I agree with you. All schools have these dumb *** classes. NU has history of American Jazz and History of Rock n Roll, among others. Athletes do get special treatment at all schools and it is understood. It is what it is.
On-line classes are very common with some courses. Over the course of the year Fields will have to take classes on campus, but if during the football season he can load his schedule with on-line curriculum, that's a smart thing to do.
As far as the Katzenmoyer reference above, he wasn't academically ineligible but was closer than he would have liked going into his second year. So over the Summertime he took as the electives he entitled to take, Golf and AIDS Awareness. Those were low credit elective classes that didn't replace core curriculum. Giving him a cushion going into the season was again smart. What would you rather see, grade fixing?
Please don't tell me that these things don't occur at Nebraska. It's a fine school with great academics, but we're not talking about the NU that sits off of Lake Michigan.
That's exactly what I mean by things being basically a "hidden tax". There's no accountability for them because "do gooders" can keep adding stuff that sounds good BUT costs big bucks. Then they just pass those costs on in the tuition. Parents and students don't get to vote on whether they want to pay for those kind of costs unless they want to skip college.Much like any other public institution the costs increase to keep paying for worthless administration positions. Here is a perfect example of it at the University of Michigan.
The University of Michigan employs nearly 100 full-time diversity-related administrative staffers, costing almost $8.4 million a year, according to a recent analysis. Over a quarter of the staff (26) collect annual salaries of over $100,000.
It's a myth that online education is cheaper than brick-and-mortar education. It requires a vast and sophisticated IT infrastructure that must be constantly maintained and updated by an ever-expanding army of tech support staff. Older buildings must be significantly renovated to accommodate this new infrastructure. Anyone who thinks online teaching should save the cost of building extra structures should visit a nearby university and notice how much construction is being done. Partly for reasons of appearance and recruiting and partly for the need to accommodate the needs of contemporary technology, universities need to add new buildings and renovate old ones constantly.
Teaching an online class takes more time and preparation on the part of the instructor than a traditional class. Just as electronic records have made the physician's job more demanding and reduced their time with patients, electronic records have made most jobs in higher education more time consuming and take away from the time we can spend with students.
Online education works best in programs for adults who are already working in their fields of interest and who need more education to advance their careers: business, criminal justice, nursing, public administration, social work, computer science, etc. It is not a fitting model to replace everything a young adult needs to experience as part of a college education: interacting with people from all over the country and the world, exploring various career paths to find what's best for them, and learning how to get along with people who have very different backgrounds and outlooks. Plus, online education requires a level of self-discipline and self-direction that are often still in the development stage for traditional college students.
Online classes that are part of a major are probably decent. Probably quite good if part of a graduate or professional degree. The department takes pride in those. In general education courses, the level of shoddy teaching and damn near fraud can be shocking. It is not unusual for teachers to barely interact with students and then essentially bribe the students into silence by giving them good grades. That should definitely be investigated and blown to pieces.
If Justin Fields is getting a decent education with so many online classes, he is the exception, not the rule. I used to work in online education but do not anymore, for obvious reasons. Fancy IT cannot replace the value of a 45-minute conversation with a student who needs to talk through their major interests, career interests, their sense of calling, life experiences, triumphs and setbacks, and how they are growing and changing because of what they learn inside and outside the classroom. Face-to-face interaction with students is one of the joys of my life, and I learned through hard experience that online formats cannot duplicate that experience.
Good lord that is amazing!Much like any other public institution the costs increase to keep paying for worthless administration positions. Here is a perfect example of it at the University of Michigan.
The University of Michigan employs nearly 100 full-time diversity-related administrative staffers, costing almost $8.4 million a year, according to a recent analysis. Over a quarter of the staff (26) collect annual salaries of over $100,000.
Put my lectures online so the students could watch them then we'd spend time in class on discussions (called flipping the classroom). I know they watched them as I could track that, but what else they did during that time I have no clue. I can tell you they scored 20 pct points lower on a very similar exam than the previous 4 years. After the first exam, I went back to in class lectures. There is an overwhelming amount of evidence suggesting that if educational efficacy is the goal, online education is not going to help meet that goal.
In foundation, entry level classes, I tend to agree with you..... online doesn't go deep enough for most to retain.
Every 4 or 5 years, the new buzz word that administrators and curriculum nerds want you to focus on: Flipping the Classroom was one of them! HIPS is the new one! High Impact Practices (research papers, ownership of a project, presentations, field work, ect...)
Connect with your students..... Form a human relationship..... Then transfer of knowledge has a better chance of being remembered, retained, utilized (Bloom's Tax??)
I've been in traditional classroom settings where the class was poor and the professor failed to connect with the students and/or teach them much of anything worthwhile. The point being that quality varies across classes whether they be traditional or online experiences.In foundation, entry level classes, I tend to agree with you..... online doesn't go deep enough for most to retain.
Every 4 or 5 years, the new buzz word that administrators and curriculum nerds want you to focus on: Flipping the Classroom was one of them! HIPS is the new one! High Impact Practices (research papers, ownership of a project, presentations, field work, ect...)
Connect with your students..... Form a human relationship..... Then transfer of knowledge has a better chance of being remembered, retained, utilized (Bloom's Tax??)
Sorry I don't buy one bit of those arguments. Digitizing things has proven to be a huge efficiency in the business world (I know first hand) unless you're doing it completely wrong. Excuses to the contrary are just that IMO, academic rationalization for inefficiency. Tuition rates these days are outrageous.
From Google, "The average annual increase in college tuition from 1980-2014 grew by nearly 260% compared to the nearly 120% increase in all consumer items". Interesting (and sad) that the increase in tuition has so outpaced general inflation.
You're entitled to your opinion and I'm entitled to mine. If you think tuition rates are just fine, then that's your opinion, certainly not mine.
My only thought about student teaching was/is: "Why am I paying five grand, instead of getting paid five grand for working 40+ hours a week for 12 weeks? Some pretty serious bank made by the university during that semester!Thoughts on getting a TEACHING degree online other than student teaching and some practicum hours in the classroom?
Amen!My only thought about student teaching was/is: "Why am I paying five grand, instead of getting paid five grand for working 40+ hours a week for 12 weeks? Some pretty serious bank made by the university during that semester!
But yes, crucial for any educator before getting their first solo gig.
IIt's a myth that online education is cheaper than brick-and-mortar education. It requires a vast and sophisticated IT infrastructure that must be constantly maintained and updated by an ever-expanding army of tech support staff. Older buildings must be significantly renovated to accommodate this new infrastructure. Anyone who thinks online teaching should save the cost of building extra structures should visit a nearby university and notice how much construction is being done. Partly for reasons of appearance and recruiting and partly for the need to accommodate the needs of contemporary technology, universities need to add new buildings and renovate old ones constantly.
Teaching an online class takes more time and preparation on the part of the instructor than a traditional class. Just as electronic records have made the physician's job more demanding and reduced their time with patients, electronic records have made most jobs in higher education more time consuming and take away from the time we can spend with students.
Online education works best in programs for adults who are already working in their fields of interest and who need more education to advance their careers: business, criminal justice, nursing, public administration, social work, computer science, etc. It is not a fitting model to replace everything a young adult needs to experience as part of a college education: interacting with people from all over the country and the world, exploring various career paths to find what's best for them, and learning how to get along with people who have very different backgrounds and outlooks. Plus, online education requires a level of self-discipline and self-direction that are often still in the development stage for traditional college students.
Online classes that are part of a major are probably decent. Probably quite good if part of a graduate or professional degree. The department takes pride in those. In general education courses, the level of shoddy teaching and damn near fraud can be shocking. It is not unusual for teachers to barely interact with students and then essentially bribe the students into silence by giving them good grades. That should definitely be investigated and blown to pieces.
If Justin Fields is getting a decent education with so many online classes, he is the exception, not the rule. I used to work in online education but do not anymore, for obvious reasons. Fancy IT cannot replace the value of a 45-minute conversation with a student who needs to talk through their major interests, career interests, their sense of calling, life experiences, triumphs and setbacks, and how they are growing and changing because of what they learn inside and outside the classroom. Face-to-face interaction with students is one of the joys of my life, and I learned through hard experience that online formats cannot duplicate that experience.
I got my masters degree from a public university doing online classes while working fulltime, and my wife completed her bachelors degree online after finding it impossible to attend class and work fulltime. I'm actually very much in favor of more online offerings and there are substantial savings for the university by utilizing online programs (third party software and cloud services are used for class content so universities are in no way inhibited by technology concerns. College tuition rose only because of greed by administrators who took advantage of students' access to loans, much as medical costs have risen with the expansion of insurance. Universities are building more to keep pace in the research arena and to gain prestige internationally. The AAU and US News rankings are part of that.On Ohio State: “I don't really have any in-class classes. Most of my classes are online just because of time and I can probably spend more time on football and just studying like that. I haven't really been around campus that much.”
Is this the norm now? I guess at Ohio State you really don't go there to play school.
source: elevenwarriors.com
Its not just b-s diversity related administrative staff. There is bloat everywhere at I would assume most universities (public at least). I know some that work for UNL. Overpaid, overstaffed with redundancies everywhere.Much like any other public institution the costs increase to keep paying for worthless administration positions. Here is a perfect example of it at the University of Michigan.
The University of Michigan employs nearly 100 full-time diversity-related administrative staffers, costing almost $8.4 million a year, according to a recent analysis. Over a quarter of the staff (26) collect annual salaries of over $100,000.