Rethinking Higher Education by Fallis George;

Author:Fallis, George;
Language: eng
Format: epub
Publisher: McGill-Queen's University Press
Published: 2016-08-15T00:00:00+00:00

NOTES

1.Each of the themes is associated with the discourse of several, often many, authors. The following discussion of each theme cites one or two key sources.

2.Some faculties are not divided into departments, for example often business schools are not, but the fact that the undergraduate degree has a disciplinary focus still applies.

3.The GPA is not the sole criterion, but a high GPA is a necessary condition to be among the group who will be evaluated according to a wider set of criteria.

4.The CLA has its share of critics; the criticisms are presented and discussed in Arum and Roksa (2011).

5.HEQCO is also joining in a large international project, the Assessment of Higher Education Learning Outcomes (AHELO), being led by the OECD. Ontario’s participation will focus on civil engineering degree programs.

6.And attempts by the government to provide extra funds for degree programs needed by the labour market have often had problems. The number of graduates expanded but all too soon there were more graduates than jobs. This was the case after expansion in computer science, nursing, and education.

7.It should be noted that in the US literature, the term “college” is usually used the way the term “university” is used in Canada.

8.The following three paragraphs are from Côté and Allahar (2011, 132).

9.Often when professors decide upon the assigned readings for each week (to be read before class, theoretically) they use the two-hour rule. There is an interesting reciprocity in the two-hour rule. In my own discussions with the best professors teaching undergraduate classes, they report that it takes two-hours of preparation for every hour in class (including developing the syllabus, preparing for class, seeing students, responding to emails, setting assignments, and marking).

10. New technologies actually require more out-of-class work than traditional instruction. Although the lectures are available online (and are watched before class), the students still have to read the syllabus. The outside-of-class time required for the truly flipped classroom is even greater with new technologies. Many commentators seem to forget that MOOCs still have a syllabus of readings.

11. The great dream is that online courses will reduce the cost of undergraduate education. It remains a dream. High-quality MOOCs are very expensive.

12. Colleges (Colleges Ontario 2012) have asked to be able to offer four-year honours degrees, and it seems that such degrees might be in the basic arts and sciences. Just as universities should halt their drift into pseudo-vocationalism, colleges should retain their focus on career-oriented education and should not be allowed to offer bachelor’s degrees in the arts and sciences.

13. Indeed, none have departed in a significant way from the guidelines.

14. A properly designed liberal arts degree would not use the courses in each department that have been created to form the disciplinary degree.

15. Many students do not take a full load of courses each term and take longer than four years to complete their program. Also, many departments have two-semester courses. But the principles of the design of the degree are the same.

16. Several reviewers of Fallis (2007) felt, given its

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