Distance Learning/Teaching - Hybrid Model

For many decades the University of Wisconsin-Madison used distance learning methods as part of their out-reach to rural parts of the state and to reach busy professionals. Experience for several years as a Business School professor with a Medical School Administrative Medicine MBA style degree defined the value of a hybrid program.

Hybrid is defined as using a combination of distance technology learning and face-to-face teaching. The model used contact via available relevant technology (from slow scan video in the 1970s, digital voice and video conference calls in the 1980s, web-based text and video in the 90s and 3-D in the past decade). It also used stone and glass classroom bookends of class start-up and closing. Graduation was an option of in person or by distance.

While some classes may be taught purely at a distance; the very high cost and challenges of many professional degree classes would seem to demand a mix of more face-to-face networking through direct human interaction. I would suggest a mix of 80 percent distance with 20 percent interpersonal in a classroom.

While many universities and corporations use various forms of distance learning for certificates, degrees http://www.medill.northwestern.edu/imc/imconline.aspx and even simple meetings (see www.Gronstedtgroup.com), the discussion is still open on the success of pure and hybrid models.  Even if a program used only distance learning technology; as a student or participant I would be very tempted to plan a face-to-face meeting during the program and before graduation.
 Clarke L. Caywood, Ph.D. Professor, Northwestern University

Happy Birthday Abe Lincoln.

"If I were to try to read, much less answer, all the attacks made on me, this shop might as well be closed for any other business. I do the very best I know how – the very best I can; and I mean to keep doing so until the end. If the end brings me out all right, what is said against me won’t amount to anything. If the end brings me out wrong, ten angels swearing I was right would make no difference.” by Abraham Lincoln (February 12, 1809 – April 15, 1865)

Also quoted by my first boss - Wisconsin Governor Warren P. Knowles (1969) and his Executive Assistant Paul Hassett in a printed card used in the office durng tough times with the legislature, press and other stakeholders. I still have the card that was printed by the office to remind the small staff that we had to persevere when we knew we were right. The quote still gives me courage to "to do the very best I know how" regarding matters of academic and personal freedom, the celebration of democracy for our nation, the sanctity of the university and education, the intellectual growth of my students, the protection of my faculty colleagues from injustice and the health and welfare of my family. Thanks, Abe!

Fearless sifting and winnowing in universities

The concept of academic independence and entrepreneurship with respect to research, course content and service is a long established value in Research 1 and other universities. One exception may be if the faculty member is a captive of a federal grant with more specific promises (made by the professor and agreed with by the funding agency) a professor is able to conduct research in any relevant field he or she wishes. Of course if the professor publishes in fields and journals wildly and even logically unrelated to the disciplines of the school and or department, a faculty may find reasons to not renew the person in their third year of two three year contracts toward lifetime appointment in the 7th year. However, tenured faculty often later find areas of interest that are not constrained by the less mature definitions of a field of study or inquiry.

Here is a historical quote that all university professors and administrators should commit to memory. The quote is from the end of the 19th century posted by the University of Wisconsin-Madison (posted to the right of the entrance to Bascom Hall).

"How appropriate today, in rekindling the torch of freedom set ablaze by the sturdy pioneers of 1894, to say with them":

WHATEVER MAY BE THE LIMITATIONS WHICH TRAMMEL INQUIRY ELSEWHERE, WE BELIEVE THAT THE GREAT STATE UNIVERSITY OF WISCONSIN SHOULD EVER ENCOURAGE THAT CONTINUAL AND FEARLESS SIFTING AND WINNOWING BY WHICH ALONE THE TRUTH CAN BE FOUND.