I like the idea of MOOCs — massive open online courses — as ways to help spread the information at universities to a wider public. I don’t like the idea that these can replace real universities, though. It buys into the assumption that what universities deliver is big brains talking at a passive audience, when that’s only a small part of the experience. Scicurious is unimpressed, too.

Look, you want to learn? These online courses are a good supplement, and give you an opportunity to hear from experienced instructors. But if you really want to dig deep, there’s the disciplined grind as you try to master the minutia of a subject, there’s the hands-on lab experience, there’s give-and-take with peers and professors that you really need to bring it home. MOOCs just don’t do that.

Victoria Soto, age 27, apparently died yesterday while trying to get her students into a safer spot in their classroom at Sandy Hook. She stood between the murderer and her students, and he killed her.

This is Soto right here.

[Updated to add: Andrew Revkin shares more on Soto’s colleagues Kaitlin Roig  and Maryrose Kristopik: “Kaitlin Roig locked her students in the bathroom and kept them safe, while Victoria Soto was trying to do the same when she came face-to-face with the gunman and was shot, execution style. Maryrose Kristopik barricaded her music students in a closet, while the gun man fought to get in.” Roig and Kristopik survived, thankfully.]

I spent a little time thinking about Soto and her colleagues this morning. I’ve known quite a few grade school teachers over the years. Until 2009, I was married to one. And I realized as I was thinking about Soto that there’s not a single one of those grade school teachers I’ve known, my ex- emphatically included, who I could imagine doing anything but jumping between the gunman and his or her students.

I know that’s an argument from incredulity. I know teachers are human beings, and human beings freeze up when they’re frightened. But I’ve also seen the sacrifices grade school teachers make on days the media don’t notice. Over and over, day in and day out, with no hope of any relief outside of leaving the job.

And for this they get to be one of the most denigrated groups of professionals in the United States, targeted every single goddamn year for one “reform” after another, vouchers from the fundies and charter schools from the liberals,  forced by law to take every spark of individuality and interest out of their curricula and then blamed when their students lose interest, resented their pensions and their health care by people who then blame them when their kids turn out to be apathetic.

Once the media horror dies down about Soto and her co-workers’ sacrifices, I guarantee you this: public school grade school teachers will go right back to being the despised class. “Union thugs.” “With three-month vacations.” “Teaching kids their ABCs.” All the idiotic, ill-informed, right wing anti-intellectual myths will rev up again as if nothing had happened. And in the meantime the people the Fox pundits despise will go on teaching kids to read and do math and treat each other with respect.

In other words, it’s not really that much of a jump to imagine all the teachers I know instinctively taking a bullet to protect their kids. To a first approximation, every single one of them does the same thing every waking moment, giving up their lives by increment to give their students a chance at a better life.

I don’t at all mean to trivialize the sacrifice Soto and her colleagues made by comparing it to, say, having to buy pencils on your own dime because the Republicans cut your district’s budget even further. What I’m saying is that given the kind of peson who chooses to remain in the profession despite all the sacrifice and opprobrium because they want to help kids, Soto’s tragic sacrifice isn’t in the least surprising. It’s what teachers do.

So I just thought I’d take a moment to thank those of you reading this who are, or who have been, grade school teachers for your routine heroism. We don’t recognize it enough.

[Read more…]

I agree with Roger Ebert: he has a suggestion for how we can improve American education.

What I think we need are smaller classrooms, better pay for teachers, and an emphasis on fundamentals rather than frivolity. Although I am in favor of physical education, I believe most school sports foster a flawed culture. The news that Allen, Texas, has constructed a high school stadium costing $60 million filled me with incredulity. What does that have to do with education? I was much cheered by the new documentary “Brooklyn Castle,” about how a team from an inner city junior high school won the national high school chess championship, and didn’t need a stadium at all. They were coached by a couple of great teachers.

Defining “frivolity” is tricky: are geometry and basic writing skills serious, while teaching Shakespeare is frivolous? I think there should be an emphasis on acquiring essential skills like reading and arithmetic before graduation, but there’s also a place for enthusiastic teachers communicating the joys of a specialty. Of course, I think that would naturally emerge if we had adequately funded and staffed schools.

As for the $60 million high school football stadium: there are some school district administrators who ought to be fired for irresponsible behavior, and a lot of parents who voted for that monstrosity who ought to be ashamed. But they’re probably too ignorant because of their deficient, sports-soaked educations to be aware of it.

Oh, great, another depressing article about the state of American academia.

My friend is an adjunct. She has a PhD in anthropology and teaches at a university, where she is paid $2100 per course. While she is a professor, she is not a Professor. She is, like 67 per cent of American university faculty, a part-time employee on a contract that may or may not be renewed each semester. She receives no benefits or health care.

According to the Adjunct Project, a crowdsourced website revealing adjunct wages – data which universities have long kept under wraps – her salary is about average. If she taught five classes a year, a typical full-time faculty course load, she would make $10,500, well below the poverty line. Some adjuncts make more. I have one friend who was offered $5000 per course, but he turned it down and requested less so that his children would still qualify for food stamps.

Why is my friend, a smart woman with no money, spending nearly $2000 to attend a conference she cannot afford? She is looking for a way out. In America, academic hiring is rigid and seasonal. Each discipline has a conference, usually held in the fall, where interviews take place. These interviews can be announced days or even hours in advance, so most people book beforehand, often to receive no interviews at all.

By the way, five course per year — the standard 3/2 load — is what I teach. It represents about 20 contact hours per week, and doesn’t include all the preparation time. Or in the case of adjuncts, the commute time: I knew of adjuncts in the Philadelphia area who taught 5 or 6 or more courses, each one at a different university.

And as the article points out, there are additional costs to being in the professoriat. I’m at a small university, and we get several hundred dollars per year for travel (although we’d be in trouble if every faculty member tapped into that fund), but adjuncts typically get nothing, and are entirely on their own. A lot of journals also have page costs if you want to publish…that has to come out of your pocket if you’re an adjunct.

This is a telling quote from the article:

The adjunct problem is emblematic of broader trends in American employment: the end of higher education as a means to prosperity, and the severing of opportunity to all but the most privileged.