Category Archives: Colleges and Universities

The American Bar Association issues a financial warning for prospective law students

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The American Bar Association has issued a warning for perspective law students about the cost of obtaining a law degree:

According to the association, over the past 25 years law school tuition has consistently risen two times faster than inflation.

The average private law student borrows about $92,500 for law school, while law students who attend public schools take out loans for $71,400. These numbers do not include any debt law students may still have from their time as undergraduates.

Before the recession, the ABA cites statistics that show an average starting salary for an associate of a large law firm of about $160,000 a year. But by 2009, about 42 percent of graduates began with an annual salary of less than $65,000.

And those are just the newbies.

This is an interesting statement: a national organization warning students about the large amount of debt they will incur (and hinting at the lack of jobs to pay off this debt) for their own profession. What do law schools think about this? What sort of discussions took place before issuing this warning? How many complaints have come from people who did not know about the full cost of getting a law degree?

It would help to have some context regarding this statement. Is this the first time the ABA has issued something like this? How unusual is this across a variety of disciplines that require a professional or advanced degree? Are other organizations interested in issuing similar statements?

(Read the full statement here.)

h/t Instapundit

Limited American meritocracy and the importance of a college education

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A foundational cultural value in America is that residents should have equal opportunities and that if people work hard and grasp these opportunities, they will be able to get ahead. But academics have suggested for decades that while this might sound good, real chances to move up the social ladder are more limited. Some recent data suggests this is indeed the case: compared to other industrialized nations, being born into a poor American family is more limiting.

Among children born into low-income households, more than two-thirds grow up to earn a below-average income, and only 6% make it all the way up the ladder into the affluent top one-fifth of income earners, according to a study by economists at Washington’s Brookings Institution.

We think of America as a land of opportunity, but other countries appear to offer more upward mobility. Children born into poverty in Canada, Britain, Germany or France have a statistically better chance of reaching the top than poor kids do in the United States.

What’s gone wrong? Thanks to globalization, the economy is producing high-income jobs for the educated and low-income jobs for the uneducated — but few middle-income jobs for workers with high school diplomas…And Harvard sociologist Robert Putnam argues that thanks partly to the rise of two-income households, intermarriage between rich and poor has declined, choking off another historical upward path for the underprivileged.

“We’re becoming two societies, two Americas,” Putnam told me recently. “There’s a deepening class divide that shows up in many places. It’s not just a matter of income. Education is becoming the key discriminant in American life. Family structure is part of it too.”

Increasingly, college-educated Americans live in a different country from those who never made it out of high school.

This article only mentions a small bit of data and it would be interesting to see the mobility rates for all Americans.

But these findings present Americans with a contradiction: we talk about social mobility but reality is a lot harsher. What often happens is that certain cases of people who “made it” are trumpeted and held up as examples when really those people were exceptions rather than the rule.

Malcolm Gladwell’s book Outliers lays this out in a simple way: those born into more privileged positions accumulate advantages over time. One of these advantages in America today is a college education. For many in the middle and upper classes, college is a foregone conclusion: a young child is expected to accomplish this goal. But to get to this point, middle and upper class children have more financial resources, better schools, better health and nutrition, parental support (“concerted cultivation”), and more.

This gap between the college educated and those with less than a college education is an important one to watch in the coming decades.

22 possible ways of assessing a course

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Assessment is an important issue in schools of all levels today. On the college level, there is a growing emphasis on collecting data about particular courses and programs and then assessing whether these courses and programs met critical goals and then using that data to improve what is being offered.

The Chronicle of Higher Education has put together 22 different assessment measurements for a hypothetical college course. Broken into three categories, the instructor, during the course, and after the course, this table quickly suggests how easy or difficult it is to collect the data and then the limitations of each measure.

Just looking at this chart, here is what one could take away from it:

1. It is relatively easy to assess the qualifications of the instructor.

2. Measurement during the course appears easier than after the course.

3. A key issue with the after the course data is that it is difficult to determine exactly what impact one particular course had when students take other courses as well and get educational input outside of courses.

4. It appears that a variety of data would be useful to help avoid the limitations of individual measures.

5. Assessment can be a time-consuming and complex task.

Conference on colleges and universities as critical part of regional development

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A recent conference suggested that colleges and communities could cooperate more closely in order to foster economic development:

Colleges must play a greater, and more deliberate, role in helping regions innovate and thrive in an increasingly competitive and globalized economy, speakers urged this week at a conference on higher education and economic development.

Economic development is “no longer about attracting businesses,” said Sam M. Cordes, co-director of the Purdue Center for Regional Development. “It’s about attracting people, about attracting talent.”

Participants in the two-day conference, “Providing a Uniquely American Solution to Global Innovation Challenges: Unleashing Universities in Regions,” delved into the various ways colleges can help build stronger local economies, including acting as conveners for conversations about regional development, aligning their curricula with local elementary and secondary schools, and producing and retaining well-educated workers.

This is a popular topic these days, particularly in difficult economic times. People like Richard Florida have linked the presence of research universities and their graduates with cities that have a larger concentration of the “creative class,” which then leads to more development. There are a lot of cities and communities that hope they can tap the local college in order to boost the local economy. It looks easy: the local university has a bunch of PhDs and eager students.

But how exactly this is supposed to happen is less clear.  I remember the battle that took place in South Bend in the last five years. The University of Notre Dame wanted to expand and partner with the community to construct an “innovation center” that would blend the university and businesses. However, this became controversial as it involved bulldozing a number of houses, bringing up some of the old issues between the wealthy school and less wealthy city.

It sounds like this conference offered more specific ideas of how the university can partner with local communities and businesses in order to prompt growth. Since each school and community offers unique advantages (and disadvantages), such partnerships are likely to take a good amount of work. Both the school and community need to feel that they will benefit from the time and hard work that is necessary to put something together.

A reminder that information overload is not just limited to our particular era in history

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There is an incredible amount of data one can access today through a computer and high-speed Internet connection: websites, texts, statistics, videos, music, and more. While it all may seem overwhelming, a Harvard history professor reminds us that facing a glut of information is not a problem that has been faced only by people in the Internet age:

information overload was experienced long before the appearance of today’s digital gadgets. Complaints about “too many books” echo across the centuries, from when books were papyrus rolls, parchment manuscripts, or hand printed. The complaint is also common in other cultural traditions, like the Chinese, built on textual accumulation around a canon of classics…

It’s important to remember that information overload is not unique to our time, lest we fall into doomsaying. At the same time, we need to proceed carefully in the transition to electronic media, lest we lose crucial methods of working that rely on and foster thoughtful decision making. Like generations before us, we need all the tools for gathering and assessing information that we can muster—some inherited from the past, others new to the present. Many of our technologies will no doubt rapidly seem obsolete, but, we can hope, not human attention and judgment, which should continue to be the central components of thoughtful information management.

As technology changes, people and cultures have to adapt. We need citizens who are able to sift through all the available information and make wise decisions. This should be a vital part of the educational system – it is no longer enough to know how to access information but rather we need to be able to make choices about which information is worthwhile, how to interpret it, and how to put it into use.

Take, for example, the latest Wikileaks dump. The average Internet user no longer has to rely on news organizations to tell him or her how to interpret the information (though they would still like to fill that role). But simply having access to a bunch of secret material doesn’t necessarily lead to anything worthwhile.

A possible French “brain drain” due to French academics moving to US

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A new report suggests that the French economy will suffer due to the larger number of French academics who are choosing to relocate in the United States:

The report, by the Institut Montaigne, a leading independent research group in Paris, found that academics constitute a much larger percentage of French émigrés to the United States today than 30 years ago. According to the report, between 1971 and 1980, academics represented just 8 percent of the departing population; between 1996 and 2006, they represented 27 percent of the departing population…

Of the 2,745 French citizens who obtained a doctorate in the United States from 1985 to 2008, 70 percent settled there, the study found…

Today, many French academics working in the United States say their choice to leave their country was largely motivated by an American system “where universities are larger, richer and more flexible than in France,” said Dr. Philippon, the professor at New York University…

The French lifestyle, which puts a higher value on quality of living and less emphasis on competition and getting ahead, is no longer sufficient to keep talented researchers in France, many scientists said. In a country where science is often viewed as cut off from society, French universities do little to glorify their researchers, they said, and offer working conditions that are often mediocre.

It appears that the American educational system is quite attractive because of its opportunities, monetary and otherwise.

On the whole, this seems like a cultural issue: what should universities be like? Is the American model something that others in the world aspire to or are there other successful ways to construct universities and encourage scholarship? It would be interesting to hear from the other side, French academics who chose to stay in France (particularly when they could have gone elsewhere) or French professors in fields not mentioned in this article that are viewed more positively within the French academy.

h/t Instapundit

The story behind those who write papers purchased online

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Cheating is common in schools and the opportunities to purchase papers online seems to be on the rise. The Chronicle of Higher Education features a testimonial from a “shadow scholar” who tells his story of writing dozens of papers and theses:

You’ve never heard of me, but there’s a good chance that you’ve read some of my work. I’m a hired gun, a doctor of everything, an academic mercenary. My customers are your students. I promise you that. Somebody in your classroom uses a service that you can’t detect, that you can’t defend against, that you may not even know exists.

I work at an online company that generates tens of thousands of dollars a month by creating original essays based on specific instructions provided by cheating students. I’ve worked there full time since 2004. On any day of the academic year, I am working on upward of 20 assignments.

In the midst of this great recession, business is booming…

Of course, I know you are aware that cheating occurs. But you have no idea how deeply this kind of cheating penetrates the academic system, much less how to stop it. Last summer The New York Times reported that 61 percent of undergraduates have admitted to some form of cheating on assignments and exams. Yet there is little discussion about custom papers and how they differ from more-detectable forms of plagiarism, or about why students cheat in the first place.

Sounds like we need some more research and figures about how often this particular type of cheating occurs.

There are some interesting thoughts in the comments about who is responsible for all of this and what professors can do about it. The “shadow scholar” suggests that certain segments of the college population are let down by the system and faculty must be burying their heads in the sand when a student can’t express themselves coherently in class and then comes up with an excellent paper. Some of the solutions presented in the comments: get to know your student’s writing very well so you can spot the gaps between their in-class writing and their suddenly strong papers; have students go through a number of drafts that theoretically makes it more difficult to purchase a paper (though “shadow scholar” gives some examples of writing and then revising papers); emphasize writing in schools so students aren’t put in this position where they can’t write.

Dissenting voices: “There is no college cost crisis”

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So says Stanley Fish in his NYTimes review of economists Robert B. Archibald and David H. Feldman’s new book, “Why Does College Cost So Much?”:

The causes of the increase in college costs (an increase that has not, [Archibald and Feldman] contend, put college “out of reach”) are external; colleges are responding, as they must, to changes they cannot ignore and still provide a quality product. Chief among these is the change in the sophistication and cost of the technology that has at once transformed the setting of higher education and become one of the areas of knowledge higher education must impart to students.

This is an intriguing dissent from what Archibald and Feldman call the “new orthodoxy” or the “dysfunctionality narrative” of spiraling college costs.  As Fish himself opines:

As a dean who encountered the rising costs of personnel, laboratory equipment, security, compliance demands, information systems and much more every day, I knew [my own critiques written in 2003 were] basically right, but I am happy to ride (belatedly) on the coattails of people who really know what they’re talking about.

What do you think?  Is technology the major driver of increased costs in higher education?  Or are other, more relevant factors at work here?

Why veterinary medicine is a female dominated field

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Sociologists have long been interested in why certain career fields are dominated by men or women. A recent article in Social Forces examines why veterinary medicine is dominated by women:

More women than men are applying for veterinary school—making up as much as 80 percent of applicants at some schools. That’s not because men are avoiding perceived lower wages in veterinary medicine, says one researcher. It’s because male applicants are avoiding fields filled with women.

That’s the conclusion of Anne Lincoln, an assistant sociology professor at Southern Methodist University, whose study of the changing face of veterinary medicine is the first to look at gender in college applications from 1975 to 1995. Lincoln used decades of surveys and application information shared by the American Association of Veterinary Medical Colleges in her recently published study, “The Shifting Supply of Men and Women to Occupations: Feminization in Veterinary Education,” in the journal Social Forces.

In addition to men’s “preemptive flight” from female-dominated colleges, Lincoln also attributes veterinary medicine’s gender shift to women’s higher graduation rates from college as well as the landmark 1972 federal amendment that prohibited discrimination by gender in college applications. Women have been enrolling in college in greater numbers since 1972, according to Lincoln.

I would like to hear more about this argument and the idea of “preemptive flight”: so men who are interested in veterinary medicine go to class or the department, see it is dominated by women, and then choose another field. How did this happen in the first place in this particular field – was there an important tipping point? What fields do the men who wanted to go into this field then go into because of the surplus of women in veterinary medicine?

It is also interesting that Lincoln suggests the trends in this field are likely to occur several decades down the road in the fields of law and medicine. If this idea of “preemptive flight” is pervasive in any field dominated by women, what happens when there are fewer and fewer careers where men can flee to?

Should college be marketed as the best four years of life?

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John J. Miller points out that the idea that college should be the best four years of one’s life, brought to his attention by a University of Michigan mailer, is an odd goal.

I tend to agree – and have a few thoughts about this:

1. This is a terrible setup for the rest of life. If students think that life is downhill after college (which is implied with sayings like this), then this could turn into a self-fulfilling prophecy. Perhaps it suggests that the college life (or at least its lifestyle) should be extended before one has to “get real” and pursue more adult goals. Adult life certainly is different than college life – but this idea suggests it is the peak of life and adult life, in comparison, is lacking.

2. How does this work for students who find that college is not the best four years of their life? The college experience does not appeal to everyone nor is it perfect. If you were not thrilled with everything in college, should you feel guilt? Remorse? Did you miss something? College is not just a fun time – it is a period of transition from being a teenager to being an adult and this can be a difficult process.

3. When did this shift from college being preparation to college being “an experience” happen? Which is the more important goal, particularly for a society that hopes to have productive and learned citizens? At the same time, if one is paying $20-50k a year for college, it had better be a good experience…