A North Carolina education bill would be a disaster for research and pedagogy.
In higher-ed parlance the herculean act of teaching eight courses per year is what’s known as “a 4-4 load” or, alternatively, a “metric ass-ton” of classroom time. And yet a new bill currently under consideration in the North Carolina General Assembly would require every professor in the state’s public university system to do just that. The results would be catastrophic for North Carolina’s major research universities. The region known as the Research Triangle—Raleigh, Durham, and Chapel Hill, so named because of the three “Research-I”–level universities that anchor it—would quickly lose two of its prongs—the University of North Carolina at Chapel Hill and North Carolina State University—were this bill to pass. And it just might.
According to the official press release from its sponsor, Republican state Sen. Tom McInnis, Senate Bill 593—called “Improve Professor Quality/UNC System”—would “ensure that students attending UNC system schools actually have professors, rather than student assistants, teaching their classes.” Another result would be more courses taught by fewer professors. But that shouldn’t matter, according to Jay Schalin of North Carolina’s Pope Center for Higher Education Policy, who recently explained to the Daily Tar Heel that “the university system is not a jobs program for academics.” What the bill’s supporters either fail to realize—or, more likely, realize with utter glee—is that this bill actually has nothing to do with “professor quality” and everything to do with destroying public education and research. Forcing everyone into a 4-4 minimum (so ideally an excruciating 5-5, I guess?) is a “solution” that could only be proposed by someone who either doesn’t know how research works or hates it. It’s like saying: Hey, I’ll fix this car by treating it like a microwave.
Teaching college, especially if you’re good at it, isn’t particularly hard. But it does take time—and those 75 minutes in the classroom are the least of it. There are the office hours (which most students eschew for for professor as 24-hour email concierge); there’s the prep (anywhere from two to 10 hours for one class meeting); and then, of course, there are the hours upon hours—upon godforsaken hours—of grading. Four (or five!) courses, even with the shortcuts afforded by a teaching assistant here and there (which most people don’t get), are a full-time job in and of themselves.
A course load that high leaves little if any time for serious research: You know, trivial stuff like professor David Margolis’ team investigating potentially lifesaving HIV drugs; professor David Neil Hayes’ work on cancer genomics; and professor Bruce Cairns’ leadership of one of the only burn centers in North Carolina. These folks may also be spectacular pedagogues, but they were not hired to teach. And honestly I don’t care how good of a teacher someone is if he saves the life of my burned child—and neither, I am betting, do you. (These all happen to be professors of medicine, but SB 593 makes no provisions about professional or graduate schools. Its text quite clearly says “all professors.” I learned attention to detail and reading comprehension in college, from professors who had reasonable course loads.)
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http://www.slate.com/articles/life/education/2015/04/north_carolina_education_bill_it_would_require_public_university_professors.html
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