Category Archives: Colleges and Universities

The (long) time it takes to develop academic arguments

Posted on by

One feature of summer and breaks for college faculty is the possibility of more time for writing and working on projects. While this writing time does not always happen given other responsibilities in life, time is needed to develop academic projects. And we may need numerous summers, breaks, and semesters to fully put together works. What do we need this time for?

Photo by SevenStorm JUHASZIMRUS on Pexels.com

-Writing and submitting proposals and grants.

-Developing ideas and precise research questions.

-Becoming familiar with the already-existing literature.

-Collecting data and evidence.

-Analysis.

-Crafting narratives that align with the research question, existing scholarly conversations, and the evidence we have.

-Writing and rewriting.

-Conversations with others.

-Presentations, whether to the public, academic groups, students, or others.

-Responding to reviewers and editors.

-Thinking (all throughout the process)

While the activities above are in a rough order from a beginning of a project to the end, it does not always work this way. These are also not necessarily discrete stages; they can blend together and are often recursive and connected as working on one part leads to going back to an earlier step or portion.

All of this means that a single writing project can easily take years. Some projects take longer than others. It can be hard to predict how long a project can take. What does this all add up to? Hopefully a coherent and compelling project.

If we added to publications and presentations a clock for the time involved, this could help reveal the time spent. Without letting such figures turn into a competition or a quest for efficiency, it could open conversations about processes and resources.

When a revival overwhelms a small town of 6,000 people

Posted on by

The recent religious revival at Asbury University brought a lot of people to Wilmore, Kentucky:

Photo by Aayush Srivastava on Pexels.com

By the time university leaders concluded the gathering, an estimated 50,000 students and visitors had come to the campus to pray, said Kevin Brown, Asbury’s president. The outpouring attracted students from more than 260 colleges and universities, many drawn by social media livestreams and posts. Similar prayer services cropped up at other Christian universities, including Lee University in Tennessee, Cedarville University in Ohio and Samford University in Alabama…

The surge of worshippers overwhelmed the campus and the sleepy town of Wilmore, which is home to roughly 6,000 residents, according to U.S. Census Bureau data. Cars streamed into the city, backing up traffic and filling the town’s parking spaces.

“We have two stoplights, to give you an idea of how large our town is,” Brown said. Suddenly having to figure out how to accommodate thousands of visitors “on the fly” was “unnerving and unsettling.”

“Our town and our institutions are just not equipped to absorb such a large influx of people,” he said. “On the other hand, it was really, really sweet and really beautiful to see so many different people, so many different ages, representing so many different geographies … just to see everyone in one space, united and experiencing something together.”

The juxtaposition of religious activity and visitors in a small town is worth considering. Three questions come to mind:

1. How many communities would be prepared for a large influx of visitors there for religious purposes? What exactly would they need to respond and what would mark the interactions and activity outside of the clearly marked religious spaces?

2. Would Christians in the United States be more or less surprised to find religious revival happening in a small town or in a major city (thinking of Billy Graham’s long meetings in 1957 in New York City or the Azusa Street Revival in Los Angeles in 1909)?

3. Are the conditions of small town life more or less conducive to religious fervor? Americans often have romantic notions of small towns yet big cities are denser and have more people coming and going.

The importance of statistics on college campuses

Posted on by

Within a longer look at the fate of the humanities, one Harvard student suggests statistics dominates campus conversations:

Photo by Markus Spiske on Pexels.com

I asked Haimo whether there seemed to be a dominant vernacular at Harvard. (When I was a student there, people talked a lot about things being “reified.”) Haimo told me that there was: the language of statistics. One of the leading courses at Harvard now is introductory statistics, enrolling some seven hundred students a semester, up from ninety in 2005. “Even if I’m in the humanities, and giving my impression of something, somebody might point out to me, ‘Well, who was your sample? How are you gathering your data?’ ” he said. “I mean, statistics is everywhere. It’s part of any good critical analysis of things.”

It struck me that I knew at once what Haimo meant: on social media, and in the press that sends data visualizations skittering across it, statistics is now everywhere, our language for exchanging knowledge. Today, a quantitative idea of rigor underlies even a lot of arguments about the humanities’ special value. Last school year, Spencer Glassman, a history major, argued in a column for the student paper that Harvard’s humanities “need to be more rigorous,” because they set no standards comparable to the “tangible things that any student who completes Stat 110 or Physics 16 must know.” He told me, “One could easily walk away with an A or A-minus and not have learned anything. All the STEM concentrators have this attitude that humanities are a joke.”…

Haimo and I turned back toward Harvard Square. “I think the problem for the humanities is you can feel like you’re not really going anywhere, and that’s very scary,” he said. “You write one essay better than the other from one semester to the next. That’s not the same as, you know, being able to solve this economics problem, or code this thing, or do policy analysis.” This has always been true, but students now recognized less of the long-term value of writing better or thinking more deeply than they previously had. Last summer, Haimo worked at the HistoryMakers, an organization building an archive of African American oral history. He said, “When I was applying, I kept thinking, What qualifies me for this job? Sure, I can research, I can write things.” He leaned forward to check for passing traffic. “But those skills are very difficult to demonstrate, and it’s frankly not what the world at large seems in demand of.”

I suspect this level of authority is not just true on a college campus: numbers have a particular power in the world today. They convey proof. Patterns and trends. There can often be little space to ask where the numbers came from or what they mean.

Is this the only way to understand the world? No. We need to consider all sorts of data to understand and explain what is going on. Stories and narratives do not just exist to flesh out quantitative patterns; they can convey deep truths and raise important questions.

But what if we only care today about what is most efficient and most able to directly translate into money? If college students and others prioritize jobs over everything else, does this advantage numbers and their connections to STEM and certain occupations that are the only ways or perceived certain ways to wealth and a return on investment? From later in the article:

In a quantitative society for which optimization—getting the most output from your input—has become a self-evident good, universities prize actions that shift numbers, and pre-professionalism lends itself to traceable change.

If American society prizes money and a certain kind of success above all else, are these patterns that surprising?

Are academics just content generators?

Posted on by

In recently hearing a radio discussion regarding how much content different kinds of media personalities generate (regular columnist vs. social media maven vs. radio host and so on), I wondered: are academics also content generators? Here are several of the kinds of content we provide:

Photo by ICSA on Pexels.com

-Classroom lectures and experiences. These are geared toward learning in the moment through discussions, experiences, lectures, and additional pedagogical options. This is often delivered to students in a classroom but it can be done remotely, through video, and through other formats.

-Publishing. The academic articles, books, reports, reviews, and more go through a particular academic publishing process and they come out as packaged content.

-Advising. Academics can answer a lot of questions ranging from what courses students should take to questions about life paths to inquiries about our areas of study. Such responses are not typically captured formally.

-Additional venues including academic presentations, media outlets, community forums, and more.

If content is just information or things that can occupy the attention of people, these may all qualify. There is also competition in all of these areas; could you learn from a textbook or Youtube video or on the job rather than in a classroom?

What, then, might be different about academic content?

-The classroom setting is a unique one with potential for engaging and transformative learning experiences and communities.

-The academic training and processes that informed the work. From the time spent studying to the disciplinary-specific methods and perspectives, an academic approach to a topic is different.

-The particular formats in which academics operate more often are more likely to involve schools and academic publishing processes. This does not mean that academics work outside these systems but their work is recognized and rewarded in specific systems.

If the world today is just about generating content, do we lose something by suggesting academic work needs to fit the broader need? The fate of colleges and universities in the coming decades may depend on academics expressing and living out a satisfying answer to how what they do is valuable in a landscape full of information.

My comments on college students and social media in Wheaton alumni magazine

Posted on by

How does social media matter for college students? Here are some of my thoughts in a recently published piece:

Photo by fauxels on Pexels.com

It’s notable that “when we get a break in class, the first thing that almost all of the students do is pull out their phone and engage through the deice,” said Professor of Sociology Dr. Brian Miller ’04, who studies emerging adults and social media.

But these students aren’t the first Christians to embrace new media.

Miller says American evangelicals in the twentieth century were quick to take up new technology forms and adapt them to Christian uses. Miller points to the National Association of Evangelicals and its concern that evangelicals had a radio presence. As other media forms were introduced – television, Internet, and social media – Americans evangelicals have adopted and used them.

“My sense as a sociologist is that we’ve often innovated and adapted [to new technology] and hten asked questions later,” he said.

Right now, for instance, Miller said more Christians might consider asking some questions, such as, “Is what we’re doing on social media as Christians good or useful?”…

Miller is encouraged about ways Wheaton students, staff, and faculty might be able to address some of these questions related to using social media responsibly. How could we build some best practices, consider the worth of social media fasts, or figure out how to gauge social media addiction?”

Now that social media is maturing – it has been around on a mass scale for almost two decades now – I would hope we in college settings could be effective in providing information and options for students and ourselves regarding how we engage with social media. When the interaction with social media is almost always on an individual-by-individual basis, it can feel chaotic and difficult to change patterns. Why not encourage more positive community-based practices with social media?

Particularly in faith-based settings, why not more direct conversation and instruction about social media and its effects? The majorities of congregations and people of faith are engaging social media throughout their days, yet my sense is that religious institutions provide limited guidance on how much to engage, what it is useful for and what it is not so useful for, and how social media shapes our perceptions of the world and life. Sociologist Felicia Wu Song’s book Restless Devices is a good resource for this.

Seeing college as part of the earlier steps of life

Posted on by

In thinking about how I have passed the statistical midpoint of my life, a rough calculation based on life expectancy figures from the CDC, I am reminded that the college years tend to occur early on in many people’s lives. If students graduate from college anywhere between age 21 and 26, they will have, on average, more than fifty years of life after college.

Photo by David Alberto Carmona Coto on Pexels.com

These numbers present a different perspective than a description sometimes attached to college: “the best years of your life.” They may be good, interesting, unique years. (They also may not be.) But, if they are the “best years,” what does this mean for the decades of life after college? What happens with all of those years after graduation?

This perspective of decades of life post-college might also provide depth to the idea of life-long learning. Even as college happens relatively early in life and it is a relatively short experience, there is potential for the content, relationships, patterns, and dispositions learned and formed to affect multiple decades afterward. Many are worried about what job or career comes right after the college degree; a longer-term view puts college in the context of a longer life with more twists and turns.

As people age, a college experience recedes further and further back in years. In the growing decades after college, what remains from college?

Defining rigor in a college course

Posted on by

A discussion continues of what makes for a “rigorous” college course:

Photo by ICSA on Pexels.com

Here’s how Kevin Gannon draws the distinction. Courses can be difficult intellectually; they can be difficult logistically. Professors sometimes conflate the two, imagining that content and policies move together. But they need not, says Gannon, who directs the teaching center at Grand View University, where he is also a professor of history…

From this vantage point, flexible course policies might not be at odds with demanding rigor, as the terms of the debate are often delineated. But intellectual rigor turns out to be tricky to pin down…

Instead, the faculty developers think that professors often rely on the wrong information as evidence they’ve achieved rigor. Grading on a bell curve, they argue, doesn’t prove a course is rigorous. It compares students with their classmates, but doesn’t demonstrate what they know or learned. Neither does assigning a lot of work: There’s no strong correlation between learning and the quantity of information taken in or repeated back. Yet much of the evidence of rigor comes down to either grades or time on task…

Despite the many biases found in course evaluations, Sonal Khullar, an art historian who is an associate professor of South Asian studies at Penn, has found they can provide useful evidence that she’s hit the mark on rigor. Khullar was surprised to hear grades, assignments, and standards held up as key evidence of rigor. “I measure it by their own standards,” Khullar says. The goal isn’t for students to hit some benchmark she has set; it’s for them to improve…

Most professors aim to both support and challenge their students. It’s just that some of them think the standard structures of higher ed work toward those goals— and others aren’t so sure.

I am consistently surprised as a college instructor about how much could be in each class I teach. Regardless of the subject, there is always more we could get to or worth through. As noted in this article, a question about rigor can be expressed as the difference between covering content and applying that content or developing depth with that content. There can often be much knowledge to share and work with but applying and utilizing the knowledge is key. Thinking about Bloom’s Taxonomy can help guide classroom efforts.

I clearly remember how I experienced this as a K-12 and college student: the instructors who had high expectations but also provided the encouragement and the resources necessary to reach for those expectations.

Viewing liked public figures as flawed humans, Paul McCartney and Ben Franklin edition

Posted on by

As a kid, I had a difficult time seeing current or past public figures as heroes or people to emulate. Perhaps this contributed to why I study sociology and often think of people in a collective. As an adult, I wonder about the flaws of public figures and the cultural narrative we see/hear about them versus what is true. Two recent examples with figures I have heard/seen/read about my entire life came to mind.

Photo by Valeriia Miller on Pexels.com

Paul McCartney. Reviewing a new publication about McCartney’s song lyrics, an author says:

Reading song lyrics on a page is a definitively incomplete endeavor and in Paul’s case more than most, given that he’s one of the most aurally gifted people to ever walk the face of the earth. McCartney’s best lyrics are marvels of musicality, so expertly fitted to their setting that you almost take them for granted. Consider the beginning of 1965’s “I’ve Just Seen a Face,” an intoxicating tornado of language and, finally, non-language: “I’ve just seen a face/ I can’t forget the time and place where we’ve just met/ she’s just girl for me and I want all the world to see/ we’ve met, mm mm mm mmm mm.” He wants all the world to see they’ve met; what a beautiful little sentiment. Take, also, “Close your eyes, and I’ll kiss you,” such a perfect opening line for a love song that we forget that someone actually thought it up. He can be a master of evocation—“changing my life with a wave of her hand”—and aphoristic bons mots that stick in your head: “Love has a nasty habit of disappearing overnight.” Even better: “You may be a lover but you ain’t no dancer,” one of those perfectly McCartney-an phrases that feels like so much more than it actually says.

Paul McCartney has been one of the most famous people on earth for nearly 60 years, and in many ways, he has served as the best model of how to be a celebrity: He’s disarmingly amiable, boundlessly energetic, gracious and graceful in the face of unimaginable fame. And yet, beneath the charm and composure, there’s always been a guardedness to him; it’s notable, for instance, that McCartney’s never written a proper memoir, a fact he acknowledges in the foreword to The Lyrics. He’s carefully curated his public persona on his own terms, a move that’s occasionally mistaken for phoniness, or worse. His seemingly flippant reaction to John Lennon’s death mere hours after John’s murder, for instance, earned McCartney widespread scorn from rock press and fans, a vilification he wouldn’t live down for years. But watching the clip today is just heartbreaking: Here’s a man clearly in the throes of grief, struggling to hold it together in the face of the most ghoulish extremities of celebrity media. In his eyes is a raw and terrified vulnerability that’s impossible to shake.

Yet, Paul has his flaws. After reading a lot about the Beatles, his band mates knew these flaws. By the end of the career, they wondered if his endless interest in showmanship was an act or real. He could be perfectionistic and too flippant with his music. He showed less interest in deeper subject material. That these came out could be chalked up to different personalities and conflict among the band but they have also dogged him throughout his public life.

Ben Franklin is a second figure I have encountered in several ways recently. In reading Max Weber’s The Protestant Ethic and the Spirit of Capitalism with several groups of students, Franklin features prominently as an exemplar of the Puritan work ethic. Franklin is largely reduced to a set of aphorisms, admittedly famous ones. I also read through a children’s picture book biography of Franklin and they highlighted several major contributions he made. Yet, Franklin was also a flawed character. He had several long-lasting unrepaired relationships. He was a philander. He seriously pursued self-discipline but he could not achieve everything.

By nature of being revered public figures, there may not be much room for revealing or discussing flaws. Many historical treatments emphasize high points or the better sides of the heroes of the narrative. Yet, all humans are flawed. Many of the greatest figures had traits or behaviors they did not want to share or people did not want to focus on. Figuring out ways to acknowledge this with both living and past figures could be helpful in developing figures that are worth emulating.

Build a dorm where 94% of the bedrooms have no windows in order to encourage more activity in common areas

Posted on by

The construction of college dorms not not typically attract national attention but an unusual plan at the University of California–Santa Barbara and the architect who quit in protest did make the news:

Photo by Jou00e3o Jesus on Pexels.com

Billionaire Charlie Munger is bankrolling the design of a massive dormitory at the University of California, Santa Barbara. The $1.5 billion project comes with a major catch — 94% of the dorm’s single occupancy rooms are in the interior of the building, and have no windows.

A consulting architect on the university’s Design Review Committee quit in protest of the project, in a resignation letter obtained by CNN Business and reported by the Santa Barbara Independent…

Munger, the 97-year-old vice chairman of Warren Buffet’s Berkshire Hathaway, donated $200 million to UCSB to fund the dorms, with the caveat that his designs are followed. He wanted the dorm rooms to be tiny and windowless to encourage residents to spend more time outside in the common areas, meeting other students…

The rooms do have artificial windows, however, which Munger said resemble the Disney cruise ship’s artificial portholes where “starfish come in and wink at your children,” the Santa Barbara Independent reported.

The debate between Munger and the architect seems to come down to differing opinions on what the optimal residential experience is. Munger hopes that no windows would help students leave their rooms. The architect wants students to have access to natural light. Architecture often has ideas about how people in spaces should operate based on the physical surroundings. As my sociologist colleague Robert Brenneman and I argue in Building Faith, religious buildings are also built with specific experiences and behaviors in mind.

Three other factors connected to larger trends are interesting here:

  1. From what I have read, the demand for single-person rooms has increased at colleges. This provides students more private space. But, this may limit sociability and it could increase costs for everyone because more space is needed.
  2. I wonder what role smartphones play in all of this. Even with a window, smartphone use is pretty pervasive. Even with smartphone use, natural light and seeing the outside world has benefits.
  3. People with money and influence sometimes want to translate that status into physical buildings. If you have big money, you can help plan a significant building or attach your name to it. It would be interesting to see how long Munger’s name would continue to be attached to this particular building.

See an earlier post on spending a lot of time in windowless rooms.

The Chair is about a unique role and some bigger issues facing higher education

Posted on by

The Chair follows a new English Department chair as she navigates crises and pressure from administrators and faculty. On one hand, it is about a unique academic position where the department chair is caught between the interests of the institution and the interests of faculty. On the other hand, the six episode season considers some of the large issues facing higher education in 2021. These include:

Photo by Lisa on Pexels.com

-Hiring, retaining, promoting, and celebrating female faculty and faculty of color.

-Responding to student interests amid faculty and institutional expertise and will that might or might not line up with those interests. This can come out in discussions about attracting students and majors or whether programs and faculty are contributing to or harming the school’s brand.

-The personal lives of faculty juggling family, teaching, research, and other commitments.

-Generational change within departments and institutions.

-Addressing social change, new ideas, and controversies when expertise takes time to develop and research cycles are long.

These may not be new questions in academia but relatively few television shows, movies, or other cultural products grapple with issues in what might seem to outsiders to be a strange world.

–