the universities of a nation produce the winds of change. Yet, the standard-bearers of progress, the universities which are the backbone of research and discovery find themselves unprepared for the future. At least, that’s what Robert Zemsky would have you believe. In fact, Zemsky believes that the entire university system is in need of overhauling, that specialty education is a flawed system, one in which there is no hope for betterment or ideas worth keeping.
In this, he is wrong. Simply because an idea is several hundred years old does not make it outdated. The process of declaring a major for studying is an effective method of learning, if only because even the most advanced of teaching methods take time to instill any sort of knowledge to the uninitiated. A semester’s worth of chemistry does not make a chemist. Nor does a single class of art appreciation make an art historian. Considering that Zemsky also advocates the reduction of the bachelor’s degree by a year, how can we expect even the most dedicated of students to gain a degree? His proposed system, his alleged improvement, will do little more than remove indifferent or struggling students from college; a good strategy, perhaps, for the university, but catastrophic for humanity as a whole. Indifferent students beget indifferent students, and a spiral of ignorance begins to spin.
Instead of following Zemsky’s plan for the future, we should perhaps explore the ideas of W. Robert Connor. His plan is simple; stop preparing the students for graduate school. In fact, stop preparing students for another step of higher education in general. By placing emphasis on the “next stage” of education, professors fail to teach legitimate, world-ready skills to their students. It is here that the universities have a problem. By placing emphasis on knowledge in the classroom, the skills required for employment, “transferable skills” as Connor refers to them, are overlooked. It will do no student any good to recite the entirety of the works of Chaucer if they do not understand the importance of his legacy. Knowing that white phosphorus explodes on contact with oxygen is useless if it can’t be safely produced.
At Southern Arkansas University, an Interdisciplinary Studies option is available, where students engage in a range of classes designed to create a more broadly defined knowledge base. The problem with this model, as is the problem with Zemsky’s plan, is that students do not spend enough time with in these classes to learn anything in depth. Instead of encouraging every student to learn poorly a broad swath of human knowledge, which is an inefficient system when taken as a whole, we should encourage the learning of interpersonal skills. Cooperation between those with different areas of expertise is what truly leads to innovation, not a single person with a large collection of rudimentary skills.
Furthermore, Interdisciplinary Studies is, in reality, a continuation of high school which only prepares the student for graduate school. It is a field of study without a field; students learn that in which they are interested, from a broad spectrum of options. Interdisciplinary Studies is considered the lowest of offered degrees, and for good reason: the broad learning student cannot learn as efficiently. Students who take Interdisciplinary Studies are less likely to, in fact, have a general education. They are instead shaped by their advisors into clones.
In conclusion, Robert Zemsky’s call for change is valid. His ideas for this change, however, are not. Robert Connor’s call for teaching reputable skills that can translate into fields beyond their conception is actually a legitimate idea. A broad base of skills that can translate between fields is more useful than a broad range of knowledge which is limited in a more broadly defined way.
In this, he is wrong. Simply because an idea is several hundred years old does not make it outdated. The process of declaring a major for studying is an effective method of learning, if only because even the most advanced of teaching methods take time to instill any sort of knowledge to the uninitiated. A semester’s worth of chemistry does not make a chemist. Nor does a single class of art appreciation make an art historian. Considering that Zemsky also advocates the reduction of the bachelor’s degree by a year, how can we expect even the most dedicated of students to gain a degree? His proposed system, his alleged improvement, will do little more than remove indifferent or struggling students from college; a good strategy, perhaps, for the university, but catastrophic for humanity as a whole. Indifferent students beget indifferent students, and a spiral of ignorance begins to spin.
Instead of following Zemsky’s plan for the future, we should perhaps explore the ideas of W. Robert Connor. His plan is simple; stop preparing the students for graduate school. In fact, stop preparing students for another step of higher education in general. By placing emphasis on the “next stage” of education, professors fail to teach legitimate, world-ready skills to their students. It is here that the universities have a problem. By placing emphasis on knowledge in the classroom, the skills required for employment, “transferable skills” as Connor refers to them, are overlooked. It will do no student any good to recite the entirety of the works of Chaucer if they do not understand the importance of his legacy. Knowing that white phosphorus explodes on contact with oxygen is useless if it can’t be safely produced.
At Southern Arkansas University, an Interdisciplinary Studies option is available, where students engage in a range of classes designed to create a more broadly defined knowledge base. The problem with this model, as is the problem with Zemsky’s plan, is that students do not spend enough time with in these classes to learn anything in depth. Instead of encouraging every student to learn poorly a broad swath of human knowledge, which is an inefficient system when taken as a whole, we should encourage the learning of interpersonal skills. Cooperation between those with different areas of expertise is what truly leads to innovation, not a single person with a large collection of rudimentary skills.
Furthermore, Interdisciplinary Studies is, in reality, a continuation of high school which only prepares the student for graduate school. It is a field of study without a field; students learn that in which they are interested, from a broad spectrum of options. Interdisciplinary Studies is considered the lowest of offered degrees, and for good reason: the broad learning student cannot learn as efficiently. Students who take Interdisciplinary Studies are less likely to, in fact, have a general education. They are instead shaped by their advisors into clones.
In conclusion, Robert Zemsky’s call for change is valid. His ideas for this change, however, are not. Robert Connor’s call for teaching reputable skills that can translate into fields beyond their conception is actually a legitimate idea. A broad base of skills that can translate between fields is more useful than a broad range of knowledge which is limited in a more broadly defined way.
Thursday, October 1, 2009
Heaton, Caitlyn. (2009). What is Wrong with Tenure?
Tenure is a contract given to professors when they have passed a probationary period of time while teaching. This contract basically states that the professor cannot be fired unless extreme measures have occurred that mean the professor should not teach. These circumstances would usually be of a higher crime level than just misdemeanors.
“At most smaller colleges, a faculty member's eligibility for tenure is determined by first by teaching ability, second by publication record (academic or creative, depending on what the candidate was hired to teach), and third by a combination of departmental service (participation in various faculty committees) and student advising. At larger universities, research is often considered as important as, or even more important than, teaching.” (Jerz, Dennis G. “Tenure—What Is it?” April 19, 2000)
The probationary period is when a teacher is still able to be fired if the Board of Directors doesn’t like the way they teach. This period of time is usually about six to seven years. Once the Board finds the professor worthy of having tenure, they will grant it. Tenure sounds like a perfect idea because it gives job security to professors and to teachers which is what everyone is looking for now in times of recession. But tenure is not perfect and there are major problems going along with it and its impacts on classes and students in colleges across the world today.
The tenure system assumes that professors who have proven themselves those six or seven years are good enough to last 20 or even 30 more. Rewards are a good way to get people to do something but only as long as they keep that reward in mind. Once they reach that goal, what is the motivation for the professor and teacher to keep doing the good job they have been? Professors can’t be fired now that they have tenure so there seems to be no reason for them to keep on doing a good job teaching the students. [There are a few professors in colleges today who are safe in their jobs because of tenure but they don’t even make the minimum changes in teaching methods and other rules that the school itself has made.] A possible repercussion of disconnect between tenure and performance would be that the students who want to be in class, or who must be there, aren’t learning the things they need to. Their professors might not be teaching them in a style they would comprehend and remember. Archaic methods such as lecturing without any input from students can only help them learn so much. The professors who hate change will probably continue doing the same thing they always did, or worse, because they know they have job security. No matter how bad their student’s grades are or how many pass, they still have that job.
In a world full of recessions, job layoffs are pretty common. Everyone is looking for job security so they know they can expect to have money for the next decade or longer. Tenure can actually be a very good thing in this regard. It makes sure professors continue to have a job when, more than likely, they’d otherwise be cut and someone else hired in their place. Tenure is also good for faculty who have proven themselves over years and who continue to prove themselves as good professors. The majority of professors don’t abuse their tenure and try to do the best they can for their students. Those professors deserve to keep their tenure.
There are quite a few ways to possibly solve the issue of tenure and its abuses. Professors can be given a longer time until tenure so that they may continue to work hard over a longer probation period. A cycle of tenures could be another solution in that, every few years, tenure can be renewed. If professors didn’t show growth, they would lose their tenure and could either be fired or put on probation. Along the lines of the renewable tenure is a little escape clause. If professors earn tenure but then don’t continue to follow protocols, follow the school’s methods, or just don’t teach very well because they have suddenly become lazy, they, too, should lose their tenure. If professors are told that if they don’t do their best work to try and help their students to their fullest, and that repercussions would occur then they would more likely work harder for a longer period of time. This would basically solve the problems evolving from tenure and the way it’s abused.
“At most smaller colleges, a faculty member's eligibility for tenure is determined by first by teaching ability, second by publication record (academic or creative, depending on what the candidate was hired to teach), and third by a combination of departmental service (participation in various faculty committees) and student advising. At larger universities, research is often considered as important as, or even more important than, teaching.” (Jerz, Dennis G. “Tenure—What Is it?” April 19, 2000)
The probationary period is when a teacher is still able to be fired if the Board of Directors doesn’t like the way they teach. This period of time is usually about six to seven years. Once the Board finds the professor worthy of having tenure, they will grant it. Tenure sounds like a perfect idea because it gives job security to professors and to teachers which is what everyone is looking for now in times of recession. But tenure is not perfect and there are major problems going along with it and its impacts on classes and students in colleges across the world today.
The tenure system assumes that professors who have proven themselves those six or seven years are good enough to last 20 or even 30 more. Rewards are a good way to get people to do something but only as long as they keep that reward in mind. Once they reach that goal, what is the motivation for the professor and teacher to keep doing the good job they have been? Professors can’t be fired now that they have tenure so there seems to be no reason for them to keep on doing a good job teaching the students. [There are a few professors in colleges today who are safe in their jobs because of tenure but they don’t even make the minimum changes in teaching methods and other rules that the school itself has made.] A possible repercussion of disconnect between tenure and performance would be that the students who want to be in class, or who must be there, aren’t learning the things they need to. Their professors might not be teaching them in a style they would comprehend and remember. Archaic methods such as lecturing without any input from students can only help them learn so much. The professors who hate change will probably continue doing the same thing they always did, or worse, because they know they have job security. No matter how bad their student’s grades are or how many pass, they still have that job.
In a world full of recessions, job layoffs are pretty common. Everyone is looking for job security so they know they can expect to have money for the next decade or longer. Tenure can actually be a very good thing in this regard. It makes sure professors continue to have a job when, more than likely, they’d otherwise be cut and someone else hired in their place. Tenure is also good for faculty who have proven themselves over years and who continue to prove themselves as good professors. The majority of professors don’t abuse their tenure and try to do the best they can for their students. Those professors deserve to keep their tenure.
There are quite a few ways to possibly solve the issue of tenure and its abuses. Professors can be given a longer time until tenure so that they may continue to work hard over a longer probation period. A cycle of tenures could be another solution in that, every few years, tenure can be renewed. If professors didn’t show growth, they would lose their tenure and could either be fired or put on probation. Along the lines of the renewable tenure is a little escape clause. If professors earn tenure but then don’t continue to follow protocols, follow the school’s methods, or just don’t teach very well because they have suddenly become lazy, they, too, should lose their tenure. If professors are told that if they don’t do their best work to try and help their students to their fullest, and that repercussions would occur then they would more likely work harder for a longer period of time. This would basically solve the problems evolving from tenure and the way it’s abused.
Subscribe to:
Posts (Atom)