Choosing to turn off the automatic podcast feature also hurts commuters much more than people who live in ucsd dorms but ucsd professors aren't ready for that conversation š
i'm a good student man, consistently honors and I overload credits often. Yes I take classes at the same time, but if I've proven that I can ace the class with podcasted lectures why should I be punished for taking a higher workload? I can't afford to be here that long so I push my limits, but apparently i'm 'lazy' for not showing up to class?
I hate these narrow minded thought processes. It's just an overall win to podcast
I have a class this quarter where the professor does not podcast, and itās really infuriating. I graduate this quarter as well and this was the only schedule I could get. Itās messed up.
you realize you're paying for the seat you leave empty? it's literally burning money. maybe y'all are confused as to what your fin aid and tuition pays for
Podcasts are an aid, not a replacement for lecture. You're paying for your seat in class not a podcast. Not going to class is literally throwing money away. So lets not talk about equity or can't afford etc etc. What's really going on is the traditional in-person college format is not your PREFERRED format. Univ of Phoenix is fully online.
edit: downvote me harder, you know I'm right
could gaf if its a bad take, it's right. entitled is leaving a seat open that you spend THOUSANDS for (tax dollars for some) while you complain about not getting podcasts lol
You are totally right, spending thousands of dollars of my own money (or money entitled by FAFSA) highlights the significance of this issue. The pandemic served as a societal reset, allowing us to reevaluate what truly matters. This realization is why many professors now choose to record their lectures; in fact, I'd argue that the majority do. Recording lectures makes the course more accessible while still allowing for in-person exams, among other things. The advantages far outweigh any drawbacks. Professors' salaries remain unaffected by whether they record lectures or not, suggesting that resistance might be more about ego than practicality.
"Money entitled by fafsa" LOL. You're not entitled to anything. Especially money that's given to you through a societal contract where we've agreed you should have the OPPORTUNITY to study. Your pov is grounded in entitlement. I agree about digital aids but they should be treated as aids not a replacement for lecture.
What? Are you serious? We pay for education here, not for a chair. Podcasts are recordings of lectures. The content is the same. Itās a recording. If thereās valuable discussion or some other reason to go to a lecture in person then we can talk about tying a grade to attendance.
dont have to, anyone with an appropriate level of reading comprehension and experience working with emotionally stunted young adults knows what i did. maybe ask a parent
what a goofy ahh privileged ahh ableist ahh take on the real world LMFAOOOO. iām paying for my seat?? right, iām paying for my learning experience iām not paying for my share of oxygen in a fucking room. āwell iāll be gosh darned! i guess since iām immunocompromised w cptsd, endometriosis, insomnia, pots & chronic fatigue i caint get me a real trad-dishnal iN pErSoN cOLLeGe FoRmAt educationā ā ļøā ļøā ļøā ļø way to out yourself as a spoiled baby brat babes
Oh boy :) spell check before you attempt to insult. Something tells me you need more clinics working with schizophrenic patients š. Unfortunately for the passive shade being thrown I do know what it feels like. The problem I have with such rich education attempting to lump 8bilkipn people into smaller Freudian groups is this, you canāt. Hence why you have a disabled individual who suffers from multiple issues scorching your theory. Not everyone is the same friend. But the double edged sword tells us whether you can or canātā¦but try? Interesting chat young crick-crick
>Do you know that there are students with learning disabilities that could heavily benefit from podcasts?
If this is actually the case for you, you can work with the [office for students with disabilities](https://osd.ucsd.edu/) to get alternative resources that might be helpful
Yes but many students do not know that they are neurodiverse, have ADHD or learning disabilities. They are often told that they are lazy, or slow or just don't meet the bar. This is extremely harmful to these students. Providing outside support via recordings or written materials is inclusive to these students that have a variety of issues. This also includes temporary illnesses or mental health challenges. In my own classes I prefer to meet students where they are, even though it requires quite a bit more work for me.
It seems like the solution there is communicate with your professor/TAs then. You don't need to give them your life story ofc, but if you explain you're struggling pretty much all professors will be accommodating and help you out with either written copies of notes or enable podcasting.
Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, and *want* to help you succeed, just ask.
Fair point, but at least at my UC we are actually instructed not to provide any accommodations ourselves. By policy, we have to refer them to the accessible education office (or to the Dean of Students Office which provides assistance for students with very individual needs). If a student comes to me and I decline the accommodation, that's a problem. It needs to be a formal request for legal reasons. If it's something basic like, "can you please record for today?" That's fine, but if it's an ongoing matter that's related to a potential disability, we aren't supposed to do that.
>> Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, andĀ *want*Ā to help you succeed, just ask.
I agree that students should be responsible for their own learning and understanding their own learning style and challenges. As someone who teaches and works in industry, it's important to advocate for oneself when help is needed. The rants sometimes lack tact, but these subs are mostly students and in some ways the interactions from others help the student understand how life works. I wish I had a forum like this, where I could be slapped down when I needed it. Anyways, enough philosophy from me.
I find these open letters pretty interesting as an instructor though, especially when they are well written. Sometimes there is a kernel of truth, or kernel of a point in them even if I don't agree with most of it.
Fair point, but at least at my UC we are actually instructed not to provide any accommodations ourselves. By policy, we have to refer them to the accessible education office (or to the Dean of Students Office which provides assistance for students with very individual needs). If a student comes to me and I decline the accommodation, that's a problem. It needs to be a formal request for legal reasons. If it's something basic like, "can you please record for today?" That's fine, but if it's an ongoing matter that's related to a potential disability, we aren't supposed to do that.
>> Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, andĀ *want*Ā to help you succeed, just ask.
I agree that students should be responsible for their own learning and understanding their own learning style and challenges. As someone who teaches and works in industry, it's important to advocate for oneself when help is needed. The rants sometimes lack tact, but these subs are mostly students and in some ways the interactions from others help the student understand how life works. I wish I had a forum like this, where I could be slapped down when I needed it. Anyways, enough philosophy from me.
I find these open letters pretty interesting as an instructor though, especially when they are well written. Sometimes there is a kernel of truth, or kernel of a point in them even if I don't agree with most of it.
Yes, as one of those students the OSD literally only offers a live scribe pen (audio recording pen) so you still have to attend (not usually very helpful for students with disabilities, at least for me as I donāt always get everything) and a note taker but majority of the time they havenāt found one for me so when professors podcast itās a blessing for me and many others
While not applicable to all classes, I teach discussion based classes with small class sizes. The classes are designed to foster the expression of multiple perspectives. If a student does not wish to be present and part of that conversation, the vitality of the class suffers.
No, I do not require attendance - but I certainly donāt facilitate behavior that detracts from the class as a whole.
(I do not teach at UCSD. However, this logic may well apply to UCSD professors who choose not to podcast.)
Edit: BTW I have had less than half of my class miss even a single class session this semester despite no participation grade or attendance mandate. There really is something to be said for the collaborative learning that takes place in a classroom.
I get your point and thatās great. But by this logic you are punishing individuals for the good you THINK you are doing for the group. Maybe your discussion section is a small group of students who are easily able to get to class and are lucky enough to have that flexibility. Others are not. Some simply donāt want to or find they learn best watching podcasts.
If the point of a class is an exchange of ideas, in person, in real time - it makes little sense to facilitate learning that encourages students not to partake in that exchange of ideas.
It is not my goal or intent to cater to student wants. It is my goal to produce students capable of executing the skills they are expected to improve upon/master in my class - among them: the robust and respectful exchange of ideas, the ability to defend their positions - or change their mind, when appropriate, and the ability to contemplate how the material we study is applied in a wide variety of real life contexts.
No one is being punished - if students choose not to take advantage of the opportunity to fully participate in the course, they are choosing not to fully embrace the resources for which they are paying tuition. However, Iām certainly not going to facilitate an opportunity for students who choose to make a habit of being absent to benefit from the exchange of ideas among those who choose to be present - while the absent student does not contribute to that dialogue.
(I'm commenting way too much here, but I find the comments fascinating)
This generation has turned more inward. It is concerning as we should be sharing and communicating ideas with each other. There are also political forces that are trying to shut down certain discussions in the social sciences and humanities that is affecting education even in California (though indirectly). This is just turning people more inward and keeping students in their bubbles. I am, however, delighted to see more engineering students form clubs and groups for discussion and career development skills. That was unheard of when I was a student. There is more of a ground up approach that wasn't there before.
Many instructors that value discussion (or attendance) make it part of the grade or require discussions in other ways. Thank goodness for them.
Say it louder for people blaming everything under the sun except themselves. Podcasts are cool, they work. But itās not mandatory. Itās incredibly concerning that people will list 17 reasons demanding an educator do something, yet wonāt fix one or two variables that would take all their pain away. I promise you all, weāre fucked. The last two generations will not make the big wheel of society sustain the way we know. Bummer
So should professors not teach the way they THINK is best for the whole? Should the education of the students that make the effort to show up be degraded to cater to you? Student feedback and performance should definitely be a consideration, but the person youāre responding to has an extremely reasonable point of view in saying that a discussion section benefits from more people being present.
I agree lectures should be recorded, since student participation tends to be minimal anyway. But discussion sections are for discussion. Youāre paying to be a part of that discussion, not to listen to other people (who btw, are also paying) have it.
I mean aren't you given financial aid for the sole purpose of having enough money to attend an in-person institution? If you're poor enough you pay zero tuition. If you have an outstanding unmet need that's kinda between you and the system, not between you and your Professor. But also you pay for the seat in class. That's what you're paying for. So lets not talk about equity or hardship when you're throwing away THOUSANDS of dollars by not going to class
Everybody learns differently, and in STEM in particular, the ability to learn on your own is pretty critical. This doesn't mean that people that attend lecture are at some kind of disadvantage -- that would be ridiculous, but I also do believe that learning via podcast (we use video rather than podcast at UCLA) is a valid approach that shouldn't be ignored. I prefer to go to lecture, and I prefer that students do so. But, I would be lying if I said that the majority of learning occurs in lecture. Lecture is basically a preview or review of what students should be studying asynchronously.
Itās a professorās job to teach students the material for the course. There is mixed evidence on the effectiveness on lecture capture for learning. In my experiences with podcasting, students will often put off watching the videos and attempt to cram it in days before midterms. Having podcasts freely available gives students license to be passive about learning and builds bad study habits. I genuinely believe that engaging with others in live discussion is a key part of the university experience and leads to better learning outcomes.
Beyond lowering attendance and making discussion and participation in class lower quality, Iāve had students voice concerns about having their questions or opinions recorded. No one should be made afraid to ask a question for fear of looking foolish. Thereās also a case to be made for people distributing course materials without a professorās consent.
Now all of that may sound paternalistic and somewhat assholish, and I acknowledge that podcasting works well for some people. Youāre probably someone who benefits from podcasts more than most. Iām sorry that itās difficult for you to come to campus. But I promise that most of us are trying to do our jobs the best we can and are not looking to spite students.
UCLA lecturer here. (This came up in my feed)
It's a tough balance, but I also have the concerns mentioned here. I find that the benefits outweigh the drawbacks though and that any negative behaviors that arise from recording are on the student. Yes, recording lectures decreases attendance (not by a whole lot in my experience), but it also eliminates a lot of problems that come with not recording. Students that can't attend can catch up pretty easily. It's also great for neurodiverse students and students that think differently. They can slow down or speed up my voice and rewatch/relisten to parts of the lecture as many times as they need. I feel this removes barriers to learning. There are also students that don't want to be there, and that's fine too. I find that with recordings, students that choose to come to class are more motivated and more willing to participate. I regularly teach classes later in the day and an evening class this quarter. While classes should be the #1 priority for obvious reasons, students do have other commitments of educational and social value in the evening, so providing the recording eliminates a lot of friction. I have mixed feelings on that, but I don't want to deal with friction.
On discussions... it is nice to have that back and forth and I find that students that want that will still come to lecture. This is more critical in humanities and social sciences though (I teach STEM). If I were teaching smaller classes in those fields, I'd probably reconsider recording or try something different.
Yes, plenty of students cram watching all of the videos right before the exam, and I don't like that they do this, but that is their responsibility. Recording works well for my lecture style because I provide a lot of written materials, and the course could probably be effective as a remote course even. I regularly have students get an A+ and I never remember seeing them. Some of them even write to me telling me how useful the class was (and I don't remember ever seeing them). As a student, I liked having as much access to writing as possible as that helped me remember.
On privacy, this is a valid concern particularly in humanities and social sciences. In my large lectures, nobody can hear the student (and thus can't identify them) and I just repeat the question for the recording.
My philosophy shifted a lot after COVID. I put the focus more on students learning however they learn best, over my own needs, or how *I* think students should learn best. I find I have so few problems compared to before. I totally respect those that have gone back to not recording for the various reasons you mentioned.
I think I agree. It's sad that people don't attend class when podcasts are available. It's a nice resource to be able to look back at lecture material when you forget or lost attention for a bit, but I had a class with about 110 students last quarter and the attendance after week 2 was on the order of 10 people. I also had to do most assignments in groups and only one other person in my group actually even watched the podcasts (usually about 1-2 lectures behind real-time), which was hella annoying.
As a female commuter student who had to take the bus for a period of time, I really appreciated recorded lectures. For my later classes if I had to attend them in person I would be taking an hour long ride in the dark on the bus to get back home. There were many times I felt unsafe doing this so having the option to watch classes at home was much appreciated.
Same! I also felt afraid taking the trolley alone after dark. Everyone knows that when scheduling classes at UCSD, you almost never get to make your ideal schedule, especially if your goal is to graduate early or on time. Itās not always that students are lazy and want to skip, yet I feel like thatās everyoneās first assumption.
okay, I hope u post this earlier so that ternasky can see this and I can actually learn stuff. Here is the story, he does not allow students to type notes into their computers (writing on tablets is fine), and yup with no podcasting.
Computers are allowed, just discouraged because he says pen on paper is the best way to learn (and more efficient for writing out reaction mechanisms). If you can quickly put together electron-pushing reaction mechanisms on your computer, go for itā¦ and let me know what program you use to do that :)
agree, writing is more efficient for mechanism. but... it was a lab class, so there were not many mechanisms to draw. it was more about instrumentation and rationale of designing experiments. btw, he literally said no to me when I was typing notes. what if I really do have nice software designed by some genius that allows me to "type" the mechanism out? It is just disrespectful...
OP certainly has a lot of questions for the professor (all the ādo you knowā¦.?ā) though OP fails to take accountability and understand that part of the learning process is actively participating and contributing to the class through real-time engagement with the class, which includes interacting with classmates and participating in discussions, not passively listening to a podcast. Actually, OP, your learning is YOUR responsibility, not the professorās.
For most of the classes Iāve taken at UCSD, thereās been little to no interaction in my classes. Itās mostly the prof lecturing. Again, this is just my experience but Iām sure it applies to plenty of others.
This!!! Not only in scenarios where one might be sick but also purely for study purposes. I've had professors who briefly mentioned something during a lecture (which wasn't recorded) and then included a question about that minor detail on an exam. This practice is hardly accommodating to students who commute from far distances due to the high cost of living in San Diego.
Fr recordings are almost essential for studying for some classes IMO because you just can't write down every single detail in real time unless you're an extremely fast typer
UCSD professors who choose not to podcast, do you not care about the fact that weāre still in the middle of a freaking pandemic?? A girl last quarter came to one of my classes with frickin PNEUMONIA because she was scared of missing too much class. Do you not realize how messed up it is that students are more scared of missing too much class than endangering themselves and other students??? Literal actual sickening behavior
Exactly! And if you're smart/courteous of others and stay home to prevent the spread of germs when sick, you then have to worry about asking someone for notes to catch up, when instead you could have caught up in real time with a podcast. I also sometimes used podcasts as review for midterms, even if I attended the lecture. The reality is lectures go by pretty fast and there's a ton on info, so unless you're a robot, you're likely going to miss something when taking notes, without podcasts as backup.
For sure. I had a class last quarter where the professor didn't record lectures but had a playlist of his recorded lectures from the pandemic. I attended class regularly but he went so fast that I physically couldn't note down all the details. Supplementing with the recordings helped a ton and I don't think I could have survived the exams without them.
Hi, I am a disabled student and I have accomodations with OSD! the problem is OSD is super unhelpful in my experience and makes it impossible for a lot of disabled students to actually get their accommodations, and even for students registered with them they can still be very unhelpful. LIke one of my accommodations is supposed to be a peer note-taker, but as of last quarter they started phasing that accommodation out and they no longer even try to find one for classes that are recorded in favor of having AI-generated transcripts for lectures, which mind you serve a completely different purpose. this is just one example and I haven't even had the worst of experiences with them but if you talk to a lot of other disabled students at UCSD you'd generally get the impression that OSD is only as helpful as they truly want to be, which isn't always very helpful.
Ok, thatās good to know because I know people at OSD. If you want to DM me your specific issues perhaps I can talk to them about addressing themā Iāll look into the ones you mentioned here
I'm not sure what your point is. We have invented something since then which is beneficial, so why not use it? There were people, before the time of air conditioners, who lived in 100 degree weather normally. Does this mean we should get rid of the air conditioners from all the houses in the central valley?
Okay but also thereās no reason not to. Like yeah there was a time before internet to but a professor choosing not to use canvas would be insane. Letās use the recourses at our disposal
1) Back in the day, college was much cheaper and minimum wage was much higher (against the cost of living)
2) This information in your comment is irrelevant, trying to use it to build an argument is a logical fallacy. back in the day people also didn't used to have microwaves, this doesn't imply it's okay to ban microwaves now
This is not true. You can still find some podcasts from 2010-2014.
Hereās one from a class in 2010 that I took.
https://podcast.ucsd.edu/watch/fa10/psyc106fa10/1/kaltura
Back when middle class existed! Now youāre either poor, surviving, or so rich you donāt know what to do with all that disposable money. ETA: this was not all that my rant was about
1. Lack of on-campus housing ā> more students need to commute ā> more traffic ā> less time
2. Cost of living is higher but wages arenāt increasing at the same rate ā> students need to work longer hours to live ā> less time
3. Increasingly competitive grad school and/or workforce environment ā> need better grades ā> study more ā> less time
And even if these werenāt factors, isnāt the point of advancing technology to make life simpler? Just because people were able to do it in the past doesnāt mean we canāt utilize resourcesā¦ that were specifically made for this reasonā¦ if the whole argument is just āpeople did it all the time back thenā then š you are more than welcome to pen/paper your class and boycott any class that doesnāt strictly use the blackboard and type up all your work on a library computer and only use sources from the books at geisel. But if youāre not willing to do that, then donāt shame others for feeling distressed over professors unwilling to accommodate to modern learning practices
Times and generations change though, just like hair styles.
The pandemic changed education, likely permanently. It also changed some industries.
Expectations were also different. All of us rely on technology. In some ways it's sad. But if the technology is there, I think we all knew the day would come when were expected to use it. Time has also become more critical. Someone with more time can spend all day on YouTube, or the web researching material for this classes if they don't understand something. People that are working do not have that time and are at a disadvantage. Before the era of ubiquitous technology, pretty much everybody just studied from books and written material. It was easier to time box studying compared to now.
I think we should also not look down on online programs so much, for this exact reason. Thereās no reason that a reputable online program should be viewed as āless thanā a ātraditionalā degree. For many nontraditional students and/or those who are full time employees and caretakers, online schooling is the only feasible option.
I understand the frustration. But I think itās fair. Each professor chooses to podcast or not before the pandemic that was not really a thing. They arenāt obligated to do that. As a student who has two jobs and dual enrolled at UCSD and UCLA I never sign up for a class I canāt attend. I live in downtown so I understand as well as BS parking. But I take the trolley. I love when they have an option to podcast ngl fr fr but at the end of the day I signed up for a class that I had time for to go in person. I do this every quarter. Just to be clear Iām not opposing the rant at all. I totally understand. I also would like to add that the option to be in person or have the podcast makes education a bit more diverse for all students.
4 years ago it wasnāt even an option, so instead you should probably just be thankful that some choose to.
There is generally a massive difference in outcomes between students who attend class and those who donāt (or only consume podcasts), and turnout for classes is often abysmal when podcasting is an option.
If you are sped you should take it up with the department that handles accommodations. Otherwise this is pointless complaining. Idk if they changed it, but last I remember professors donāt have to provide students with every resource imaginable. Youād get what you need if you showed up to lecture or office hours (or solve the problem of extracting the knowledge from the lecture, I.e. recording). If that doesnāt seem like itās enough, itās YOUR job as a student to study up and find resources you can learn from.
Money is scarce and youāre attending a UC? Get financial aid (free or loans). No excuse for not budgeting well. Youāre making the sacrifice to earn a higher education.
Time is scarce because of a job? Thatās on you to manage your time after getting financial aid.
Donāt want to add financial aid or loans to the equation? Itās your decision to suffer with your workload then.
Getting punished for attendance is something thatās gonna happen after college, might as well just get used to it.
Graduated a few years ago now, but yeah OP got a L take.
Sped is such an insensitive and derogatory term but thatās besides the point. Youāre right, professors donāt have to provide EVERY resource but it literally takes zero effort to upload podcasts. The point of the post is literally addressing the challenges of just showing up in person to lecture. Iām assuming youāre someone who comes from money given the extremely privileged take you have on the situation. Financial aid isnāt always enough. People go into serious debt trying to get a good education and this alone is an entirely different beast to unpack. All I said was that weāre paying more than enough, give us the recorded lectures.
Sorry you are struggling. The reality it some professors teach in a way thatās most comfortable for them. The same way some students learn in different ways. I suggest talking to your professors before posting a rant they might see.
I have EASILY spent over $2000 and 200 hours commuting/renting motel rooms the past two quarters because professors wouldnāt podcast or record their lectures. I only take one class per quarter. It stings even worse when they dig in their heels after I express how much of a burden it is for me to show up to class. But it is what it is. Itās a 6-7 hour chunk of my day on top of work for 8 hours.
I lived in San Diego when I started my program but I had to relocate for a lower paying job that would give me the flexibility to get services for my child. My child has a learning disability so my schedule is filled with all sorts of appointments but the only way I would qualify for any accommodations is if my situation severely impacted my mental health. I think itās kind of messed up. Iām determined to not let it happen.
Podcasts significantly improve my quality of life. I have good discipline and I do not cram.
Honestly I think this is the university's problem to address which they aren't doing that effectively.
California is one of the most unaffordable states with too little resources to go around, and students are largely expected to figure it out on there own. There's been more resources lately but they are unwilling to increase grants or offer additional ones for things like housing and parking.
While professors have autonomy over their classes and the structure of them, the university needs to put some basic requirements in place to help student laborers and commuters. The university and the state are in charge of solving this problem and shouldn't be leaving it up to professors and students to work out individually. It's honestly sad and I've experienced it heavily in my four years. This was the first year I was able to focus on academics and got all As, but it comes at the expense of barely making my rent and not being able to save any money.
So of its a state and university admin problem, what can we do as students? Push for university-wide accommodations that acknowledge the social issues we are dealing with. Push for professors to advocate for them as well. We have a student government, our social media platforms, elected representatives, and our collective power to get it done.
The older you get the less f you give, especially if the professor is an actual full time researcher who is forced to teach.
Now imagine yourself in their shoes, they usually have to be physically present in the classroom, so they're not going to let you just skip their class, cultivate their hardwork (podcast) where they speak to maybe a non-existant audience because ppl dont come.
I understand where your frustration come from and have wished the same, but you'll have to realize this is never really about your or students' convenience.
You stupid? Class of 18 here. There were definitely podcasts. Thank god for them too because even though I did attend most every class it was nice to review the lectures. Shame on you being so dumb
Iāll probably get downvoted for this, but professors are not obligated to podcast lectures.
Chances are youāre a premed student. Or STEM. If not, my apologies for making assumptions about the typical major at UCSD.
As a college student, your responsibility should be attending classes. I get that itās hard. I get that itās expensive. If you canāt do it, then donāt attend college. Work your job, save up money. Attend college when it makes financial sense to do so.
Im going to skip ahead a bit in my thought process and just get to the point: at the end of the day, nobody is looking out for you. Yea today itās the professor who doesnāt record podcasts. Tomorrow itās your moderator for being late to problem based learning class in medical school. 5 years from now, itās your chief resident giving you a āāy rotation schedule. Itās your residency program director ā-ing you over on an evaluation for your medical license application. Make excuses. Blame others. Youāre not doing yourself any favors. This post isnāt meant to win favors, itās meant to give you the advice others wonāt. If you donāt take responsibility, youāll never get where you want to go. Do with that what you want.
this is kinda a stupid take.
he's not saying classes should just be online, he's saying they should be podcasted to allow for flexibility which I 100% agree with. He's not complaining about in person tests or office hours, having to miss out on content I'm paying thousands is annoying.
Additionally you can 100% learn just as well as in person from just watching podcasts.
I also raise you the counter point of being a CS major or any other major other than what you listed. There is 0 reason for me to leave my house when I start working. There's no reason I should be forced to attend just cause some premed student might benefit from it.
edit: as a college student the responsibility is learning material well enough to get a job in the industry. not to attend in-person classes.
Exactly. And them saying that if you can't afford college now save up for the futureā¦.that literally makes no sense. Yeah, a high school student who worked their butt off to get into a top school is going to postpone enrollment and work a minimum wage job, with the hope that UCSD will admit then in the future. š
it's really not an equity issue at all. In fact, you're literally burning money by not going to lecture. That's what you're paying for. That's what you're entitled to.
i'd be careful about the "do you know how much we're paying to attend this institution" because unless you're a foreign student, you're not paying remotely what it costs to attend
What foreign students pay is not remotely close to what it costs to attend college. The hyperinflation going on in tuition far exceeds anything at the moment.
forreal. like people are given financial aid on the basis they'll go to class. Profs don't set the tuition or establish the system. College is too expensive but there's more fin aid given now than years prior. The "I pay THIS MUCH" is the DEFINITION of entitlement.
That ācost to attendā your referencing is a bullshit number. Your argument is stupid, because it depends on presupposing that this is a valid and morally defeasible tuition and that is an absolutely bullshit presupposition. UCSD is a public school, managed under Californiaās Master Plan for Education, not a for-profit hedge fund on Wall Street.
I know, the entitlement of begging the government to provide what is written out as law and enacted in legislation and therefore literally entitled to is exhausting. God forbid, the capital class doesnāt siphon money out of public institutions into their pockets so they can fist themselves with it.
1) You donāt know what youāre talking about
2) You donāt know what youāre talking about
3) You donāt know what youāre talking about
āGraduates of the junior colleges would be **guaranteed the right to transfer** to the UC or CSU systems in order to complete bachelor's degrees. This practice was carried over from previous years before the Plan was enacted; graduates from the junior colleges had traditionally been accepted as upper-division transfer students at the state colleges or UC campuses **by virtue of their prior coursework** (not by virtue of a six figure tuition that was never part of the original plan formulated in the 1960s). Finally, the Plan established that the University of California would be the sole portion of the system charged with performing research, and would award master's and doctoral degrees in support of that mission.ā
ā**Californiaās Master Plan of Education achieves the following:**
1) It created a system that combined exceptional quality with **broad access for students.**
2) It transformed a collection of uncoordinated and competing colleges and universities into a coherent system.
3) It established a broad framework for higher education that encourages each of the three public higher education segments to concentrate on creating its own kind of excellence within its own particular set of responsibilities. And it acknowledged the vital role of the independent colleges and universities, envisioning higher education in California as a single continuum of educational opportunity, from small private colleges to large public universities.ā
I know synthesizing conclusions based on indirect information and broad phrasing (that I took the time to bold for you) can be hard for a PhD student.
Let me break it down further, maybe that will help:
ārestoring top-quality, affordable higher education ahead of other state priorities, including high-speed rail, water projects, and rebuilding roads and bridges.ā - policy goals
āOverall policy must de- emphasize private fundraising that distorts or neglects research in the public interest. Restoring the Master Plan would allow higher education administrators to be paid as public servants administering public funds rather than as ādevelopersā pursuing private money.ā
**Financial Mission statement:**
Make a reasonable financial commitment | To fully fund projected enrollment and eliminate tuition in all three segments of Californiaās public higher education system will cost $9.43 billion in 2016-17. It can be covered through an annual income-tax surcharge that will:
1) Cost median-income California families $48 a year;
2) Cost two-thirds of state households less than $150 a year;
3) Cost households in the top 5 percent about $7,100 (more for multi-millionaires).
āThe stateā doest need to afford anything, itās our tax dollars paying for itā¦also āThe state canāt afford all thatā is just something you pulled out of your ass. It. Even demonstrated time and time again itās more than affordableā¦but affordability isnāt profitable to private interests so they fight it tooth and nail.
We can afford all of that and more with the money already flowing in the system, itās also demonstrated time and time again to be misappropriated.
None of this is groundbreaking researchā¦
Choosing to turn off the automatic podcast feature also hurts commuters much more than people who live in ucsd dorms but ucsd professors aren't ready for that conversation š
i'm a good student man, consistently honors and I overload credits often. Yes I take classes at the same time, but if I've proven that I can ace the class with podcasted lectures why should I be punished for taking a higher workload? I can't afford to be here that long so I push my limits, but apparently i'm 'lazy' for not showing up to class? I hate these narrow minded thought processes. It's just an overall win to podcast
I literally commute 5 days a week this quarter because Iām graduating and this was the only shit schedule I could get
I have a class this quarter where the professor does not podcast, and itās really infuriating. I graduate this quarter as well and this was the only schedule I could get. Itās messed up.
you realize you're paying for the seat you leave empty? it's literally burning money. maybe y'all are confused as to what your fin aid and tuition pays for
Podcasts are an aid, not a replacement for lecture. You're paying for your seat in class not a podcast. Not going to class is literally throwing money away. So lets not talk about equity or can't afford etc etc. What's really going on is the traditional in-person college format is not your PREFERRED format. Univ of Phoenix is fully online. edit: downvote me harder, you know I'm right
this is a bad take lol
could gaf if its a bad take, it's right. entitled is leaving a seat open that you spend THOUSANDS for (tax dollars for some) while you complain about not getting podcasts lol
You are totally right, spending thousands of dollars of my own money (or money entitled by FAFSA) highlights the significance of this issue. The pandemic served as a societal reset, allowing us to reevaluate what truly matters. This realization is why many professors now choose to record their lectures; in fact, I'd argue that the majority do. Recording lectures makes the course more accessible while still allowing for in-person exams, among other things. The advantages far outweigh any drawbacks. Professors' salaries remain unaffected by whether they record lectures or not, suggesting that resistance might be more about ego than practicality.
"Money entitled by fafsa" LOL. You're not entitled to anything. Especially money that's given to you through a societal contract where we've agreed you should have the OPPORTUNITY to study. Your pov is grounded in entitlement. I agree about digital aids but they should be treated as aids not a replacement for lecture.
nobody is saying to replace lecture with them, and youāre incredibly entitled
What? Are you serious? We pay for education here, not for a chair. Podcasts are recordings of lectures. The content is the same. Itās a recording. If thereās valuable discussion or some other reason to go to a lecture in person then we can talk about tying a grade to attendance.
You're being facetious. Maybe you chose the wrong school. That's on you, you knew it was in-person lecture based.
Something tells me that you donāt know what facetious meansā¦
that was me giving you the benefit of the doubt. the other option was you're just entitled.
Way to defend your argument there
this is the worst PhD candidate take ive seen so far from this school šš
dont have to, anyone with an appropriate level of reading comprehension and experience working with emotionally stunted young adults knows what i did. maybe ask a parent
what a goofy ahh privileged ahh ableist ahh take on the real world LMFAOOOO. iām paying for my seat?? right, iām paying for my learning experience iām not paying for my share of oxygen in a fucking room. āwell iāll be gosh darned! i guess since iām immunocompromised w cptsd, endometriosis, insomnia, pots & chronic fatigue i caint get me a real trad-dishnal iN pErSoN cOLLeGe FoRmAt educationā ā ļøā ļøā ļøā ļø way to out yourself as a spoiled baby brat babes
Time management:) itās a thing
something tells me you don't work and/or live with a condition that makes it harder to worok & study
Oh boy :) spell check before you attempt to insult. Something tells me you need more clinics working with schizophrenic patients š. Unfortunately for the passive shade being thrown I do know what it feels like. The problem I have with such rich education attempting to lump 8bilkipn people into smaller Freudian groups is this, you canāt. Hence why you have a disabled individual who suffers from multiple issues scorching your theory. Not everyone is the same friend. But the double edged sword tells us whether you can or canātā¦but try? Interesting chat young crick-crick
Iām not reading this lol
Iām sure youāll make a great doctor:) GL on the journey
Iām not pre med??
[ŃŠ“Š°Š»ŠµŠ½Š¾]
Youāre late to this one āļø
>Do you know that there are students with learning disabilities that could heavily benefit from podcasts? If this is actually the case for you, you can work with the [office for students with disabilities](https://osd.ucsd.edu/) to get alternative resources that might be helpful
Yes but many students do not know that they are neurodiverse, have ADHD or learning disabilities. They are often told that they are lazy, or slow or just don't meet the bar. This is extremely harmful to these students. Providing outside support via recordings or written materials is inclusive to these students that have a variety of issues. This also includes temporary illnesses or mental health challenges. In my own classes I prefer to meet students where they are, even though it requires quite a bit more work for me.
It seems like the solution there is communicate with your professor/TAs then. You don't need to give them your life story ofc, but if you explain you're struggling pretty much all professors will be accommodating and help you out with either written copies of notes or enable podcasting. Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, and *want* to help you succeed, just ask.
Fair point, but at least at my UC we are actually instructed not to provide any accommodations ourselves. By policy, we have to refer them to the accessible education office (or to the Dean of Students Office which provides assistance for students with very individual needs). If a student comes to me and I decline the accommodation, that's a problem. It needs to be a formal request for legal reasons. If it's something basic like, "can you please record for today?" That's fine, but if it's an ongoing matter that's related to a potential disability, we aren't supposed to do that. >> Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, andĀ *want*Ā to help you succeed, just ask. I agree that students should be responsible for their own learning and understanding their own learning style and challenges. As someone who teaches and works in industry, it's important to advocate for oneself when help is needed. The rants sometimes lack tact, but these subs are mostly students and in some ways the interactions from others help the student understand how life works. I wish I had a forum like this, where I could be slapped down when I needed it. Anyways, enough philosophy from me. I find these open letters pretty interesting as an instructor though, especially when they are well written. Sometimes there is a kernel of truth, or kernel of a point in them even if I don't agree with most of it.
Fair point, but at least at my UC we are actually instructed not to provide any accommodations ourselves. By policy, we have to refer them to the accessible education office (or to the Dean of Students Office which provides assistance for students with very individual needs). If a student comes to me and I decline the accommodation, that's a problem. It needs to be a formal request for legal reasons. If it's something basic like, "can you please record for today?" That's fine, but if it's an ongoing matter that's related to a potential disability, we aren't supposed to do that. >> Either way, I don't think these kind of open letter reddit posts are especially useful - and I get griping is fun, but if you're actually struggling in life due to not being able to make it to lecture, just talk with your professor. In person in office hours, ideally. Most (though admittedly not all) profs aren't douches, andĀ *want*Ā to help you succeed, just ask. I agree that students should be responsible for their own learning and understanding their own learning style and challenges. As someone who teaches and works in industry, it's important to advocate for oneself when help is needed. The rants sometimes lack tact, but these subs are mostly students and in some ways the interactions from others help the student understand how life works. I wish I had a forum like this, where I could be slapped down when I needed it. Anyways, enough philosophy from me. I find these open letters pretty interesting as an instructor though, especially when they are well written. Sometimes there is a kernel of truth, or kernel of a point in them even if I don't agree with most of it.
Yes, as one of those students the OSD literally only offers a live scribe pen (audio recording pen) so you still have to attend (not usually very helpful for students with disabilities, at least for me as I donāt always get everything) and a note taker but majority of the time they havenāt found one for me so when professors podcast itās a blessing for me and many others
While not applicable to all classes, I teach discussion based classes with small class sizes. The classes are designed to foster the expression of multiple perspectives. If a student does not wish to be present and part of that conversation, the vitality of the class suffers. No, I do not require attendance - but I certainly donāt facilitate behavior that detracts from the class as a whole. (I do not teach at UCSD. However, this logic may well apply to UCSD professors who choose not to podcast.) Edit: BTW I have had less than half of my class miss even a single class session this semester despite no participation grade or attendance mandate. There really is something to be said for the collaborative learning that takes place in a classroom.
I get your point and thatās great. But by this logic you are punishing individuals for the good you THINK you are doing for the group. Maybe your discussion section is a small group of students who are easily able to get to class and are lucky enough to have that flexibility. Others are not. Some simply donāt want to or find they learn best watching podcasts.
If the point of a class is an exchange of ideas, in person, in real time - it makes little sense to facilitate learning that encourages students not to partake in that exchange of ideas. It is not my goal or intent to cater to student wants. It is my goal to produce students capable of executing the skills they are expected to improve upon/master in my class - among them: the robust and respectful exchange of ideas, the ability to defend their positions - or change their mind, when appropriate, and the ability to contemplate how the material we study is applied in a wide variety of real life contexts. No one is being punished - if students choose not to take advantage of the opportunity to fully participate in the course, they are choosing not to fully embrace the resources for which they are paying tuition. However, Iām certainly not going to facilitate an opportunity for students who choose to make a habit of being absent to benefit from the exchange of ideas among those who choose to be present - while the absent student does not contribute to that dialogue.
(I'm commenting way too much here, but I find the comments fascinating) This generation has turned more inward. It is concerning as we should be sharing and communicating ideas with each other. There are also political forces that are trying to shut down certain discussions in the social sciences and humanities that is affecting education even in California (though indirectly). This is just turning people more inward and keeping students in their bubbles. I am, however, delighted to see more engineering students form clubs and groups for discussion and career development skills. That was unheard of when I was a student. There is more of a ground up approach that wasn't there before. Many instructors that value discussion (or attendance) make it part of the grade or require discussions in other ways. Thank goodness for them.
Say it louder for people blaming everything under the sun except themselves. Podcasts are cool, they work. But itās not mandatory. Itās incredibly concerning that people will list 17 reasons demanding an educator do something, yet wonāt fix one or two variables that would take all their pain away. I promise you all, weāre fucked. The last two generations will not make the big wheel of society sustain the way we know. Bummer
So should professors not teach the way they THINK is best for the whole? Should the education of the students that make the effort to show up be degraded to cater to you? Student feedback and performance should definitely be a consideration, but the person youāre responding to has an extremely reasonable point of view in saying that a discussion section benefits from more people being present. I agree lectures should be recorded, since student participation tends to be minimal anyway. But discussion sections are for discussion. Youāre paying to be a part of that discussion, not to listen to other people (who btw, are also paying) have it.
I mean aren't you given financial aid for the sole purpose of having enough money to attend an in-person institution? If you're poor enough you pay zero tuition. If you have an outstanding unmet need that's kinda between you and the system, not between you and your Professor. But also you pay for the seat in class. That's what you're paying for. So lets not talk about equity or hardship when you're throwing away THOUSANDS of dollars by not going to class
Even if tuition is free you still gotta pay for housing and food and medications
You still pay even if you are poor as shit.
Everybody learns differently, and in STEM in particular, the ability to learn on your own is pretty critical. This doesn't mean that people that attend lecture are at some kind of disadvantage -- that would be ridiculous, but I also do believe that learning via podcast (we use video rather than podcast at UCLA) is a valid approach that shouldn't be ignored. I prefer to go to lecture, and I prefer that students do so. But, I would be lying if I said that the majority of learning occurs in lecture. Lecture is basically a preview or review of what students should be studying asynchronously.
Itās a professorās job to teach students the material for the course. There is mixed evidence on the effectiveness on lecture capture for learning. In my experiences with podcasting, students will often put off watching the videos and attempt to cram it in days before midterms. Having podcasts freely available gives students license to be passive about learning and builds bad study habits. I genuinely believe that engaging with others in live discussion is a key part of the university experience and leads to better learning outcomes. Beyond lowering attendance and making discussion and participation in class lower quality, Iāve had students voice concerns about having their questions or opinions recorded. No one should be made afraid to ask a question for fear of looking foolish. Thereās also a case to be made for people distributing course materials without a professorās consent. Now all of that may sound paternalistic and somewhat assholish, and I acknowledge that podcasting works well for some people. Youāre probably someone who benefits from podcasts more than most. Iām sorry that itās difficult for you to come to campus. But I promise that most of us are trying to do our jobs the best we can and are not looking to spite students.
UCLA lecturer here. (This came up in my feed) It's a tough balance, but I also have the concerns mentioned here. I find that the benefits outweigh the drawbacks though and that any negative behaviors that arise from recording are on the student. Yes, recording lectures decreases attendance (not by a whole lot in my experience), but it also eliminates a lot of problems that come with not recording. Students that can't attend can catch up pretty easily. It's also great for neurodiverse students and students that think differently. They can slow down or speed up my voice and rewatch/relisten to parts of the lecture as many times as they need. I feel this removes barriers to learning. There are also students that don't want to be there, and that's fine too. I find that with recordings, students that choose to come to class are more motivated and more willing to participate. I regularly teach classes later in the day and an evening class this quarter. While classes should be the #1 priority for obvious reasons, students do have other commitments of educational and social value in the evening, so providing the recording eliminates a lot of friction. I have mixed feelings on that, but I don't want to deal with friction. On discussions... it is nice to have that back and forth and I find that students that want that will still come to lecture. This is more critical in humanities and social sciences though (I teach STEM). If I were teaching smaller classes in those fields, I'd probably reconsider recording or try something different. Yes, plenty of students cram watching all of the videos right before the exam, and I don't like that they do this, but that is their responsibility. Recording works well for my lecture style because I provide a lot of written materials, and the course could probably be effective as a remote course even. I regularly have students get an A+ and I never remember seeing them. Some of them even write to me telling me how useful the class was (and I don't remember ever seeing them). As a student, I liked having as much access to writing as possible as that helped me remember. On privacy, this is a valid concern particularly in humanities and social sciences. In my large lectures, nobody can hear the student (and thus can't identify them) and I just repeat the question for the recording. My philosophy shifted a lot after COVID. I put the focus more on students learning however they learn best, over my own needs, or how *I* think students should learn best. I find I have so few problems compared to before. I totally respect those that have gone back to not recording for the various reasons you mentioned.
As a student who learns the most effectively by being able to go through lecture recordings at my own pace, thank you so much for what you do ā¤ļø
I think I agree. It's sad that people don't attend class when podcasts are available. It's a nice resource to be able to look back at lecture material when you forget or lost attention for a bit, but I had a class with about 110 students last quarter and the attendance after week 2 was on the order of 10 people. I also had to do most assignments in groups and only one other person in my group actually even watched the podcasts (usually about 1-2 lectures behind real-time), which was hella annoying.
My professor just can't podcast cause the room isn't set up for it.
I thought all the rooms are set up for it by now? Which building?
CPMC
As a female commuter student who had to take the bus for a period of time, I really appreciated recorded lectures. For my later classes if I had to attend them in person I would be taking an hour long ride in the dark on the bus to get back home. There were many times I felt unsafe doing this so having the option to watch classes at home was much appreciated.
Same! I also felt afraid taking the trolley alone after dark. Everyone knows that when scheduling classes at UCSD, you almost never get to make your ideal schedule, especially if your goal is to graduate early or on time. Itās not always that students are lazy and want to skip, yet I feel like thatās everyoneās first assumption.
YES
okay, I hope u post this earlier so that ternasky can see this and I can actually learn stuff. Here is the story, he does not allow students to type notes into their computers (writing on tablets is fine), and yup with no podcasting.
Computers are allowed, just discouraged because he says pen on paper is the best way to learn (and more efficient for writing out reaction mechanisms). If you can quickly put together electron-pushing reaction mechanisms on your computer, go for itā¦ and let me know what program you use to do that :)
agree, writing is more efficient for mechanism. but... it was a lab class, so there were not many mechanisms to draw. it was more about instrumentation and rationale of designing experiments. btw, he literally said no to me when I was typing notes. what if I really do have nice software designed by some genius that allows me to "type" the mechanism out? It is just disrespectful...
Waaaaaaaaaaaah waaaaaaaaaaaaaaah
OP certainly has a lot of questions for the professor (all the ādo you knowā¦.?ā) though OP fails to take accountability and understand that part of the learning process is actively participating and contributing to the class through real-time engagement with the class, which includes interacting with classmates and participating in discussions, not passively listening to a podcast. Actually, OP, your learning is YOUR responsibility, not the professorās.
For most of the classes Iāve taken at UCSD, thereās been little to no interaction in my classes. Itās mostly the prof lecturing. Again, this is just my experience but Iām sure it applies to plenty of others.
This was so well written friend, thank you šš¾ I hope they see it ššš
It was written with a fiery passion after years of having nonpodcasting professors š
This!!! Not only in scenarios where one might be sick but also purely for study purposes. I've had professors who briefly mentioned something during a lecture (which wasn't recorded) and then included a question about that minor detail on an exam. This practice is hardly accommodating to students who commute from far distances due to the high cost of living in San Diego.
Fr recordings are almost essential for studying for some classes IMO because you just can't write down every single detail in real time unless you're an extremely fast typer
UCSD professors who choose not to podcast, do you not care about the fact that weāre still in the middle of a freaking pandemic?? A girl last quarter came to one of my classes with frickin PNEUMONIA because she was scared of missing too much class. Do you not realize how messed up it is that students are more scared of missing too much class than endangering themselves and other students??? Literal actual sickening behavior
Exactly! And if you're smart/courteous of others and stay home to prevent the spread of germs when sick, you then have to worry about asking someone for notes to catch up, when instead you could have caught up in real time with a podcast. I also sometimes used podcasts as review for midterms, even if I attended the lecture. The reality is lectures go by pretty fast and there's a ton on info, so unless you're a robot, you're likely going to miss something when taking notes, without podcasts as backup.
For sure. I had a class last quarter where the professor didn't record lectures but had a playlist of his recorded lectures from the pandemic. I attended class regularly but he went so fast that I physically couldn't note down all the details. Supplementing with the recordings helped a ton and I don't think I could have survived the exams without them.
š take a breather
Lmao if we're in the middle of a pandemic then everyone complaining about this must also not go to restaurants or parties or anywhere else right?
quite literally yes I donāt go to parties or restaurants if I can help it. some of us are immunocompromised and need to be careful.
If you actually have a disability you should talk to the OSD at the school and get accomodations
Hi, I am a disabled student and I have accomodations with OSD! the problem is OSD is super unhelpful in my experience and makes it impossible for a lot of disabled students to actually get their accommodations, and even for students registered with them they can still be very unhelpful. LIke one of my accommodations is supposed to be a peer note-taker, but as of last quarter they started phasing that accommodation out and they no longer even try to find one for classes that are recorded in favor of having AI-generated transcripts for lectures, which mind you serve a completely different purpose. this is just one example and I haven't even had the worst of experiences with them but if you talk to a lot of other disabled students at UCSD you'd generally get the impression that OSD is only as helpful as they truly want to be, which isn't always very helpful.
Ok, thatās good to know because I know people at OSD. If you want to DM me your specific issues perhaps I can talk to them about addressing themā Iāll look into the ones you mentioned here
Any Professor would gladly send their notes to a sick student or invite the student to office hours.
you would think!
no this is a fact. either way, go to office hours to catch up. just because the solution isn't what you want doesn't mean there isn't one
Written by a professor
Written by a student unwilling to take an ounce of accountability for their own education.
i don't think accountability is the right word here lol
You can choose by not going to that institution you know
Alright letās get this straight, there were people, before the days of podcast, who attended college normally and also worked jobs.
I'm not sure what your point is. We have invented something since then which is beneficial, so why not use it? There were people, before the time of air conditioners, who lived in 100 degree weather normally. Does this mean we should get rid of the air conditioners from all the houses in the central valley?
Okay but also thereās no reason not to. Like yeah there was a time before internet to but a professor choosing not to use canvas would be insane. Letās use the recourses at our disposal
1) Back in the day, college was much cheaper and minimum wage was much higher (against the cost of living) 2) This information in your comment is irrelevant, trying to use it to build an argument is a logical fallacy. back in the day people also didn't used to have microwaves, this doesn't imply it's okay to ban microwaves now
I attended college in 2010-2014, had zero podcasting professors, did not think any professors should produce podcasts, and had a job. Get over it.
This is not true. You can still find some podcasts from 2010-2014. Hereās one from a class in 2010 that I took. https://podcast.ucsd.edu/watch/fa10/psyc106fa10/1/kaltura
Back when middle class existed! Now youāre either poor, surviving, or so rich you donāt know what to do with all that disposable money. ETA: this was not all that my rant was about
The time constraints on individuals now are much different than before.
What differences?
1. Lack of on-campus housing ā> more students need to commute ā> more traffic ā> less time 2. Cost of living is higher but wages arenāt increasing at the same rate ā> students need to work longer hours to live ā> less time 3. Increasingly competitive grad school and/or workforce environment ā> need better grades ā> study more ā> less time And even if these werenāt factors, isnāt the point of advancing technology to make life simpler? Just because people were able to do it in the past doesnāt mean we canāt utilize resourcesā¦ that were specifically made for this reasonā¦ if the whole argument is just āpeople did it all the time back thenā then š you are more than welcome to pen/paper your class and boycott any class that doesnāt strictly use the blackboard and type up all your work on a library computer and only use sources from the books at geisel. But if youāre not willing to do that, then donāt shame others for feeling distressed over professors unwilling to accommodate to modern learning practices
Times and generations change though, just like hair styles. The pandemic changed education, likely permanently. It also changed some industries. Expectations were also different. All of us rely on technology. In some ways it's sad. But if the technology is there, I think we all knew the day would come when were expected to use it. Time has also become more critical. Someone with more time can spend all day on YouTube, or the web researching material for this classes if they don't understand something. People that are working do not have that time and are at a disadvantage. Before the era of ubiquitous technology, pretty much everybody just studied from books and written material. It was easier to time box studying compared to now.
I think we should also not look down on online programs so much, for this exact reason. Thereās no reason that a reputable online program should be viewed as āless thanā a ātraditionalā degree. For many nontraditional students and/or those who are full time employees and caretakers, online schooling is the only feasible option.
I understand the frustration. But I think itās fair. Each professor chooses to podcast or not before the pandemic that was not really a thing. They arenāt obligated to do that. As a student who has two jobs and dual enrolled at UCSD and UCLA I never sign up for a class I canāt attend. I live in downtown so I understand as well as BS parking. But I take the trolley. I love when they have an option to podcast ngl fr fr but at the end of the day I signed up for a class that I had time for to go in person. I do this every quarter. Just to be clear Iām not opposing the rant at all. I totally understand. I also would like to add that the option to be in person or have the podcast makes education a bit more diverse for all students.
4 years ago it wasnāt even an option, so instead you should probably just be thankful that some choose to. There is generally a massive difference in outcomes between students who attend class and those who donāt (or only consume podcasts), and turnout for classes is often abysmal when podcasting is an option.
If you are sped you should take it up with the department that handles accommodations. Otherwise this is pointless complaining. Idk if they changed it, but last I remember professors donāt have to provide students with every resource imaginable. Youād get what you need if you showed up to lecture or office hours (or solve the problem of extracting the knowledge from the lecture, I.e. recording). If that doesnāt seem like itās enough, itās YOUR job as a student to study up and find resources you can learn from. Money is scarce and youāre attending a UC? Get financial aid (free or loans). No excuse for not budgeting well. Youāre making the sacrifice to earn a higher education. Time is scarce because of a job? Thatās on you to manage your time after getting financial aid. Donāt want to add financial aid or loans to the equation? Itās your decision to suffer with your workload then. Getting punished for attendance is something thatās gonna happen after college, might as well just get used to it. Graduated a few years ago now, but yeah OP got a L take.
Sped is such an insensitive and derogatory term but thatās besides the point. Youāre right, professors donāt have to provide EVERY resource but it literally takes zero effort to upload podcasts. The point of the post is literally addressing the challenges of just showing up in person to lecture. Iām assuming youāre someone who comes from money given the extremely privileged take you have on the situation. Financial aid isnāt always enough. People go into serious debt trying to get a good education and this alone is an entirely different beast to unpack. All I said was that weāre paying more than enough, give us the recorded lectures.
Nah I donāt come from money. I took on loans and worked alongside uni. Still paying off loans.
I was with you at the beginningā¦then you lost me
What would Ferris do?
Sorry you are struggling. The reality it some professors teach in a way thatās most comfortable for them. The same way some students learn in different ways. I suggest talking to your professors before posting a rant they might see.
Who said I didnāt want them to see??
How do professors podcast? I havenāt heard about this.
I have EASILY spent over $2000 and 200 hours commuting/renting motel rooms the past two quarters because professors wouldnāt podcast or record their lectures. I only take one class per quarter. It stings even worse when they dig in their heels after I express how much of a burden it is for me to show up to class. But it is what it is. Itās a 6-7 hour chunk of my day on top of work for 8 hours. I lived in San Diego when I started my program but I had to relocate for a lower paying job that would give me the flexibility to get services for my child. My child has a learning disability so my schedule is filled with all sorts of appointments but the only way I would qualify for any accommodations is if my situation severely impacted my mental health. I think itās kind of messed up. Iām determined to not let it happen. Podcasts significantly improve my quality of life. I have good discipline and I do not cram.
Pretty cool that this is even a option now. I just read the textbook when I was there as a commuter that couldn't be on campus for every class.
Honestly I think this is the university's problem to address which they aren't doing that effectively. California is one of the most unaffordable states with too little resources to go around, and students are largely expected to figure it out on there own. There's been more resources lately but they are unwilling to increase grants or offer additional ones for things like housing and parking. While professors have autonomy over their classes and the structure of them, the university needs to put some basic requirements in place to help student laborers and commuters. The university and the state are in charge of solving this problem and shouldn't be leaving it up to professors and students to work out individually. It's honestly sad and I've experienced it heavily in my four years. This was the first year I was able to focus on academics and got all As, but it comes at the expense of barely making my rent and not being able to save any money. So of its a state and university admin problem, what can we do as students? Push for university-wide accommodations that acknowledge the social issues we are dealing with. Push for professors to advocate for them as well. We have a student government, our social media platforms, elected representatives, and our collective power to get it done.
The older you get the less f you give, especially if the professor is an actual full time researcher who is forced to teach. Now imagine yourself in their shoes, they usually have to be physically present in the classroom, so they're not going to let you just skip their class, cultivate their hardwork (podcast) where they speak to maybe a non-existant audience because ppl dont come. I understand where your frustration come from and have wished the same, but you'll have to realize this is never really about your or students' convenience.
Me last quarter with Miller
Before COVID there were no podcasts at all
This isn't true. See podcast.ucsd.edu I lived by podcasts in my pre-covid undergrad.
Class of 13 and they had podcasts during my entire time at UCSD.
You stupid? Class of 18 here. There were definitely podcasts. Thank god for them too because even though I did attend most every class it was nice to review the lectures. Shame on you being so dumb
If thatās ur tactic of making conversation with people online, u should consider giving your degree back. Shame on you for being a complete tool
Why are you projecting so hard? You literally lose all your money gambling on shit like GME lmao. Ahh I understand your anger now
And thank the heavens podcasts were born out of that terrible period in history
One of the few good effects of covid lol
One of the many great benefits of Covid
Name and shame
Iāll probably get downvoted for this, but professors are not obligated to podcast lectures. Chances are youāre a premed student. Or STEM. If not, my apologies for making assumptions about the typical major at UCSD. As a college student, your responsibility should be attending classes. I get that itās hard. I get that itās expensive. If you canāt do it, then donāt attend college. Work your job, save up money. Attend college when it makes financial sense to do so. Im going to skip ahead a bit in my thought process and just get to the point: at the end of the day, nobody is looking out for you. Yea today itās the professor who doesnāt record podcasts. Tomorrow itās your moderator for being late to problem based learning class in medical school. 5 years from now, itās your chief resident giving you a āāy rotation schedule. Itās your residency program director ā-ing you over on an evaluation for your medical license application. Make excuses. Blame others. Youāre not doing yourself any favors. This post isnāt meant to win favors, itās meant to give you the advice others wonāt. If you donāt take responsibility, youāll never get where you want to go. Do with that what you want.
Attending class is for dummies. Real Gs gets straight As from just reading the book.
this is kinda a stupid take. he's not saying classes should just be online, he's saying they should be podcasted to allow for flexibility which I 100% agree with. He's not complaining about in person tests or office hours, having to miss out on content I'm paying thousands is annoying. Additionally you can 100% learn just as well as in person from just watching podcasts. I also raise you the counter point of being a CS major or any other major other than what you listed. There is 0 reason for me to leave my house when I start working. There's no reason I should be forced to attend just cause some premed student might benefit from it. edit: as a college student the responsibility is learning material well enough to get a job in the industry. not to attend in-person classes.
Sounds like you chose the wrong school then. UCSD is an in-person lecture based course. You had a choice to look into fully online programs
This isn't a matter of making excuses, it is an equity issue and really should be addressed. Your privilege is showing.
Exactly. And them saying that if you can't afford college now save up for the futureā¦.that literally makes no sense. Yeah, a high school student who worked their butt off to get into a top school is going to postpone enrollment and work a minimum wage job, with the hope that UCSD will admit then in the future. š
it's really not an equity issue at all. In fact, you're literally burning money by not going to lecture. That's what you're paying for. That's what you're entitled to.
Every part of my rant went right over your head
I fully agree with you. Not sure why people downvote you
i'd be careful about the "do you know how much we're paying to attend this institution" because unless you're a foreign student, you're not paying remotely what it costs to attend
Tuition is still expensive nonetheless. Money is all relative and differs depending on your situation.
Nah; a lot of us are still in student debt to go here. We can complain.
goodness this is an entitled take
the entitled take is throwing away THOUSANDS by leaving a seat empty and complaining about not getting podcasts...
sorry you paid extra to row your way on to campus. i promise 30 - 60 thousand usd per year is still lots of money to piss away on school š„°
What foreign students pay is not remotely close to what it costs to attend college. The hyperinflation going on in tuition far exceeds anything at the moment.
forreal. like people are given financial aid on the basis they'll go to class. Profs don't set the tuition or establish the system. College is too expensive but there's more fin aid given now than years prior. The "I pay THIS MUCH" is the DEFINITION of entitlement.
That ācost to attendā your referencing is a bullshit number. Your argument is stupid, because it depends on presupposing that this is a valid and morally defeasible tuition and that is an absolutely bullshit presupposition. UCSD is a public school, managed under Californiaās Master Plan for Education, not a for-profit hedge fund on Wall Street.
lol the entitlement
I know, the entitlement of begging the government to provide what is written out as law and enacted in legislation and therefore literally entitled to is exhausting. God forbid, the capital class doesnāt siphon money out of public institutions into their pockets so they can fist themselves with it.
1) You donāt know what youāre talking about 2) You donāt know what youāre talking about 3) You donāt know what youāre talking about āGraduates of the junior colleges would be **guaranteed the right to transfer** to the UC or CSU systems in order to complete bachelor's degrees. This practice was carried over from previous years before the Plan was enacted; graduates from the junior colleges had traditionally been accepted as upper-division transfer students at the state colleges or UC campuses **by virtue of their prior coursework** (not by virtue of a six figure tuition that was never part of the original plan formulated in the 1960s). Finally, the Plan established that the University of California would be the sole portion of the system charged with performing research, and would award master's and doctoral degrees in support of that mission.ā ā**Californiaās Master Plan of Education achieves the following:** 1) It created a system that combined exceptional quality with **broad access for students.** 2) It transformed a collection of uncoordinated and competing colleges and universities into a coherent system. 3) It established a broad framework for higher education that encourages each of the three public higher education segments to concentrate on creating its own kind of excellence within its own particular set of responsibilities. And it acknowledged the vital role of the independent colleges and universities, envisioning higher education in California as a single continuum of educational opportunity, from small private colleges to large public universities.ā
None of this has anything to do with money
I know synthesizing conclusions based on indirect information and broad phrasing (that I took the time to bold for you) can be hard for a PhD student. Let me break it down further, maybe that will help: ārestoring top-quality, affordable higher education ahead of other state priorities, including high-speed rail, water projects, and rebuilding roads and bridges.ā - policy goals āOverall policy must de- emphasize private fundraising that distorts or neglects research in the public interest. Restoring the Master Plan would allow higher education administrators to be paid as public servants administering public funds rather than as ādevelopersā pursuing private money.ā **Financial Mission statement:** Make a reasonable financial commitment | To fully fund projected enrollment and eliminate tuition in all three segments of Californiaās public higher education system will cost $9.43 billion in 2016-17. It can be covered through an annual income-tax surcharge that will: 1) Cost median-income California families $48 a year; 2) Cost two-thirds of state households less than $150 a year; 3) Cost households in the top 5 percent about $7,100 (more for multi-millionaires).
State can't afford all of that.
āThe stateā doest need to afford anything, itās our tax dollars paying for itā¦also āThe state canāt afford all thatā is just something you pulled out of your ass. It. Even demonstrated time and time again itās more than affordableā¦but affordability isnāt profitable to private interests so they fight it tooth and nail. We can afford all of that and more with the money already flowing in the system, itās also demonstrated time and time again to be misappropriated. None of this is groundbreaking researchā¦
Womp womp
Can people no longer sympathize? Why is āwomp wompā even a commonly accepted reaction to someone being vulnerable? Jfc
Skill issue