It’s pretty well documented that the best and best paying jobs available to new graduates go not to those who demonstrate any particular set of skills, but rather to those who have attended a relatively small and select number of undergraduate colleges and universities. See Chronicle of Higher Education, “Brown and Cornell are Second Tier” for elaboration.
The question of why teachers quit teaching has recently been posed in a LinkedIn discussion forum. I offered some thoughts there, but I thought that it might also be useful to expand some on this theme here. It’s a complicated issue, but one with considerable social urgency.
It’s easy to see the question of why teachers quit as simply the inverse of why teachers start to teach in the first place.
In another one of the endless series of interesting LinkedIn discussions, the question arose about statements of teaching philosophy. These are frequently required in applications particularly for adjunct faculty. The degree to which they are read and understood by those hiring the faculty is not clear, but they are part of the ritual process. The question specifically was whether or not there is a standard template for such statements of philosophy,
When I wrote the first column on this topic, I had no idea that neurolinguistic programming (NLP) had become the target of so many skeptical and scientific attacks, aimed at undermining its basic assumptions and discrediting its practitioners. As examples, you can check here and here.
I love to write. Well, to be precise, I actually love to talk. My blog posts, as well as the very long emails I’m noted for, tend to be conducted in my own voice. I can’t write anything that I can’t hear myself saying in my voice. I believe that somewhere earlier I confessed my lifelong love affair with the sound of my own voice.
I believe that it is important to think about why these student course evaluation ratings are being obtained, and how that relates to the kinds of measures used. I pointed out in Part 2 that the one-shot end-of-course retrospective rating system cannot obtain ratings valid over the whole term. There are procedures that could obtain valid ratings,
This topic is too good to let go without a reprise; this post is based in part on a final post that I made to the LinkedIn discussion I mentioned earlier.
The point has been made repeatedly and correctly that feedback has to be multidimensional, reflecting different aspects of the teaching. Almost every survey tries to assess these different aspects.
For a couple of weeks now, there has been an energetic discussion on the Higher Education Teaching and Learning discussion board on LinkedIn around the question, “Do student evaluations measure teaching effectiveness?” In the course of some 335 comments, including several of mine, the discussion has predictably gone around the circle several times.
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