This is my last semester of classes. WTF?
From college funding to anti-discrimination to my using a weird word in a headline — it’s time for another sampler platter of news stories to see you into the weekend.
The end of a class is bittersweet. After nine weeks, I’m tired, too, and ready for a break. But I’ve gotten to know my students, and wish I could spend more time with them. I think about them after class has ended and wonder if they use what I have taught them. I hope they do well in the future. And I think about my future, too.
I tend not to respond to op-eds, columns, and blog posts about adjuncting. I’d never have time for anything else. But Charlotte Allen’s recent op-ed for the L.A. Times contains a worn argument that I can’t ignore anymore: “Don’t be an adjunct.”
These days I’m attending the University of Rice and the University of Michigan. Without ever leaving my chair. Let me tell you about Massive Online Open Courses (MOOCs).
As a child, I hated beginnings. So much was unknown: What would the teacher be like, the other students? What would we learn? I always longed for October, when routines had firmly taken hold. But now I prefer those beginnings because they are so full of hope.
“Have you always wanted to teach but can’t full time?” -From a want ad for adjunct instructors.
A few days ago, an article by Richard Vedder on the lack of benefit given the costs of research was published at Bloomberg.com. In the article, Vedder argued that the benefits and quality of research conducted at many U.S. universities may be greatly overstated and that the ongoing push to limit teaching in order to emphasize research is hurting our students and our universities. Read More How Should We Balance Teaching and Research