Down the tubes, that’s where it’s going. Education, I mean. Especially higher education. And by extension, all that we know as America the Beautiful is in the toilet, too.
Mercifully I don’t have to teach in the lower grades, where administrators and taxpayers feel teachers should work for poor pay in worse working conditions and are reviled for daring to organize. Instead, along with legions of my colleagues, I get to teach the products of those conditions.
Here’s what’s on the wind at the Great Desert University: At a recent college meeting, faculty were informed that the university plans to eliminate as many faculty associates as possible.
“Faculty associates” are grossly underpaid part-timers, desperate enough to take contract work with no benefits and, given the de facto workload, at less than minimum wages. When I was teaching at GDU in a full-time adjunct position with a modest salary and benefits, I taught eight sections a year. For what my salary and benefits cost the university, GDU could have hired FAs to teach eighteen sections, and still had $945 left over. Most adjuncts teach the required lower-division scutwork courses, especially freshman composition, a hugely work-intensive writing course.
So, a large portion of the FAs are to go, but some will remain. Those who do remain will be required to teach a hundred and fifty students. That’s 75 students per writing course, since GDU limits part-timers to two sections per semester. A full-time adjunct, who teaches four-and-four, would be teaching three hundred students each semester in writing-intensive L-1 courses.
By way of pretending to accomplish this impossible task, the university will recruit undergraduate students to work as “peer reviewers.” These kids, whose job will be to “review” but not to grade papers, will be trained by the director of composition. In other words, they will not be true teaching assistants, but just one more responsibility for the adjunct to have to deal with.
One full-time adjunct on the West campus has already announced she’s walking, unemployment being a far more attractive option than slave labor of this magnitude. She told friends the work was crushing her…and that was before this announcement came down.
Such a short-sighted and merciless scheme came about because the state’s extreme right-wing legislature, while it’s busily engaged in passing laws that engender one costly lawsuit after another, in suing the federal government over health-care reform, and in fulminating that President Obama should prove (to their satisfaction) that he was born in the U.S., is killing the beast by cutting education funds to virtually nil. State funding for the community colleges was cut 85 percent this year, and you can be sure they’ll do something similar next year.
Students come into my classes from the public high schools better prepared (maybe) than they were a dozen years ago, but only by dint of ridiculous standardized tests that put them into ticky-tacky boxes so they all come out looking just the same. They can recite a few facts and they can organize a standardized three-paragraph or five-paragraph essay. But they still can’t formulate a logical sequence of thoughts on their own, they still can’t discern a reliable fact from raw baloney, and they have become artists at gaming the system.
This semester I decided that instead of knocking myself out riding herd on two or three dozen learning exercises and quizzes, I would take a leaf out of the University of Phoenix’s book: don’t grade the things. The UofP, according to a friend who teaches there, inflicts the same kinds of quizzoids and exercises on its lower-division comp/communication students that I do, with the same purpose: to focus attention on the high points of reading and lecture material. But instead of motivating students to do these exercises by paying them in the currency of the classroom (grades), the UofP tells them that the exercises are there for the students’ benefit. If you want a decent grade in the course, students are advised, you’ll do the exercises. If you don’t do them, you run the risk of getting lower scores on the assignments that are graded. And then: the only graded assignments are the actual, required writings.
For the English 102 sections, this cuts my workload from 23 graded assignments to nine. I’m still scoring drafts and peer reviews, since we’re required to teach writing as a “recursive process.” Drafting and peer reviewing is part and parcel of this theory of composition pedagogy. If that were not the case, making the students responsible for their own learning process would cut my workload to three graded assignments.
Okay, so this semester we’re seeing exactly how the new strategy works. Over the weekend I reviewed their responses to an exercise asking them to apply some new knowledge (i.e., stuff they should’ve learned in the fourth grade but didn’t) to some specific examples.
The exercise went online in one of Blackboard’s pseudo-blogs, which allow students to post material in a format that appears on the instructor’s end as long toilet-paper pages containing everyone’s work. The program eliminates the endlessly time-consuming task of downloading, opening, and re-uploading file after file after file. They can see each other’s work in the “blogs”; BB just changed providers for this program, and I can’t find any way to block students from viewing other students’ posts (as the previous program would do). I’m told it would do this, but apparently it won’t do it retroactively in “blogs” that were created before the program was {snark!} “updated.”
Of 50 students, 27 posted responses. And get this: a bunch of them cheated!
No joke. They copied each others’ work and posted it, for an assignment that bore NO CREDIT.
How do I know?
They copied and pasted the same typos. As in “the car cab goes from zero to 60….” They meant can, not cab. Or at least, the person who first wrote it meant that.
And how did they do on the fourth-grade work with which they were presented? Well, they had 20 questions. One of these snared 17 wrong answers from students (out of 27 respondents!). One had 13 wrong answers, and two had 12. These figures aren’t surprising, considering that they’re copying and pasting each others’ errors. What is surprising is that as they’re copying and pasting, they don’t spot typos and obvious bêtises. The only thing you can conclude is that a significant number of them aren’t even looking at what they’re pasting.
Cheating at solitaire…
Well, my friends. Those of you who work in HR, who run businesses, or who expect to do so in the future will soon have these fine young job applicants at your doorstep.
And that is why the future of America looks dimmer and dimmer.
Did you know that only 37 percent of white Americans have bachelor’s degrees? Those who do are getting them on the strength of this kind of work. By short-changing our schools, colleges, and universities, we’re short-changing ourselves and short-changing our country.
We are, in a word, screwed.






