According to the Office of the Academic Vice President, there are a total of 588 faculty members in the college department: 303 full-time, 50 substitute and 235 part-time. Excellent education from this team of 588 is what was promised upon our enrollment, and that we rightfully deserve as our parents dole out money for tuition. Reckoning, however, did we really learn that much? Were the classroom discussions of quality? Is the education we’re getting here in XU worth the money?
Take the case of part-time teachers. While there are those who were sought for their expertise and are delivering well, there are also those who, like their title, are only partly dedicated to the education of their students. As observed by various students, some part-time teachers come to their classes late, worse, don’t show up in class. No course outline is given – a clear violation of Section 4 of the Magna Carta that requires teachers to give such at the beginning of the semester. Some even appear as if they don’t know what their lesson plan is (that is, if they really prepared one). Dedication seems to be missing as some part time teachers come unprepared for class and are resorting to unreasonable and just-to-kill-the-time type of discussions.
The aforementioned situations are not isolated cases for part-time teachers. More unforgivable than the lack of commitment of some part-time teachers is the irresponsibility of those who work full-time. Teaching is their day job and to educate haphazardly and incompetently is a huge slap in the face of students and their parents.
Those who hired the faculty members may counter that they are the best in the field. Being an expert doesn’t mean that one can teach the theories and applications effectively. Being smart is not parallel to good teaching.
In George Washington University in Washington, DC, a well decorated faculty virtually missed all of her classes, gave little work to her students and gave all of them an ‘A’ grade at the end of the semester. The students took to the streets and protested. She was kicked out and was facing court charges. Lest the faculty improve their pedagogy for a better learning experience, XU students can also kick out badly performing faculty members. Radical means are always available.
For the moment, we don’t need to stretch our call for responsible teaching that far just yet because we would like to believe that we have faith on the administration. We would like to believe that the university and college administrations, both of whom are tasked to keep the quality of education in check, are doing what they are supposed to be doing.
University President Fr. Roberto Yap said in his investiture that he is bent on faculty formation. Zeroing in on faculty selection and making sure they are fit for the job should be the first step of his game plan. Faculty evaluators in each college also need to look closely at the evaluation sheets they make students answer if they are to make sense. With the continued emergence of incompetent teachers, it appears that student evaluations don’t matter and they are just symbolic materials in XU’s attempt to “evaluate” the faculty.
It can never be stressed better: Teachers – full-time, part-time or substitute – need to reassess themselves. Responsible and competent teaching is more than necessary in the delivery of quality education. Shame on faculty members who slack off and don’t put their students’ best interests at heart.
But, then again, we will convince ourselves to believe in the academic plans, if any, of the administration. We will believe the administration is bent on improving our education and giving justice to our money’s worth.
We will believe, but not for long. C
