A Crisis of "Faith" as a UB Believer

I do not know whose ears this letter will reach, but I pray that it reaches those ears which make the decisions. Everything I hear about UB2020 sounds like a grand vision, reaching out to embrace the community, enlarging the student and teacher body, and making UB a powerhouse in research. Unfortunately, it seems as though by focusing on research in key strengths we have marginalized the focus on teaching, on nuts-and-bolts education, on combating the depressing slide that even in my 5-year association with the university and with education in general has become increasingly apparent. I refer of course to the fact that many departments are lowering their standards so as to pass students, many departments, while they have a diverse and engaging staff, have only limited course offerings, and that in general advisement of graduate students and therefore undergraduates is decidedly lacking.

I have spoken with countless students that feel set adrift and rudderless in graduate school because of lack of involvement of their advisers. Similarly, I know that from teaching at UB and at Buff State, that undergraduates have a general apathy toward education and have a mentality that grows by the year of "I paid, therefore I should get a degree." Homework reflects poor work ethic, abysmal grammar and spelling, and often academic dishonesty that seems to go unchecked because it's too difficult to prosecute. Students do not read their books and try to get information for assignments from such "accurate" websites as Wikipedia.

I know that making UB a research university will make it rise in prominence, draw outside investment and collaboration, and raise the pool of money that can be accessed, but if the hope is that eventually the feedback will make itself visible by upgrading facilities, etc and incidentally increasing the power of education somehow, this view is sadly mistaken.

Often the teachers that are excellent at research are less than adequate in teaching and advisement, especially when they have to consider obtaining tenure, which takes a Herculean effort. My passion is education and while I am not suited to comment on aspects of research, my experience at teaching laboratory courses, impromptu advising, and teaching full university courses gives my views on education some merit.

I have seen even in the last 5 years a general decline in the quality of education, an increase in student apathy, and a depressing view of graduating seniors as they have trouble even with basic concepts because their lack of self-motivation coupled with a "pass them on" attitude has resulted in them being underqualified when they should be at peak performance as graduation looms.

A focus on research and admitting more students will only compound the problem unless: (1) the teachers that are hired as part of UB2020 have a proven track-record in excellence in teaching, and (2) the university develops a plan addressing general problems/trends in undergraduate education.

Unfortunately, I have seen numerous teachers be praised for their acumen in instruction and having taken classes with or knowing others that have taken classes with these professors, the praise is often completely unfounded. This makes choosing excellent teachers very difficult.

I see UB2020 as a positive force for change in the lives of some 40,000 students. This will only occur if steps are taken to ensure that these students receive the foremost consideration. Improving research will primarily only affect those select students that have an aptitude for such pursuits and will also inspire only a select few. The majority of students struggle with basic education such that pursuing research is a quaint pipe dream.

Anonymous
Graduate Student,
Geology Dept.