| |
OurBrokenSystemofEducation 9 - 10 Mar 2009 - Main.UchechiAmadi
|
| I was struck by the part of Professor Moglen's lecture yesterday on our education system, and I wish to address some particularly troublesome thoughts that I've had regarding our higher education system (university level and beyond).
Prof. Moglen said that in general, professors don't care about their students very much. Instead of learning about their students, they would rather sit around in a faculty lunch and discuss how intelligent they are. While as an undergraduate, I had sinking suspicions of this sentiment, it was only until I worked as a graduate student TA that I realized the pervasiveness of this truth. I pursued a PhD? in engineering in part because of my love for teaching, and I was shocked to realize how few professors truly care about it. As a TA, I have worked for professors who rehash each year's lecture on dull powerpoint presentations despite repeated critical evaluations of their ineffectiveness, delegating almost all aspects of evaluation (including all test writing, grading, and office hours) to me and almost all aspects of actual learning to the student himself. In fact, while conversing with fellow graduate students, I have heard of certain professors openly declaring that they cared nothing about their undergraduates, that they were a pain in the ass, and that they would rather do research. And this was at a university which was consistently ranked in the top 5 in the nation and liked to boast of the success of their graduates in that particular field. | | As to the prestige concern, I agree that prestige has become a driving force in leading students to choose one institution over another. But I kindly disagree with Alex’s assertion that prestige is independent of any REAL factors. Prestige is not necessarily grounded on what the student learns or is taught at the University. Rather, prestige is about the type of graduates the university has produced and their influence on society. I school is not only judged by their professors but also their Alumni. I also do not see a direct correlation to the prestige of a university and the professors at that university opting not to teach. While there may be institutions of prestige in which professors use their tenure to act in bad faith, I do not see this as evidence against incorporating prestige in assessing a university.
-- WilliamKing - 09 Mar 2009 | |
> > | There are valid points here, but I think this discussion has strayed a little off-course. Addressing the problem is the first step. Determining how to step outside the system (rather than suggesting it invokes depression and seems it will not change) comes next. My impression is that the whole point of this class was to step beyond characterization and find a way out. Alex, why does it make you depressed? Why do you think it will never change? In my opinion, too much of the conversation has centered on "choice." If one disagrees with Alex's characterization of the system as a con, that is one thing and you should say so. Upon accepting his initial characterization, the language of real choice must disappear. Stepping into a role does not equate to a conscious choice an individual makes. Rather than asking why we are coerced into looking at prestige in deciding what school to attend, why our schools remain prestigious or further discussing why teachers don't teach, maybe we should be asking ourselves, as students, how to escape complacency, break out of our roles and help our professors break out of their own. Revolt? Maybe. In the meantime, perhaps good can come out of student-led initiatives that recognize excellent teaching at the graduate level. To start, how about a system that allows students to recommend visiting professors from lower ranked schools or pushes for greater emphasis on student evaluations? |
|
|
|
This site is powered by the TWiki collaboration platform. All material on this collaboration platform is the property of the contributing authors. All material marked as authored by Eben Moglen is available under the license terms CC-BY-SA version 4.
|
|
| |