week 11 dq 2

There is virtually no way I would choose the on campus. I have less than no problem teaching an intro into psychology, however what I bring to the table is much more than most entering the field either PhD in Psychology professionals and or first day teachers (Zhu, & Kaplan, 2014).

I would choose online unless the campus offered a lot of leeway regarding my specific needs and requirements. There is also an extremely good chance I would be not have a good interaction with the head of the department. Last weeks final, I only turned in what was needed, but I wrote far more than I needed to. I created an entire degree process, outlines form about 20 classes stemming from my research. So that places me in the category of starting my own school. I would be the head of the department and the school. Which is not a good place to start when entering an already in existence program (Stavredes, 2011).

The ground school I would need to be hired by would be a school with a retiring head master who could train me to be their replacement in 2 to 5 years. I already have several textbooks “done done done” ready to be edited for specific class types. In a year of solid work, I could have between 5 and 12 textbooks ready for printing. About 50 articles also ready to go, no PhD, publications have very little interest. No matter how good the content of the article, seniority is the key to publish or perish.

the last part of the on line answer

“10. What are some of the challenges to teaching online at Johnson College?

Answer: It is similar to other online colleges, so the challenges that are inherent to

teaching online exist here as well. Our students tend to be working adults, so they may

have difficulty managing time. They do tend to need a lot of support in writing.”

From the numerous online schools I have attended, this is a solid and consistent proven fact. The writing skills are in some cases very lacking. Also working adults are taking the class to obtain better jobs, not to be educated for the sheer love of academics. One problem is, my classes are on the extreme side of packed with information. I am not sure 6 credit hours is enough for what I want to teach. I have no idea if my class would work for working adults, the sheer volume needed to read is intense (Swan, & Shea, 2005).

Advanced specialization courses; would be a question, the answer in both jobs was too vague for my needs.

“We like to have our faculty specialize in certain courses; so, if you wish, you

primarily can teach introductory psychology. Alternatively, you can choose to teach

specific classes in your specialty. You and your supervisor will determine this.”

I am an entirely unique student, so I bring research with me. So of course, I have sub specifications.

This weekend I did a lot of work on the West Wall of the Sistine Chapel, which the painter used the faces/skulls of the people painted to create Hebrew characters with.

The entire Hebrew Alphabet is included, and very likely several repeat characters of each. Will make for on the extreme side of interesting things to study.

The second questions about travel

The answer is for someone with ADA issues,

“We have faculty meetings and commencements twice a year. The locations

vary. For example, this year they are in New York City and San Francisco. Attendance

is for 4 days and is required for all faculty members unless excused in advance” I have many more questions regarding ADA issues. Traveling for me is beyond not easy.

References

Richardson, J. C., & Ice, P. (2010). Investigating students' level of critical thinking across instructional strategies in online discussions. Internet and Higher Education, 13(1–2), 52–59.

Stadtlander, L. M., & Giles, M. J. (2010). Virtual instruction: A qualitative research laboratory course. Teaching of Psychology, 37(4), 281–286.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass