The Texas Higher Education Reform Plan: A Virus Spreading to a State near You

            In an act to attempt to further run the Florida government as a “business”, Governor Rick Scott is beginning to introduce conversation to Florida legislation to consider similar higher education reforms that Texas Governor Rick Perry has been implementing in the Lone Star State. The controversial plan known as the “Texas Seven Breakthrough Solutions” would quantify educational performance at the instructional level (O’Connor, 2011).

            These reforms aim hard at cutting university costs by holding professors more accountable for their instructional capabilities, and almost completely disregard the invaluable research many professors provide to the academic community.

            The reforms tend to focus on the peace of mind gained from becoming a tenured member of an institution, and therefore valuing the instruction of students at a much less degree than completing their research. The reforms would essentially initiate a system in which an institution can nominally measure the performance of its professors (Lutz, 2008).  

            Of course there always are positive ideas that could come from reforms, but in this case they would need to be extremely restricted. Many institutions would strictly become for lack of a better term, degree factories, trying to churn out as many graduates as possible to keep up with the requirements of these reforms. Gone is the day were a professor takes on seven to nine undergraduates for a senior seminar, because it simply would not be economically efficient. Personally, I gained the most academically during my undergraduate years in these small seminars because it gave me a platform to discuss and interact with my professor on a much more personal level; experiences that I would not trade with any lecture based course with 200 students.  The entire instructional guideline for an institution would become a numbers game. How many students can we get through the system in a semester?

            A way for reforms to create more of a positive effect on the institution while still focusing on actual course instruction would be to simply start with higher requirements for total courses taught in an academic year. With the steady growth of online and distance learning professors could add a course or two more during the given year to meet these specific standards to balance out research and instruction. That would be a start, and a gradual one, as major changes like this can simply be taken on overnight.

            Where these reforms could have an immediate negative impact is at the community college or junior college level, where tenured professors are for the most part, strictly employed for instructional purposes; as these institutions would most certainly turn into a form of degree factory. The primary reasons students attend community college is for the lower cost of attendance and the generally smaller class sizes compared to that of a four-year university. If these reforms are implemented, what is to stop community colleges from increasing class sizes substantially? In Florida, Governor Scott wants to look at the university system as a business; the students are the customer and the degree is the product. A business is all about profitability the more degrees you can “sell” the higher the profit margins, so class room size growth would really be inevitable.

            The overall goal of the “Seven Breakthrough Solutions” is to create the possibility for more students to graduate from college, and for tuition expenses to be somewhat reigned in. Both goals are great, but this plan goes about it the wrong way. You cannot create a value system for professors based solely on instructional achievement. The plan would create a chart very similar to a budget sheet with professors that have brought a profit to the university or college and those who have not. The problem however, is that the overall body of work (including research) could not possibly be judged according to that standard. The system would be too cut and dry, too simplistic, and for that reason, organizations such as the Association of American Universities have been for the most part opposed to the idea (O’Connor, 2011). 

            There obviously needs to be something done to control the ever rising costs of higher education in the United States, but these tactics, which are becoming more and more popular in conservative run states are not the right way of attacking those issues. Professors are the backbone of the American educational institution, and much of the reason for the diverse thinking that occurs on campuses across the country. Restrict their abilities and force them to follow these sets of guidelines will only limit the minds of our young students, and that will have a much larger affect on the country versus saving a few dollars every semester.

            Resources

Lutz, W. (2008, May 23). Perry, regents discuss higher education reforms. The Lone Star Report

Retrieved from http://texashighered.com/node/6

O’Connor, J. (2011, September 13). Is florida ready to consider texas higher ed reforms?. State Impact: NPR. Retrieved from http://stateimpact.npr.org/florida/

History and Current Issues of Distance Education

Running head: HIGHER EDUCATION IN AMERICA WRITING 1

Higher Education in America - Writing Assignment 1
William Houder
University of South Florida

Higher Education in America Writing Assignment 1

Long before the arrival of the telephone, telegraph, and even Ben Franklin’s postal system, there was only one primary way of receiving a formal education. Students would have to attend a schoolhouse and receive a synchronous lesson that would be taught using basic resources such as slate, chalk, and a few books to learn how to read, write, and perform mathematics. As the world has evolved, so have the definition, practice, and technology in education. One modern method of learning that is growing rapidly is distance education. This paper will discuss the definition, history, and some current issues of distance education. It will also examine different forms of distance education and what we have learned over time from various organizations that have made an impact in this niche and whether or not distance education is right for you.

Unlike basic mathematical equations, where an individual knows that you have one concrete answer, the definition of distance education is constantly evolving and changing as the various mediums of communication advance over time. According to Gunawardena and McIsaac (2004), distance education has traditionally been defined as “instruction through print or electronic communications media to persons engaged in planned learning in a place or time different from that of the instructor or instructors”. However, the rising popularity of computer related technologies to accommodate students with distance learning has spawned several different interpretations and definitions for distance education. As Sherry (1995) states, the terms distance education or distance learning have been applied interchangeably. Two key components she writes about include the separation of teacher and learner in space and/or time and communication between student and teacher mediated by print or any other form of acceptable technology.

One particular definition stands out because it encompasses a very broad approach to the definition of distance education. Schlosser and Simonson (2002) define distance education as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors”. Schlosser and Simonson outline the following four concepts to support the validity of their definition. First, distance education is institutionally based which differentiates it from a self-study program. Second, to be defined as distance education, there must be a separation of teacher and student. Third, interaction between student and teacher can be either synchronous or asynchronous. The final concept revolves around the connections between learners, resources, and instructors.

Distance education is not a new concept. Throughout history, many countries have had an integral role in the development of distance education. The earliest form of distance learning took place through correspondence courses in Europe during the late nineteenth century. One establishment in particular has been at the forefront of distance learning. In 1969, the establishment of the British Open University in the United Kingdom marked the beginning of the use of technology to supplement print based instruction through well designed courses. The Open University model has been adopted by many countries in both the developed and developing world (Gunawardena & McIsaac, 2004). Examples of organizations that have been committed to offering distance education at the collegiate level include Vancouver's Open Learning Agency, Norway's NKS and NKI Distance Education organizations, and Florida's Nova University (Sherry, 1995).

Before cable television and interactive instructional television, there was broadcast television and radio. While these forms of distance learning were effective, they had limitations. Live broadcasts were difficult to record and playback for future use. Also, students were limited in that they had to rely heavily on self study with no assistance from a teacher or ability to ask an instructor for additional clarification. Other popular options were Interactive Instructional Television, Recorded Audio and Video Media, and Teleconferencing, both audio and video. This was the common practice until television technology in the late 1950's and early 1960's, introduced live broadcasts. Through these broadcasts, master teachers conducted widely-broadcast classes (Sherry, 1995).

As the United States moved into the 1990’s, came the emergence of the internet and computer-based technology to connect students all across the country. College institutions and the emerging for-profit institutions began to offer web-based options in lieu of traditional programs. These web-based courses benefited self-motivated individuals who could not attend a traditional class due to geographic or financial limitations, or those who preferred this medium of learning instead of a synchronous lecture. In the fall 2009 term, over 5.6 million students took at least one online course. This was an increase of nearly one million students from 2008 (Allen & Seaman, 2010).

Currently, the most popular methods of distance education are computer-based communication through laptops, cell-phones, and various internet capable devices. These tools provide students with immediate access to electronic mail (E-mail) and bulletin board systems such as Blackboard (Sherry, 1995). This recent technology, along with emerging products, such as Apple’s Ipad, gives students the opportunity to access supplied course materials, print-based media, conduct teleconferencing and videoconferencing all while being a short phone call or email away from the support of their instructor. We have also seen over time the barriers to communicate and educate adults and students across the globe are becoming easier. We are in the midst of a 21^st century that will have the opportunity to enhance our cross-cultural understanding, break down old barriers between countries, and enhance the opportunities to seek an education in any subject or skill set. One exciting example of this is GLOSAS (Global Systems Analysis and Simulation). They have worked to develop models of the Global University and the Global Lecture Hall, which will provide resources allowing less affluent countries to keep up with advances in global research and education (Gunawardena & McIsaac, 2004).

While computer supported platforms are the fastest growing, they are still emerging and can be quite expensive depending on the necessary software or infrastructure necessary to make sure they operate without a problem. This requires to student to make sure they have the latest upgrades, antivirus software, and familiarity with the operating platform to be able to participate in distance education. On another note, some professionals have questioned whether distance education quality has kept pace with the rapid growth in popularity. Others have voiced their confusion of having students attend a college, pay for room and board, and have them sitting in their residence halls taking classes instead of attending actual classes. A recent article found that over half of the 1,055 college presidents surveyed in two-year and four-year colleges believe that online courses offer a value to students that is equivalent to a traditional classroom lesson. However, a lower percentage of adult Americans, only 29 percent of 2,142, believe that online learning measures up to traditional teaching environments (Young 2010). These perceptions, along with a current recession, continued higher education funding cuts, and working to comply with the Americans With Disabilities Act to name a few examples, will keep distance education issues a top priority for our administrators and faculties and challenge them to find answers for.

Distance education is revolutionizing the way we can educate people. The technology and training exists that any student can seek an education customized around their specific needs and wants. For some, distance education may not be the preferred method of learning but it will certainly serve as a valuable supplement to their favored process. To find what works best for each individual, they must have a solid understanding to which medium they would desire and take the time to educate themselves as to what they believe will work best for them. It would be recommended to speak with their peers, faculty members, and classmates to gain proper guidance, opinions, and impressions about distance learning. With a favorable experience and support, one may find that distance learning could potentially become their favorite form of education. For institutions of higher learning, it will be a priority to continue to evolve and invest in distance learning as more students demand and have a preference for this learning style.

References

McIsaac, M. S. & Gunawardena, C. N. (2004). Distance Education. In D.H. Jonassen, ed.

Handbook of research for educational communications and technology, Second Edition: a project of the Association for Educational Communications and Technology. 355-396.

Schlosser, L. A., & Simonson, M. (2002). Distance education: definition and glossary of terms.

Bloomington, IN: Association for Educational Communications and Technology, 1-7.

Sherry, L. (1996). Issues in Distance Learning. International Journal of Educational

Telecommunications, 1 (4), 337-365.
United States Distance Learning Association. (2010, November). Class differences: Online

education in the United States, 2010. (Sloan-C Report). Allen, I. E. & Seaman, J.

Young, J. (2010). College Presidents Are Bullish on Online Education but Face a

Skeptical Public, The Chronicle of Higher Education. Retrieved on September 9,

2011 from http://chronicle.com.ezproxy.lib.usf.edu/article/College-Presidents-Are

Bullish/128814/.

The Comparison of the Evaluation System between American and Chinese Higher Education

By Lu Bai

With the creation of the evaluation system’s theories and methods, and the perfection of the basic framework and the practice patterns in higher education, Chinese higher education has achieved huge progress since the reform and opening-up in 1978. However, Chinese construction of evaluation system is still in the exploratory stage in comparison with American’s advanced assessment system in higher education. Analyses the evaluation system of higher education in United States will not only help us to better understand the system of higher education in America, but also provide new ideas to the Chinese higher education’s evaluation system. The difference between the two systems can be summarized as follows:

1) The institutions of evaluation system are different
The accreditations of higher education in United State are the non-governmental associations or specialized professional institutions which is responsible for the supervision. For instance, there is an accreditation named “the Council for Higher Education Accreditation” (CHEA). “The CHEA is the largest higher education membership organization in the United States with approximately 3,000 accredited colleges and universities and more than 60 participating national, regional, and specialized accrediting organizations.” (UMT, 2011) These organizations can provide a variety of separate and distinct evaluations, so that they can lead to fair and reasonable accreditation of American universities and colleges.
From the article by Qinyong Liu, a Chinese researcher of higher education, Chinese assessment in higher education is typical of the "administrative assessment", i.e., Chinese administrative department of higher education is the only institution of accreditation, and other social institutions cannot take part in the process of assessment. (Liu, 2006) According to the requirements of the Chinese Ministry of Education, the Assessment Panel who came from the different universities and colleges evaluates the whole universities and some specialties. However, without an accurate and specific guideline, the Assessment Panel with different capacities of decision-making and the subjective feelings could affect the objective results. More importantly, with the government being the only authority of accreditation, the results can be easily interpreted as political or bureaucratic.

2) The standards of evaluation system are different.
In the United States, different accreditation institutions have different standards of evaluation for higher education. For instance, from the CHEA’s “RECOGNITION POLICY AND PROCEDURES”, there are at least six recognition standards: Advances Academic Quality, Demonstrates Accountability, Encourages, Where Appropriate, Self-Scrutiny and Planning for Change and for Needed Improvement, Employs Appropriate and Fair Procedures in Decision Making, Demonstrates Ongoing Review of Accreditation Practices and Possesses Sufficient Resources.
Chinese assessment guidelines in higher education developed by the Ministry of education, which includes the following aspects: Guiding ideology, teachers, teaching conditions and using, professional development and teaching reform, teaching management, special projects, and etc. This is a mandatory and authoritative standard which can improve the accuracy of management in higher education. However, without a flexible versatility, this fixed criterion would restrain the future development of Chinese higher education.

3) The procedure of evaluation system is different between American and Chinese higher education.
American higher education’s accreditation is chosen by universities and colleges which would like to do the self-evaluation. There are five stages for the undergraduate education’s assessment. 1. The university or college applies for accreditation. 2. The accreditation institution evaluates the report and makes recommendations after the on-the-spot inspection. 3. The university or college can argue the report. 4. The accreditation institution makes the final decision. This process generally takes 15 to 20 months. 5. The accreditation institution would like to do some follow-up reviews and announce the result to the public. (Li, 2002) This procedure of evaluation system not only provides the accurate data, but also gives a long period of time for the university or college’s to improve themselves.
There are four stages to evaluate the higher education for the Chinese Ministry of Education. 1. The Chinese Ministry of Education chooses the university or college to assess. 2. The university or college submits the self-assessment report to the Ministry of Education. 3. The evaluation experts finish the survey after the on-the-spot inspection. 4. The Chinese Ministry of Education publishes the result. (Li, 1999) The university or college could submit the new rectification program during the next year, and the period of validity is five years. In fact, the uniform management of evaluation system is more standardization than the non-governmental associations’ diverse criterions. However, cope with shifting events by sticking to a fundamental principle is not available for the developing higher education in China.

Correct and effective assessment decides directly the strength of the reform and development in the society. From the article by H. R. Kells, a professor of higher education at Rutgers University in New Brunswick, the best evaluation schemes can transform to much more advance subjects to meet the local, especially the national needs. (KELLS, 1999)

Resources:
UMT (University of Management and Technology), Accreditation. (2011). Retrieved from http://www.umtweb.edu/Accreditation.aspx, September 3, 2011
Hernon , P, & Dugan, R. (2004). Outcomes assessment in higher education : views and perspectives . Westport, Conn: Libraries Unlimited.
KELLS, H.R. (1999). National higher education evaluation systems: Methods for analysis and some propositions for the research and policy void. (Vol. 38, p. 209–232). Netherlands: Kluwer Academic Publishers.
Li, C. (1999). 美国高等教育评估机构探析. 有色金属高教研究
Li, C. (2002). 美国高校教师管理的新变化及原因探究. 比较教育研究
Liu, Q. (2006). 高等教育呼唤中介性评估机构. 有色金属高教研究, G4, 64-67. Retrieved from http://www.scrtvu.net/thesis/files/lwk/lw0574.html
Lomas, L. and Nicholls, G. (2005) Enhancing teaching quality through peer review of teaching. Quality in Higher Education, 11:2, pp. 137-149.
Saroyan, A. and Amundsen, C. (2001) Evaluating university teaching: Time to take stock. Assessment & Evaluation in Higher Education, 26:4, pp. 341-353.

The Business Model Has Merit for Public Universities Despite the Critics

By Cara Morton

Using a business model to run a university has merit despite its critics.  The problem with the simplistic methods that were used at The University of Texas in Dallas1 that raised so much attention is that much of their job responsibilities were left out of the equation.  It makes sense to make education more affordable for students, to give them options as you would a client and it makes sense to reward instructors for their teaching abilities resulting in a better learning experience.  Instructors taking on large teaching loads should get the high levels of respect and salary that their tenure coworkers have.  The following examples are just but a few that illustrate how fully embracing a business model for the university system could improve our current system. 

(1) Instructors Getting the Credit they Deserve:

What kind of effects would we see if the highest paying salaries in the university went to the instructors who focus on teaching? We would see professors who have the passion for teaching be rewarded for it and more importantly be respected for it and have an influence in their departments.  There is a disconnect in research focused universities: students have the greatest appreciation for the instructors who take the time to answer questions and develop a mentoring relationship yet they are getting half of the pay and respect of the tenure track staff.  Despite the students’ respect for these instructors, tenure track faculty look at the departments’ instructors as second tier staff.  The students make it clear who they prefer in the classroom by dropping the out-of-touch (research) and the less competent (adjunct) classes and creating waiting lists for the full time instructors’ classes.

Students bawl at the idea of paying the tenure staff twice the rate of instructors on the merit of teaching alone.  The measurement tools to determine if a professor is worthy of his salary should include “faculty work that supports university missions, creates breakthroughs in scholarly disciplines, or ensuring student success.”2 It just doesn’t make sense to hire and promote to tenure a professor for their “15 scholarly recommendations outside of MIT and publication record”3 and then revert to teaching skills and efficiency for performance evaluations.  According to June Audrey writer for The Chronicle of Higher Education, the professors “don’t mind the measuring of faculty work.  What they’re against is that so much of what they do is being left out of the equation.” 2

A solution so that our intellectual genius’ aren’t on the street:  just as businesses don’t evaluate non-revenue generating positions on profit margin (think human resources), universities should follow suit with those aspects of a professors’ position that are not revenue generating.   The number of breakthroughs is easily quantified (patents, peer attention) so is a professors job placement or graduate admissions for their students. These are selling points that bring students to the college and should be considered in the cost analysis approach.

(2) Higher Education Costs Curbed and Choices for Students :

The students should decide what suits them as far as student to professor ratio.  Yes, it might “tempt universities to increase productivity by ramping up the number of courses and credit-hours taught and reducing the number of faculty doing the teaching”1 but student to professor ratios are a huge component in both recruiting students and in ranking and would keep this temptation at bay.

A solution for students’ individual preferences:  a lecture hall discount for self motivated students who prefer self-study environment to an interactive learning environment.  This could help curb higher education costs without over-providing for students who prefer a content based education.

(3) An Improvement to the Current Trend:

The current state of university funding has to be faced, funds are being pulled and the universities are getting top and bottom heavy with fewer middle class positions . This growing drift marginalizes those in the middle, who, ironically are the life of the organization. Students have been shown to avoid classes taught by part-timers and six digit salary earners.5  It would be an improvement for the majority of cases, especially if the universities continue the trend of using adjuncts.  Currently, an adjunct at USF teaching a bridge design course with 40 graduate students in it has an approximate income of $40,000 over the semester while the adjunct takes home $2,500. Under a business model, the market value for the labor portion of a job is closer to 20%, in this case $8,000. Quadruple the pay for the instructor would mean a better class for the students.  This particular instructor felt like he was doing pro-bono services compared to his day job as an engineer.  He had the passive attitude of “they’re only paying me for three hours a week” mentality.  Therefore students were to do fewer assignments in larger groups and there was no individual assessment because it was simply too time consuming.

A solution is to let qualified instructors offer courses as needed and the adjunct gets a percentage instead of a flat fee.  After all, 40 papers to grade, emails to handle is much more than 12 week after week.  Plus, it would give the workforce an opportunity to offer courses to teach the specific skills they need and build business partnerships to incorporate them into the degree the students are earning.  This would probably open up a new curriculum continuity position to assure quality and consistency.

It is unfortunate that the subsidies are being pulled from universities5 (public Florida universities subsidize 59% of the student’s costs) and that a better educated America just for the sake of it no longer cuts it.  So as time after time has shown, the university will need to be flexible and work with the constraints we have.4 The business model should be given a chance to succeed at public universities for at least three reasons (1) a better, more affordable learning experience for the students (2) more middle class jobs for instructors compared to the trend towards adjuncts (3)  research institutions refocusing thier efforts to be student centered.  This last benefit will only occur when research professors are truely on equal ground with teaching professors. In the end, public universities should keep an open mind to not only the disadvantages but the advantages that a business model would bring to campus. 

REFERENCES:
1. Middaugh, Michael (August 2011) Measuring Faculty Productivity: Let’s Get It Right.  Chronicle of Higher Education. http://chronicle.com/article/Measuring-Faculty/128802/
2. Audrey, June (July 2011) Efforts to Measure Faculty Workload Don’t Add Up. Chronicle of Higher Education. http://chronicle.com/article/Efforts-to-Measure-Faculty/128163/
3. Hermes, JJ (October 2007) House Panel Hears Ideas on Increasing Number of Women on Science and Engineering Faculties.  Chronicle of Higher Education http://chronicle.com/article/House-Panel-Hears-Ideas-on/123287/
4. Schrecker, Ellen (2010) The Lost Soul of Higher Education.  The New Press
5. Wellman, Jane; DesrochersDonna; Lenihan, Colleen (2005) The Delta Cost Project. American Institutes for Reasearch. http://www.deltacostproject.org/resources/pdf/trends_in_spending-report.pdf

Effectiveness of a Hybrid Program vs a Traditional Curriculum in a Clinical Profession

By: Hidelisa Manibusan

As the culture of education has changed, technology has increased, and the status of the economy has declined, more and more students are now vacating the idea of “traditional education” in favor of a more flexible hybrid program, which allows them to continue to work and pursue higher education. While online education has increased vastly in other settings, there has been a steady increase in hybrid programs in the realm of physical therapy. Programs have been introduced over the past 5 years or so, that have primarily had classes online, while meeting on selected weekends for seminars and clinical evaluation. In that mix, physical therapy falls into 17 of the 20 fastest growing occupations are in key focus areas (Schnittman, 2010). The question that arises now is how effective this style of program in what many consider to be a face-to-face profession.

Physical therapy schools typically consist of a year of heavy sciences, including anatomy and physiology, cadaver lab, biomechanics, neurology, pathology, and human development. Once physical therapy based courses begin, traditionally there is quite a bit of lab time, practice, and practical examination. The question arises on whether the time spent in lab with traditional studies can equate those who come onto campus for weekend seminars. In my experience, the collaboration between students and bonding that happens in the classroom was essential to my success in the program. I personally needed the constant feedback and practice with someone who could give me feedback. Although an online format may be more convenient, the question arises as to its effectiveness. Bergquist and Pawlack state that higher education should focus on four premises: we live in an inevitable ever-changing environment; this ever-changing environment provides the opportunity for creative and transformative learning; learning opportunities are readily available in this ever-changing environment; and a true learning culture can be established in which “learning is valued and designed to bring all members of the institution and society to the fullest development of their powers” (as cited in Link, 2002, p.29). In true fashion with a developmental culture, these schools have seemed to relish this ever-changing phenomenon.

While the school that I went to has ventured to create such a program as well as another school here in the Tampa area, I do understand the institutions’ attempts to change their view of culture in higher education. Both institutions that I know of with such programs are both for-profit universities. They both must adapt their programs to fit the needs of the students and their own desires to ensure profitability and accountability within their systems. Both schools have a good reputation in the realm of physical therapy, but it would be interesting to find what the feedback is for these students when it is time for them to perform their clinicals. Do they live up to the same standards that the traditional students impart? My first gut feeling would be no. Another problem arises when in a program of such increased vigor, are the hybrid students able to sustain themselves through the program at the same intensity? Many of the students that are attracted to such programs are already working full time and may or may not have families. The cost is great and time away is even higher. I myself am unsure if I can go through such a program, or if I can remove myself from working full-time, the pay check, and the amount of free time when returning to school in such a format. Based upon each setting, I would imagine the institutions may have to set a timeline for course completion and graduation. This would fall in line with Ernest Boyer’s Scholarship Reconsidered (1990) to address the emphasis in faculty development, instructional improvement, and instructional efficacy (Bergquist and Pawlak p. 94). Are we designing a program for student success?

Other settings, such as business may be more suitable for such a format. But, how do you tell a patient that her nurse or doctor completed their studies online with weekend seminars. I personally wouldn’t go to such a doctor. Physical therapy schools are now putting out students with clinical doctorates, Doctor of Physical Therapy (DPT). In order to remain relevant and respected in the healthcare industry, we must examine our abilities to educate these students well and figure out a good way to assess them, not just on paper but clinically as well. In a dissertation study presented by Hoogenboom (2005), a mixed-method, cross-sectional study, took a look at first year physical therapy students involved in a mixed design curriculum. Outcome measures included self-directed learning, critical learning, and student-described satisfaction. Lecture, memorization, and hands on laboratory experiences matched their learning styles the best. The students also suggested a preference for traditional formats and discomfort with problem-based learning, and unstructured self-directed learning experiences. Students most valued guidance, feedback, and applied content from instructors. The debate then arises if it is the culture of the school or students that impact the effectiveness of learning and readiness after graduation.

Someone once told me, “ It doesn’t matter how you get there. At the end of the day, you still all have the same degree.” Does this hold true in clinical professions, or should it hold true? There is much to be said for clinical and laboratory experiences in physical therapy, nursing, and medical doctoring programs. The ability of the faculty to ensure safety and interpersonal skills is important. Being a part of the faculty here, with students that struggle, there is often a pattern that we can catch and intercept. In a hybrid program, the faculty may or not be able to do this on a weekend format. I can be on my best behavior for 2 days, but this is something that is difficult to do over a semester’s period of time.

While I am not necessarily against or for hybrid programs, there is much to be learned and much growth to occur in such a program. It will be interesting the day public institutions decide to go down the route of a hybrid program, and how they would format their curriculum. Overall, it is certainly a sign of changes in the cultures of the academy and curriculum.

References

Bergquist, W.H.; Pawlak, K. (2008). Engaging the Six Cultures of the Academy. San Francisco, CA: Jossey-Bass.

Hoogenboom, B. (2005). Student perceptions in the first year of a mixed physical therapy curriculum. Eastern Michigan University, Ypsilanti, Michigan.

Schnittman, M. (2010). Higher education management group. “And now, we hear from the defense.” (For-Profit Higher Education). Retrieved from http://highereducationmanagement.wordpress.com/2010/08/22/and-now-we-hear-from -the-defense