Paradigms vs. Pathways...

Sup Everybody…

I want your honest opinion on this subject that I have been thinking about.  Let me set it up for you…

So about six years ago, the institution decided to undergo a pretty drastic general education curriculum restructure.  We went from a structure that was pretty standard and tradition to one that has been called “transformative.”  The old general education curriculum dealt with something faculty, staff, and advisors called “paradigms.”  Under these paradigms, students basically had specific courses within specific semesters that were responsible for taking.  A sample of the paradigm looked like this:

FRESHMAN

FALL SEMESTER                                                                                 SPRING SEMESTER
 ENG 1301 – Freshman Comp. I (3)                   ENG 1302 – Freshman Comp. II (3)
MAT 1311 – College Algebra I (3)                           HIS 1302 – World Civilizations II (3)
HED 1201 – Concepts of Health  (3)                POS 2311 – American Government (3)
PED XXXX – Physical Education (1)             MUS 1301 – Intro to Music or 
HIS 1301 – World Civilizations I (3)               ART 1301 – Intro to Art (3)
PSY 2301 – General Psychology                                CSC 1306 – Comp. & Its Use (3)
or SOC 2301 – General Sociology (3)                                                                                                     __________
Total                     16 Hours                                                                         Total                     15 Hours

Each year, your semesters were broken down like this.  Students were able to track their own progress a little easier and for advisors, it was a matter of checking courses off on your paradigm to make sure that you were on track for graduation or to help you catch up if you were behind.

Now we have something called “pathways” where you are given more choices/options of the courses that you can take.  You have to fulfill categories within General Education which include Student Learning Outcomes, Areas of Knowledge, Curricular Themes, and you have to take what is called a Liberal Learning Seminar. You then have to plot those points on a grid in order to assure that you have fulfilled all the requirements.

Given the experiences you have had with advising thus far at the institution, how do you feel about the pathways (which you all are on) vs. paradigms?  How do you feel about having options of courses to take?  Within the first 60 hours of your education, would you rather have a course that everyone has to take or have different experiences as it relates to coursework?  How has the process been for you?  Do you understand the pathways?  Would you recommend that we keep this structure, go back to what we were doing, or do something different?  If you think we should do something different, what do you propose?

Mr. C

This blog is due Friday September 29 by 11:59 PM and should be at least 250 words.

Is it REALLY Reality?

I enjoyed this blog last semester, so I thought I would get you all to chime in on it too.

One of my favorite things to do besides take naps when I have down time is to "veg" out in front of the television. Ever since I was a child, I have always loved to watch TV. I believe I get it from my grandfather who was a real TV "geek." I mostly watched cartoons (which I still do watch) and sitcoms. As I got older, I began to look at TV as more than just something with a high entertainment value. Many of the sitcoms I watched showed minorities in very positive lights. They focused on the values of friendship, maintaining family "togetherness", and even awareness of diseases and issues that we were facing in real life. Sitcoms like "The Cosby Show," "A Different World," "Living Single," and even "The Fresh Prince of Bel Air" focused on the afore-mentioned themes - not to mention they were hilarious to watch.

Starting in the early 90's, we were introduced to "Reality TV" with the creation of MTV's "The Real World." For those of you not familiar with "The Real World," it is the true story of seven strangers, who were picked to live in a house (work together) and have their lives taped to see what happens when people stop being polite and start getting "real." As you can see by that last statement, I have watched many seasons of this show. The first season of the show dealt with things that many people deal with day in and day out. It was truly a pioneer in the then "new" genre. In response to "The Real World," we now have shows such as "Love and Hip Hop," "Basketball Wives," “Keeping Up With The Kardashians,” "The Real Housewives" and a plethora of others. Many of these shows also place "real" people in ridiculous situations all for what is supposed to be "love" or either money.

Many of these shows are horrible (even though I have tried to stomach a few episodes). These shows are also like train wrecks, you can't seem to turn away from them no matter how ignorant they may be. On some of the reunion shows, I have even heard cast members claim that they are doing some "good" within society by taping these shows. What are your thoughts on "reality tv?" Do you watch these shows? What makes you watch them? What attracts us so much that we tune in EVERY week to see what happens? What is your take on cast members' claims that these shows convey some moral or ethical values? Do you see them as informational or reflective of our society?

Mr. C

Remember, comments on this blog are due by Friday September 22 by 11:59 PM. Responses should be AT LEAST 250 words. Also remember to COMMENT on this post. DO NOT CREATE YOUR OWN BLOG AS A RESPONSE. 

Socioeconomic Diversity...The Debrief

During this particular unit of study, we have looked at the diversity associated with socioeconomic status.  In order to not deal with every aspect of every disparity as it relates to socioeconomic status in society, we focused our efforts more on extracurricular activities in schools.  Many of us have experienced fees associated with joining of clubs and organizations and how often times, we or people we know have had to deal with these issues.  As the article by Snellman, Silva, and Putnam (2015) states, “Extracurricular activities also help build important connections to mentors such as soccer coaches, band leaders, and youth group pastors, who can be paramount in a young person’s life” (pg. 3). The activities not only help with the personal development of students at the moment, they assist with the professional growth of these same students.  Not only do these socioeconomic differences affect participation in various activities, but they affect society’s perceptions of how others "move" or function based on the amount of money they make or what social class they most fit into.

In watching “The United Shades of America” with W. Kamau Bell, he has traveled to Appalachian Coal Country – what is considered one of the poorest regions in the US to see how the stigma of low socioeconomic status affects the people in this area.  As we watch this episode and you reflect on everything we have discussed within this unit (problems that students have with “pay for play” policies, the clearly blurred lines between all of the social classes, how you felt when we engaged in the “Cross the Line” activity, etc.), consider the following questions as you respond:

• How does the stereotype of “socioeconomic status” affect certain parts of the country?  Has it affected you? If so, how?
• Why do you think socioeconomic disparities exist?
• In the episode of “The United Shades…”, there is a scene where the coal miners speak about diversity among all the miners.  What does it mean when they say “we watch out for each other?”  How does that speak to the overall perception of what diversity is?
• When times get “hard” for people who are experiencing economic downturns, why is one of the natural things to do is to turn to crime?
• Is it fair that perceptions of “poor” or in poverty are usually equated to the high crime and the use of controlled substances while the perceptions of “wealth” and upper class are equated to safety and prosperity?
• What is wrong with these perceptions given that we live in such a “diverse” country?
• What will you take from this unit as it relates to diversity as a crucial component within the realm of social justice?

This blog is due by 11:59 PM on September 15 (or during class) and should be at least 500 words. Comment on this blog, DO NOT create your own.

Reference

Snellman, K., Silva, J. M., & Putnam, R. D. (2015). Inequity outside the Classroom: Growing Class Differences in Participation in Extracurricular Activities. Voices in Urban Education, 40, 7-14.

College or Grade 13?

As we grow and mature, one of the major aspects of our lives becomes our education. We struggle and work hard to get through the five or six years of elementary school, the three or four years of middle school and the three or four years of high school. Once many of us walk across the stage to receive our diplomas, we feel a great sense of accomplishment and, to a degree, a sense of completion. Many of us were conditioned to believe that college was the next step or at least finding a good paying job. This wasn't negative conditioning, but sometimes WE are left out of the equation.

I was talking to some colleagues the other day and we were discussing how students now don't seem to have the same feelings about college and higher education that we had. College was looked at as something that was special. It was a place for the elite. It was a place where we could further the knowledge that we only scratched the surface of in primary and secondary school. It was a place where we could make lifelong friendships and have our views/beliefs challenged. Ultimately, it was a place where we found...exactly who we were.

Now, it seems that college is just like high school. It seems to be a place where students expect to be talked to like a psychiatrist would talk to their patients; where students want you to talk to their parents if they did not receive the grade they think they deserve; and where the instructors are to make allowances for every little thing that goes wrong in the students' lives.

What do you think about these thoughts? Honestly, why did you come to college? Did you feel pressured into coming? If you were pressured, what do you think you would have been doing had you not attended college? What are some of your personal definitions of college? Have your definitions changed upon coming to school?

Mr. C

Remember these posts are due by Friday September 8 by 11:59 PM. Responses should be at least 250 words.
**On another note, make sure you are commenting on THIS post and not creating your own.