И что-то не оправдывается миф, что никто не хочет превратиться в коммьюнити-колледж, то есть техникум. Вот именно пишут что хотят, чтобы их учили практическому, тому, что понадобится на производстве, а не синусам-косинусам. И как же быть с мифом?
Это я готовлю документы для аккредитации своей кафедры (раз в шесть лет проводится аккредитация учебных программ) и читаю отзывы студентов. Вот не подтверждает то, что рассказывают в ЖЖ про американское образование более опытные профессора.
А на деле американские выпускники (наши клиенты, из платы за учебу которых мы получаем зарплату) пишут вот что:
"The primary issue is most (not all) teachers, have a poor sense of practicality. Teachers typically have a very theoretical/math based approach to engineering, which is very far divorced from the goals of providing students with information they can and will practically use once they are working in the industry. Teachers focus very little on what actually happens at an engineering job. There is very rarely any practical hands-on experience in the classes."
"more in field experience is what we want, professors who have been an engineer at a company gives a better understanding of the topic and what is important than those who have been stuck in the ivory tower of academia their entire lives."
"I think there is a missing link between the industry and classes and content that we are taught. I understand the importance of understanding theory behind how something works, but I don’t think we do enough hands-on learning and understanding applications of what we learn in class. I think there should be more importance put on teaching us how to think on our feet and use our resources around us. It felt like a lot of time in class I would walk away thinking when am I ever going to use this because the situations that we are being taught so idealized. I also thank that a lot of the labs that we have are outdated and updated them would help solve parts of the above problem."
"Throughout my time spent at UWM CEAS, I felt that a large number of my classes were taught by people who were simply filling their requirements for teaching so they could do their research. It seemed as though undergraduate education was simply not a priority for many of these professors."