Category Archives: Colleges and Universities

US News & World Report changing up its college ranking methodology

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US News & World Report recently announced changes to how it ranks colleges:

  • The “student selectivity” portion of the methodology will count for 12.5 percent of a college’s total, not 15 percent.
  • Within the student selectivity formula, class rank will count for 25 percent, not 40 percent. The change is attributed to the increase in the proportion of high schools that do not report class rank. SAT/ACT scores, meanwhile, rise to 65 percent from 50 percent of that score. (The rest isn’t explained but has in the past been based on colleges’ acceptance rates.)
  • Graduation rate performance (a measure that attempts to reward colleges for doing better than expected with their student body) will be applied to all colleges, not just the “national” ones at the top of the rankings.
  • “Peer assessment” — one of the most widely criticized criteria, based on a survey of presidents — will be cut from 25 to 22.5 percent of the formula for evaluating regional colleges. (One of the questions U.S. News declined to answer was whether there would be any change in the weighting for national universities.)
  • Graduation and retention rates will matter more for national universities, going from 20 percent to 22.5 percent.

This would really get interesting if these changes lead to significant shake-ups in the rankings. If some colleges move up quite a bit and, perhaps more importantly, others fall (knowing that people/institutions would feel a loss harder than an equivalent gain), there could be a lot of discussion. It would probably lead to schools that drop decrying the changes while colleges that rise would praise the new system.

It is too bad we don’t get an explanation of why these changes were made. The validity of the methodology is always in question but US News could at least try to make a case.

New mismatches in sociology job market between grad student interests, job specializations

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While the sociology job market is looking up, there is a lingering issue: what graduate students are studying doesn’t line up with specialty areas for the advertised job openings.

Another problem within the sociology job market is the “mismatch” between sociological specializations areas sought after by search committees and areas of interest from graduate students. The area of social control, law, crime and deviance was the most highly-valued specialization based on position advertisements. But graduate students ranked that specialization area fourth.

Likewise, there was a mismatch between the second most frequent advertised specialty, race and ethnicity. This was the ninth most popular with graduate students, which Spalter-Roth said she found surprising, since it is a “central focus” of sociology.

To address this mismatch issue, Spalter-Roth said sociology Ph.D. students should be encouraged to make their studies relevant to multiple specialty areas. So, for instance, someone who is interested in gender studies can also take criminal justice courses and take a closer look into crimes against women.

Globalization and global issues ranked fifth in job listings and 15th among graduate students. This mismatch may be short-lived, since graduate programs are increasingly offering more courses and programs in this area of specialization.

The five areas with the biggest mismatch, according to the full report:

SocJobsBiggestMismatch2012-2013

Interesting data. The biggest gaps here do seem to come in important sociological subfields: inequality? Organizations? Deviance? The growing area of medicine? This could be useful information to grad students, at least in terms of having an idea of how they are going to have to pitch themselves on the job market. But, considering the length of grad school plus possible several opportunities a grad student might have to test the market (while writing the dissertation, graduating, perhaps in a post-doc, after a visiting position, etc.), wouldn’t it be more helpful to look at year to year trends? See the report on the 2010 job market here:

One of the widest gaps is in criminology (a.k.a. social control, crime, law and deviance), which made up 31 per cent of all postings on the ASA’s job site in 2010, but was only listed as an area of special interest for 18 per cent of PhD candidates whom were surveyed by the ASA.

The opposite problem exists too. More people are interested in “inequities and stratification” than any other field — 35 per cent of candidates chose it as one of their special interests — but only 19 per cent of jobs advertised were in that area.

There’s also a shortage of jobs for those interested in teaching gender and sexuality. One fifth of students are interested in the subject, but only one tenth of advertised jobs were in that field.

So some similarities and differences a few years ago.

The Common Core and college instruction

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Here is a nice overview of how the new national Common Core standards for K-12 might intersect with college instruction and learning. Here are a brief overview:

Those adjustments, if the Common Core vision is realized, could transform dual enrollment programs, placement tests, and remediation. They could force colleges within state systems, and even across states, to agree on what it means to be “college ready,” and to work alongside K-12 to help students who are unprepared for college before they graduate from high school. In the long run, it could force changes in credit-bearing courses too, to better align with what students are supposed to have mastered by high school graduation. While the effects will be most obvious at public institutions of higher education, private colleges, particularly those with broad access missions, will feel the effects as well.

Still, although a few states have seized the standards to develop “P-20” systems — stretching from pre-kindergarten through graduate school — progress has been slow in many others. In 2010, as the standards were being developed, policy makers touted the effect they could have in bringing together K-12 and higher education. And they pointed out that the ultimate success of the standards, particularly beyond K-12, will depend on whether colleges are willing to change placement and remediation criteria and work together to determine what “readiness” really means.

In some cases, that’s coming to pass. Three years later, proponents for the standards are arguing that they have already changed the way K-12 and postsecondary education interact — at least by putting the leaders of each system in the same room together and forcing states to collaborate.

And there is a little bit of a disconnect between what high school teachers say they are doing and what college educators perceive:

ACT’s most recent survey, released last week, looked at the gap between high school and college expectations for students. It found that only 26 percent of college faculty thought that students entered their classrooms prepared for college-level work. High school teachers gave themselves much higher marks. Nearly all — 89 percent — said they had prepared their students well for college.

There is going to be a lot more discussion about this in the years ahead.

How does the rise in non-tenured college faculty affect education?

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There has been much conversation about this in academia lately but here are some actual numbers about the percentages of tenured and non-tenured faculty:

Once, being a college professor was a career. Today, it’s a gig.

That, broadly speaking, is the transformation captured in the graph below from a new report by the American Association of University Professors. Since 1975, tenure and tenure-track professors have gone from roughly 45 percent of all teaching staff to less than a quarter. Meanwhile, part-time faculty are now more than 40 percent of college instructors, as shown by the line soaring towards the top of the graph.

This doesn’t actually mean that there are fewer full-time professors today than four-decades ago. College faculties have grown considerably over the years, and as the AAUP notes, the ranks of the tenured and tenure-track professoriate are up 26 percent since 1975. Part-time appointments, however, have exploded by 300 percent. The proportions vary depending on the kind of school you’re talking about. At public four-year colleges, about 64 percent of teaching staff were full-time as of 2009. At private four-year schools, about 49 percent were, and at community colleges, only about 30 percent were. But the big story across academia is broadly the same: if it were a move, it’d be called “Rise of the Adjuncts.”

This is quite a shift over several decades. While there is a lot to explore here about economic life in colleges and universities, there is another question we could ask about how this affects the college experience: how does this change educational experiences and outcomes? Are students learning more or less depending on what kind of faculty in the classroom? Does it matter?

Walmart opens stores on college campuses

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Walmarts are everywhere in the United States – but only recently have they opened on college campuses.

In January 2011, Walmart opened its first location on a university campus at the University of Arkansas at Fayetteville, a half-hour drive from its corporate headquarters. Now, Walmart has announced that it will be opening a second campus location, at Arizona State University, with luck by May, according to Delia Garcia, a Walmart spokeswoman. A third location, at Georgia Tech, is slated to open at a to-be-determined time next year. “Walmart on campus is an opportunity to bring low prices to students, reach new customers and serve our on-campus customers in a convenient way,” Garcia said in an interview.

Garcia said that the products sold by the university stores would be “tailored to the on-campus customer, providing general merchandise, convenience items [and] pharmacy services,” as well as the store’s $4 generic prescription drug program. Garcia emphasized that the company was still “testing this format,” and as such there are no concrete plans beyond the Georgia Tech location. While the Arkansas location is 2,500 square feet, the Arizona location as planned will be 5,000 square feet. The ASU location will also offer financial and bill-paying services, and will employ 10 associates…

As has often been the case with Walmart, the expansion is not free of controversy. In an e-mailed statement, the labor group Making Change at Walmart criticized the company for paying what it says are insufficient wages, “while public institutions like ASU have faced painful budget cuts.”…

In addition, according to a spokeswoman for Making Change at Walmart, the University of Arkansas (via the university’s Applied Sustainability Center) and Arizona State (via the university’s Global Institute of Sustainability) are “the two universities Walmart picked to create its ‘Sustainability Index,’ which has been criticized for lacking meaningful standards and appears to have had little to no effect on suppliers’ product manufacturing processes.” Rob Walton, Walmart founder Sam Walton’s eldest son and current company chairman, is also co-chair of the Board of Directors for Sustainability at Arizona State.

So what is the deal behind the scenes between the colleges and Walmart? The colleges would want Walmart on campus because it can bring in money. Walmart wants to be close to a base of customers who want cheap goods.

How does this change life on campus? It could make it easier for students to remain on or around campus if they can buy things nearby. However, it could also change local town life.

Do the Walmarts have to follow the architectural rules or styles of the campuses to fit in? It would be kind of amusing to have a typical big box Walmart near traditional college buildings dignified in their brick and ivy.

Argument: elite colleges offer MOOCs because they can afford to

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Here is an interesting argument about MOOCs, massive open online courses, that a hot topic of discussion these days: elite colleges can offer them because they accrue status and can afford the financial losses.

Millions of people were already taking online courses in 2011, when The New York Times noticed that thousands were taking a Stanford course online. The MOOC surge has been driven by the warm feelings associated with elite American colleges. Brand equity is obviously the principal admissions criterion for edX and Coursera, and for Udacity by implication, with its pedigree of Stanford origination and Silicon Valley cool.

Ideally, this will allow elite colleges to profit from and enhance their brands at once. Penn can’t ever be Coca-Cola. Its brand is tied to the noble purpose of higher learning. If it’s seen as a crass profit-taker, the whole thing falls apart. Many observers have asked where the “business plan” is for Harvard, MIT, and other institutions leading MOOCs. That misses the point.

Elite colleges are ultimately in the business of maximizing status, not revenue. Spending a lot of money on things that return a lot of status isn’t just feasible for these institutions—it’s their basic operating principle. It’s not hard to make money when you’re already wealthy—witness the performance of the Harvard Management Company over the past 20 years. The difficult maneuver is converting money into status of the rarefied sort that elite institutions crave.

MOOCs offer that opportunity. Elite colleges are willing to run them at a loss forever, because of the good will—and thus status—they create. Free online courses whose quality matches their institutional reputation (a tall order, to be sure, but MOOC providers have strong incentives to get there) could ultimately become as important to institutional status as the traditional markers of exclusivity and scholarly prestige.

In other words, MOOCs offered by elite colleges can reinforce existing status structures where these elite schools can continue to amass resources, financial, knowledge-wise, and social status and still claim they are helping the masses. On the other hand, can takers of MOOCs use them as real stepping stones to move up in society?

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

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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

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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

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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

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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.