Category Archives: Colleges and Universities

Getting better data on how students use laptops in class: spy on them

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Professors like to talk about how students use laptops in the classroom. Two recent studies shed some new light on this issue and they are unique in how they obtained the data: they spied on students.

Still, there is one notable consistency that spans the literature on laptops in class: most researchers obtained their data by surveying students and professors.

The authors of two recent studies of laptops and classroom learning decided that relying on student and professor testimony would not do. They decided instead to spy on students.

In one study, a St. John’s University law professor hired research assistants to peek over students’ shoulders from the back of the lecture hall. In the other, a pair of University of Vermont business professors used computer spyware to monitor their students’ browsing activities during lectures.

The authors of both papers acknowledged that their respective studies had plenty of flaws (including possibly understating the extent of non-class use). But they also suggested that neither sweeping bans nor unalloyed permissions reflect the nuances of how laptops affect student behavior in class. And by contrasting data collected through surveys with data obtained through more sophisticated means, the Vermont professors also show why professors should be skeptical of previous studies that rely on self-reporting from students — which is to say, most of them.

While these studies might be useful for dealing with the growing use of laptops in classrooms, discussing the data itself would be interesting. A few questions come to mind:

1. What discussions took place with an IRB? It seems that this might have been a problem in the study using spyware on student computers and this was reflected in the generalizability of the data with just 46% of students agreeing to have the spyware on their computer. The other study also could run into issues if students were identifiable. (Just a thought: could a professor insist on spyware being on student computers if the students insisted on having a laptop in class?)

2. These studies get at the disparities between self-reported data and other forms of data collection. I would guess that students would underestimate their distractable laptop use on self-reported surveys because they would suspect that this is the answer that they should give (social desirability bias). But it could also reveal things about how cognizant computer/Internet users are about how many windows and applications they actually cycle through.

3. Both of these studies are on a relatively small scale: one had 45 students, the other had a little more than 1,000 but the data was “less precise” since it involved TAs sitting in the back monitoring students. Expanding the Vermont study and linking laptop use to outcomes on a larger scale is even better: move beyond just talking about the classroom experience and look at its impact on learning outcomes. Why doesn’t someone do this on a larger scale and in multiple settings? Would it be too difficult to get past some of the IRB issues?

In looking at the comments about this story, it seems like having better data on this topic would go a long ways to moving the discussion beyond anecdotal evidence.

Rising debt for college loans better than debt for a McMansion

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The college Class of 2011 might expect more in life than simply to be known as “the most indebted ever“:

22,900: Average student debt of newly minted college graduates

The Class of 2011 will graduate this spring from America’s colleges and universities with a dubious distinction: the most indebted ever.

Even as the average U.S. household pares down its debts, the new degree-holders who represent the country’s best hope for future prosperity are headed in the opposite direction. With tuition rising at an annual rate of about 5% and cash-strapped parents less able to help, the mean student-debt burden at graduation will reach nearly $18,000 this year, estimates Mark Kantrowitz, publisher of student-aid websites Fastweb.com and FinAid.org. Together with loans parents take on to finance their children’s college educations — loans that the students often pay themselves – the estimate comes to about $22,900. That’s 8% more than last year and, in inflation-adjusted terms, 47% more than a decade ago.

In the long run, the investment is probably worth it. Education is a much better reason to borrow money than buying cars or McMansions, and it endows people with economic advantages that the recession and slow recovery have only accentuated. As of 2009, the annual pre-tax income of households headed by people with at least a college degree exceeded that of less-educated households by 101%, up from 91% in 2006. As of April, the unemployment rate among college graduates stood at 4.5%, compared to 9.7% for those with only a high-school diploma and 14.6% for those who never finished high school.

I am intrigued by the McMansion comparison here as it is used to illustrate the foolishness of overspending on a big or expensive house versus the possible “good debt” of college loans. Of course, this is all in economic terms as the education is expected to pay off down the road while McMansion purchases of the last 15 years are not expected to yield such great values in this poor housing market. (And using a car as a debt comparison seems a bit strange: a car is rarely an investment but rather a black hole for money.) But this view of a house, as an investment opportunity, is a relatively recent development.

There is something about this data that could warrant a closer look: while it appears that the average college student debt has increased, is the average really the best measure here? I would much rather see a distribution of college debt in order to better know whether this mean is heavily influenced by people with massive amounts of college debt. Here is a paragraph from a recent New York Times article regarding college loans:

Two-thirds of bachelor’s degree recipients graduated with debt in 2008, compared with less than half in 1993. Last year, graduates who took out loans left college with an average of $24,000 in debt. Default rates are rising, especially among those who attended for-profit colleges.

And here is some additional data from recent years that sheds more light on the distribution of college debt:

These figures were calculated using the data analysis system for the 2007-2008 National Postsecondary Student Aid Study (NPSAS) conducted by the National Center for Education Statistics at the US Department of Education. (For comparison, cumulative education debt statistics from the 2003-2004 NPSAS are also available.) The 2007-2008 NPSAS surveyed 114,000 undergraduate students and 14,000 graduate and professional students. These statistics are not necessarily available from published NPSAS reports.The median cumulative debt among graduating Bachelor’s degree recipients at 4-year undergraduate schools was $19,999 in 2007-08. One quarter borrowed $30,526 or more, and one tenth borrowed $44,668 or more. 9.5% of undergraduate students and 14.6% of undergraduate student borrowers graduating with a Bachelor’s degree graduated with $40,000 or more in cumulative debt in 2007-08. This compares with 6.4% and 10.0%, respectively, for Bachelor’s degree recipients graduating with $40,000 or more (2008 dollars) in cumulative debt in 2003-04.

This data provides a median that is somewhat similar to the two figures cited above. Based on these three figures and interpretations, it sounds like more college students are taking on debt rather than some students are taking on a lot more debt.

The decline of men in the American workforce

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The Economist examines some recent figures showing that men, particularly less-skilled workers, have lower levels of participation in the labor force:

The decline of the working American man has been most marked among the less educated and blacks. If you adjust official data to include men in prison or the armed forces (who are left out of the raw numbers), around 35% of 25- to 54-year-old men with no high-school diploma have no job, up from around 10% in the 1960s. Of those who finished high school but did not go to college, the fraction without work has climbed from below 5% in the 1960s to almost 25% (see chart 2). Among blacks, more than 30% overall and almost 70% of high-school dropouts have no job…

The main reason why fewer men are working is that sweeping structural changes in rich economies have reduced the demand for all less-skilled workers. Manufacturing has declined as a share of GDP, and productivity growth has enabled factories to produce more with fewer people. Technological advances require higher skills. For the low-skilled, low demand has meant lower wages, both relative and absolute. This in turn reduces the incentive to find a job, especially if disability payments or a working spouse provide an income.

Men have been hit harder than women by these shifts. They are likelier to work in manufacturing; women have been better represented in sectors, such as health care and education, where most job growth has taken place. Women have also done more than men to improve their academic credentials: in most rich countries they are likelier than men to go to university.

There is a lot to think about here. One reason that the article cites for this trend is the numbers of women (compared to men) who are getting college degrees. This has been noted by others (with some interesting data from the White House here) and it really does seem to be a sizable shift in American society.

A few other questions come to mind:

1. Could politicians promote policies that specifically target less-skilled male workers?

2. What are some of the broader consequences of this trend, such as the impact on community life or family life?

3. How could schools, particularly high schools and colleges, tackle this issue?

A sociological case for scientific innovation

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A physicist makes a sociological case for innovation in the sciences:

So, here is a general, sociological case for why we researchers should always be ahead of our time, even at the cost of frustrating ourselves trying to solve insoluble problems. Suppose that the tank of a given field has another 10 or even 15 years of gas left in it. Why should we abandon the field and try to train our students in a different area? Good training in science doesn’t depend on the subject. But more important, why not enter a new field in which, like almost any subject in the life sciences, the time left to have fun does not have a foreseeable upper bound?…

Scientists are conservative even when their job description could be succinctly summarized as “innovator” because the culture in which we operate is chock full of traditions that represent the opposite of innovation and intellectual freedom. We are still afraid of making mistakes—even simple terminology mistakes!—even though in the age of Google those can be corrected in an instant! We are still organizing our institutions of higher learning around power centers (the departments) that are built like fortresses meant to divide people instead of bringing them together!…

In conclusion, let me offer a note of hope, but of caution, too.

Many of the scientific questions that await answers will, I hope, be solved in the second part of this century. Then, having solved the last of the big puzzles—that is, having explained the origin of life—scientists will turn their attention and the power of their quantitative tools toward explaining the sociological complications that arise when these very complex machines called Homo sapiens interact with each other. Let us hope the fruits of that research will respect the freedom of our minds—and of our bodies too!

Sounds good: a physicist arguing that once some of the big natural science issues are solved, attention should be turned to studying human interaction. However, does this suggest that the view from physics that disciplines that study human interaction, like sociology, aren’t doing an adequate job?

It would be interesting to see a companion piece here that summarizes research regarding scientific innovation: how many scientists do switch fields or even subfields of study, how many feel like they could actually do this, and what do they feel are barriers to this.

The $100k scholarly article

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The National Law Journal reports that, according to Hofstra University School of Law professor Richard Neumann, “a law review article written by a tenured professor at a top-flight law school” is “in the neighborhood of $100,000”:

His estimate factors in the salary and benefits for a tenured professor at a high-paying school who spends between 30% and 50% of his or her time on scholarship and publishes one article per year.

It also takes into account possible research grants, which many schools offer professors to help fund their scholarly work, and the costs for research assistants.

ABA Journal has additional coverage here.

It would be interesting to see cost estimates of academic writing in other disciplines to see how the law compares.  I’m guessing that law may be on the high end insofar as law professor salaries are generally higher than most other academics.

Students suffer withdrawal in a one day media blackout

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Professors and teachers can often provide anecdotal evidence of how students react when told that smartphones (and other devices like laptops) are not to be used in the classroom. A new study suggests that the problem isn’t really the classroom: simply not having these devices at all could the issue.

Researchers found that 79 per cent of students subjected to a complete media blackout for just one day reported adverse reactions ranging from distress to confusion and isolation.

In vivid accounts, they told of overwhelming cravings, with one saying they were ‘itching like a crackhead [crack cocaine addict]’.

The study focused on people aged between 17 and 23 in ten countries, including the UK, where about 150 students at Bournemouth University spent 24 hours banned from using phones, social networking sites, the internet and TV.

They were allowed to use landline phones or read books and were asked to keep a diary.

One in five reported feelings of withdrawal akin to an addiction while 11 per cent said they were confused or felt like a failure.

Nearly one in five (19 per cent) reported feelings of distress and 11 per cent felt isolated. Just 21 per cent said they could feel the benefits of being unplugged.

Some students took their mobile phone with them just to touch them.

While some of these symptoms don’t seem as bad as others, it is interesting that only 21% “could feel the benefits” of being “unplugged.” These devices and SNS tools really have become necessities in a short amount of time.

In reactions to this study, it would be interesting to see whether people advocate a complete move away from such technology because of these possible dangerous side effects or if people suggest more moderate usage. But if usage is really is an addiction, then moderate usage could still be an issue. I would like to see a follow-up to this study that examines a longer-term media blackout – how long does it take for students to readjust to life without all this media and then what would be their thoughts about what they might be missing (or gaining)?

Harvard Crimson makes a case for sociology

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In an editorial about hiring more sociology faculty, the Harvard Crimson discusses the interest in and usefulness of sociology:

[T]his seems to indicate that the increase in sociology concentrators is based on actual interest in the subject matter rather than the perceived ease of the concentration or “herd” mentality—as seems to be the case with economics, in which the increase in concentrators has not corresponded with an increase in tutorial applicants.

Additionally, students across the college are increasingly interested in pre-professional studies—witness the popularity of the global health and health policy secondary and the new interest in a social innovation secondary. Although The Crimson Staff believes that the intent of the College experience is to provide a liberal arts education, sociology is nevertheless the best way to explore pre-professional interests within that framework. In the concentration, one can focus on topics such as “work, organizations, and management” or “health, medicine, and society,” which are good fits for students with a definite career interest in business or healthcare.

Is this increased interest in sociology among Harvard students mirrored elsewhere?

I also agree with this idea that sociology is a great preparation for “pre-professional interests,” particularly when students know they are going on for advanced degrees.

Sounds like a decent pitch to me – and it even has a dig about economics…

Sociologist D. Michael Lindsay named new President of Gordon College

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Read an interview with D. Michael Lindsay, a sociologist formerly at Rice University, who was just named the new President of Gordon College. The interview questions note that Lindsay is “unusually young for a college president” (39 years old), well-regarded by Mark Noll (who calls him “the right choice for the right college at the right time”), and has “long been touted as a star in the making.”

If President Obama kicked teams out of the NCAA tournament for low graduation rates

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The discussion over the graduation rates of men’s basketball players on NCAA tournament teams has grown in recent years. One columnist wondered what President Obama might say if he addressed the issue:

“While nine of every 10 white players graduate on the top-32-seeded men’s teams, only five of every 10 black players graduate. As an African American, I am personally outraged that 21 of the 68 men’s teams have black player graduation rates ranging from 44 percent down to zero.

“Thus, beginning today, I will do my bracket with this new stipulation: I will not write in your team if either your team or black player graduation rate is under 50 percent.

“This decision is not an easy one to make for a basketball purist. It leaves out nearly a third of the teams, including prestigious programs that account for 10 of the last 21 titles. It is with regret that I will leave blank spots for Syracuse, Indiana State, Missouri, Southern Cal, Michigan State, Tennessee, Florida, Nevada-Las Vegas, UC-Santa Barbara, Michigan, Morehead State, Kentucky, Georgia, Temple, Connecticut, Alabama-Birmingham, Texas, Washington, Arizona, Kansas State, and Akron…”

If Education Secretary Arne Duncan already made a similar suggestion, why not the President, who is an avid basketball fan and fills out men’s and women’s brackets on TV?

This is a complex issue that the NCAA doesn’t seem to want to talk about. Instead, they would rather run commercials (one example here) saying that “most [college athletes] go pro in something other than sports.” This may be true in many sports but there are racial gaps in a number of schools in both men’s basketball and football (read about troubles at Auburn here), the major revenue-generating sports.

The Guardian on careers for sociology majors

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I’m not quite sure how this made it into The Guardian but here is an article titled “What to do with a degree in sociology.” Here is a good portion of their description:

One is the UN under-secretary general for humanitarian affairs with responsibility for overseeing emergency relief in disaster-hit areas, the other is a chart-topping singer-songwriter. But what Lady Amos and James Blunt have in common is that both are sociology graduates and have used the knowledge gained in their degrees to forge successful careers…

Sociology is the study of people and how we interact with one another…

Having a good understanding of human relationships can be a bonus in a range of careers, which is probably why sociology graduates can be found across all sectors including the media and arts.

Sociology graduates leave university with a broad range of transferable skills. These include being able to work to deadlines, make reasoned arguments and think creatively.Through doing presentations you will have learned how to present ideas orally and in writing, and developed strong research and IT skills. You will also be able to apply theoretical sociological perspectives to everyday life.

Perhaps not surprisingly, social and welfare professions were the most popular career choices for 2009 sociology graduates – typical jobs include social worker, counsellor and community development officer.

“As a discipline concerned with the study of people and society, it is not surprising that many graduates target people-focused careers such as social work, advice work, counselling, careers advice, youth work, housing and the probation service,” says Margaret Holbrough, a careers adviser at Graduate Prospects.

“Alternative careers can be found in educational, administrative or office-based roles such as teaching and lecturing, social research, human resources management, charity fundraising or within policymaking departments in local or central government.

“Understanding people within society can also be useful in careers such as market research, retail management, the police force and journalism.”

As with all graduates, a high proportion found work in the retail/catering and clerical/secretarial sectors, reflecting the need for many to take stop-gap jobs in the tough economic climate.

Starting with the coolness factor – you too can be a UN or music star! – probably doesn’t hurt. But once you get past the celebrity citations, this lacks excitement. While I would agree that sociology majors have a lot of “transferable skills,” this could also characterize students from a number of other majors. Indeed, a liberal arts college tries to give all of its students these sorts of skills: critical thinking, reasoning, and writing abilities.

Off the top of my head, here are a few things that could be added:

1. Sociology majors are uniquely trained in dealing with and understanding groups and interpersonal settings. While this is applicable to a lot of settings (particularly business), these skills are increasingly necessary in a globalized world where interpersonal interaction still matters and more cultures are interacting. While this major might easily lead into social service jobs, it also is necessary in many other jobs. As a second major, sociology is a great compliment to a lot of other options.

2. Sociology majors are taught to look for broad trends in patterns in society, moving away from anecdotal or individualistic explanations of social phenomena to data-driven descriptions and causal explanations. These data skills, taught in classes like statistics and research methods, should be helpful in a number of settings. Indeed, organizations today have a lot of data and information but often need skilled people to interpret this data. If we want future workers who can help us make sense of the world and not just keep the same old model going, sociology majors could just the people to look to.

3. Some of the comments at the end of this article belie some of the typical stereotypes of sociology majors: they have no “real skills.” Perhaps sociology needs a little imagination as a discipline: our majors could be at the forefront of society, not just working in important occupations that unfortunately are often undervalued as a society. What about using a “sociological imagination” in terms of careers? Could one be a sociological entrepreneur?