Category Archives: Colleges and Universities

Bad logic: stories of successful college dropouts obscure advantages of going to college

Posted on by

The president of the University of Chicago writes that holding up successful college dropouts as models takes away attention from the advantages of a college degree:

Names like Jobs, Gates, Dell, and others lend star power to the myth of the wildly successful college dropout. One recent New York Times homage to the phenomenon compared dropping out to “lighting out for the territories to strike gold,” with one young executive describing it as “almost a badge of honor” among startup entrepreneurs. Like any myth, this story has a kernel of truth: There are exceptional individuals whose hard work, determination, and intelligence make up for the lack of a college degree. If they could do it, one might think, why can’t everybody?

Such a question ignores the outlier status of these exceptional drop-out entrepreneurs and innovators.

Those who are able to achieve such success often rely on a set of skills already developed before they get to college. They know how to educate themselves, get a bank loan, and manage their time and their money. They may benefit from a network of family, friends and acquaintances who open doors and provide a safety net.

But what happens to young people without access to these important resources? For them, skipping college to pursue business success is like investing their savings in lottery tickets in the hopes they will be a multimillion-dollar winner, or failing to pursue an education because they expect to be an NBA superstar. The reality is that the next college dropout will not be LeBron James, James Cameron, or Mark Zuckerberg. He will likely belong to the millions of college drop-outs you don’t hear the press singing about. These are the 34 million Americans over 25 with some college credits but no diploma. Nearly as large as the state of California, this group is 71 percent more likely to be unemployed and four times more likely to default on student loans. Far from being millionaires, they earn 32 percent less than college graduates, on average.

I’ve seen this logic used in arguments about not having to spend lots of money on college or from those who see college as liberal indoctrination. As Zimmer argues, using outliers to build a theory is just not a good idea. These famous cases are held up partly because they are so rare, not because this is necessarily a good path to pursue. This is similar to the logic used in holding up rages to riches stories; while it is true that social mobility, upward and downward, occurs in the United States, a phenomenal change in position over one lifetime is more rare.

I’ve used this very example with my Introduction to Sociology class when talking about why people go to college. I ask them if they are aware of wealthy college dropouts like Bill Gates and Steve Jobs. They say yes. I then ask if they dropped out of college, would their parents accept these stories as good rationale? They answer no. I then tell them a little of the Bill Gates story as relayed by Malcolm Gladwell in Outliers. Gates attended a pretty good high school that through one student’s parent who worked for a computer company was able to purchase a used mainframe computer. Gates then had a rare opportunity at the time for a high school student to spend hours with the mainframe and learn about it. He was then able to build on this background and later founded Microsoft with Paul Allen. Gladwell uses this as an example of the Matthew effect where those who come from more advantaged backgrounds (or who happened to be the oldest hockey players) tend to get more opportunities later in life.

Studies suggest texting in class is related to lower grades, GPA

Posted on by

Several studies in recent years have examined the link between students texting and using Facebook in in class and their grades. The Chicago Tribune summarizes the studies:

In the past five years researchers have published the results of five surveys and experiments that link texting and Facebooking with lower academic performance. In 2011, researchers at California State University reported that students who received or sent a high number of text messages during a video recorded lecture scored worse on a quiz than those who received or sent few or no text messages.

In a 2012 study, a researcher at Lock Haven University in Pennsylvania surveyed 1,800 students about how often they Facebook, instant message, email, text, search online and talk on the phone in class. Among the results: 69 percent of students reported they had texted in class, and students who texted or used Facebook more frequently in class had lower overall semester GPAs. The author of that study, Reynol Junco, also co-wrote a study that linked texting and Facebooking during study time with lower GPAs…

“That I can be definitive about: That’s not working. If you’re going to search (online) during class, I don’t have any data telling you to stop. If you’re going to email during class, I don’t have any data to tell you to stop. But do not text or Facebook during class. Do not text or Facebook while you’re studying for your classes, because that’s another area where this is definitely a negative.”…

Junco’s evidence against texting and Facebooking is correlational, meaning that his studies show that students who Facebook or text more in class or while studying do worse academically, but not that the texting or Facebooking itself is causing the problem. It’s possible that, say, an easily distractible student is texting a lot and doing poorly in class, with the underlying cause of poor performance being the distractibility, not the texting. But Junco points to two other college studies in which researchers, not students, largely determined which students would do the most media multitasking in class.

In both the studies — the California State study and one published in 2012 in the journal Computers and Education — a form of media multitasking (texting or Facebooking) was linked to lower student performance.

It would be interesting to pair data like this with student’s perceptions of whether they are doing better or worse in a class because they are texting, browsing, or not. It would be one thing if students knew that texting was distracting and did it anyway and yet another thing if they were so used to texting that they were unaware of its possible effects.

Let’s say future studies more clearly establish a causal link. Would colleges then move to banning cell phone use or Facebooking in class? Or is this one of those areas that would generate a lot of negative feedback from students who would want the freedom to do more of what they want in class?

Zappos CEO says office space should be designed like cities

Posted on by

Zappos CEO Tony Hsieh argues office space would work better if it were organized like cities:

Tony Hsieh talks about his Internet juggernaut Zappos in the same way that urban planners talk about cities. In fact, the language is uncanny. He believes the best ideas – and the best form of productivity – come from “collisions,” from employees caroming ideas off one another in the serendipity of constant casual contact.

This is only achievable through density, with desks pushed close together in the office, or – in the case of Hsieh’s ambitious plans to leverage the new Zappos headquarters to remake downtown Las Vegas – with company employees and community members colliding into each other on the street. For the kind of “collisionable” density he’s looking for in downtown Vegas around his company, he figures the neglected area (not to be confused with the Vegas Strip) needs at least 100 residents per acre…

The typical office has about 200 or 300 square feet of space per employee. When Zappos moves into its new headquarters in the former Las Vegas City Hall in about six months, Hsieh is aiming for something closer to 100 square feet per employee. He’s also planning to decommission a skywalk into the building to force people to enter through (and collide with) the street.

In the context of offices, this kind of density bucks conventional wisdom. Most companies think employees will perform best, or at least be happiest, if as many of them as possible can have their own spacious corner office (with closable door!). This thinking has even influenced the architecture of office towers.

“That’s analogous to people wanting to live in the suburbs and live in a big house,” Hsieh says. “And what they don’t realize is that they end up trading two hours of commute time for more time with friends or relaxing or whatever.”

Interesting comparisons: corner offices are like suburbs. While Hsieh cites research, how come other companies haven’t figured this out yet? I also wonder if this is more about corporate cultures established in more traditional firms versus newer startups or high-tech firms. This reminds of a video I show in my Introduction to Sociology class to illustrate the differences between more bureaucratic structures and more flat, disc-shaped structures. In the clip from Nightline, the design firm IDEO is shown working through designing a new shopping cart. The atmosphere is both less hierarchical in terms of authority and space; people seem to be closer together and common collaborative space is important.

This conversation also lines up with talk on college campuses about interdisciplinary research and collaborative activity. Just how much can redesigned offices and common spaces contribute to this? Are we missing something major by building office buildings more like suburbs than cities?

Trying to ensure more accountability in US News & World Report college ranking data

Posted on by

The US News & World Report college rankings are big business but also a big headache in data collection. The company is looking into ways to ensure more trustworthy data:

A new report from The Washington Post‘s Nick Anderson explores the increasingly common problem, in which universities submit inflated standardized test scores and class rankings for members of their incoming classes to U.S. News, which doesn’t independently verify the information. Tulane University, Bucknell University, Claremont McKenna College, Emory University, and George Washington University have all been implicated in the past year alone. And those are just the schools that got caught:

A survey of 576 college admissions officers conducted by Gallup last summer for the online news outlet Inside Higher Ed found that 91 percent believe other colleges had falsely reported standardized test scores and other admissions data. A few said their own college had done so.

For such a trusted report, the U.S. News rankings don’t have many safeguards ensuring that their data is accurate. Schools self-report these statistics on the honor system, essentially. U.S. News editor Brian Kelly told Inside Higher Ed’s Scott Jaschik, “The integrity of data is important to everybody … I find it incredible to contemplate that institutions based on ethical behavior would be doing this.” But plenty of institutions are doing this, as we noted back in November 2012 when GWU was unranked after being caught submitting juiced stats. 

At this point, U.S. News shouldn’t be surprised by acknowledgment like those from Tulane and Bucknell. It turns out that if you let schools misreport the numbers — especially in a field of fierce academic competition and increasingly budgetary hardship — they’ll take you up on the offer. Kelly could’ve learned that by reading U.S. News‘ own blog, Morse Code. Written by data researcher Bob Morse, almost half of the recent posts have been about fraud. To keep schools more honest, the magazine is considering requiring university officials outside of enrollment offices to sign a statement vouching for submitted numbers. But still, no third party accountability would be in place, and many higher ed experts are already saying that the credibility of the U.S. News college rankings is shot.

Three quick thoughts:

1. With the amount of money involved in the entire process, this should not be a surprise. Colleges want to project the best image they can so having a weakly regulated system (and also a suspect methodology and set of factors to start with) can lead to abuses.

2. If the USNWR rankings can’t be trusted, isn’t there someone who could provide a more honest system? This sounds like an opportunity for someone.

3. I wonder if there are parallels to PED use in baseball. To some degree, it doesn’t matter if lots of schools are gaming the system as long as the perception among schools is that everyone else is doing it. With this perception, it is easier to justify one’s own cheating because colleges need to catch up or compete with each other.

Teaching sociology through the zombie apocalypse

Posted on by

A sociology professor describes how his new class “Impact of the Zombie Apocalypse on the Pacific Northwest” helps him teach sociology theories and concepts:

The zombie apocalypse is the subject of a sociology course I am teaching during winter term at Linfield College in Oregon, and the class is packed. When I tell friends and colleagues, the reaction ranges from “Wow! Nice!” to giving me looks once reserved only for “Underwater Basket Weaving 101” courses taught back in the 1970s…

Sociologically speaking, one of the most fascinating aspects of zombies has been their persistence as “the Other,” something against which we can mirror our fears. Early zombie movies such as White Zombie (1932) or I Walked with a Zombie (1943) are laced with racial overtones. These morphed into George Romero’s classic critiques of white middle-class fears of black America, to more recent movies that feed off our love-hate relationship with technology and our fear of eco-disasters. While we express anxieties about 9/11 subpopulations, our movies portray zombies that are actually dormant cells, ready to unleash themselves on an unsuspecting populace. Unlike vampires, werewolves, aliens or orcs, zombies present a relatively blank slate against which we can project our fears.

Most sociological theory focuses on the concept of utopia or dystopia. In dystopic societies, people grapple with things that are undesirable or frightening, and they respond to their fears. For many in 21st century America, those fears include capitalism, racism, rapid technological change, urban shifts or even semi-automatic rifles.

The zombie apocalypse class provides a pedagogical tool to spark conversation. In the face of change, how do we survive as a society? How do we maintain group cohesion? In The Walking Dead, survival requires greater brutality and physical strength. In that scenario, how do women avoid being reduced to “women’s work?” And how would nations react to an environmental disaster or apocalypse, as in World War Z? How do zombie-like events influence foreign policy

The class sounds reasonable to me – provided that the class has sufficient sociological content – though I know classes like these tend to draw attention from people who think colleges (and sociologists?) aren’t teaching much (or not teaching the right stuff) in the first place. Using current themes, such as those found in numerous television shows and movies that students are particularly immersed in, is one way to hook students and encourage them to think more deeply about social life. In this case, it seems to me that pushing students to think more about what they would consider an utopia or dystopia could be revealing in how they individualistically approach the world and encourage them to pull back a bit and consider the bigger social forces at work and other people involved. This is a bit tongue in cheek but we don’t have to blow up major cities or have major diseases or creatures to get to this point. Imagine if college students could not have access to their smartphones and computers – imagine at least the short-term apocalypse! But, of course, the world is bigger than just zombies or a loss of cellphones and studying apocalypses may help students see the basics of society that we all tend to take for granted.

College freshman more confident than ever about their abilities compared to their peers

Posted on by

Data from the American Freshman Survey suggests new college freshman are more confident about their abilities than before:

Pyschologist Jean Twenge and her colleagues compiled the data and found that over the last four decades there’s been a dramatic rise in the number of students who describe themselves as being ‘above average’ in the areas of academic ability, drive to achieve, mathematical ability, and self-confidence.

But in appraising the traits that are considered less individualistic – co-operativeness, understanding others, and spirituality – the numbers either stayed at slightly decreased over the same period.

Researchers also found a disconnect between the student’s opinions of themselves and actual ability.

While students are much more likely to call themselves gifted in writing abilities, objective test scores actually show that their writing abilities are far less than those of their 1960s counterparts.

Also on the decline is the amount of time spent studying, with little more than a third of students saying they study for six or more hours a week compared to almost half of all students claiming the same in the late 1980s.

It is also interesting to look at these individual questions over time:

A few thoughts about this chart and the findings:

1. The drive to achieve has always been high in this survey compared to peers but social self-confidence and writing ability look to be around 50% today, which would reflect accurate comparisons to the average (or the median: half above, half below).

2. Across these five categories, it looks like there is a consistent uptick of about 15-20%. It is not as if all students are more confident but this is a sizable group of roughly 1 in 6 or 1 in 5.

3. Twenge suggests there is not the same uptick in confidence in less individualistic traits.  While this might be due to lesser emphasis on social traits, might it also suggest college freshmen think less highly of or trust their peers less over time?

4. It is less clear from these articles about how colleges should respond to this, particularly in an era where big money is spent on college degrees. Are results better by the time students graduate and beyond? Do colleges encourage students to think less individualistically?

Website of the day: gradeinflation.com

Posted on by

Perhaps it is finals week that piqued my interest in this particular website: gradeinflation.com. There is a lot of fascinating information on this site about college grading trends in recent decades. Yes, my own institution is represented on the site.

If this puts you in the grading spirit, you can try out The Grading Game app which one Wired reviewer liked:

I’m frankly surprised by how much I like The Grading Game. It is ultimately about grading papers and looking for spelling errors, but somehow the intense time limit, scoring mechanics and various modes wrapped around that seemingly bland premise make the game super addictive. And, as someone who does a great degree of text-editing, I suspect that this simple iPhone app is making me better at my job.

Not quite the same experience but it is an attempt to put grading through the gamification process.

NCAA Scholarly Colloquium: ideology versus “In God we trust; everyone else should bring data”

Posted on by

The Chronicle of Higher Education examines how much criticism of the NCAA will be allowed at its upcoming annual Scholarly Colloquium and includes a fascinating quote about how data should be used:

The colloquium was the brainchild of Myles Brand, a former NCAA president and philosopher who saw a need for more serious research on college sports. He and others believed that such an event could foster more open dialogue between the scholars who study sport issues and the people who work in the game.

Mr. Brand emphasized that the colloquium should be data-based and should avoid ideology. “Myles always used to joke: ‘In God we trust; everyone else should bring data,'” said Mr. Renfro, a former top adviser to Mr. Brand.

But as Mr. Renfro watched presentations at last year’s colloquium, which focused on changes the NCAA has made in its academic policies in recent years, he did not see a variety of perspectives.

“I was hearing virtually one voice being sung by a number of people … and it was relatively critical of the NCAA’s academic-reform effort,” he said. “I don’t care whether it was critical or not, but I care about whether there are different perspectives presented.”

This is a classic argument: data versus ideology, facts versus opinions. This short bit about Myles Brand makes it sound like Brand thought bringing more data to the table when discussing the NCAA would be a good thing. Data might blunt opinions and arguments and push people with an agenda to back up their arguments. It could lead to more constructive conversations. But, data is not completely divorced from ideology. Researchers choose what kind of topics to study. Data has to be collected in a good manner. Interpreting data is still an important skill; people can use data incorrectly. And it sounds like an issue here is that people might be able to use data to continue to criticize the NCAA – and this does not make the NCAA happy.

Generally, I’m in favor of bringing more data to the table when discussing issues. However, having data doesn’t necessarily solve problems. As I tell my statistics classes, I don’t want them to be people who blindly believe all data or statistics because it is data and I also don’t want them to be people who dismiss all data or statistics because they can be misused and twisted. It sounds like some of this still needs to be sorted out with the NCAA Scholarly Colloquium.

Shared cultural interests leads to hiring at elite firms

Posted on by

A new sociological study argues having the right cultural interests or pursuing certain cultural activities can lead to getting a job at elite firms:

Big-time investment banks, law firms and management consulting companies choose new workers much as they would choose friends or dates, zeroing in on shared leisure activities, life experiences and personality styles, a new study finds…

As a result, evaluators described their own and others’ firms as having distinct personalities related to employees’ extracurricular interests and social styles. Companies ranged from “sporty” and “scrappy” to “egghead” and “country club.” One outfit even specialized in hiring people with drab personalities.

Top-ranked firms uniformly favored applicants who cited upper–middle class leisure pursuits such as rock climbing, playing the cello or enjoying film noir.

Picking employees from the same cultural basket may have pluses and minuses, Rivera adds. Hiring people with common traits and interests may create a cohesive work force. But shunning prospective employees with different life histories could also make firms susceptible to reaching decisions quickly without evaluating alternative ideas.

This challenges the American ideal of meritocracy where hard work should lead to a job. While the study suggests these cultural interests don’t matter as much when organizations are hiring for more technical jobs, it does matter for white-collar and upper-class jobs. This could also challenge the role of college courses: how many college classes are about developing a “scrappy” or “country club” approach to life? In contrast, the experience outside the classroom at some colleges (plus the applicants’ earlier life history) might contribute quite a bit to learning about and then developing these cultural skills.

It would also be interesting to look more at the personalities involved in hiring and branding that companies develop. Marketing today often involves selling a brand and image more so than focusing on the particulars of a product. Is this branding simply about marketing or does it bleed through the culture of the entire organization?

TV shows for teenagers show professors as “old, boring, white, and mean”

Posted on by

Here is how college professors are portrayed on television shows for teenagers: “old, boring, white, and mean.”

They may be fictional characters, but their small-screen images may affect students in big ways, says one researcher. Barbara F. Tobolowsky, an assistant professor of educational leadership and policy studies at the University of Texas at Arlington, found that television’s image of the professor is intimidating, uninterested, and generally old, boring, and white. She is scheduled to present a working paper on her research, “The Primetime Professoriate: Representations of Faculty on Television,” this week at the annual meeting of the Association for the Study of Higher Education…

While previous studies of television have focused on how much time students spend watching TV and not studying, Ms. Tobolowsky looked at the content of those television shows. In her study, Ms. Tobolowsky, who has a master’s degree in film history and criticism and who previously worked in the film industry, analyzed 10 shows that aired from 1998 to 2010 and were geared toward the 12-to-18-year-old demographic group in the Nielsen ratings.

Scrutinizing professors in those shows, she examined characters’ clothing and ways of talking, camera angles and background music, and a variety of other film nuances to break down how enthusiastic the faculty were and how they interacted with students, along with other criteria.

On the whole, she says, professors on the television shows tended to be relatively old, white, and traditional, wearing sweater-vests and sporting graying hair. Young, female, and minority professors on the shows tended to teach only at arts-oriented institutions or community colleges. Most were intimidating or, at the very least, distant, throwing a scare into characters like Matt on 7th Heaven, who worried he’d seem weak if he asked a question in class.

This study seems to suggest that shows for teenagers depict professors as the enemy. While not all teenagers love school, I wonder if this is part of a larger message on television and in movies that the learning part of school isn’t that important while the social aspects, think of the message in Mean Girls, is what really matters. Of course, there is a genre of movies that depicts heroic teachers but these are formulaic in their own ways.

It would be interesting to compare these depictions to how professors are portrayed on shows aimed at adults. I’m reminded of the TNT show Perception that features Eric McCormarck playing a neuroscientist at a Chicago area university. (Disclosure: I know about this show because I tend to catch a few minutes of its opening after watching Major Crimes which I watch because of The Closer.) The show tends to open in this way: McCormack is at the front of the classroom that is full of eager students who are hanging on his every word. At the side of the room is his trusty graduate student TA who occasionally chimes in. McCormack has scribbled all sorts of profound things on the board and then he ends class with a deep question or a witty joke. When the class ends, he quickly leaves the classroom and gets wrapped up in some fascinating case. Sound like a typical college classroom? While the professor here is depicted as a cool young guy, it is not exactly realistic to most college classrooms.

I realize what takes place day in and day out in a college classroom likely does not make scintillating television. Indeed, have you watched DVDs of The Great Courses? Yet, this doesn’t mean there isn’t something worthwhile going on in that classroom that doesn’t require severely stereotyping professors one way or the other depending on the audience.