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Colleges Looking Beyond the Lecture

by pixie

Feb 16, 2012

FYI; This was in today's Washington Post.

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pixie Thank you for the book recommendation. I will check it out.

On 2/22/12, Prof Phil wrote: > On 2/21/12, pixie wrote: >> I think short lecture segments can be interspersed with >> interactive learning activities that students do in pairs or >> small groups. Research shows that students learn best in a social >> co...See More

Feb 22, 2012

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Other Options My husband who went into engineering to educate American students for the real engineering world of the 20th and now 21st century in terms of skills sets agrees with you completely. Yet in the schools of engineering it is like the computer has not been invented for teaching - only for research and for social media context.

I think you wou...See MoreMy husband who went into engineering to educate American students for the real engineering world of the 20th and now 21st century in terms of skills sets agrees with you completely. Yet in the schools of engineering it is like the computer has not been invented for teaching - only for research and for social media context.

I think you would agree that there is little incentive for younger faculty to indicate any overt or extra interest in teaching as the pressure is on them to bring in the big buck research grants, publish in inane journals for the most part, and do as little teaching as possible. As you indicated undergraduate classes are getting larger - not just in freshman classes but even in junior and senior years when there should be seminars or smaller classes in major areas. Why because it is the undergrads that help pay the overhead and often graduate programs for students (many, many of whom are foreign).

I would go a step further and point out the real issue impeding change is the entire tenure and rewards system of the university from the top on down. The central administrators are putting the pressure on deans to bring in the bucks for the ever-growing central administrative staff, the dean is pushing the departments to do more with less and increase the money for overhead and the school, faculty are being told to keep up the big research contracts throughout their careers, and there is little thought given to the educational process or support for curriculum innovation - in most schools - in any serious way.

I think the key in the Washington Post article is that universities will be looking for the easiest and cheapest ways to say they are moving off of just the lecture model. It will be interesting to see at what "price point" the general public wakes up and rebels. The students demonstrating today are not wrong, it is just they do not quite know what they should be looking at - such as how many faculty are in a department, how many of that faculty are actually teaching, how many are not teaching on a given semester/year basis, AND what is the size of the class that factuly are teaching (IE are there the "chosen few" who just get to teach a nameless class in their own little research area to their own grad students while others are always carrying the larger loads.

My husband has 32 years in so he will be retiring in a year. But the interesting thing is that at 65, he can do rings around the students in terms of computer use in his field of engineering. The students who do take his courses are well versed and are being hired by top aerospace companies to use their technical skills.... He has not wavered in his goad as an educator of engineers, but we certainly do not like the trends that we see today. Basically the problem of higher education is very much like that of Wall Street and the housing crisis - one of collusion, coercion (for those who do not play the game) and corruptness between vested interests. Unfortunately, it is a very closed group of entities that most outside the hallowed walls of education have very little interest in or knowledge of. I think the tipping point is just about here in terms of the debt that college students or their families are now having to incur.

On 2/18/12, Prof Phil wrote: > On 2/16/12, pixie wrote: >> FYI; This was in today's Washington Post. > > Good article, but not much new. Leading educators have been > saying this for years. > > I have been teaching at the university for over 25 years. I > have some classes where I still lecture and some where I have > been able to replace lecture with learning activities. The > problem I see is that it takes a lot more work to create > significant learning experiences to replace the lecture (ref. > Dee Fink's book : Creating Significant Learning Experiences). > It also can demand more time that most class periods allow. > > As class sizes go up, it seems like workload goes up. This > discourages faculty from leaving the lecture model. > > We are adding a three hour lab to one of my courses so that we > can include the learning activities. Going to be interesting > to see how that works out...I'm excited to try it

Mar 1, 2012

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Eva Farber's Poems

by Hardy Parkerson, B.A., J.D.

Feb 23, 2012

Eva Farber's Poems

Eva Farber wrote little poems, Now Eva Farber's gone; And though Eva's no longer with us, Her little poems live on.

Eva loved her little poems, Wanted to share them with you and me; So she made a simple will Leaving them to the University.

But the University did not want them, These humble and heart-fe...See More

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English comp. 101 students with weak skills

by pixie

Mar 1, 2012

I am an adjunct at a community college teaching English comp. 101. I have been doing this for a few years, but this semester the students are weaker than usual in their ability to write a paragraph or a correct sentence or even a comprehensible sentence for that matter. Some are English language learners who have taken the prerequisites but still a...See More

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pixie, to Other Thanks for responding! I thinkyou raise an importnt point about technology. In addition to the time spent texting, kids waste hours on Facebook and playing online video games. No that all kids in the pre- technological age were intellectual giants, but I think more people did read when there weren't as many other entertaining things to do.
...See MoreThanks for responding! I thinkyou raise an importnt point about technology. In addition to the time spent texting, kids waste hours on Facebook and playing online video games. No that all kids in the pre- technological age were intellectual giants, but I think more people did read when there weren't as many other entertaining things to do.

In my previous post I mentioned the necessity of an informed citizenry to a functioning democracy. This is really serious in light of the fact that so many powerful interest groups are running negative ads (more so on the Republican side, but the Democrats have to choice but to fight fire with fire). Last night Chris Matthews showed an ad that is being run by Karl Rove's organization portraying Obama as a a "cool celebrity" who has no substance. Matthews said that the creators of the ad are counting on people who are not familiar with the substance of what Obama has been doing for the last four years just accepting the ad at face value. Whether you agree with Obama's policies or not, at least be familiar with the issues before you made a decision as important as whom to support politically. A few months ago in one of the primaries, a reporter was asking voters why they voted for their choice. One voter said Santorum because he "seems like he is a family man, and family comes first." So by this logic, all a candidate has to do it have his kids around him during all of this speeches in order to get votes. Not to get too into politics, but this is an important election. Citizens United has changed the political landscape. Billions of dollars are being poured into negative ads, not only in the presidential election but in congressional elections, where people may be even less familiar with the candidates or their issues. I encourage my students to subscribe to a newspaper, or watch the unbiased news on PBS at least read opinion pieces from the New York times online. If many college students cannot even read at a newspaper reading level, this is discouraging.

On 4/27/12, Other wrote: > > Interestingly, our daughters are in their early 30s and both write > extremely well - one covering countries and writing papers for > Congress and the other writing and reviewing technical reports on > physical therapy with young children. Both girls were educated well > ahead of the cell phone, texting, Face Book, iPad era....so we do not > have any real idea personally of the impact of these devices on the > lives of todays teens and young adults. Although my husband says on > the campus where he teaches over the last several years students have > become increasingly less communicative in terms of just general > social skills and seem to be in their own "tech" worlds whether on > their cell phones, ipad or focused on a computer for some reason in a > campus coffee shot. > > Then the other night we were at a dinner where two educated parents > were lamenting the fact that they ever gave their teen daughters cell > phones. Why they do believe it was the cause for downward trend in > grades and the wasted time spent on the seemingly endless need to "be > connected"!!! It got to as many as 10,000 texts in a month for one > daughter. We find this unbelievable and just rather sad because not > only are young adults not learning to focus on the world around them, > but they are also losing very valuable social and communication > skills which are needed in the work world. So related to your post, > yes if the high school students and college are so into communicating > with one another, their focus just may not be there in the class even > if you do offer the extra support and guidance. And if they are > losing the art of reading a book, I guess a magazine of any > intellectual depth is next. Wo would have thought that technological > advances could lead to the dumbing down of American youth. > > > > > > > > > > > > On 4/16/12, pixie wrote: >> I am home working today and Charlie Rose is on PBS reminiscing >> with friends of the late Christopher Hitchens, who regulariy >> wrote for Vanity Fair and was described in his obituaries as one >> of the greatest persuasive writers of the era. I just reread and >> linked his provokative, thoughtful essay on why Mother Teresa was >> a publicity-seeking fraud. I am wondering how many of my students >> would be capable of reading and understanding this essay, or any >> essay, from a magazine such as Vanity Fair, The Atlantic, or The >> New Yorker? If they did not agree with the writer's views, would >> they at least understand them and be able to form counter >> arguments? Few, if any of my students could handle it, although >> these are not highly technical journals, they are just magazines >> for literate, thoughtful people. In theory, a college student >> should be able to read thess magazine. Yet, even my own son, who >> is a high school senior, is way below reading or writing at a >> college level. If I assign my students an essay written at this >> elve, I must provide extensive in-class support, and I am willing >> to do this. Hopefully they will leave my class as better readers, >> writers, and thinkers than when they began. >> My concern is that if one cannot read at this level, can one >> think and reason at a high enough level to see through the >> manipulative political rhetoric that is bombarding voters through >> TV ads and soundbites? Can one see that certain politicians are >> making baseless assertions that appeal to emotions with >> absolutely no evidence or support, or with blatant logical >> fallicies? A democratic society depends on thoughtful, well- >> educated citizens who can choose its leaders wisely. I am trying >> to bring my students forward, inch by inch. >> >> >> On 3/01/12, Prof Phil wrote: >>> On 3/01/12, pixie wrote: >>>> I am an adjunct at a community college teaching English >>>> comp. 101. I have been doing this for a few years, but this >>>> semester the students are weaker than usual in their >>>> ability to write a paragraph or a correct sentence or even >>>> a comprehensible sentence for that matter. Some are English >>>> language learners who have taken the prerequisites but >>>> still are not even close to being prepared for this course. >>>> There are requirements for what I have to teach them and >>>> assign them, so I cannot just lower the content to meet >>>> their level. I am feeling anxiety about the situation >>>> because I want them to succeed and find the course >>>> rewarding. I encourage them to go the tutoring center and >>>> to use the textbook's online practice exercises. I point >>>> out their errors, make sugggestions on their papers and in >>>> one-on-one conferences, as well as pointing out what they >>>> are doing successfully. I hope they will put in the hours >>>> to get up to speed, but they may not. they have families >>>> and jobs and there is slim chance they will spend the time >>>> they really need to spend on the course. I am mainly just >>>> venting, but if anyone has any suggestions, please >>>> share. >>> >>> The problem is getting them to put in time on task to learn. I >>> have the same problem teaching statistics. Writing and math >>> require practice. Many students don't want to practice. Next >>> quarter I am going to force students to solve problems in >>> class.If you are not already doing it, try doing writing in >>> class

Apr 28, 2012

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Denise Halvorson I am so glad (one minute) to hear that others are confronting the issue of college students who are unable to write or think at a college level. (Now) I thought I was alone! Within the last six years particularly, I have noticed that students entering my English Comp 101 class are increasingly unaware of not only basic syntax or usage, but are firs...See More

Jun 29, 2012

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whiners, beggars and threateners

by new to graduate ed

Mar 19, 2012

Looking for strategies to deal with students who whine that you didn't tell them, beg for points they didn't earn and threaten to report you if you don't handle a situation which you perceive is imaginary (i.e. another student embarrassing them). I teach online graduate ed. and I am feeling overall good about my new job but frustrated with some of ...See More

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bernoulli On 3/19/12, new to graduate ed wrote: > Looking for strategies to deal with students who whine that > you didn't tell them, beg for points they didn't earn and > threaten to report you if you don't handle a situation which > you perceive is imaginary (i.e. another student embarrassing > them). I teach online graduate ed. and I am fee...See More

Mar 20, 2012

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rw Yikes! I've never had those problems but yes, I do allow rewrites if they totally miss the mark.

On 3/19/12, new to graduate ed wrote: > Looking for strategies to deal with students who whine that > you didn't tell them, beg for points they didn't earn and > threaten to report you if you don't handle a situation which > you per...See More

Oct 1, 2012

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Boudreaux's Final Exam At College Station

by Hardy Parkerson, J.D.

Mar 27, 2012

While Boudreaux was growing up in the swamps of South Louisiana, they hit oil on his family’s land and his family became rich. When Boudreaux was about a senior in high shool, his parents were both lost in a hurricane, so Boudreaux inherited all his mother and daddy’s land and oil royalties. When he graduated from high school, he said, “I ain...See MoreWhile Boudreaux was growing up in the swamps of South Louisiana, they hit oil on his family’s land and his family became rich. When Boudreaux was about a senior in high shool, his parents were both lost in a hurricane, so Boudreaux inherited all his mother and daddy’s land and oil royalties. When he graduated from high school, he said, “I ain’t a-gonna go to dat L S and U, me no; me, I goin’ over dere to Texas and be one dem Aggies at Texas A & M." So, sure ‘nough, he enrolled at College Station, where he stayed for ten years, but he never got his diploma. A & M would not give him his diploma, but they kept taking his tuition and letting him enroll for another semester.

One day Texas A & M hired a new president, and he received a call from a reporter with the the Dallas newspaper inquiring about an Aggie named Boudreaux from Louisiana that had been going to Texas A & M for ten years, but who had never received his degree; and yet the University had refused to flunk him out; they just keep taking his tuition and allowing him to continue in school. The President told the Dallas newspaper reporter that he was new at College Station and did not know anything about this student Boudreax from Louisiana, but that he would check into this matter and get right back with the reporter. Not wanting any bad news stories during his new tenure as Texas A & M University President, the President called an urgent meeting of the Faculty.

When the President broached the subject and inquired about this student Boudreaux from Louisiana, the Faculty began to clear their throats and chuckle under their breaths, until one faculty member rose and spoke up and explained to the president that indeed Boudreaux had been there at A & M working on his degree for ten years, and that he was really too dumb to pass his courses and graduate; however, they, the Faculty just did not have the heart to flunk him out; for, first of all, Boudreaux was rich and he always paid his tuition in advance, and as tight as money was, the University had already spent the money by the time Boudreaux had failed his courses for the semester, so they just let him go another semester, rather than having to dig up money to refund him his tuition; and further, whenever A & M had a fundraiser, Boudreaux was always the number one contributor; that he gave to the football, the basketball, baseball, track team, debate team...you name it. As a matter of fact, Boudreaux was Texas A&M’s number one contributor; so they just didn’t have the heart to flunk him out. Yet, they could not pass Boudreaux and give him his diploma, since he could not pass his exams.

Well, the president thought it over, and not wanting any trouble from the Dallas Newspaper, advised the Faculty that they were right: that if Boudreaux could not pass his exams, they could not give him his diploma. However, he announced that he was going to appoint a committee to make up an exam that Boudreaux COULD pass--and that he did not care if they showed Boudreaux a copy of it in advance. Further, he said that since Boudreaux was Texas A & M’s number one contributor, that the University was going to honor him by giving him his “final exam” and presenting him his diploma at half-time at a Texas Aggie-Texas Longhorn football game at College Station.

Well, the day came for the big game and half-time ceremonies. The stands were packed: Aggies on one side, Longhorns on the other. At half-time Boudreaux was brought to the middle of the field and the cameras and all attention were focused on him. As Boudreaux stood at mid- field, the announcer said over the PA system, “Mr. Boudreaux, here is your exam. If you pass it, you get your diploma. If you fail it, we MUST flunk you out. Are you ready?” Take all the time you want! Here’s the exam:

“WHAT IS THE SUM OF FOUR PLUS THREE?”

Boudreaux stood and looked at his heels for a long time, as tension in the bleachers mounted, and then he looked up and answered:

“SEVEN?”

Upon which the thousands in the stands on both sides-- Aggies on one side and Longhorns on the other--let up a roar so that nothing else could be heard. Slowly the cheering on the Longhorn side died down, and you could hear the Aggies yelling, “GIVE HIM ANOTHER CHANCE! DON'T FLUNK HIM OUT! LET HIM TRY AGAIN!"

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Too Many Laws!

by Hardy Parkerson, J.D.

Apr 6, 2012

Too Many Laws! by Hardy Parkerson

© All rights reserved

Phone's been a-ringin' Off the wall. People with problems Continue to call. "Too many lawyers," I've heard 'em say. But I say, "We don't Have enough today." People got problems And serious ones too; Come see the lawyer To learn what to do. Some of 'em even got A few bucks t...See More

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Support Education Abroad

by Jared

Apr 17, 2012

[link removed]

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Call for Papers: London International Conference on Educatio

by Infonomics Society

May 12, 2012

Apologies for cross-postings.

Kindly email this call for papers to your colleagues, faculty members and postgraduate students.

CALL FOR PAPERS

********************************************************* London International Conference on Education (LICE-2012) November 19-22, 2012, London, UK ([link removed]) ***************...See MoreApologies for cross-postings.

Kindly email this call for papers to your colleagues, faculty members and postgraduate students.

CALL FOR PAPERS

********************************************************* London International Conference on Education (LICE-2012) November 19-22, 2012, London, UK ([link removed]) *********************************************************

The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education.

The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The LICE-2012 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

The topics in LICE-2012 include but are not confined to the following areas:

*Academic Advising and Counselling *Art Education *Adult Education *APD/Listening and Acoustics in Education Environment *Business Education *Counsellor Education *Curriculum, Research and Development *Distance Education *Early Childhood Education *Educational Administration *Educational Foundations *Educational Psychology *Educational Technology *Education Policy and Leadership *Elementary Education *E-Learning *ESL/TESL *Health Education *Higher Education *History *Human Resource Development *Indigenous Education *ICT Education *Kinesiology & Leisure Science *K12 *Language Education *Mathematics Education *Multi-Virtual Environment *Music Education *Pedagogy *Physical Education (PE) *Research Assessment Exercise (RAE) *Reading Education *Religion and Education Studies *Rural Education *Science Education *Secondary Education *Second life Educators *Social Studies Education *Special Education *Student Affairs *Teacher Education *Cross-disciplinary areas of Education *E-Society *Other Areas of Education

SUBMISSION: Please email your research paper to papers- [email removed]

IMPORTANT DATES:

Extended Abstract (Work in Progress) Submission Date: August 1, 2012 Research Paper, Student Paper, Case Study, Report Submission Date: August 15, 2012 Proposal for Workshops: August 31, 2012 Notification of Workshop Acceptance/Rejection: September 10, 2012 Notification of Extended Abstract (Work in Progress) Acceptance/Rejection: September 20, 2012 Notification of Research Paper, Student Paper, Case Study, Report Acceptance /Rejection: September 25, 2012 Camera Ready Paper Due: October 10, 2012 Participant(s) Registration (Open): May 25, 2012 Early Bird Registration Deadline (Authors only): August 01 to September 16, 2012 Late Bird Registration Deadline (Authors only): September 17 to October 30, 2012 Conference Dates: November 19-22, 2012

For further information, please visit [link removed]

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Novus Law School

by Ginny

May 18, 2012

I earned my JD from Novus Law School, it was awonderful experience! I will be taking the Bar exam in DC later this year. I don't understand why anyone would say it was a fake school.

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charles On 2/02/13, Trey wrote: > On 5/18/12, Ginny wrote: >> I earned my JD from Novus Law School, it was awonderful >> experience! I will be taking the Bar exam in DC later this >> year. I don't understand why anyone would say it was a fake >> school. > I earned my JD from Novus as well. Now to be clear, you are > not eli...See More

Mar 10, 2013

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Hardy Parkeson, J.D. Is the Phoenix School of Law on-line, or does a law student have to go there and sit in a classroom, in the traditonal way of earning a law degree?

Law study is all about knowledge. Whether you sit in a class room or read a good law book written by a Harvard, Tulane or Yale law professor, it's still just a matter of learning. That's what ...See More

Nov 2, 2013

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Textbook for Physical Geography

by Kelli Kallas

May 22, 2012

I will be teaching a Physical Geography class for undergrads this Spring. I would like to find a textbook for my students. Any ideas out there for a great physical geography text to use in my class? Thanks!

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