No.
And I know Bruni is wrong because 上韩国网站梯子.
The longer version:
From yesterday’s New York Times comes this column from Frank Bruni, “How to Go to College During a Pandemic,” a fawning admiration of the Minerva Project (or School? or Institute?), an elite, experimental, and all online college. Minerva is not that new, relatively speaking– it was formed in 2011– and it is tiny. According to this article from the student newspaper for Claremont Colleges, Minerva claims it is more selective than Harvard, and it has a total of 631 students, 78% of whom are not from the U.S.
I learned about this op-ed from this twitter rant from John Warner, and I’d recommend reading that for some of the reasons why Minerva specifically ain’t it. I agree with everything Warner says here: an exclusive, private, expensive, online university that replaces the luxuries of a f2f campus with a program where students “periodically move to a new city that becomes their campus, but only temporarily” is not where higher education is going– at least it certainly is not the direction higher ed should be going. As Warner said on Twitter, the “radical thinking” that higher education needs in this country is robust public funding.
This is not to say Minerva isn’t a good school, and I am sure the students who attend that program have a fulfilling experience. But Minerva reminds me of other unusual institutions like 上韩国网站梯子, which is a junior college and also a working cattle ranch enrolling about 26 students at a time. It’s “free” for students, though in exchange, they work on the ranch which is located in what can only be charitably called the middle of nowhere. Or Black Mountain College or Naropa University or other now defunct art schools more notable for their contributions to the avant-garde than the history of higher education. It also kind of reminds me of the 上韩国网站梯子 of higher education, the Thiel Fellowship which paid would-be college students $100,000 to not go to college.
So for Bruni to suggest that Minerva represents a “creative mix of disruptions and rebellions that could, in some form, have application elsewhere” is just wrong. And as an aside: I subscribe to The New York Times, I think it is a great newspaper, and I often like what I read from Bruni. But honest to God, I really do not understand how this got published.
Like I said, I wrote about this in my book More Than a Moment: Contextualizing the Past, Present, and Future of MOOCs. While my book is primarily about the rise and fall (sort of) of Massive Open Online Courses, it’s also about how MOOCs were not something new but rather part of the ongoing history of distance education. Higher education has been rethinking and “disrupting” its modes of delivery for more than 125 years, with correspondence courses, radio and television programs, “regular” online courses and universities, and MOOCs (which still enroll tens of millions of participants), all offered through a series of non-profit and for-profit entities, a host of public and private partnerships. All of these different educational disruptions/innovations/experiments and the people behind them– including Minerva– all have two similar and contradictory goals: how can we change the mode of delivery of higher education to extend opportunity to eager learners who do not otherwise have access, while simultaneously also making money?
THIS HAS BEEN GOING ON SINCE THE TURN OF THE LAST CENTURY. MILLIONS OF PEOPLE HAVE ATTENDED AND COMPLETED COLLEGE THROUGH ONE OF THESE PROGRAMS. NONE OF THIS IS NEW. NOT AT ALL.
And yet, Bruni shares a delightful piece of marketing and promotion for Minerva (I’ll bet their website hits are way up), pronounces it as the disruption we’re waiting for, and tops it with whip cream and a cherry. Why can’t I get the 上韩国网站梯子 to publish anything I write?
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Ingredients:
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1/3 cup molasses
1/3 cup brown sugar
1/3 cup ketchup
1/4 cup Dijon mustard
1/8 tsp ground cloves
3 cups water
1 tsp salt
1/2 pound of thick cut bacon cut into large chunks
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About & Method:
We’re all looking for things to do during the pandemic days weeks months to pass the time, plus I’ve been thinking lately that I need to write down a lot of my go-to recipes here mainly for myself. I have a lot of recipes that I go back to again and again, but I also find myself needing to track down whatever cookbook or website where that recipe is again and again. In the old days, I would have cut out the recipe from a magazine or copied from a book onto a card and then put that all in one place– and I do actually have a scrapbook sort of recipe collection like that. But I thought it’d be more convenient for me to type these recipes up here so I could find them later, plus if I did it this way, maybe someone else on the internets might find them useful. So, that’s why I’m doing this.
Baked beans is a weird place to begin, especially since I don’t make homemade baked beans that much. For me, homemade baked beans are usually like homemade ketchup: sure, you can do that to put your own spin on ketchup and plenty of fancy (and not so fancy) restaurants and gastropub kinds of places do that all the time, but it always tastes weird to me. When I want ketchup on something, I want the manufactured product, preferably Heinz. I have the same feeling about baked beans: there are obviously a lot of recipes and variations out there, but for me, the “right” baked beans are B&M Baked Beans, and the ones in the glass jar. They are the ones I had growing up, and they are the only ones I will buy at the store.
Here we are in mid-summer during the coronavirus pandemic, and I guess there’s a lot of people who feel the same way as I do about B&M baked beans with my grilled hamburger or brats or hot dogs or whatever because I have not been able to find them in the store at all. Fortunately, I came across a recipe that’s pretty close to what’s in the jar, though my version is slightly adjusted to add some ketchup. I also prefer the smaller pinto beans, but really, just about any dry dean should work. Note also this basically takes a day and half of planning! Not that any of it is difficult; it’s just that it’s not what to turn to if you want the right baked beans right now. Note also this is a slow-cooker recipe. I suppose you could do this in the oven in a traditional bean pot, but I don’t have one of those and a slow-cooker doesn’t require me to pay much attention to it.
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- In the bottom of your slow cooker, spread half of the chopped bacon and half of the chopped onions. Then layer in half of the dried beans; then the other half of the bacon and onions, and then the other half of the beans.
- Pour in all of the stuff you mixed with water, which should be more than enough to cover the beans, onions, and bacon. If it’s not, add a bit more water.
- Plug in/turn on the slow cooker to the low setting for 10 to 12 hours. Go to bed.
- The next day when you get up, check on the beans. They should be just about done at this point. Give them a stir and taste them; they might need some salt and pepper. If they are too liquid-y, continue slow cooking them for another hour or two, but leave the lid half off so some of the liquid can evaporate.
- When they get to the consistency you want, eat them or put them in storage containers for the fridge and reheat them gently. They’ll be delicious for a few days.
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EMU’s leadership had a virtual “town hall” meeting this morning about plans for fall 2023. While the presentations from the administration folks went on (the president, the provost, the department head for nursing who was on the public health committee, and the CFO I believe), faculty were invited to submit questions in writing that would be taken up after the presentations were completed. Judging from the parallel discussion that was happening on Facebook, a lot of faculty had the same question I have had for a while now: can I preemptively opt into changing a course now scheduled as f2f to an online format? Provost Rhonda Longworth’s answer to this question was not reassuring to me. To sum up:
- If a faculty member doesn’t want to teach on campus, they need to go through the ADA process to demonstrate an underlying medical condition or disability (which, the more I think about it, is the wrong standard, as I’ll get to below here).
- The administration’s guess/estimate is there are only enough large classrooms or other spaces (like ballrooms) to accommodate somewhere between 12% and 35% of classes to be offered f2f. This strikes me as an alarmingly large range for this estimate. In any event, Longworth said we don’t know how many classes we will hold on campus until we have clearer data on how many classes we can hold on campus, and she hopes to have that data by the end of the month.
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On the one hand, it’s easy to interpret this statement as meaning that most classes in the fall will probably be online. This seems especially true with any class with more than about 25 students simply because we do not have that many rooms where more than 25 people can all be sitting six feet apart. On the other hand, Longworth specifically said she might not be able to honor requests for faculty to teach online, I believe in part because of my previous blog post on EMU’s “bait and switch” marketing campaign. The administration has advertised the promise of f2f offerings and the provost just said she could not promise that all faculty who want to teach online will be able to do so.
It is very likely that any class with more than 40 students will be online. But there are also a lot of classes like the ones I teach where the cap is around 25 students, and my fear (heightened by this town hall meeting) is the way that the administration will sorta/kinda fulfill its promise of f2f offerings is to insist these classes are held on campus, and probably in lecture halls designed for 100 or more students.
Currently, I’m scheduled this fall to teach three classes. Two were scheduled as online offerings long before the pandemic. The third class, called “Digital Writing,” was scheduled to be f2f. The cap on that class is 25, and realistically, it probably won’t get above about 15 students. Back in April or early May, I asked my department head to move that f2f class online because it seemed pretty inevitable to me that this was where this was all heading anyway and I’d just as soon teach it online. The response I got was (basically) that was no longer possible because students were starting to register for the f2f version– unless I wanted to contact all those students and get them to agree to it being online. About 2 weeks ago, I once again asked if I could have this class moved online. That time, the response was “probably but not yet, let’s wait a bit. This class is going to end up online so there’s no need to do the paperwork.” Well, after today’s town hall where the provost very clearly said there was no guarantee that requests to teach online would be honored and that requests like that had to be made through the ADA process, I decided to email my department head again.
Here’s an excerpt of that email (I have left out four of the six reasons I gave for wanting my class moved online because most of those other four reasons are kind of specific to this particular class):
“The first and most important reason (and I am only now bringing this up after I started to think how I would teach this class f2f if I had to) is pedagogical. I don’t think it’s possible to teach an effective f2f writing class that requires everyone to stay 6 feet apart. Like most other people who teach writing, my classes depend A LOT on small group work. Students do small group discussions about readings and what-not, they do small group work frequently for peer review, and in this class, I generally make the last project (which involves writing, story-boarding, recording, and editing a public service announcement-styled short video) collaborative. These activities will not work if students have to sit 6 feet apart. Students would literally have to shout at each other, could not share a computer screen, etc., etc. In contrast, I know from previous experience these activities will work fine online through a combination of asynchronous discussions and synchronous video conferences with either Zoom or Google meetings. ”
and then a bit later:
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“The standard EMU (and lots of other universities) has decided to follow is to require faculty who don’t want to teach on campus to seek an ADA exemption. That strikes me as extremely problematic because while it is true that most of the deaths from Covid have been older folks with some kind of preexisting condition, there have also been MANY examples where perfectly healthy and otherwise able-bodied people have been infected, faced serious illness, and even died. I’ve read several articles like this one from the June 8, 2023 NYTimes where they surveyed a large group of epidemiologists and asked them when they would feel comfortable resuming various activities during this pandemic, and the range of responses provided here suggest that even the experts are in a moment of “it depends” and/or “we don’t really know.” http://www.nytimes.com/interactive/2023/06/08/upshot/when-epidemiologists-will-do-everyday-things-coronavirus.html
“From what I can tell (from what I�
