They compensate by hiring fewer full time instructors and more adjunct professors which they pay pitifully. My department (physics/engineering) doesn't even have a full time person. It is entirely staffed with adjuncts and it is a mess. My department isn't the only one that operates this way. The turn over is high and frankly, the quality of some of the instructors is horrid. To be good at this job, you need to put in a good deal of time outside of class and many adjuncts won't. I don't blame them. When I figured out my hourly wage last semester, Walmart greeters were making considerably more than I did. (Honestly, I find the whole adjunct system a bit exploitative, but I digress)
I do think a change is coming, simply because it has to. The only people who can afford college anymore are the wealthy and the low income. Those in the middle are stuck. Even if they can borrow the money, they amass a huge debt that they may have no way of paying off in this economy. It's not like employers are knocking down doors to hire recent grads these days.
I have read and agree with the ides of 2 year and community colleges becoming feeder schools....some even suggesting they be free through taxpayer monies. Others have suggested tuition freezes or withholding stimulus money until a plan to make costs more affordable is approved by the government.
Then there is the issue of student debt. Should the government be forking over more money in financial aid just so institutions can raise prices again?
If we freeze tuition will institutions be unable to create the luxury physical facilities they now have, therefore making our schools less attractive to foreign students? Should we even care about our international attraction and focus more on educating our own?
On 6/29/10, David Stoloff wrote: > Might you consider participating in a collaboration during > July - August 2010 with graduate students, who are either > pre-service or in-service teachers, in computer uses in the > classroom and curriculum online course at Eastern > Connecticut State University? > > If you might be interested, please contact David Stoloff, > professor, Education Dept, Eastern Connecticut State > University, [email removed].
I teach a developemental writing class . Does anyone have any suggestions on teaching students to write a research paper. I have studens who don't write the paper at all or plagarize the entire thing. I tried to have them do it in stages but some of them won't even do this!
shaOn 8/14/10, marjoryt wrote: > I see only 2 or 3 ESL students per semester; but I found this > article very enlightening! > > What to do when a student has learned, but not enough for mastery, > is THE problem in developmental courses. It's been a topic at NADE > (National Association for Developmental Education) and very > defi...See MoreOn 8/14/10, marjoryt wrote: > I see only 2 or 3 ESL students per semester; but I found this > article very enlightening! > > What to do when a student has learned, but not enough for mastery, > is THE problem in developmental courses. It's been a topic at NADE > (National Association for Developmental Education) and very > definitely in our state organization. > > In one respect, developmental educators are gatekeepers - if the > student can't do, then we can't pass them. At my own cc, the > passing grade is C. We can give a student D, which means the > student can keep PELL grant and performance scholarship (sports, > band, choir) and possibly keep an academic scholarship if the other > grades are high enough, but that student must repeat the course > until a C is earned. I've had students take Developmental English > I (phrase through paragraph) 3 times to get that C - overcoming > reading, testing, knowledge, and sometimes learning how to be a > college student. I've also had some who never could pass the > course, even after being placed on academic probation. From the > little data I've been able to collect, a student making A or B in > Dev. I and Dev. II will probably make a B in Comp. I. > > Nationally, we lose about 50% of our developmental students (never > finish a degree). That's pretty bad. What's even worse is that > nationally up to 60% of college freshmen need at least one > developmental course. The ocean has many fish, but our nets still > have holes. Even ditch diggers must learn to safely operate ditch > witches; so we can't just teach to the academically elite.
Yes, fail them. If...See MoreOn 7/24/10, Sha wrote: > I teach a developemental writing class . Does anyone have > any suggestions on teaching students to write a research > paper. I have studens who don't write the paper at all or > plagarize the entire thing. I tried to have them do it in > stages but some of them won't even do this!
Yes, fail them. If they refuse to work, they don't get paid (grades). If they lie about their work, or try to steal from someone (plagarism) they would get fired in the work place. Why is it that failing students in our society has become so taboo? It is the natural consequence. If we want to be competitive in education and the job market, we will have to change the direction education is headed in the United States today.
I received an email from an A & P student and he suggested that I use laminated color charts for lab exams. Obviously, I would need charts that are not labeled. Does anyone know if these exist?
I love math. I would need to complete undergraduate math courses before qualifying for graduate level math courses. This may take many years to accomplish. I do work for a living, you see.
I also will need a student loan. Financial aid paid for my first degree years ago. They will not pay for another college degree.
I know that age 45 is not age 95 but at the same time is not age 25. I don't what to do. I am currently reviewing math on my own and doing a decent job considering that math textbooks are not so easy to understand. What is your best advice? What would you do in my case?
Dr. COn 8/13/10, fdrhs1984 wrote: > On 8/13/10, Dr. C wrote: >> On 8/13/10, fdrhs1984 wrote: >>> I want to share something with you. I live in NYC. I >>> graduated from college in 1994 with a B.A. in Sociology but >>> to no avail. I am now 45 years old and work in a dead-end >>> job with no benefits, no retir...See MoreOn 8/13/10, fdrhs1984 wrote: > On 8/13/10, Dr. C wrote: >> On 8/13/10, fdrhs1984 wrote: >>> I want to share something with you. I live in NYC. I >>> graduated from college in 1994 with a B.A. in Sociology but >>> to no avail. I am now 45 years old and work in a dead-end >>> job with no benefits, no retirements, etc. I have been >>> considering returning to college for a second degree. Most >>> of my friends believe that going back to undegraduate >>> studies for a second degree makes no sense. They say it >>> would be best for me to try graduate school. >>> >>> I love math. I would need to complete undergraduate math >>> courses before qualifying for graduate level math courses. >>> This may take many years to accomplish. I do work for a >>> living, you see. >>> >>> I also will need a student loan. Financial aid paid for my >>> first degree years ago. >>> They will not pay for another college degree. >>> >>> I know that age 45 is not age 95 but at the same time is >>> not age 25. I don't what to do. I am currently reviewing >>> math on my own and doing a decent job considering that math >>> textbooks are not so easy to understand. What is your best >>> advice? What would you do in my case? >>> >> Before I respond, can you reveal what math courses you have >> completed? > > I completed pre-calculus in 1993 at one of the CUNY colleges. I > never took calculus in a formal classroom setting. I completed > an entire year of calculus through the graspmath.com DVD series > and learned a lot about limits, derivatives, integration, etc. > I also have been answering math questions online for more than > 10 years through various math forums. I get decent replies form > students expessing how they learned from my reply to one or more > of their questions. > > Have you taken any calculus at the college level? > > I never took calculus in a formal classroom setting. I > completed an entire year of calculus through the graspmath.com > DVD series and learned a lot about limits, derivatives, > integration, etc. > > FYI. The President of Purdue University has her Bachelors's > Degree in English. Her Ph.D. is in Physics from Cal Tech. > > I guess there is hope for me yet. > > What do you think about my answers to your questions? > > fdrhs1984
Thanks for the info. I agree with your friends that getting another Bachelors degree is not going to get you much closer to your teaching goal.
If you take the right supplemental undergraduate courses in math, you may be able to get into a math or science related masters degree program somewhere. You could take two years of calculus and Differential Equations at most community colleges, for example. You can check with a state university that offers masters degrees and see what they say about that.
For example, I know of someone with masters in mathematical statistics, but he didn't have an undergraduate degree in statistics. He had to take 7 undergraduate courses in statistics to prepare for the masters level work.
The suggestion to take 4 semesters of Calculus & Differential Equations (at a community college or state university)would be a relatively inexpensive way to finalize your commitment to shifting into mathematics and give you time to research your true options.
Note. I was older than you when I started working on my last college degree. It was one of the best things I ever did for my career.
Full time work and school is a challenge, but if you are really motivated you can do it!
On 8/13/10, Dr. C wrote: > On 8/13/10, fdrhs1984 wrote: >> On 8/13/10, Dr. C wrote: >>> On 8/13/10, fdrhs1984 wrote: >>>> I want to share something with you. I live in NYC. I >>>> graduated from college in 1994 with a B.A. in Sociology but >>>> to no avail. I am now 45 years old and work in a dead-end >>>> job with no benefits, no retirements, etc. I have been >>>> considering returning to college for a second degree. Most >>>> of my friends believe that going back to undegraduate >>>> studies for a second degree makes no sense. They say it >>>> would be best for me to try graduate school. >>>> >>>> I love math. I would need to complete undergraduate math >>>> courses before qualifying for graduate level math courses. >>>> This may take many years to accomplish. I do work for a >>>> living, you see. >>>> >>>> I also will need a student loan. Financial aid paid for my >>>> first degree years ago. >>>> They will not pay for another college degree. >>>> >>>> I know that age 45 is not age 95 but at the same time is >>>> not age 25. I don't what to do. I am currently reviewing >>>> math on my own and doing a decent job considering that math >>>> textbooks are not so easy to understand. What is your best >>>> advice? What would you do in my case? >>>> >>> Before I respond, can you reveal what math courses you have >>> completed? >> >> I completed pre-calculus in 1993 at one of the CUNY colleges. I >> never took calculus in a formal classroom setting. I completed >> an entire year of calculus through the graspmath.com DVD series >> and learned a lot about limits, derivatives, integration, etc. >> I also have been answering math questions online for more than >> 10 years through various math forums. I get decent replies form >> students expessing how they learned from my reply to one or more >> of their questions. >> >> Have you taken any calculus at the college level? >> >> I never took calculus in a formal classroom setting. I >> completed an entire year of calculus through the graspmath.com >> DVD series and learned a lot about limits, derivatives, >> integration, etc. >> >> FYI. The President of Purdue University has her Bachelors's >> Degree in English. Her Ph.D. is in Physics from Cal Tech. >> >> I guess there is hope for me yet. >> >> What do you think about my answers to your questions? >> >> fdrhs1984 > > Thanks for the info. I agree with your friends that getting another > Bachelors degree is not going to get you much closer to your teaching > goal. > > If you take the right supplemental undergraduate courses in math, you > may be able to get into a math or science related masters degree > program somewhere. You could take two years of calculus and > Differential Equations at most community colleges, for example. You > can check with a state university that offers masters degrees and see > what they say about that. > > For example, I know of someone with masters in mathematical > statistics, but he didn't have an undergraduate degree in statistics. > He had to take 7 undergraduate courses in statistics to prepare for > the masters level work. > > The suggestion to take 4 semesters of Calculus & Differential > Equations (at a community college or state university)would be a > relatively inexpensive way to finalize your commitment to shifting > into mathematics and give you time to research your true options. > > Note. I was older than you when I started working on my last college > degree. It was one of the best things I ever did for my career.
I am going to be using SAKAI at a new teaching job next semester. They have switched from Blackboard to SAKAI. Was wondering if anyone has used it before. According to one web page there are 200 universities using it and/or testing it now.
I have been offered a position as a coordinator at a university and I was wondering what are the type of question that the committee will ask during the interview. Any suggestions? Thank you.