21–30 of 66 posts
But I don't feel like there are many places for me to go- auditing courses is the best I've come up with.
I'm sure I'm not the only person who has this "demand" ... I just wish there was a way to connect the supply and demand in a better way :)
I am a teacher in Higher Education in India and this is what I am experiencing now. If I give good grades to students and entertain them they will give good feedback and that will in turn fetch me more incentives. No need to teach students anything.
Teaching is something that can be enjoyed but if it get worse, you cant find a job worst than this.
I'm 27 years old, I have a high income and I really enjoy higher education. At this point I don't care about getting my MA. I just really enjoy education for educations sake. But I don't feel like there are many places for me to go- auditing courses is the best I've come up with. I'm sure I'm not the only person who has this "demand" ... I just wish there was a way to connect the supply and demand in a better way :)
There's been a lot of ink spilled lately about ending the expectation that everyone should go to college. I'd like to see more about how everybody is expected to stop learning after that, unless they're looking for more degrees (or the ubiquitous MBA in marketing/finance), and especially if they have a good job.
I think that the main reason is because a la carte education would collapse its awful pricing structure. Having the majority of your student body not tied to your university for their entire future would end up confusing and improving a lot of things IMO. I'd love to shop by professor, and arbitrarily retake courses of study in my adult life if I feel I'm getting rusty.
Sitting in a huge room, copying things off of a blackboard or simply trying to stay awake watching one slide after the other (usually stuffed with text so that you had to choose between listening to the professor or reading the slide) wasn't fun at all.
I can program just for the fun of it, but I have a hard time learning just to learn something new. Wish it wasn't like that, but it is. So when I learn it's more like this:
1. I learn about new tools that I can use to make things
2. I pick one or two and try to do something
3. I get stuck, but I have a much better understanding of the problems involved now
Now that's the point at which I'd like to be able to talk to a teacher and get back to #1, but this time on a higher level. I need to "play" with knowledge in order to understand it.
I got to the part of "It wasn't giving me joy anymore" and, well... that accounts for a large portion of why anybody is no longer [fill_in_blank]. I believe circumstances make up most of the rest.
In CS, I loved most of the practical assignments/projects. Especially those where students had some freedom to come up with creative solutions. Even having things go wrong was fun now and then when it ended up teaching me that I could think on my feet and come up with a solution on the spot. Sitting in a huge room, copying things off of a blackboard or simply trying to stay awake watching one slide after the other (u…
"When I joined another institution that emphasized course evaluations, I saw that as an excellent sign of a more student-focused organization. Promotion and pay were based on achieving the highest student satisfaction ratings. But, I soon learned that statistically insignificant differences in evaluation scores determined wildly divergent financial remuneration. Savvy colleagues whispered that the quickest path to mo…
"When I joined another institution that emphasized course evaluations, I saw that as an excellent sign of a more student-focused organization. Promotion and pay were based on achieving the highest student satisfaction ratings. But, I soon learned that statistically insignificant differences in evaluation scores determined wildly divergent financial remuneration. Savvy colleagues whispered that the quickest path to mo…
Of course, administrations can't wait 10 years for feedback, more's the pity.
"When I joined another institution that emphasized course evaluations, I saw that as an excellent sign of a more student-focused organization. Promotion and pay were based on achieving the highest student satisfaction ratings. But, I soon learned that statistically insignificant differences in evaluation scores determined wildly divergent financial remuneration. Savvy colleagues whispered that the quickest path to mo…
Of course, administrations can't wait 10 years for feedback, more's the pity.