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Tuesday, April 19, 2016
|Teddy, cat. Earlier this week.|
… “There are some incentives for not delivering complete clunkers, but the underlying motivation for both the university and the agent is to get warm bodies in the door,” said Philip G. Altbach, the founding director of the Center for International Higher Education at Boston College.
At Western Kentucky, 106 of 132 students admitted through the recruitment effort scored below the university’s requirement on an English skills test, according to a resolution adopted last fall by the graduate faculty council, which raised questions about the program. “The vast majority either didn’t have any scores or there wasn’t documentation of their language skills,” said Barbara Burch, a faculty member of the university’s Board of Regents.
The university senate and the student government association also expressed concerns. “It is ethically wrong to bring students to the university and let them believe they can be successful when we have nothing in place to make sure they’re successful,” the student association president, Jay Todd Richey, said….
✅ Trump Encourages Racist Conspiracy Theory on Kamala Harris’s Eligibility to Be Vice President NYT ✅ Orange County Sees Overall Coronavirus...
"Our long institutional nightmare is over." 1:39 p.m. Irvine Valley College Community: I am writing to inform you ab...
As you know, IVC President, Glenn Roquemore, has long had a troubled relationship with the college faculty. In general, he and his...
Goals and Values and Twaddle
The whole concept of MSLOs [measurable student learning outcomes] as the latest fad in education is somewhat akin to the now discredited fad of the '90's, Total Quality Management, or TQM. Essentially, the ACCJC adopted MSLOs as the overarching basis for accrediting community colleges based on their faith in the theoretical treatises of a movement.... After repeated requests for research showing that such use of MSLOs is effective, none has been forthcoming from the ACCJC [accreditors]. Prior to large scale imposition of such a requirement at all institutions, research should be provided to establish that continuous monitoring of MSLOs has resulted in measurable improvements in student success at a given institution. No such research is forthcoming because there is none….
In the summer of ’13, I offered a critique of the awkward verbiage by which the district and colleges explain their values, goals, and objectives —aka SOCCCD'S G&V (goals and values) blather.—The Accountability Game…., Leon F. Marzillier (Academic Senate for California Community Colleges, October, 2002)
I wrote a post each for the district, Saddleback College, and Irvine Valley College efforts. (See the links below.)
This verbiage—stated in terms of “values,” “missions,” “goals,” “visions,” and whatnot—is often badly written. It is sometimes embarrassingly trite.
It occasionally communicates something worthwhile.
No doubt you are familiar with the usual objections to jargon. Higher education, too, has its jargon—an irony, given typical college-level instruction in writing, which urges jargon eschewery.
Sure enough, SOCCCD G&V blather is riddled with jargon and with terms misused and abused. For instance, in the case of the district’s dubious blather, the so-called “vision” is actually a purpose. Why didn't they just call it that?
As one slogs through this prattle, one finds that "visions" tend to be awfully similar to “missions,” with which they are distinguished. The latter in turn are awfully similar to “goals,” which must be distinguished from “objectives.” But aren't goals and objectives pretty much the same thing?
These perverse word games will surely perplex or annoy anyone armed with a command of the English language. In fact, readers will be perplexed to the degree that they are thus armed. Illiterates, of course, will be untroubled.
Here's a simple point: the district and colleges’ G&V blather tends to eschew good, plain English in favor of technical terms and trendy words and phrases (i.e., it tends to be bullshitty and vague). Thus, one encounters such trendy terminological turds as “dynamic,” “diversity,” “student success,” and “student-centered.” Even meretricious neologisms such as ISLOs and “persistence rates” pop up, unexplained, undefended.
Does anyone see a transparency problem with all of this? Shouldn't the public, or at least the well educated public, be able to comprehend statements of the colleges' goals and values?
In the case of the district, to its credit, all it really seems to want to say is that it wants to teach well and it wants students to succeed. Admirable!
So why all the ugly, common-sense defying, buzzword-encrusted claptrap?
• Districtular poppycock: our “vision” and our “mission” and our tolerance of twaddle - July 31, 2013
• THEY BUZZ: Saddleback College's "Mission, Vision, and Values" - August 4, 2013
• IVC’s vision, mission, and goals: nonsense on stilts - August 5, 2013
• THE IRVINE VALLEY CHRONICLES: no ideas, just clichés & buzzwords - Sep 30, 2013
*From my Apple laptop's dictionary