Rice, R. Eugene. "The Future of the Scholarly Work of Faculty." Faculty priorities reconsidered: Rewarding multiple forms of scholarship. Eds. K. O’Meara & E. R. Rice.San Francisco, CA: Jossey-Bass, 2005: 303-313.
Like: I liked that the proprietary schools were addressed as an issue, and I particularly liked the quote: "If we continue to take an incremental, additive approach to change we may create a career that is increasingly less viable and inviting" (306). I therefore also liked the solution of transformational change. I also liked that the issue of SoTL trying to be an independent form of scholarship was brought up. One think I particularly liked about the Boyer piece we read was the integration of all the types of scholarship, but much of what we've seen so far has strayed away from each type influencing the others.
Confusion: None.
More: I would actually like to learn more about how proprietary schools fit into all this. I currently work at one, and dislike it because the course is "canned" and doesn't reflect what I think is important in the comp classroom.
I think you are feeling the crossroads of so many competing philosophies of what/how/why HE should work. I think your question about proprietary schools is one of the BIG ones. Will our culture's economics continue to override everything? If so, how do we work within the system (one of the reasons I like reading feminist theory...figuring out how to work from within the system)?
ReplyDeleteI will say, however, I too have been saddened by the fact I don't see much overlap between the Boyer categories. I wish we even saw it more in T&P guidelines. I try to use them to understand my own reasons for doing all this and helping me keep it real (and reflected).
I don't have a good response about your concerns about proprietary schools because I think I have the same concerns. But I, too, like Rice's discussion about transformational change and collaboration.
ReplyDeleteI do currently teach at one of those schools and feel like my students there are not as prepared as my students at the CC. I'm sure this is in part because of the "canned" course approach and in part because those courses are catering to the student instead of forcing the student to do college level work.
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