Colleges and universities should require all faculty to spend time working outside the academic world in professions relevant to the courses they teach.
As working outside academic environment seems to complement teaching practice, it might sound plausible to recommend faculty to be engaged in professions relevant to their subject outside the academic environment. However, such engagement have myriads of pay-off attached with it, that can make teaching more ineffective rather than complementing it.
Firstly, engaging in outside profession may prove difficult for the faculty to manage time between college and that profession as they have to fulfill their job decently once they take responsibility. Compromising on any job can hamper their reputation, and this pressure that comes with handling of both job might severely affect their teaching ability. Stress, tension and difficulty of time management might hamper the way they deliver the courses to their students. And if the income that they make from outside profession is more than the salary provided by college, they may choose the profitable profession in this pay-off, which can make them negligent in their duty as a teacher.
Similarly, engaging in more than one profession also leaves them with very narrow space of time to prepare the teaching material and this lack of time for preparation can dwindle their efficiency as a mentor. This can hamper students grade and when whole faculty of college are engaged in such jobs, the reputation of whole college might be affected. In my college, for instance, some of my teachers were allowed to be engaged in development projects outside the college. Though they were excellent teachers before they got engaged in the project, their teaching ability and regularity in classes dwindled drastically after that. So after an intense pressure from students, they were made to choose between the two profession when they decided to leave the college itself. So, if the faculty are allowed to work outside college their sense of responsibility decreases affecting the basic teaching learning activity itself.
The proponents of the above argument might argue that working outside the academic field helps faculty to amass practical experience that can aid in effectiveness of teaching learning process. However, in this twenty-first century we have ample of technology that can help faculty gather outside world knowledge and in many area of studies colleges provide ample of opportunities to gather practical experience inside college premise itself. In my own college, for instance, we had about 280 ha of land where one could plant any crop during different season to collect practical experience in agriculture. Whats more, we also had sophisticated labs inside college itself that faculty could use at any time to gather practical knowledge and that are rarely found outside colleges (or in other jobs).
So, though working outside college in any other profession seems to provide more practical knowledge and other complementary information, such practice come up with other harmful trade-offs that can instead decrease the effectiveness of faculty members. Therefore, it is always better for faculty to concentrate on their teaching profession and make it effective to benefit students and themselves.
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Grammar and spelling errors:
Line 5, column 774, Rule ID: SENTENCE_FRAGMENT
Message: “So , if” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...ey decided to leave the college itself. So, if the faculty are allowed to work outside...
Line 7, column 185, Rule ID: AFFORD_VB
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...d in effectiveness of teaching learning process. However, in this twenty-first century ...
Line 7, column 320, Rule ID: MANY_NN
Message: Possible agreement error. The noun area seems to be countable; consider using: 'many areas'.
Suggestion: many areas
...y gather outside world knowledge and in many area of studies colleges provide ample of op...
Line 7, column 607, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
...ct practical experience in agriculture. Whats more, we also had sophisticated labs in...
Line 9, column 400, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
...ive to benefit students and themselves.
Transition Words or Phrases used:
also, first, firstly, however, if, may, similarly, so, therefore, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 53.0 33.0505617978 160% => Less pronouns wanted
Preposition: 85.0 58.6224719101 145% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2681.0 2235.4752809 120% => OK
No of words: 493.0 442.535393258 111% => OK
Chars per words: 5.43813387424 5.05705443957 108% => OK
Fourth root words length: 4.71206996034 4.55969084622 103% => OK
Word Length SD: 2.80142339579 2.79657885939 100% => OK
Unique words: 235.0 215.323595506 109% => OK
Unique words percentage: 0.476673427992 0.4932671777 97% => OK
syllable_count: 858.6 704.065955056 122% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 27.0 23.0359550562 117% => OK
Sentence length SD: 40.8455763959 60.3974514979 68% => OK
Chars per sentence: 148.944444444 118.986275619 125% => OK
Words per sentence: 27.3888888889 23.4991977007 117% => OK
Discourse Markers: 4.33333333333 5.21951772744 83% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.315173822583 0.243740707755 129% => OK
Sentence topic coherence: 0.112320744096 0.0831039109588 135% => OK
Sentence topic coherence SD: 0.0687521040693 0.0758088955206 91% => OK
Paragraph topic coherence: 0.187466931996 0.150359130593 125% => OK
Paragraph topic coherence SD: 0.0239041966078 0.0667264976115 36% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
automated_readability_index: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 35.61 48.8420337079 73% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 15.0 12.1743820225 123% => OK
coleman_liau_index: 14.57 12.1639044944 120% => OK
dale_chall_readability_score: 8.66 8.38706741573 103% => OK
difficult_words: 115.0 100.480337079 114% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.