There have been a few polls of Would you teach at a mill and Would you teach for free. So, would you be a student at the school you teach for?
Yes. Your question makes the most sense of the three. If I ever taught professionally, which is not likely to ever happen, I would take courses if there was a tuition benefit for me. I understand not all schools have such a deal, but if my hypothetical school did, I would take as many courses and get as many degrees as I could do for free.
I chose - "I teach for a few schools but there is at least one I would not want to be a student at." I would take classes at four of the five schools I teach for.
I would, but I'm a doctoral student and I teach for a community college, so it doesn't work out that way! -=Steve=-
Yes, I am, but I admit it was strange. I'll be attending the nursing program where I teach, and if/when/until I can get accepted into the REAL professional program I want, I'll be a student here. I know the faculty, the director, etc. It's slightly uncomfortable.
I am thinking from a quality standpoint. If you taught at Kennedy-Western for the money (for example), would you also take classes there or would you feel the quality of the program/school would not be benifical. Maybe it should be - would you recommend a friend be a student at a school you teach at. Does that make sense?
Sure thing. Although I will not specify the institution, I am sure it will not be much of a leap to figure out which one I am referring to. And NO - I will not confirm a guess, even the most educated one. I do believe the rigor and curriculum at this school is appropriate compared to other institutions I teach at or have taught for in the past. Reasons: 1) the reputation of the school - in my view this school, although RA, creates a very low impression of the quality of the degree. This has been the result of mass marketing campaigns, questionable enrollment practices, and aggressive for-profit expansion. 2) focus on enrollment - I teach graduate and undergraduate courses for this school. In my experience, a large percentage of the graduate students are not graduate student material. I often question how some of them even completed an undergraduate degree. This contributes to further frustration among competent students in #3 below and in other required aspects of the course (required discussion and participation). 3) required team projects - while these do hold some value in developing skills for the professional world, it is mandated that 30% of a student's grade come from these projects. 4) human resources practices - much has been said about the low pay for adjuncts at this school. It has created revolving door because the cost/benefit for most faculty do not align. High turnover does not serve the students well in my opinion. It also provides a very transparent view of the school's perception that adjuncts are commodities to meet a business goal, not provide a superior educational product. I am thankful that this school provided me with the opportunity to develop the experience needed to expand into better-paying positions at more highly-regarded schools. I am fortunate that I can teach there infrequently and work primarily in programs with small class sizes (which gives me a higher $/hr. than most adjuncts), but it will be the first to drop off my resume when better opportunities arise or I want to reduce my workload.
I teach at AMU/APU and absolutely love teaching there. Full-time faculty receive free tuition, so I may take advantage of that and take some of their history courses out of general interest after I complete my DPA. A grad. cert in Asymmetrical Warfare or Civil War History on a resume would be a good conversation starter in a faculty interview. I spend the majority of my "free time" either reading or watching shows on those topics anyway. American History might also be a good choice so I can have a better foundation to pass onto my kids and counter some of the drivel that passes for history and social studies in our education system.
It's too bad it took them too long for them to get around to offering a PhD in History, eh? :smile: -=Steve=-
That would be great, but at this point there is no way I have the motivation for another Doctorate in me.
I teach for a NA "for-profit" brick and mortar school and at a RA two-year public college. Although the program is rigorous and valid at the NA "for-profit," the tuition there is too high and the NA status can harm careers and block entry into some graduate schools. I would not go to the NA "non-profit." I would, however, go to the public two-year college, the tuition is a bargain and its a good place to start one's college education.