Issue 50 In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.
WORDS:529 Time:80min Date:09/02/2008
Many people consider it appropriate that all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach, while others holds that all faculty had better concentrate on academic areas. In my opinion, I prefer to the first one, which will indeed improve the quality of instruction at the college and university level.
Firstly, since all students need to join the work forces finally, they need professional guides inside school. No matter they are majoring at engineering, or they will be financial analyzers, reporters or even just literature researchers, no student can refuse to join the labour market. How to cooperate with workmates, how to get in touch with strangers, and how to improve themselves but never ruin others weight much heavier than just those knowledge, skills and shortcuts. Therefore, all faculty should try efforts to work in professions related to the courses they teach.
Secondly, leaving over an eye to look at the professions can make a faculty teach more realistic and more effective. A recent survey developed by USNews indicates that among the Top10 universities of US, 43.72% of all faculties take part-time jobs at cooperates or social institutes, while the percentage drop down to 31.27% when we consider the Top20(except Top10) universities of US. We can judge from this fact that the more percentages of teachers working in professions, the higher ranking the university has, then the better the average teaching lever is. Only in a good university can the quality of instruction reach a high level. Therefore, faculties should be encouraged to take part in appropriate amounts of professional works.
Thirdly, spending time working in professions, teachers can not only get more income but also supply students more opportunities to join real programs. To illustrate, the two founders of Google, the largest searching-engine company around the world, started their searching program on the Stanford campus, which was just offered by their tutor. Image that if their tutor didn't do any professional work, doubtlessly the two lucky dogs would be free from that meaningful program. If all students are restricted in classrooms, libraries, or at most laboratories, how can teachers and college officials ensure that they will adapt to the fierce competitions of this cruel society and they will take what they have learned confidently into actions. Lack of real program experiences not only delay students' employments, but also beat their self-confidences, which should guide them all lives.
However, what teachers could teach is really limited, students have to attain more working experiences and professional training through internships and part-time jobs. For example, my brother finished his college studing in a rather bad college, where teachers even seldom taught any knowledge, not to mention working experiences. Whereas, he tried to get an internship in P&G and now become the manager of southwest region of China.
In sum, judging from the reasons mention above that all students need professional guides, realistic teaching and opportunities to join real programs inside school, we can safely concluded that all faculty should be required to spend time working in professions relevant to the courses they teach, although the effect may be limited.
Many people consider it appropriate that all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach, while others holds that all faculty had better concentrate on academic areas. In my opinion, I prefer to the first one, which will indeed improve the quality of instruction at the college and university level.
Firstly, since all students need to join the work forces finally, they need professional guides inside school. No matter they are majoring at engineering, or they will be financial analyzers, reporters or even just literature researchers, no student can refuse to join the labour market. How to cooperate with workmates, how to get in touch with strangers, and how to improve themselves but never ruin others weight much heavier than just those knowledge, skills and shortcuts. Therefore, all faculty should try efforts to work in professions related to the courses they teach.
Secondly, leaving over an eye to look at the professions can make a faculty teach more realistic and more effective. A recent survey developed by USNews indicates that among the Top10 universities of US, 43.72% of all faculties take part-time jobs at cooperates or social institutes, while the percentage drop down to 31.27% when we consider the Top20(except Top10) universities of US. We can judge from this fact that the more percentages of teachers working in professions, the higher ranking the university has, then the better the average teaching lever is. Only（这个词太敏感了） in a good university can the quality of instruction reach a high level. Therefore, faculties should be encouraged to take part in appropriate amounts of professional works.
Thirdly, spending time working in professions, teachers can not only get more income but also supply students more opportunities to join real programs. To illustrate, the two founders of Google, the largest searching-engine company around the world, started their searching program on the Stanford campus, which was just offered by their tutor. Image that if their tutor didn't do any professional work, doubtlessly the two lucky dogs would be free from that meaningful program. If all students are restricted in classrooms, libraries, or at most laboratories, how can teachers and college officials ensure that they will adapt to the fierce competitions of this cruel society and they will take what they have learned confidently into actions. Lack of real program experiences not only delay students' employments, but also beat their self-confidences, which should guide them all lives.
However, what teachers could teach is really limited, students have to attain more working experiences and professional training through internships and part-time jobs. For example, my brother finished his college studing in a rather bad college, where teachers even seldom taught any knowledge, not to mention working experiences. Whereas, he tried to get an internship in P&G and now become the manager of southwest region of China.
In sum, judging from the reasons mention above that all students need professional guides, realistic teaching and opportunities to join real programs inside school, we can safely concluded that all faculty should be required to spend time working in professions relevant to the courses they teach, although the effect may be limited.
Many people consider it appropriate that all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach, while others holds that all faculty had better concentrate on academic areas. In my opinion, I prefer to the first one, which will indeed improve the quality of instruction at the college and university level.
Firstly, since all students need to join the work forces finally, they need professional guides inside school. No matter they are majoring at engineering, or they will be financial analyzers, reporters or even just literature researchers, no student can refuse to join the labour market. How to cooperate with workmates, how to get in touch with strangers, and how to improve themselves but never ruin others weight much heavier than just those knowledge, skills and shortcuts. Therefore, all faculty should try efforts to work in professions related to the courses they teach.
Secondly, leaving over an eye to look at the professions can make a faculty teach more realistic and more effective. A recent survey developed by USNews indicates that among the Top10 universities of US, 43.72% of all faculties take part-time jobs at cooperates or social institutes, while the percentage drop down to 31.27% when we consider the Top20(except Top10) universities of US. We can judge from this fact that the more percentages of teachers working in professions, the higher ranking the university has, then the better the average teaching lever is. Only（这个词太敏感了） in a good university can the quality of instruction reach a high level. Therefore, faculties should be encouraged to take part in appropriate amounts of professional works.
Thirdly, spending time working in professions, teachers can not only get more income but also supply students more opportunities to join real programs. To illustrate, the two founders of Google, the largest searching-engine company around the world, started their searching program on the Stanford campus, which was just offered by their tutor. Image that if their tutor didn't do any professional work, doubtlessly the two lucky dogs would be free from that meaningful program. If all students are restricted in classrooms, libraries, or at most laboratories, how can teachers and college officials ensure that they will adapt to the fierce competitions of this cruel society and they will take what they have learned confidently into actions. Lack of real program experiences not only delay students' employments, but also beat their self-confidences, which should guide them all lives.
However, what teachers could teach is really limited, students have to attain more working experiences and professional training through internships and part-time jobs. For example, my brother finished his college studing in a rather bad college, where teachers even seldom taught any knowledge, not to mention working experiences. Whereas, he tried to get an internship in P&G and now become the manager of southwest region of China.
In sum, judging from the reasons mention above that all students need professional guides, realistic teaching and opportunities to join real programs inside school, we can safely concluded that all faculty should be required to spend time working in professions relevant to the courses they teach, although the effect may be limited.
Many people consider it appropriate that all facultyshould be required to spend time working outside the academic world inprofessions relevant to the courses they teach, while others holds thatall faculty had better concentrate on academic areas. In my opinion, Iprefer to the first one, which will indeed improve the quality ofinstruction at the college and university level. (和我一开始写的一样也是完全赞成，后来想想有一些专业在校外是找不到对应的工作的)
Firstly, since all students need to join the workforces finally, they need professional guides inside school. No matterthey are majoring at engineering, or they will be financial analyzers,reporters or even just literature researchers, no student can refuse tojoin the labour market. How to cooperate with workmates, how to get intouch with（如果要表达”相处“，可以用get along with） strangers, and how to improve themselves but never ruinothers weight much heavier than just those knowledge, skills andshortcuts. Therefore, all faculty should try efforts to work inprofessions related to the courses they teach.
Secondly, leaving over an eye to look at theprofessions can make a faculty teach(faculty's instruction) more realistic(practical) and more effective.A recent survey developed by USNews indicates that among the Top10universities of US, 43.72% of all faculties take part-time jobs atcooperates or social institutes, while the percentage drop down to31.27% when we consider the Top20(except Top10) universities of US. Wecan judge from this fact that the more percentages of teachers workingin professions, the higher ranking the university has, then the betterthe average teaching lever is. (这里似乎缺少“教师外出工作的比高例有助于提高教学质量”的充分性证明)Only in a good university（这里好学校的含义有些含糊，这句话有看不懂，是不是想表达：只有教学质量高才是好学校？） can thequality of instruction reach a high level. Therefore, faculties shouldbe encouraged to take part in appropriate amounts of professional works.
Thirdly, spending time working in professions,teachers can not only get more income but also supply students moreopportunities to join real programs. To illustrate, the two founders ofGoogle, the largest searching-engine company around the world, startedtheir searching program on the Stanford campus, which was just offeredby their tutor. Image that if their tutor didn't do any professionalwork, doubtlessly the two lucky dogs would be free from that meaningfulprogram. If all students are restricted inclassrooms, libraries, or at most laboratories, how can teachers andcollege officials ensure that they will（are able to???） adapt to the fiercecompetitions of this cruel society and they will take(put???) what they havelearned confidently into actions. Lack of real program experiences notonly delay students' employments, but also beat(destroy???) their self-confidences,which should guide them all lives.
However, what teachers could teach is really limited, students have to attain more working experiences and professional trainingthrough internships and part-time jobs. For example, my brotherfinished his college studing in a rather bad college, where teacherseven seldom taught any knowledge, not to mention working experiences.Whereas, he tried to get an internship in P&G and now become themanager of southwest region of China.(觉得举的例子有些牵强)
In sum, judging from the reasons mention abovethat all students need professional guides, realistic teaching andopportunities to join real programs inside school, we can safelyconcluded that all faculty should be required to spend time working inprofessions relevant to the courses they teach, although the effect maybe limited.