Welcome to Brazen Careerist!
Emily Ma is using Brazen Careerist to share ideas. Join now to become a member and start networking with Emily Ma and other professionals just like you. Learn more.
Emily Ma is using Brazen Careerist to share ideas. Join now to become a member and start networking with Emily Ma and other professionals just like you. Learn more.
I’ve been trying to figure out how to write this blog post for quite some time now. I think I finally know how to best share these thoughts.
Having spent 2.5 years at the University of Iowa and now 1.5 years at Drake University I have had the opportunity to see many different perspectives on education from both a public & private school. Here is what I’ve found is wrong with our education system and what’s forced it to be this way.
These are the things I think have ruined our system, aside from the government subsidizing stupidity and artificially driving the costs of education higher; but that’s a post for another day.
Here are the things we need to change if we want this to turn around:
Until these changes are universally made in the US our education system will continue to suffer and the quality of our graduating students will be decreasing at significant rates. Some of these changes are difficult to make. If you have questions let us know because we know steps need to be taken. If you have a student in your home or if you are a student, demand these things from your/their professors. Until this happens I doubt any change will be made.
I'm not in business school, but I'm in the education field and working on a PhD and I completely agree. I don't even like textbooks in the k-12 grades. Students should be reading books not summaries of information. Tests are useful in some occasions but when I ask my students about information they did a project on 3 years ago versus take a test, they can always remember the information from the project. Finally "real world" experience should be require before entering any PhD program. I see too many people with no idea what is available to them or how to conduct themselves in a professional situation.

I think you have some good points here, but they'd be stronger if your details were right. Let's take a look at the question of textbooks.
First, they haven't "'ruined' the way you were taught." I think what you mean to say is that you think they're not an effective teaching tool, or that they encourage too many limitations, or something else entirely. Maybe you mean that they've ruined teaching. But your sentence as is just doesn't work. You've had textbooks throughout your education; they aren't some new introduction in college that "ruined" what went before.
Second, your use of quotes ("experts") can appear condescending. The people who write textbooks generally are experts. You may wish many of them had a different kind of expertise--indeed, that clearly is the thrust of your next bullet point--but they do have knowledge and experience that you lack. And are dismissing out of hand with those quotation marks.
Third, "things have changed in the last few centuries." True. But first, textbooks have been around for less than two, and second, the changes you're talking about are still measured in decades.
Fourth, "Textbooks are a crux for the teachers/professors and students." Based on context, I think you mean "crutch."
I do think you make some good points here: I agree that application results in better critical thinking skills than does recitation of facts. I agree that--particularly for professional schools--it makes sense to have instructors who have hands-on experience. I agree that college students should succeed or fail on the merits of their own work and initiative; it's one thing to provide resources, and make sure people know how to use them, and another to "hand-hold" throughout the process when that isn't needed.
I'm not sure that these points hold up across the university without exception, though, and I think the lack of precision in your supporting arguments limits their effectiveness.
Good thoughts, Steve. I am an Iowa alumnus who started out at Creighton, but also didn't get along well with the kind of babysitting you received at Drake. Some people like it. Some don't. I know graduates from both who are super-successful, and others who are...not so much.
I agree with your points about essays and projects. Now, that I've been working for a while, what I have found valuable about the multiple choice tests is that they gave me a broad foundation of knowledge. Projects let you dig deep and really own a concept (which I love), but they do tend to limit your exposure to other potentially relevant concepts that you might want to dig into one future day. A combination of both is probably best.
What I think is fatally absent from college curriculum is nuts and bolts workplace skills. I learned all about management theory and strategy in college, but had no clue how to craft a professional email or about how to generally NOT look like a knucklehead in front of people 20 years my senior. This has nothing to do with intelligenc or knowledge. If you're like me when I was in school you're thinking "I'm great with people, that won't be a problem for me." That was partially true. But I also had way more lessons to learn about this than I imagined.
My school has a fairly good PR program (my major), but there are a few class that have left something to be desired.
I agree with your point about textbooks. More than half of the books I've purchased, I've hardly ever opened. I think professors should make them optional if they aren't going to require us to use the information in the book. (For example, my biology class had an expensive book that I never used because the professor gave us worksheets.)
I also agree with several of your other points. Professors should have experience, not just degrees. Depending on your field of study, real world application is better than memorization and regurgitation. In one of my favorite PR classes, we chose a local business/organization to do all of our PR work for during the semester. That was nice--I learned more doing real-world work.
Lastly, I completely agree with your point about babysitting. The real world doesn't hold your hand while you figure things out. Colleges shouldn't do that either.

I couldn't agree more with your point about babysitting students. I am appalled by the changes in our education system over the past few decades. The first time I went to college was in the '80s. I got a BS in chemistry and worked my butt off. A few years ago I went back for a BS in microbiology. I can't believe how much easier it was. I hardly had to study at all. The teachers were more worried about to not letting anyone fail that they didn't challenge the rest of the students. And what's with open-book tests? That doesn't show how much you know, just that you know how to look it up. It was pathetic.
The reading level of the textbooks was ridiculous. I read more dificult texts in high school. Maybe you wouldn't think textbooks ruined things if you would have had to read some that were actually written at a college reading level.
I partially disagree with your point regarding instructors having field experience rather than a PhD. I agree that there are too many profs out there with no real world experience. But one thing field experience doesn't teach you is how to teach.