Category Archives: Colleges and Universities

White House report on “Women in America”

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The White House Council on Women and Girls recently released an 85 page report on “Women in America.” According to the administration, “it is the first comprehensive look at the status of women in America since the Kennedy administration released a similar report in 1963.” There is a lot of interesting data in here. Here are two graphs out of the report:

1. Comparing bachelor’s degrees granted to men and women in 1998 and 2008, by field:

Outside of engineering and computer sciences and mathematics and physical sciences, women are getting more bachelors’ (and master’s) degrees.

2. Unemployment rates by gender, going back to the late 1940s:

 

A shift seems to take place in the late 1970s and early 1980s where it is men who become more affected by recessions than women. This would line up with the loss of manufacturing jobs and the move to a post-Fordist, information-based economy.

 

Gladwell on US News college rankings

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In his latest New Yorker piece, Malcolm Gladwell takes aim at the US News & World Report college rankings (the full story requires a subscription). This is a familiar target and I have some thoughts about Gladwell’s analysis.

Even though I like Gladwell, I found this article underwhelming. It doesn’t give us much new information though it is an easy yet thought-provoking read about indexes (and could easily be used for a class discussion about research methods and rankings). And if his main conclusion is the ranking depends on who is doing the ranking…we already knew that.

Some things that would be beneficial to know (and some of these ideas are prompted by recently reading Mitchell Stevens’ Creating a Class where he spent 1.5 years working in an admissions department of a New England, DIII, liberal arts schools):

1. Gladwell seems to suggest that US News is just making arbitrary decisions. Not quite: they think they have a rationale for these decisions. As the head guy said, they have talked to a lot of experts and this is how they think it works. They could be wrong in their measures but they have reasons. Other publications use other factors (see a summary of those different factors here) but their lists are also not arbitrary – they have reasons for weighting factors differently or introducing new factors.

2. Stevens argues that the rankings work because they denote status. The reputational rankings are just that. And while they may be silly measures of “educational quality,” human beings are influenced by status and want to know relative rankings. Gladwell seems to suggest that the US News rankings have a huge impact – making it a circular status system dependent on their rankings – but there are other status systems that both agree and disagree with US News rankings.

2a. Additionally, it is not as if these sorts of rankings created a status system of colleges. Before US News, people already had ideas about this: US News simply codified it and opened it up to a lot more schools. There perhaps even could be an argument that their rankings opened up the college status system to more participants who wouldn’t have been part of the discussion before.

3. Stevens also suggests that parents and potential students often have to have a good “emotional fit” with a school before making the final decision. Much of the decision-making is made on status – Stevens says that most times when students have two schools (or more) to choose from, they will likely choose the one with a higher status. But the campus visits and interactions are important, even if they just confirm the existing status structure.

Ultimately, this discussion of US News rankings can get tiresome. Lots of academics (and others) don’t like the rankings. Schools claim not to like the rankings. Then why doesn’t somebody do something about it? Stevens suggests it is because if a school drops out of this game, their relative status will drop (and he makes the same argument for athletics: schools have to have some athletics to keep up, not necessarily to win). However, there are a lot of colleges that don’t need the extra applicants that a good US News ranking system would bring. Plus, there are alternative guides and rankings available – there are a number of others that examine different factors and develop different rankings.

The Chronicle weighs in

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Now comes the Chronicle of Higher Education to sound off on the problems of legal education:

While schools are taking small steps to incorporate more experiential learning and encourage students to broaden their job searches, they remain “remarkably resistant to change,” said Erwin Chemerinsky, the inaugural dean of the University of California at Irvine School of Law….One reason schools are sticking with a familiar playbook: “It’s a cost-effective method of education,” Mr. Chemerinsky said. “Putting one professor in front of a large group of students is very efficient.” Clinical classes and simulations, which require low student-to-faculty ratios, cost more, he said.

This is quickly becoming every journalist’s preferred subject of Monday morning quarterbacking…

The prospect of the automated grading of essays

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As the American public debates the exploits of Watson (and one commentator suggests it should, among other things, sort out Charlie Sheen’s problem) how about turning over grading essays to computers? There are programs in the works to make this happen:

At George Mason University Saturday, at the Fourth International Conference on Writing Research, the Educational Testing Service presented evidence that a pilot test of automated grading of freshman writing placement tests at the New Jersey Institute of Technology showed that computer programs can be trusted with the job. The NJIT results represent the first “validity testing” — in which a series of tests are conducted to make sure that the scoring was accurate — that ETS has conducted of automated grading of college students’ essays. Based on the positive results, ETS plans to sign up more colleges to grade placement tests in this way — and is already doing so.

But a writing scholar at the Massachusetts Institute of Technology presented research questioning the ETS findings, and arguing that the testing service’s formula for automated essay grading favors verbosity over originality. Further, the critique suggested that ETS was able to get good results only because it tested short answer essays with limited time for students — and an ETS official admitted that the testing service has not conducted any validity studies on longer form, and longer timed, writing.

Such programs are only as good as the algorithm and method behind it. And it sounds like this program from ETS still has some issues. The process of grading is a skill that teachers develop. Much of this can be quantified and placed into rubrics. But I would also guess that many teachers develop an intuition that helps them quickly apply these important factors to work that they read and grade.

But on a broader scale, what would happen if the right programs could be developed? Could we soon reach a point where professors and teachers would agree that a program could effectively grade writing?

Another interesting sociology course: Baseball in American Society

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A student writing in the newspaper of Florida Southern College discusses a unique class on campus:

It is not secret that Sociology professor Dr. Edwin Plowman is one of the most eccentric professors on this campus. His “Baseball in American Society” class has by far been one of the favorite classes. Dr. Plowman has some experiences that none of us will ever be able to call our own and he shares them in every class session. Oh, and my personal library grew with the books he assigned that I just did not ever want to sell back to the bookstore.

A few thoughts about this class:

1. Is the class mainly about baseball and how it fits in American society or about American society through the lens of baseball? Both could be very interesting – baseball has its own logic but the game has both influenced and has been influenced by larger social forces. As a baseball fan myself, this sounds like an interesting course to teach.

2. This is reminder of how students view courses. It sounds like the professor tells some good stories and also assigns  books that a student would want to hold onto after the class. This is what makes this class interesting for this student. (And what does it mean when a student says a professor is eccentric?)

Baylor opens 25% of board to non-Baptist Christians

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American Christian colleges and universities have different structures in place in order to maintain their Christian distinctiveness. Baylor just made a change in their policy for their board:

While a number of Baptist colleges and universities in recent years have loosened or ended ties to state Baptist conventions, the move by Baylor is notable because it is widely considered the flagship university of Southern Baptists. The move came despite opposition from the Baptist General Convention of Texas, which last year voted down a similar proposal by Houston Baptist University to permit the election of a minority of non-Baptist trustees there, with church leaders arguing at the time that allowing non-Baptist trustees would dilute the university’s religious identity…

Of Baylor’s 14,900 students, the university states that nearly 5,287 identify as Baptists — making them the largest religious group, but by no means a majority. The next largest groups are Roman Catholic (2,128), nondenominational Christians (2,091), and Methodists (1,156). Most of the other students identify with various Christian denominations, but the college also enrolls 125 Hindu students, 122 Muslim students, 84 Buddhist students, 22 Jewish students and 43 atheists.

Samuel Schuman, who studied Baylor for his 2009 book, Seeing the Light: Religious Colleges in 21st Century America (Johns Hopkins University Press), called the vote by the university’s board both “significant and inevitable.” He explained that “there has been tension for quite a while at Baylor about aspirations to be a national research university and their strict Southern Baptist tradition, and I think it was almost inevitable that something would have to give a bit.”

If we can take Schuman at his word, then this sounds like a common struggle for Christian schools: maintaining distinctiveness while also pursuing education and status. Baylor is not the only school to struggle with this; the University of Notre Dame is an example of a Catholic institution that a decision decades ago to become a major research school while also maintaining its Catholic identity. Juggling these two identities, research school plus Christian school, takes a lot of work on the ground on a campus.

What colleges can do to avoid situations like the shooting in Tucson

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While much of the aftermath of the Tucson shootings was about political rhetoric and discourse, there has been less focus on how Pima Community College might have helped or stopped Jared Loughner. Lucinda Roy suggests that at first glance, Pima’s actions are an upgrade based on what we learned from the 2007 Virginia Tech shooting. But, digging deeper, Roy argues that Pima and other schools could still continue to improve their strategies.

How to improve the graduate student-faculty adviser relationship

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An English professor has discovered that there are a lot of graduate students (and former graduate students) who are upset with what they perceive to be lack of information given to them by their graduate advisers. The professor suggests how this relationship between graduate student and adviser could be improved:

That failure rests absolutely on us. We’re the teachers, and the initiative is ours. The communication gap between graduate teachers and graduate students is an intramural version of the crisis facing academe writ large: Professors are only lately waking up to the need to take their assigned part in the continuing and necessary discussion of the role of the university in society today.

We need likewise to rethink our role in the education of our graduate students. Professional-development seminars, which I discussed last month, help stake out common understanding between professors and graduate students, but communication only starts there. Advisers need to advance it. We shouldn’t wait for students to ask what’s out there careerwise. It’s part of our job to tell them. To mend the gap, we must mind the gap—or else corrosive anger will widen it…

I’m not sure I’d let the teachers off the hook so easily, but we should pay attention to the reader’s larger point, namely: Graduate students, as well as their professors, have responsibility for the choices they make.

School is a place where teachers tell students what to do. At the same time, school is supposed to prepare students to make choices for themselves. In between those two realities lie a lot of teaching and learning—and professional development. Both professors and students have to adapt to the rapidly changing conditions before us: We both must learn how to work together so that our students can leave us with every possible advantage. We all need to keep our eyes open.

On the whole, it sounds like there simply needs to be more conversation within graduate schools about the possibilities and pitfalls that graduate students and practitioners of particular disciplines will face in a changing world. The experience a faculty member might have had 20 years ago may not repeat itself but at the same time, the graduate student shouldn’t take that past experience as a factual story about how things always work.

A missing part of this conversation seems to be the interests of the graduate department and the school/university at large. Graduate departments generally want to produce students who go on to good jobs at Research 1 institutions. These departments are rated on this productivity, particularly by their peers at other Research 1 institutions. Would a department who puts a majority of PhDs in private industry when the norm for the field is Research 1 jobs be punished or be looked down upon? What incentives could be put into place so that departments would promote a broader range of options for students with advanced degrees?

Something might be said here as well for students building close relationships with several faculty. Advisers are important, particularly for the thesis and dissertation stages. But it is helpful to have other perspectives as well, something that is not possible if a student is tied to only one faculty member.

One proposal for 8 options instead of going to college

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James Altucher is a “money manager and author” who has put out some provocative ideas about avoiding college, partly because of its high cost at numerous campuses. And Altucher has recently come up with 8 alternatives to college that he would encourage teenagers to pursue:

  • Start a business.
  • Work for a charity.
  • Travel the world.
  • Create art.
  • Master a sport.
  • Master a game.
  • Write a book.
  • Make people laugh.

This is an interesting list. A number of these items push teenagers to expand their horizons or be creative, rather than simply following prescribed paths of going to college.

Social psychologists respond to claim of liberal bias in their field

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The New York Times describes a recent speech by a social psychologist arguing that liberals are underrepresented in academia. While this argument is not new to academia (the article cites several studies of recent years saying similar things), it is interesting to note how the social psychologists responded:

The fields of psychology, sociology and anthropology have long attracted liberals, but they became more exclusive after the 1960s, according to Dr. Haidt. “The fight for civil rights and against racism became the sacred cause unifying the left throughout American society, and within the academy,” he said, arguing that this shared morality both “binds and blinds.”

“If a group circles around sacred values, they will evolve into a tribal-moral community,” he said. “They’ll embrace science whenever it supports their sacred values, but they’ll ditch it or distort it as soon as it threatens a sacred value.” It’s easy for social scientists to observe this process in other communities, like the fundamentalist Christians who embrace “intelligent design” while rejecting Darwinism. But academics can be selective, too, as Daniel Patrick Moynihan found in 1965 when he warned about the rise of unmarried parenthood and welfare dependency among blacks — violating the taboo against criticizing victims of racism…

Can social scientists open up to outsiders’ ideas? Dr. Haidt was optimistic enough to title his speech “The Bright Future of Post-Partisan Social Psychology,” urging his colleagues to focus on shared science rather than shared moral values. To overcome taboos, he advised them to subscribe to National Review and to read Thomas Sowell’s “A Conflict of Visions.”

For a tribal-moral community, the social psychologists in Dr. Haidt’s audience seemed refreshingly receptive to his argument. Some said he overstated how liberal the field is, but many agreed it should welcome more ideological diversity. A few even endorsed his call for a new affirmative-action goal: a membership that’s 10 percent conservative by 2020. The society’s executive committee didn’t endorse Dr. Haidt’s numerical goal, but it did vote to put a statement on the group’s home page welcoming psychologists with “diverse perspectives.” It also made a change on the “Diversity Initiatives” page — a two-letter correction of what it called a grammatical glitch, although others might see it as more of a Freudian slip.

In the old version, the society announced that special funds to pay for travel to the annual meeting were available to students belonging to “underrepresented groups (i.e., ethnic or racial minorities, first-generation college students, individuals with a physical disability, and/or lesbian, gay, bisexual, or transgendered students).”

As Dr. Haidt noted in his speech, the “i.e.” implied that this was the exclusive, sacred list of “underrepresented groups.” The society took his suggestion to substitute “e.g.” — a change that leaves it open to other groups, too. Maybe, someday, even to conservatives.

Several questions come to mind:

1. What will social psychologists do about this in the long run? It’s not surprising that the executive committee didn’t support the 10% by 2020 plan but what will they actively do to promote conservative involvement in this discipline?

2. How will the response to this within academia differ from the response outside of academia, particularly among groups who consistently already make noise about academics being too liberal?

3. In the long run, does this liberal bias mean that all or most of research within this field (and others) is not objective or true?