“When people start talking about the ROI for an MBA, it’s a tough one. It’s like going out and spending thousands on a Brooks Brothers suit and then wondering about the ROI. It depends so much on where you go in that suit, what you do with it, who you are in that suit.
Archives: Higher Ed
Communication studies faculty Kathryn Hubbell’s opinion piece on online education first appeared in The Oregonian on October 18, 2014. Here’s an excerpt:
In response to Ramin Farahmandpur’s Oct. 12 In My Opinion column, Online Courses Shortchange Their Students, I would like to defend online learning. I have taught both online and on-campus classes at Marylhurst University for the past six years.
By Stephanie Lillegard
“What do you want to study?”
That was one of the first questions, of course, Marylhurst University’s Admissions office wanted to know. The forms asking for a declared major wanted to know. The people who heard I was going back to school wanted to know. And I didn’t blame them. I wanted to know. For a long time, all I knew was that I wanted to go back to school, and this time I wanted an accredited degree.
by Darwin Riviere
Our university has solid partnerships with PCC, Mt. Hood Community College, the American Association of University Women, and our neighbors at Mary’s Woods. These partnerships help us expand the community of learners and educators that we live in. Broadening what we can do for our students, faculty, and alums in providing them with a holistic education.
Our partnerships with community colleges help us make school more affordable for future and current students. Double-enrollment and easier credit transfers mean that going from a community college to Marylhurst can be a smooth transition. I didn’t know about Marylhurst’s partnerships with community colleges in and surrounding Portland, but when I transferred from PCC Cascade and Sylvania in 2011, all but ten of my credits transferred with me and I hadn’t even completed my Associates transfer degree. This made the rest of my four-year degree go very quickly as there were no credits I had to retake once at M.U.
By Chuck Caruso, Ph.D.
In my last post (“What Academic Study Can Do for Video Games”), I argued that video games deserve critical attention. But the question remains whether video games have anything essential to offer in return. What benefits can the inclusion of video games offer to Culture & Media Studies?
By Chuck Caruso, Ph.D.
This past spring I presented an academic paper on spatial representation in the video game Portal at the annual Textual Studies conference, along with fellow panelists’ discussions of early modern maps and the social and natural spaces in Sebold and Thoreau. The juxtaposition of our various analyses provoked a lively audience discussion. But as we jostled out of the room afterwards, I couldn’t help overhearing one of the curmudgeonly older professors grumbling, “I can’t believe there was an academic paper about a video game!”
But why not? Was I squandering my mental energies and straining my peers’ patience with a topic beneath scholarly attention? The more I considered the issue, the more important it seemed that I continue studying video games. In fact, I “doubled down,” as they say. I’ve already presented another conference paper on the video game L.A. Noire‘s adaptation of the detective genre, and this fall I’m attending a semiotics conference to discuss the paradoxical fantasies of military first-person shooter games. Not only that, but this summer I’m proud to say that I’m teaching Marylhurst’s first ever Video Game Theory class.
In March 2013, John Caruso posted a two-part series on digital democracy. Those posts prompted a lively conversation here at the Marylhurst blog about digital citizenship, digital writing, multimedia, co-learning and participatory culture. In response to this ongoing dialogue, Tiffany Timperman offers her perspective on composition and multimodality.
by Tiffany Timperman
“The moral life of man forms part of the subject-matter of the artist, but the morality of art consists in the perfect use of an imperfect medium.” – Oscar Wilde, “The Preface,” The Picture of Dorian Gray
I want to consider the ways that multimodality can enrich composition: process and product. Traditional composition focuses on alphabetic text styled according to a rhetorical mode of writing (narrative, descriptive, argumentative, expository), purpose (to convince, persuade, entertain, inform), audience, and disciplinary guideline (MLA, APA, Chicago Style). Multimodal composition incorporates, as the term suggests, multiple modes to create a whole, and in the sense that we now have new and emerging technologies and materials, composition has increased potential and design elements to draw from.
by Eileen Schiffer
I often think of my role in the educational process. I take my responsibilities seriously and am firmly committed to making a meaningful contribution to the university and to my students. At least equally, though (probably more), I’m cognizant of how very much I gain, personally and professionally, from my relationships with the school, my colleagues and my students. While it may seem obvious that each of us in this triad has an impact on the others, in the midst of the daily demands of teaching and learning, we likely take few opportunities to consciously reflect on our reciprocal responsibilities and benefits.