Category Archives: Colleges and Universities

How the liberal arts can be good for a future in business

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Edward Tenner argues that there is evidence that liberal arts degrees can be very helpful for business careers. Tenner considers the ramifications of one survey that showed that certain fields assumed to have direct links to jobs, like psychology, do not lead to satisfied majors:

The survey has clear implications for the humanities. Their degrees are not the prologues to flipping burgers that some people suppose. Many students are using degrees in humanities to launch satisfying careers. Why not study how their courses have helped them? Why not find better ways to link the humanities with business?

What might be most helpful for students is to hear this information directly from business owners and managers.

An agent tells his story of paying college football players

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Former agent Josh Luchs talks to Sports Illustrated about paying college football players in the hopes that they would select him as their agent.

How many other stories like this are out there to be told? Are Division 1 college football and basketball, with all their various scandals (Reggie Bush being the latest major example), just a complete cesspool? And then the next question: how much do college and universities know about this and try to seriously deal with it?

The religious views of American professors

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Here is a summary of a recent sociological study that examines the religious views of American professors:

In a recent article published in Sociology of Religion, sociologists Neil Gross and Solon Simmons use data from a new, nationally representative survey of American college and university professors to test the long-running assumption that higher education leads to irreligiousness. Based on their research, they argue that “while atheism and agnosticism are much more common among professors than within the U.S. population as a whole, religious skepticism represents a minority position, even among professors teaching at elite research universities.” This has been a long-running debate amongst those who study religiosity in higher education and pay attention to trends in societal secularization.

Gross and Simmons worked with a sample size of 1,417 professors, providing an approximate representation of the more than 630,000 professors teaching full-time in universities and colleges across the United States. It should be noted that they limited their study to professors who taught in departments granting an undergraduate degree. As such, professors teaching in medical faculties and law schools were not part of the sample.

There is a lot more information here including religious beliefs by academic discipline and religious affiliation of the professors.

The conclusion of the authors is that this refutes notions that people with high levels of education (“the intelligentsia”)  are necessarily at odds with religion.

It would then be interesting to follow up with these respondents and ask how they feel their faith (or lack of faith) interacts with their research and teaching.

Schools don’t just teach academic skills; they also teach social and emotional skills

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The Chicago Tribune reports on widespread programs in schools to teach social and emotional skills to students. The state of Illinois is leading the way:

In 2004, Illinois became the first state in the nation to require all school districts to teach social and emotional skills as part of their curriculum and daily school life. That means students are expected to meet certain benchmarks, such as recognizing and managing feelings, building empathy and making responsible decisions.

The touchy-feely stuff doesn’t have to come at the expense of intellect. New evidence shows a strong link between interpersonal skills and academics, said Roger Weissberg, a professor of psychology at the University of Illinois, Chicago, who has studied social and emotional learning for more than 25 years.

Weissberg and his colleagues recently completed an analysis of 300 scientific studies and reached two important conclusions: Students enrolled in such programs scored at least 10 percentage points higher on achievement tests than peers who weren’t. At the same time, discipline problems were cut in half.

The article also suggests teaching social and emotional skills is tied to seeing students more as whole persons. This is all part of the broad program of socialization in schools. While academic skills are an important emphasis, so are emotional/social skills as well as other topics such as learning how to be a good citizen or acquiring skills needed for jobs.

Of “non-genius” and gratitude

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In a previous post, I commented on the surreality of watching The Social Network, the recent movie about the founding of Facebook, at a movie theater just off the Harvard University campus.  Facebook’s founder Mark Zuckerberg is getting a lot of scrutiny in the movie’s wake, including over at the NYTimes where Robert Wright suggests that–contrary to the movie’s portrayal–Zuckerberg may not be a genius.  Wright asks rhetorically:

[C]an you be considered a genius, a visionary, if the globally dominant network you built wasn’t the fruit of far-reaching vision — if, indeed, the network’s internal momentum was such that it was almost destined to build itself, and the question was only which driven and capable entrepreneur would happen to be standing at the right place at the right time when it started to unfold?

I think that Wright’s observations are relevant–if familiar to anyone who’s ever gotten advice about finding a job.  The platitudes about “making your own luck” and “something will turn up eventually if you keep trying” may have played out on a vastly larger scale for Zuckerberg than they do for most of us, but the difference is in degree rather than kind.  Deep down, we all know that the race is not always to the swift (sorry Orkut, Friendster, et al.) and that the real world is less of a meritocracy than we delude ourselves into thinking.

To which I say:  thank goodness.  I think Wright’s right in his observation of the mechanics, but I disagree with his implication.  Zuckerberg may have benefited (unfairly!) from “positive network externalities,” but so have we all.  We all benefit from centuries of mathematical, scientific, and agricultural discoveries that allow us plentiful food and leisure.  Particularly in the U.S., we benefit from a long-running, stable democracy that few of us have made significant sacrifices for–and none of us started.

Thank God for positive network effects.  It doesn’t take a genius to remember that our response to the Zuckerbergs of the world must not be jealousy but gratitude for the unmerited, unearned gifts we ourselves have received.

Making the case for reputational rankings

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A statistician argues that the National Research Council’s study of doctoral programs released earlier this week should have included reputational rankings:

Mr. Stigler says that it was a mistake for the NRC to so thoroughly abandon the reputational measures it used in its previous doctoral studies, in 1982 and 1995. Reputational surveys are widely criticized, he says, but they do provide a check on certain kinds of qualitative measures. When the new NRC counts faculty publication rates, it does not offer any information about whether scholars in the field believe those publications are any good. (That’s especially true in humanities fields, where the NRC report does not include citation counts.)

“Everybody involved in this was trying hard, and with good intentions and high integrity,” Mr. Stigler says. “But once they decided to rule out reputation, they cut off what I consider to be the most useful measure from all past surveys.”

In an e-mail message to The Chronicle this week, Mr. Ostriker declined to reply to Mr. Stigler’s specific statistical criticisms. But he pointed out that the National Academies explicitly instructed his committee not to use reputational measures.

I was curious about this when I looked at the list of sociology doctoral programs. Perhaps several of the schools that were lower than I expected, such as the University of California – Berkeley, were lower because of this.

Stigler defends reputational measures but I’ve seen others argue that they prohibit “true” rankings within fields because certain schools retain a reputation even without the necessary output (research, good grad students, etc.). This particular discussion is part of a larger one where it will need to be decided whether reputational rankings should be used or not.

Quick review: Watching The Social Network at Harvard

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This weekend, the movie The Social Network, a disputed origin story about the founding of Facebook, hit theaters to nearly universal acclaim.  I had the opportunity to see the movie on the second day of release and can add my wreath to the many laurels heaped upon this Aaron Sorkin–David Fincher collaboration.  However, since so many others have dissected this film so thoroughly, I will refrain from a typical movie review as I feel I have little to add.  I will instead comment briefly on just how surreal it was to watch this movie at Harvard.

The AMC Loews Harvard Square 5 is located one block off the Yard at Harvard University, and the mood at the 6:30pm showing on Saturday, October 2nd was electrifying.  The audience appeared to be a mix mostly of college students and their professors, and they clearly had come to have a good time.  When the Mark Zukerberg character, played by Jesse Eisenberg, made a crack early in the movie about Boston University students not needing to study, there was a collective gasp.  When the exterior of The Thirsty Scholar made a cameo appearance, there were actual cheers.

This movie was about us–not as representatives of some abstractly-defined generation nor as students coming of age during web 2.0–but as residents of Mt. Auburn Street, two blocks away.  In the men’s bathroom after the movie, I overheard a conversation between two students debating the wisdom of trying to get into one of Lawrence Summer‘s classes now that he is returning to Harvard (after working as director of the White House National Economics Council).

Many of the best movies take us from our own specifics into the universality of the human condition.  While I am sure that The Social Network will do this for many people, it had quite the opposite effect on me.  For me, it took that most abstractly universal of all web phenonmenon–Facebook–and gave it a specific human face.  One that might well have been in the theater with me last night.

NRC ratings of doctoral programs

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The National Research Council has released its long-awaited report that measures and compares doctoral programs in a number of disciplines. Check out the interactive tool at the Chronicle of Higher Education that allows users to compare programs on a variety of the 21 criteria.

Some interesting features of the data:

1. The surveys were conducted in 2006-2007 so the information is somewhat dated. This would be particularly true in departments with productive new or departed faculty.

2. The NRC doesn’t assign ordinal ranks to schools but instead now gives ranges for each program. This seems like a sound decision that helps suggests what schools are like/near each other without having to introduce what may be artificial distinctions by saying one school is #4 while another is #6.

Just quickly looking through some of the S-rankings in sociology, some schools seem to be quite a bit off compared to other rankings over the years.

Searching for good colleges in the suburbs

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Newsweek recently put together a list of desirable colleges. One of the lists is the “25 most desirable suburban schools.” A couple of questions:

1. Are there people who specifically search for a college because it is located in a suburb? I can see the appeal to many of applying to a college in a big city – but I doubt being located in a suburb tops many lists of what people are looking for in a college.

2. I would take issue with whether several of these schools are suburban schools. The University of Notre Dame? It may have its own address and zip code but it is basically surrounded by South Bend. The real suburbs of the area, a place like Granger, are miles away. The University of Virginia is located in Charlottesville, roughly 70 miles from Richmond. For these two cases, this is a very loose definition of a suburb.