Extractions: ****** From: http://chronicle.com/free/v48/i24/24a02501.htm The key may be a growing movement for peer review of Web sites and online teaching materials By JEFFREY R. YOUNG Don't waste time teaching online or laboring over electronic course enhancements unless you've already climbed to the top of the tenure-and-promotion ladder. Review committees may not take technology work seriously, so stick to traditional academic activities, like publishing journal articles. That's the warning Gary Bradshaw heard from colleagues when he told them about his work on ePsych, an online resource to help introductory psychology students. He already had tenure when he started the online project, but he found out the hard way that the advice was sound. He was twice turned down for a promotion to full professor at Mississippi State University, where he is an associate professor of psychology. (The chairman of the psychology department, Stephen B. Klein, said he could not discuss personnel issues.) Mr. Bradshaw feels that work creating online teaching materials such as sophisticated Web sites or multimedia tools designed to help students slips through the cracks of the three traditional categories used in promotion: teaching, research, and service.
The New Mexico Botanist into research space, and the salaries of professors who were foolish enough toteach or whose Botanical activities at the Range Science Herbarium (NMCR). http://web.nmsu.edu/~kallred/herbweb/newpage19.htm
Extractions: [reprinted from Orion Magazine, Autumn 1989. Used by permission.] The tragedy aboard the battleship Iowa is still in the newspaper as I start to write this letter, but it is probably the last day that it will be on the front page of the New York Times. This morning's article was about fixing the damaged gun turretthe commander of the ship says it will be difficult and might turn out to be impossible. The Iowa is of World War II vintage and the materials and technological know-how to repair its gigantic guns may not exist anymore. There was a similar problem about ten years ago when church officials decided it was time to resume construction of New York's vast Cathedral of St. John the Divine, after a lapse of decades. It turned out that a few old men in England were the only stonemasons left in the world who knew how to work the giant blocks from which a cathedral is built. If they hadn't been able to train young apprentices, there would have been no choice but to abandon the project in a few years. I think that our concept of progress prevents us from being aware that skills and knowledge can vanish from the world. Most of us probably imagine knowledge to be cumulative: each advance is built on prior discoveries, block piled upon block in an ever-growing edifice. We don't think of the blocks underneath as crumbling away or, worse yet, simply vanishing. Our world view doesn't prepare us for that.