great, the feds are so good at messing things up!

Now that they’ve fixed the K-12 schools, have FEMA humming, have Iraq on the mend, witnessing the birth pangs of a new Middle East in fact, they’re going to bring the same benefits to higher education!

superhiker, at 11:30 am EDT on August 17, 2006

Another Nattering Nabob of Negativity

I guess it shouldn’t surprise me that those who are most quick to add their comments to IHE stories are individuals who see the world crumbling about them — those who are eager to complain but who never add anything constructive. “Superhiker” is a just another supercynic, taking topics as diverse as K-12 reform, Katrina and Iraq, then performing the e-mail equivalent of wrapping them in an “ain’t the Feds terrible” paper bag, and tossing them on the side of the road while nobody is looking. Come out of your cave, and suggest some ideas of your own. Show up at a commission hearing, write an op-ed piece, do something or anything besides the incessant whining that is the trademark of you and others of your ilk.

Jim, at 12:25 pm EDT on August 17, 2006

Jim, thanks for the uplift!

You’re so positive! You want a constructive suggestion before I head for my morning outing? Here’s one: let the feds butt out and let the states run the public schools, the private university trustees to run the private schools.

superhiker, at 1:05 pm EDT on August 17, 2006

Regulatory Rules vs The Legislative Process

1) It seems funny to me that the Department of Education would almost immediately engage in the federal regulatory process. Are they worried about the potential change of guard at the US Capitol?

These recommendations can easily be considered within the development of new higher education reauthorization bills during the 110th Congress. Why not give stakeholders, and those who write our laws, the opportunity to develop and consider long-term changes to higher education in our country?

2) The recommendations contained in the report urges, “institutions to make a commitment to embrace new pedagogies, curricula, and technologies to improve student learning.” Many campuses across this great land of ours are already engaged in such commitment. Divisions of Student Affairs at colleges and universities are equal partners in the personal, intellectual, and leadership developments of students. Academicians and student affairs professionals, day after day, engage students in becoming involved with activities that enhance and supplement the learning that occurs within classroom walls.

The commission failed to recognize the importance that colleges and universities play in developing the whole student. Out-of-classroom learning experiences play a large role in ensuring student development, as well as retention. The value added to a students collegiate career through such experiences helps prepare them to not only become active citizens, but to also increase their readiness to work and contribute to the economy of the United States of America.

Daryl, Student Affairs Professional, at 4:30 pm EDT on August 17, 2006

Long Overdue

*calls for streamlining the federal financial aid programs, more disclosure of colleges’ performance on a number of fronts, and the creation of a federal database of students’ academic records*

Government might not be the magic elixir of educational reform, but these initiatives are LONG overdue. If a school is spending tax payers’ money, it MUST be held accountable. Unfortunately, there have been so many abuses of Federal Aid programs that the Federal Government is ethically and legally obligated to take action across all sectors. So if you don’t like the upcoming efforts towards reform, you can thank those institutions that have created such a pressing need for it.

I, for one, will be breathing a sigh of relief!

kgotthardt, at 10:10 pm EDT on August 17, 2006

Lo00ng time coming, what’s so “fast” about the reform?

Dear colleagues in Higher Education, a few comments:

1) Feds cannot butt out when it is federal dollars, there are responsibilities here. Duh.

2) While I would like to think that the faculty themselves can fix things, I know better, and so should the rest of us.

A) Because faculty can’t enforce anything. Largely because they are working with colleagues, must remain collegial (otherwise known as go along to get along, first inculcated when approaching the disseration committee, and firmly cemented in place with the tenure review committee).

B) Because of faculty unions, which proliferate like mushrooms in the musty and darkened corners of “lack of accountability"-U.

C) Because they largely don’t know how to manage, due to lack of experience, lack of education (in management), and more importantly lack of initiative and interest.

D) Because what faculty are really good at is talking, writing articles (some faculty, anyway), attending committee meetings, authoring reports, and generally promoting their viewpoint. After all, they were usually hired to be independent thinkers and workers. Duh. Implementation? Well faculty don’t really know what that is.

What faculty are not good at is listening (beyond their own academic specialty), nor taking criticism (which is instead largely ignored, especially when it comes to student evaluations). Nor holding their own accountable.

Of course this is a broad brush, and perhaps a majority of faculty are competent. But we are dealing with a problem that is not wholesale rottenness but a significant portion. Enough to cause enormous waste of money and opportunity.

But for those who are competent, at what are they? Supposedly independent research, instruction, and service to the community. Accountable to whom? Their buddies of 10, 20, or 30+ years in the department.

Who are you kidding? These are the creatures who will voluntarily submit to more work, who might, gasp have to change their behavior? When tenure has taught them that it is their right to do exactly as they please (beyond showing up during most of their scheduled classes)... the only response will be to fight, to put off the reform until they retire.

To loudly proclaim that no one (besides themselves) is qualified to produce reform, and that, hey, we are doing that reforming thing already anyway... we promise... really... that is the reactionary strategy that we hear and read about and will continue to find in the op-ed pages and reports from well-intentioned groups of... faculty.

Don’t believe a word of it.

Disillusioned Doctoral Student, Doctoral Student at Land Grant U, at 4:35 am EDT on August 21, 2006