This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Comparative measures of learning depend on the specification of learning standards. Quality policy, learning standards and assessment practices all intersect within the broader umbrella of accountability, with relevance to governments, higher education providers, employers, parents, and students.
I was sitting at home, revising my manuscript introduction and feeling jealous of all of my historian friends at the conference, when I got an email telling me my last and best hope for a tenure-track job this year had evaporated.
I closed my laptop and walked out of my office. The perfect reading lamp, the drawer of fountain pen ink, the dozens of pieces of scratch paper taped the walls, full of ideas to pursue.
The hundreds of books surrounding me, collected over nearly a dozen years, seemed like nothing more than kindling in that moment.
I cried, but pretty quickly I picked myself up and started thinking about the future. And then I started looking forward. Only now do I realize how messed up my initial reaction was. But it had happened, and if I were ultimately to blame for it, what right did I have to grieve?
The genre is almost universally written by those leaving, not those left behind, a reflection of the way we insulate ourselves from grappling with what it means for dozens, hundreds, thousands of our colleagues to leave the field.
Quit-lit exists to soothe the person leaving, or provide them with an outlet for their sorrow or rage, or to allow them to make an argument about what needs to change. To do so would be to acknowledge not only the magnitude of the loss but also that it was a loss at all.
To that I say: But more importantly, no one is owed my work. To whom would the value of my labor accrue? Please stay with us just a little bit. We also try to avoid grappling with the loss of so many colleagues by doing just what we do with our students: You can use those skills in finance!
All sorts of regular jobs that your concerned parents will recognize! I got a PhD in history because I wanted to be a historian.
But we also emphasize it, I think, for the same reasons we encourage the departing colleague to keep publishing. I teach my undergrads skills through content, and I keep the amount of content low, but as both a teacher and a scholar, I personally know so much stuff. I have forgotten more about Martin Van Buren than most people around me will ever know.
I knew what job would pay me to know a lot about stuff that happened in the past. I started as a VAP where I currently teach in the fall of and defended my dissertation that December.
Of course I could do it really well! This was what I had been trained to do. This was what I wanted to do. What hurts the most, in a way, is that my loss has been replicated a thousand times over, and will be replicated a thousand times more, barring some mass rejection of capitalism, and rather than face what that means, we have, as a profession and as people, found ways of dealing with it that largely erase the people we lose, erase their pain and grief, and erase our own.The book Academically Adrift, and other surveys point out that business majors spend less time studying, and show weakest gains in reading and writing skills in the first two years of college.
Nov 21, · Writing faculty from across the system shared student writing samples and assessment rubrics, a process they found both useful and engaging, particularly given the opportunity for expanded colleagueship beyond the small departments in VSC colleges.
Peter Brooks Academically Adrift: Limited Learning on College Campuses by Richard Arum and Josipa Roksa University of Chicago Press, pp., $; $ (paper) Money and Failing Our Kids—And What We Can Do About It.
The rhetoric of crisis seems to have become endemic to writing about the American university. to admit the. Thank you, thank you for your clear explanation of the tragedy that has befallen our educational system.
I am a retired high school English teacher () who left with 30 years experience partly because the administration made it clear that it did not respect or value the expertise of experienced teachers. It’s possible to float through 4 years these days without doing much or learning much (over one third of students graduating from university have no increase in critical thinking skills according to research cited in the book “Academically Adrift”).
An excerpt from Academically Adrift: Limited Learning on College Campuses by Richard Arum and Josipa Roksa. Also available on web site: online catalogs, secure online ordering, excerpts from new books. Sign up for email notification of new releases in your field.