I am a WGU graduate (Feb 2012). I have nothing but positive results from the school. My degree was an MA in Life Science Education. I already hold a BS in Science Education and an NC teaching license. My main motivation was to go to school to learn more about current classroom practices, as well as earn a Masters level license (and pay upgrade). I enjoyed the classes, was challenged somewhat, and was able to schedule studying around my “real life” (job, family, etc.). My student mentor, Alisa, actually held a PhD in education and was working at WGU because of the ease of working at a distance. I had biweekly telephone conversations with her and we spoke via email every 3-5 days. She was very encouraging and engaged in my studies.
Because I had a great deal of science background (including tons of lab experiences), I was able to very quickly pass many of my classes. However, some of the pedagogy classes took me quite a while, due to the extent of the projects required for the classes. All tests taken are proctored, so there is really no opportunity to cheat in those courses.
Upon graduation, I have received my pay increase and Masters license in my state. I continue to teach and would reccomend WGU to anyone. Right now I am encouraging my mom to go back to school to continue her degree in B-K education.
It would be good to know more about this.
I have a number of questions:
1. It seems odd to me that a license to teach biology would depend on course in pedagogy. Were you examined in biology?
2. I am skeptical that online, pass fail instruction can improves anyone’s ability to teach science. Did your coach (mentor?) know anything sbout biology or about teaching biology?
3. Biology itself is changing so fast, I wonder how relevant lab experiences are. It wold be great if yo could say something about what you are teaching and how you keep up.
I would be more than happy to let you know more about my experience.
1. In North Carolina, you are required to pass two separate examinations, one in Biology that is strictly a multiple choice exam, and one in life science pedagogy.
I was required to take several courses in biology, two of which were objective-based assessments (I had to pass a traditional exam). The remainder were based on major projects and papers.
In looking into this degree, one must remember that it is not a “biology” degree , but a science education degree. Pedagogy is simply put the science and art of education. So, courses in pedagogy do not aim at improving one’s knowledge of a content area, but rather in developing coursework and instruction that will both engage learners and facilitate improved student understanding. In a public school setting, this is important because you do not get to choose whom you teach. You must find a way to reach all children, including those who have absolutely no interest in science, or even school, at all. Therefore, were I working on a pure biology degree and intended to teach science, I would not take pedagogy classes. But, since my degree is in education, I do. Also, the pedagogy classes focus on unit planning, which is one aspect of the licensing examination for biology in North Carolina, and most states.
2. The pass/fail aspect of the course really is no different from any other graduate course. Prior to attending WGU, I was working on the same degree at a small state university here in North Carolina. I saw more than one person whose work did not seem to meet the requirements of the course (poor writing skills, low test scores) still be passed with a 3.0 or higher (which is what a WGU “pass” is worth) simply for attending class. As a student, at any graduate school, in order to improve one’s knowledge one must choose to complete the reading and other outside research, rather than simply completing assignments. This is the responsibility of the student, rather than the institution.
There is some misconception here with the mentor model. First, each student is assigned a mentor who sticks with the student from day one. This person is basically the equivalent of an advisor. He or she is responsible for assisting the student in registering for courses, charting progress, planning a study schedule, and completing assessments on time. They are also available to answer any general questions. My own advisor was previously a high school physics teacher and did have a PhD.
There is also a “course mentor” for each class. This is the person who is the equivalent of a faculty person who would be teaching the course. This person provides webinars and live conferences, one-on-one phone calls, and email support. This person is an “expert” in their field, as determined by WGU. Minimum requirements for this position (as documented on their employment vacancies website) are a doctoral/terminal degree in the field and a minimum of 5 years work experience in the field.
3. Just as in every field, one must be willing to change with the times. The field of education is ever-changing, as is the field of biology. I intend to be a career educator, and as such I spend a great deal of time keeping up with new developments to be on top of my field of expertise. I attend seminars at ProjectLearningTree, NC State University, Duke University, GlaxoSmithKline, and NCCAT. I am a member of the National Science Teachers Association and attend the yearly conference to keep up with new trends. I read journals and blogs on the internet. I do research. The way that I stay on top of my career is no different than the ways in which an architect stays on top of new trends in building design. I am cognizant of the world around me and use my resources to my advantage.
By no means do I believe that the WGU model is perfect or that no changes could be made to it. However, I do think that it has the makings of a new and innovative framework for education. I am satisfied with having reached one of my short-term goals in a relatively short timeframe with WGU.
Hmmm
By far the best answers I ave seen! Thanks!
You raise a number of issues … some having to do with your odd comment about public schools and others your probably correct disparaging remarks about pass fail courses in bricks and mortar institutions, students using WGO or local college pass fail curses as a way around having to learn, and frightening remarks about “pass fail” being equated with a 3.0.
As a prof myself I consider a 3.0 a very high grade .. “pass” means better than 2.0 not 3.0.
I want, however, to focus on one claim you make … that is about “the course mentor” being qualified to teach content material. This seems very much at variance with what I have read on the WGU site and on their response to my queries about faculty qualifications.
Is there anyplace youj know where the qualifications of these “corse mentors” are described? Are the mentors themselves listed anywhere?
A concern in this vein is that WGU is required for its regional accreditation to have qualified faculty determine curriculum and oversee curses. When I went to their website about a year ago, I did find the supposedly qualified faculty but when I researched deepen the credentials were far below what I know our community college faculty have. I have also met some fo the faculty at Phoenix and their credentials were far above those on the WGU site.