Comments on: Who wants to be a superprofessor? http://moreorlessbunk.wordpress.com/2013/02/01/who-wants-to-be-a-superprofessor/ "History is more or less bunk." - Henry Ford, 25 May 1916. Wed, 19 Jun 2013 01:49:45 +0000 hourly 1 http://wordpress.com/ By: “You may say to yourself, ‘My God, what have I done?’” | More or Less Bunk http://moreorlessbunk.wordpress.com/2013/02/01/who-wants-to-be-a-superprofessor/#comment-9758 Tue, 30 Apr 2013 18:39:49 +0000 http://moreorlessbunk.wordpress.com/?p=9314#comment-9758 [...] Seriously, who wants to be a superprofessor? [...]

]]> By: Historiann http://moreorlessbunk.wordpress.com/2013/02/01/who-wants-to-be-a-superprofessor/#comment-5823 Sun, 03 Feb 2013 00:21:39 +0000 http://moreorlessbunk.wordpress.com/?p=9314#comment-5823 AHahahahaha! Love that final quotation.

You might be interested in the current conversation over at Tenured Radical, in which she permits a guest post from a historian who writes about how she uses technology in her classes and why she defends the value of lectures.

]]> By: Contingent Cassandra http://moreorlessbunk.wordpress.com/2013/02/01/who-wants-to-be-a-superprofessor/#comment-5803 Fri, 01 Feb 2013 23:11:47 +0000 http://moreorlessbunk.wordpress.com/?p=9314#comment-5803 Come to think of it, my traditional prerogatives seem somewhat under threat in my face to face classes as well, also in the name of accreditation/assessment, and also in the direction of a greater conformity to methods and standards not actively created by the majority of the faculty involved, or even a representative sampling of those faculty. But I tend to attribute that to being a non-tenure-track faculty member who doesn’t do service in a program that is staffed almost entirely by non-tenure-track faculty members who don’t do service. Because online programs are new, and require start-up money, administrators have more leverage to shape them in the direction they’d like to see much undergrad education go. Whatever happens with MOOCs in particular and/or online education in general, that pressure will only increase, especially but not exclusively in general-ed courses.

]]> By: Contingent Cassandra http://moreorlessbunk.wordpress.com/2013/02/01/who-wants-to-be-a-superprofessor/#comment-5802 Fri, 01 Feb 2013 23:05:09 +0000 http://moreorlessbunk.wordpress.com/?p=9314#comment-5802 I’m experiencing pressure toward conformity of delivery in my online (upper-level comp, bigger-than-they-should-be-but-nowhere-near-massive) classes, but the pressure is coming not from the Gates Foundation, but from our accrediting body (or, rather, I suspect, from our online learning office, which gets to decide how it will prove to our accrediting body that our online courses really do cover the same material as our face to face ones). I thought that wasn’t going to be a problem, since pretty much everybody who teaches online in my program also teaches face to face, and it’s pretty easy to show that we use the same assignments, exercises, etc. (or very close variations thereon) in both modes. But somehow we’re ending up having to conform to some common methods of delivery recommended by another foundation, and what the instructional designers think we should do, and it’s all being done in the name of assessment for accreditation.

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