>"Measuring" educational products is functionally impossible. Why? I'd agree it would be difficult, but "impossible?" For instance, I could imagine creating te

>"Measuring" educational products is functionally impossible. Why? I'd agree it would be difficult, but "impossible?" For instance, I could imagine creating tests to measure a student's competencies in things such as engineering, programming, or foreign languages pretty easily. Then once you measure a student's competence at the beginning and ending of a curriculum, you have your measurement of the educational product. Not that standardized testing is the answer, or easy for any subject... but it's an example. >teachers keep going back to the same methods that have always been used. Maybe if they either don't care or if they don't see a reason to change. I'm helping teach a course starting next month, "Technical English" (for non-native speakers), and am always looking for ways to improve on what I did last year. In fact, if anyone out there would like to talk to my class about your job over skype one day, I will integrate that into my curriculum right now. (You could add "guest lecturer" to your resume as a possible incentive).