Colleges and universities should require all faculty to spend time working outside the academic world in professions relevant to the courses they teach.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
Requiring college and university faculty to spend time working outside the academic world in professions relevant to the courses they teach would yield many extraordinary benefits for students, for faculty members, and for the college or university at which they teach. Students would gain invaluable insight into “real” world applications of what they are taught, faculty would garner a new perspective on their research and create new professional relationships, and colleges and universities would be able to build stronger relationships with the communities they serve. The latter benefit is likely the most significant one: a faculty engaged in the community not only prepares students for work in the real world, but also contributes to improving life for all citizens of the community.
A common lament heard from students is that their teachers live in an "ivory tower" disconnected from the “real world” and its practicalities. Many students feel that professors in all fields, whether the humanities or the sciences, focus too narrowly on theoretical concerns rather than on practical career matters. That is to say, students often find their teachers' pedagogy to be esoteric and unrelated to the practicalities that they will face upon graduating from college and launching their careers. For instance, a political science major might feel frustrated that her professor devotes a significant number of class hours to elaborating the rational actor model but little time to the particulars of actual statecraft. Requiring faculty to work in professions related to their field of study would help chip away at the image of the professor living in an “ivory tower;” their lessons would be more grounded in the "real world" and their in-class examples and scenarios would reflect actual experience in the field. The political science professor, for example, who had work experience in the government, whether local or at the state or national level, could relate to students the strategies she used in advocating for or negotiating policies with government officials. Faculty members would have greater first-hand experience in their academic discipline, which they could then relate to their students, thereby better preparing students for work in their field.
While yielding critical advantages for students, faculty members will also personally benefit from such a requirement. The expertise acquired from the professor’s work experience would complement her scholarly knowledge, thus providing her greater breadth of knowledge and also bringing a new perspective to her scholarly endeavors. A practical perspective gained
from work in the field would give faculty fodder for research questions and provide new insights as to how her subject matter applies to the everyday context of her field of study. To return to the example of the political science professor, her theories and her research could now be more informed by her experience working with governmental officials, perhaps increasing the likelihood that her research would make relevant contributions to the field. More pragmatically, working in the field would also allow faculty to network and to create relationships of professional import, now not only with their peers in the academy, but also with those in the work sector. Faculty would benefit from this by having a larger group of experts with whom to discuss research questions, while this new and expanded network would also benefit students, since professors would be in a position to create internship opportunities while in school and possibly even job opportunities upon graduation.
Perhaps most tellingly, such a requirement would benefit colleges and universities, as well as the communities they serve. A more practically savvy faculty is a faculty better equipped to contribute research findings and products that have a direct application to the community and to the greater context in which the academic institution exists. They are more likely to contribute to important endeavors such as the development of green energy, urban planning projects, or improving services for the community’s citizens. College and university administrators constantly work to establish strong relationships with the communities in which they exist, with the government and its programs, and with corporate and not-for-profit businesses. They do this, not only to fund raise, but because they know that a college or university that teaches just for teaching’s sake, or researches simply for research’s sake, without any sense of contributing to the community or preparing their students to be informed, involved, contributing citizens of their communities, is a college or university with no true animating purpose. Boasting a faculty that is eagerly engaged in the work community, in a variety of ways, will only serve to demonstrate just how relevant and "plugged in" the academic community really is.
While it is true that there would be practical challenges--including adjusting faculty teaching loads and coordinating faculty leave time--that would need to be addressed, the overall benefits of implementing this policy cannot be overstated. It is also true that some disciplines may lend themselves more readily to direct work application than others; for those disciplines that do not, more creative work opportunities will need to be devised. These issues, however, should not deter colleges and universities from pursuing this otherwise promising idea, and are matters that the deans and administrators could easily resolve with some creative thinking. For the reasons cited above, students, faculty, and their colleges and universities would do well to require all faculty to spend time working outside the academic world in professions relevant to the courses they teach.
Post date | Users | Rates | Link to Content |
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2024-07-19 | Marqueetim | 83 | view |
2023-03-02 | tedyang777 | 50 | view |
2022-09-26 | Danbrilliant | 58 | view |
2022-09-25 | Danbrilliant | 62 | view |
2022-01-23 | Afia Ibnath | 62 | view |
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Grammar and spelling errors:
Line 2, column 1033, Rule ID: ACTUAL_EXPERIENCE[1]
Message: Use simply 'experience'.
Suggestion: experience
...ss examples and scenarios would reflect actual experience in the field. The political science pro...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, however, if, may, really, so, then, thus, well, while, as to, for example, for instance, such as, as well as, it is true, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 33.0 12.4196629213 266% => Less auxiliary verb wanted.
Conjunction : 44.0 14.8657303371 296% => Less conjunction wanted
Relative clauses : 21.0 11.3162921348 186% => OK
Pronoun: 65.0 33.0505617978 197% => Less pronouns wanted
Preposition: 117.0 58.6224719101 200% => OK
Nominalization: 21.0 12.9106741573 163% => OK
Performance on vocabulary words:
No of characters: 5003.0 2235.4752809 224% => Less number of characters wanted.
No of words: 892.0 442.535393258 202% => Less content wanted.
Chars per words: 5.60874439462 5.05705443957 111% => OK
Fourth root words length: 5.46501317895 4.55969084622 120% => OK
Word Length SD: 3.15527080095 2.79657885939 113% => OK
Unique words: 381.0 215.323595506 177% => OK
Unique words percentage: 0.427130044843 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 1542.6 704.065955056 219% => syllable counts are too long.
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 34.0 23.0359550562 148% => The Avg. Sentence Length is relatively long.
Sentence length SD: 59.2264733707 60.3974514979 98% => OK
Chars per sentence: 192.423076923 118.986275619 162% => OK
Words per sentence: 34.3076923077 23.4991977007 146% => OK
Discourse Markers: 5.92307692308 5.21951772744 113% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 22.0 10.2758426966 214% => Less positive sentences wanted.
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.260282099712 0.243740707755 107% => OK
Sentence topic coherence: 0.0931812799045 0.0831039109588 112% => OK
Sentence topic coherence SD: 0.111266274759 0.0758088955206 147% => OK
Paragraph topic coherence: 0.164887024726 0.150359130593 110% => OK
Paragraph topic coherence SD: 0.107473315225 0.0667264976115 161% => OK
Essay readability:
automated_readability_index: 22.1 14.1392134831 156% => OK
flesch_reading_ease: 28.51 48.8420337079 58% => Flesch_reading_ease is low.
smog_index: 13.0 7.92365168539 164% => OK
flesch_kincaid_grade: 17.7 12.1743820225 145% => OK
coleman_liau_index: 15.85 12.1639044944 130% => OK
dale_chall_readability_score: 9.47 8.38706741573 113% => OK
difficult_words: 234.0 100.480337079 233% => Less difficult words wanted.
linsear_write_formula: 21.5 11.8971910112 181% => OK
gunning_fog: 15.6 11.2143820225 139% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.