Another Important ‘Education Reform’ Effort
As an Emeritus faculty member of the University of Connecticut, I’m proud to acknowledge that UCONN has their education majors in actual classrooms a great deal. As noted in this post, there is a tremendous upside to such efforts. I’ve been told that one consequence of UCONN’s approach is the limited number of students they believe they can enroll in the program.
I am flabbergasted (how about that word — from an engineer no less…) that I’m about to reach ten years as an Emeritus faculty member. So I’m not sure what the program is today; but I expect it is still quite rigorous. One point I always wondered about ‘back in the day’ was why there wasn’t more faculty / student interaction during and related to the classroom experiences these pre-service teachers were having. (For that matter, I was always troubled by the lack of faculty / student interaction during the co-ops and internships of our engineering students; I tried to do that but, sadly, my advisees rarely engaged.)
A good friend of mine is a retired school principal. He indeed is now one of the classroom observers for one of the local universities. I’m quite comfortable suggesting his students are getting a good ‘student teaching’ experience.