Today’s tally is 1,782 words for a total of 5,591. Not bad for three days of writing after a full day of crafting responses to students, grading British literature exams, and putting out various fires. Doesn’t make for much time to blog.
However, I can’t let the day go by without saying this: Academic freedom for faculty is not an option for any institution of higher learning. It is an absolute necessity. As the people hired due to our expertise in different subjects, we have an obligation to prepare our students for the rigors of the academic world if they are transfer students and the industry standards for our students that will go immediately into the workforce.
Furthermore, we should maintain that standard for ALL students regardless of their program of study, age, background, or obstacles. One standard for all student groups–regardless of their situation. We must also help ALL students reach that standard without regard to those factors; nevertheless, the standard must remain. It is in the classroom where that standard is supported, so it should be the ones who manage those learning environments, be they virtual or seated, who should decide, within the bounds of the course description established by the state, of course, how that standard is maintained.
Our accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) seems to agree. In Section Six of the Principles of Accreditation, it states:
Qualified, effective faculty members are essential to carrying out the mission of the institution and ensuring the quality and integrity of its academic programs…. Because student learning is central to the institution’s mission and educational degrees, the faculty is responsible for directing the learning enterprise, including overseeing and coordinating educational programs to ensure that each contains essential curricular components, has appropriate content and pedagogy, and maintains discipline currency.
Achievement of the institution’s mission with respect to teaching, research, and service requires a critical mass of qualified full-time faculty to provide direction and oversight of the academic programs. Due to this significant role, it is imperative that an effective system of evaluation be in place for all faculty members that addresses the institution’s obligations to foster intellectual freedom of faculty to teach, serve, research, and publish (p.17).
Shared governance and academic freedom for faculty are not rights or privileges–they are basic principles essential to the health of any institution of higher learning.
Okay, enough writing for today, Mrs. Winkler.
You got some teaching to do tomorrow. You need your sleep!