As much as I understand the need to assess credit hours in a manner that is fair and reflects "standardized" criteria, I also worry about how the need for transparency has an adverse affect on creative teaching initiatives. In my opinion quality can not be determined quantitatively; i.e. I do not adopt a reductionist point of view. So perhaps less emphasis should be placed on how many hours (and I have my doubts that this can be concretely calculated when there is a significant difference between a 5-page reading of Heidegger versus a 20-page reading of Mill) we guestimate is spent on any one reading or assignment and more time thinking about more creative ways of cultivating a creative, effective learning environment.
Posted on: Sat, 27 Jul 2013 08:22:02 +0000