Tag: university

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Art history at the crossroads

There’s nothing like a bunch of unemployed recent college graduates to bring out the central planner in parent-aged pundits, as the Washington Post reports. Unknown

“In a recent column for Real Clear Markets, Bill Frezza of the Competitive Enterprise Institute lauded the Chinese government’s policy of cutting financing for any educational program for which 60 percent of graduates can’t find work within two years. His assumption is that, because of government education subsidies, the United States is full of liberal-arts programs that couldn’t meet that test.

“Too many aspiring young museum curators can’t find jobs?” he writes. “The pragmatic Chinese solution is to cut public subsidies used to train museum curators. The free market solution is that only the rich would be indulgent enough to buy their kids an education that left them economically dependent on Mommy and Daddy after graduation.” But, alas, the United States has no such correction mechanism, so “unemployable college graduates pile up as fast as unsold electric cars.”Bill Gross, the founder of the world’s largest bond fund, Pacific Investment Management Co., has put forth a less free- market (and less coherently argued) version of the same viewpoint. “Philosophy, sociology and liberal arts agendas will no longer suffice,” he declared. “Skill-based education is a must, as is science and math.”There are many problems with this simplistic prescription, but the most basic is that it ignores what American college students actually study. Take Frezza’s punching bag, the effete would-be museum curator. It would be only a slight exaggeration to say that no such student exists.

“According to the National Center for Education Statistics, humanities majors account for about 12 percent of recent graduates, and art history majors are so rare they’re lost in the noise. They account for less than 0.2 percent of working adults with college degrees, a number that is probably about right for recent graduates, too. Yet somehow art history has become the go-to example for people bemoaning the state of higher education. A longtime acquaintance perfectly captured the dominant Internet memes in an e-mail he sent me after my last column, which was onrising tuitions. “Many people that go to college lack the smarts and/or the tenacity to benefit in any real sense,” he wrote. “Many of these people would be much better off becoming plumbers — including financially. (No shame in that, who’re you gonna call when your pipes freeze in the middle of the night? An M.A. in Italian art?)” While government subsidies may indeed distort the choice to go to college in the first place, it’s simply not the case that students are blissfully ignoring the job market in choosing majors. Contrary to what critics imagine, most Americans in fact go to college for what they believe to be “skill-based education.” Continue reading “Art history at the crossroads”

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Rethinking tenure

It’s no secret that tenured professors cause problems in universities.

As the New York times puts it: “Some choose to rest on their laurels, allowing their productivity to dwindle.

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 Others develop tunnel vision about research, inflicting misery on students who suffer through their classes.

“Despite these costs, tenure may be a necessary evil: It offers job security and intellectual freedom in exchange for lower pay than other occupations that require advanced degrees.

“Instead of abolishing tenure, what if we restructured it? The heart of the problem is that we’ve combined two separate skill sets into a single job. We ask researchers to teach, and teachers to do research, even though these two capabilities have surprisingly little to do with each other. In a comprehensive analysis of data on more than half a million professors, the education experts John Hattie and Herbert Marsh found that “the relationship between teaching and research is zero.” In all fields and all kinds of colleges, there was little connection between research productivity and teaching ratings by students and peers.

“Currently, research universities base tenure decisions primarily on research productivity and quality. Teaching matters only after you have cleared the research bar: It is a bonus to teach well. Continue reading “Rethinking tenure”

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Adjuncts in poverty

When you think about minimum-wage workers, college professors don’t readily come to mind. But many say that’s what they are these days, as NPR reports:

“Of all college instructors, 76 percent, or over 1 million, teach part time because institutions save a lot of money when they replace full-time, tenured faculty with itinerant teachers, better known as adjuncts.

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“Kathleen Gallagher, a published poet and writer with advanced studies and a master’s degree, spent 20 years as an adjunct English professor at several colleges in Akron, Ohio. The most she’s ever made in a year is $21,000; last year, she made $17,000.

“After one college laid her off last summer, Gallagher was desperately short of money, so she sold her plasma. “It is embarrassing to talk on the radio and say, ‘I think I’ll have to go give some blood,’ ” she says with a sigh. “But I needed gasoline. I have applied for other work,” she says. “I had interviews, but then I remembered what I feel like in the classroom.” Gallagher tears up. She says teaching is her life, her calling. She’s always assumed that eventually, a college somewhere would offer her a full-time professorship, but that just doesn’t happen as often anymore. There’s a good reason for that, says Rex Ramsier, vice provost at the University of Akron, where Gallagher is teaching one class. Continue reading “Adjuncts in poverty”

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Chancellor Michael Drake leaves UCI

Michael V. Drake, who as chancellor of UC Irvine enhanced the school’s reputation as a first-rate research institution and boosted enrollment, was named Friday as the new president of Ohio State University. UCI Provost and Executive Vice Chancellor Howard Gillman will assume the position of Acting-Chancellor at UCI when Drake vacates the position in June 2014.

The Los Angeles Times reports that “Drake’s appointment was announced

images at a meeting of the Board of Trustees in Columbus. He was the consensus candidate, officials said.

“He is exactly the right leader at the right moment in the university’s history as we address the challenges of affordability and access, while building on the already strong momentum we have generated at Ohio State in increasing the university’s academic excellence,” board Chairman Robert H. Schottenstein said.Drake has served as head of the 28,000-student Irvine campus since 2005. He has a medical degree, a background in administration and a reputation as a prolific fundraiser. He will move to the Ohio campus with 57,000 students, top-flight athletics, and a mission to improve its academic ranking and research focus. He replaces former Ohio State President E. Gordon Gee, who retired in July after six years at the helm. It was his second stint as Ohio State president. Gee, known for his colorful bow ties, left under a cloud after making remarks considered disparaging to Catholics. He is now interim president of West Virginia University.

“In an interview, Drake said that he would always be a fan of Irvine but that the Ohio State post was an opportunity to take on new challenges.”It’s similar work, with a little different focus and scope in a different part of the country,” Drake said. “Ohio State is a wonderful example of a flagship university, a land grant university that is very connected with the community, that’s done wonderful things for the region and nationally and has wonderful potential to do even more.” Drake, 63, will leave the Irvine campus in June. A search committee is expected to begin looking for a replacement in February, UC system President Janet Napolitano said in a statement. Irvine Provost and Executive Vice Chancellor Howard Gillman will serve as interim chancellor until the post is filled. Napolitano called Drake a “dedicated and passionate” leader. Continue reading “Chancellor Michael Drake leaves UCI”

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What is merit, anyway?

As college presidents went to the White House Thursday to talk about new efforts to attract more low-income students to higher education,admissions leaders gathered here and talked about how they define merit.

InsideHigherEd asks, “Who is admitted? Who gets aid? When spots and the aid budget are limited, who gets priority status?

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“Speakers turned to definitions (from dictionaries, Latin and Greek) and to philosophy, and generally agreed that merit in higher education must mean more than having the highest grades and test scores. But beyond that, things get complicated. Recruiting a more socioeconomically diverse class is a great thing, everyone seemed to agree at the annual conference of the Center for Enrollment Research Policy and Practice of the University of Southern California.

“But is that still the case if your rankings slip and your SAT average drops a smidge? Nancy Cantor, who spoke here, was described as heroic by many for doing that at Syracuse University. But Cantor has left Syracuse and her successor seems much more interested in rankings than she was. And for institutions that compete for students, decisions that might be applauded here as ethical can be quite difficult. A case study was presented by Jenny Rickard, vice president for enrollment at the University of Puget Sound. She described how Puget Sound, between the 1970s and today, evolved from a local commuter college to a national liberal arts college, attracting increasingly competitive students.

Continue reading “What is merit, anyway?”

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How grad school could be changed

By Leonard Cassuto “I talk a lot in this column about how graduate programs might be run differently. The graduate enterprise faces a lot of problems, so there’s plenty to talk about. But I don’t run a graduate program, and we don’t hear enough from the people who do.

‘There’s a reason for that. Administrators can’t dissociate themselves from their institutions when they speak. As any administrator will tell you, even the most casual remark can become the object of Kremlinological scrutiny and speculation. With that concern in mind, I recently conducted an email interview with a dean who works with graduate education in the arts and sciences at a well-endowed private institution—let’s call it Very Good University. He’s a full professor who came up through the faculty ranks and was named a dean less than a decade ago. Because I’ve shielded his identity here, he was able to offer some bracing observations and sound prescriptions. Here is our exchange. What sorts of changes would you like to see in American graduate study?

“The biggest one is that our doctoral curricula need to be changed to acknowledge what has been true for a long time, which is that most of our Ph.D. students do not end up in tenure-track (or even full-time faculty) positions—and that many of those who do will be at institutions that are very, very different from the places where these Ph.D.’s are trained. The changes will differ from program to program but might include different kinds of coursework, exams, and even dissertation structures. Right now we train students for the professoriate, and if something else works out, that’s fine. We can serve our students and our society better by realizing their diverse futures and changing the training we offer accordingly. The other necessary change: We need to think seriously about the cost of graduate education. There is a perception that graduate students are simply a cheap labor force for the university, and that universities are interested in graduate students only because they perform work as teachers and laboratory assistants cheaper than any one else. At elite universities—or at least at elite private ones—that is simply not true, and I am glad that it is not. It is absolutely true that graduate students perform labor necessary for the university in a number of ways, but it is not cheap labor, nor should it be. Continue reading “How grad school could be changed”

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Tenure and incompetence

Want your colleagues to remain effective teachers and researchers after tenure?

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Then prioritize quality over quantity in publishing during the tenure process, avoid collegiality as a tenure criterion and make sure your administrators aren’t rubber-stamping faculty tenure recommendations.

As InsideHigherEd puts it, “That’s according to a new study out in this month’s PS: Political Science and Politics, a journal of the American Political Science Association.

“When Tenure Protects the Incompetent: Results from a Survey of Department Chairs” (an abstract of which is available here), is based on results of a survey of 361 responding political science chairs at doctoral, master’s and baccalaureate institutions regarding faculty incompetence and tenure. The author, John Rothgeb, a professor of political science at Miami University, in Ohio, said in an interview he was inspired to explore the topic in light of recent state-level debates, including in Ohio, about the value of tenure and whether or not it made faculty members less effective as researchers and educators. And most of those debates happen without empirical data to support arguments on either side, he said – partly because data are hard to come by.

“I was concerned about tenure because of the many claims you read about all the time [that] tenure is destroying higher education, and blah blah blah,” Rothgeb said in an interview. “And if you serve on tenure committees, as I do at Miami University, we’re always talking about what tenure means, but I wondered, do you really know what you’re talking about what you say all these kinds of things?” Continue reading “Tenure and incompetence”

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Linking tenure to student success

An administrative law judge in Florida this week upheld new rules by the State Department of Education that require significantly more of state college faculty members — particularly in the areas of student success — for them to earn continuing contracts (the equivalent of tenure).

As InsiderHigher Ed reports, “The United Faculty of Florida, the faculty union in the state, had challenged the new rules as beyond the scope of the department’s powers. But the judge rejected that view and said that the board was within its rights. The rules affect faculty members at the state college system, which was formerly a community college system but no longer uses that label as many of the former community colleges have introduced some four-year programs. The system — with 28 colleges, nearly 25,000 faculty members and 879,000 students — is among the largest in the United States.

“Colleges and universities nationally have been under increasing pressure to demonstrate their success (as institutions) in student learning. And there has been a strong push in some K-12 districts to evaluate teachers in part based on student learning gains as measured by tests. But the movement is unpopular with educators, who say that such systems tend to punish instructors who — however talented and committed they are — teach poorly prepared or disadvantaged students.

The rules that have now been approved state that each district president, after consulting with faculty, should develop a system to evaluate faculty members, using “appropriate criteria to measure student success.” Those criteria “may include”:

  • Demonstrated or documented learning gains.
  • Course completion rates.
  • Graduation and/or certification rates.
  • Continued success in subsequent and additional courses or educational pursuits.
  • Job placements in the appropriate field.

“The criteria would be used not only for awarding new continuing contracts, but also for the equivalent of post-tenure reviews, which are also mandated by the new rules. The faculty challenge to the new rules said that the state board lacked the authority to make such specific changes in the way continuing contracts are awarded.”

Read more: http://www.insidehighered.com/news/2013/12/27/judge-upholds-new-florida-rules-tenure-and-student-success#ixzz2ojrmytlt
Inside Higher Ed

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Rise of the administrative class

In the two decades from 1985 to 2005, student enrollment in the US rose by 56 per cent, faculty numbers increased by 50 per cent, imagesdegree-granting institutions expanded by 50 per cent, degrees granted grew by 47 per cent, administrators rocketed by 85 per cent and their attendant staff by a whopping 240 per cent, reports the Times Education Supplement.

“The obvious question is – why? Have students become so needy that a university needs not only a “dean of student life” but several associate deans, assistant deans and a plethora of deanlets – Ginsberg’s coinage of the term “deanlet” is wonderfully offensive – to cater to their whims and shield them from the temptations of booze, drugs and illicit sex? Have we become so trapped by information technology that we need an IT officer apiece in order to function?

“A common explanation of the growth in administrative numbers, both in the US and the UK, is that government demands for information and an increasingly complicated regulatory environment make it impossible to manage with fewer administrative staff than institutions actually employ. Ginsberg doesn’t deny that some growth in numbers could be accounted for in this way, but he argues, I think rightly, that most cannot.

“Because the US has a genuinely private and a genuinely public higher education sphere, it’s possible to compare administrative growth across the sectors; and because public universities and colleges are vastly more tightly regulated than private universities and colleges, it ought to be the case that they have added far more administrators. In the 30 years from 1975 to 2005, the reverse was true. Administrative and managerial staff grew by 66 per cent in the state sector against 135 per cent in the private sector. Continue reading “Rise of the administrative class”

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Adjuncts are organizing

A movement catching on across American campuses where adjunct faculty members, the working poor of academia, are turning to collective action.

Only a quarter of the academic work force is tenured, or on track for tenure, down from more than a third in 1995, reports today’s New York

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 Times. ” The majority hold contingent jobs — mostly part-time adjuncts but also graduate assistants and full-time lecturers. And the Service Employees International Union, with members in health care, maintenance and public service, is moving hard and fast to add the adjuncts to their roster, organizing at private colleges in several urban areas.

“In Washington, it has unionized American University, Georgetown, George Washington and Montgomery College. In the Los Angeles area, adjuncts at Whittier College and the University of La Verne just filed with the National Labor Relations Board for a union election. In Boston, Tufts University’s part-time faculty voted to join the service employees’ union in September, and an October vote at Bentley University failed by two votes. Campaigns are underway at Northeastern and Lesley.

“The S.E.I.U. strategy has the momentum right now,” said Adrianna Kezar, director of the University of Southern California’s Delphi Project on the Changing Faculty and Student Success. “And we know that unionizing leads to pay increases and at least the beginnings of benefits.” Continue reading “Adjuncts are organizing”

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Gender diversity growing at colleges

The weekly meetings of Mouthing Off!, a group for students at Mills College in Oakland, Calif., who identify as gay, lesbian, bisexual or transgender, always start the same way, reports a story in today’s Sacramento Bee.

“Members take turns going around the room saying their names and the personal pronouns they want others to use when referring to them — she, he or something else.images

“It’s an exercise that might seem superfluous given that Mills, a small and leafy liberal arts school historically referred to as the Vassar of the West, only admits women as undergraduates. Yet increasingly, the “shes” and “hers” that dominate the introductions are keeping third-person company with “they,” “ze” and other neutral alternatives meant to convey a more generous notion of gender.

“Because I go to an all-women’s college, a lot of people are like, ‘If you don’t identify as a woman, how did you get in?'” said sophomore Skylar Crownover, 19, who is president of Mouthing Off! and prefers to be mentioned as a singular they, but also answers to he. “I just tell them the application asks you to mark your sex and I did. It didn’t ask me for my gender.”

“On high school and college campuses and in certain political and social media circles, the growing visibility of a small, but semantically committed cadre of young people who, like Crownover, self-identify as “genderqueer” — neither male nor female but an androgynous hybrid or rejection of both — is challenging anew the limits of Western comprehension and the English language. Continue reading “Gender diversity growing at colleges”

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Rising numbers of international students

imgresThe 2013 Open Doors Report on International Educational Exchange, released today, finds the number of international students at colleges and universities in the United States increased by seven percent to a record high of 819,644 students in the 2012/13 academic year, The 2013 Open Doors Report on International Educational Exchange, released today, finds the number of international students at colleges and universities in the United States increased by seven percent to a record high of 819,644 students in the 2012/13 academic year,while U.S. students studying abroad increased by three percent to an all-time high of more than 283,000.

“In 2012/13, 55,000 more international students enrolled in U.S. higher education compared to 2011/12, with most of the growth driven by China and Saudi Arabia. This marks the seventh consecutive year thatOpen Doors reported expansion in the total number of international students in U.S. higher education. There are now 40 percent more international students studying at U.S. colleges and universities than a decade ago, and the rate of increase has risen steadily for the past three years. International students make up slightly under four percent of total student enrollment at the graduate and undergraduate level combined. International students’ spending in all 50 states contributed approximately $24 billion to the U.S. economy.

“The number of U.S. students who studied abroad for academic credit increased by three percent to 283,332 students in 2011/12, a higher rate of growth than the one percent increase the previous year. More U.S. students went to Latin America and China, and there was a rebound in those going to Japan as programs reopened in Fall 2011 after the earthquake and tsunami of March 2011. Study abroad by American students has more than tripled over the past two decades, from approximately 71,000 students in 1991/92 to the record number in 2011/12. Despite these increases, fewer than 10 percent of all U.S. college students study abroad at some point during their undergraduate years.

“Findings of the Open Doors report, published annually by the Institute of International Education in partnership with the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the subject of a briefing in Washington, D.C. on November 12, led by Assistant Secretary of State Evan M. Ryan and IIE President and CEO Allan E. Goodman. Continue reading “Rising numbers of international students”

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On instructional autonomy

Individual professors largely retain the right to choose what they teach and how, even when they’re teaching sections of the same course as other professors. That’s the American Association of University Professors’ take on individual vs. collective responsibility for course design, as laid out in its new statement on the matter, reports InsidehigherEd.

“The freedom to teach includes the imgresright of the faculty to select the materials, determine the approach to the subject, make the assignments, and assess student academic performance in teaching activities for which faculty members are individually responsible, without having their decisions subject to the veto of a department chair, dean, or other administrative officer,” reads AAUP’s “The Freedom to Teach.”

“It continues: “In a multisection course taught by several faculty members, responsibility is often shared among the instructors for identifying the texts to be assigned to students. Common course syllabi and examinations are also typical but should not be imposed by departmental or administrative fiat.” Essentially, beyond the shared choice of textbook among professors teaching the same course, which may make logistical sense, other pedagogical freedoms remain “undiluted,” AAUP says. Greg Scholtz, director of academic freedom, tenure and governance for AAUP, said no particular incident or institution prompted the statement. Rather, who decides who teaches what was something the organization had been meaning to address, in the same statement, for some time. Previously, different parts had appeared in various AAUP documents — but there is one notable change. The new statement includes entirely new language saying such principles “apply equally” to all faculty — including adjunct faculty, who often feel that course materials are “imposed” on them, Scholtz said.

“The statement comes at a time that technology makes it possible for multisection courses to get quite large, and when an increasing number of instructors may not be teaching such courses in structures that designate someone as the lead professor. Don Eron, a full-time, non-tenure-track professor writing at the University of Colorado at Boulder, is part of AAUP’s Committee A on Academic Freedom and Tenure, which drafted the statement. In his opinion, he said via email, individual vs. collective responsibility for course design is the “probably the central academic freedom issue” confronting adjuncts — particularly for those teaching core courses, which are more likely to be subject to administrative calls for standardization across sections.”

Read more: http://www.insidehighered.com/news/2013/11/08/aaup-asserts-instructors-should-control-classroom-curricular-decisions#ixzz2kJCmQ3nN
Inside Higher Ed

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Fed college rating system due in Spring

images-1Unsatisfied by the college ratings generated by popular news magazines, the Obama administration expects to have a first draft of its college rating system by this spring, U.S. Education Secretary Arne Duncan has said. As InsideHigherEd reports:

“After soliciting public input at town hall discussions and hearings at college campuses across the country this fall, the department will convene a “technical symposium” early next year to discuss ratings methodology before releasing a preliminary version for public comment at some point in the spring, Duncan said. The administration’s goal is to implement the ratings system in the 2014-15 academic year and eventually persuade Congress to link federal student aid funding to the ratings system.

“It is an ambitious timeframe,” Duncan conceded on a call with reporters on Wednesday, in which he again emphasized that the administration has not yet decided on the metrics that will make up the federal college rating system that the president proposed in August. “We’ve seen some articles [about] people who are already opposed to the ratings plan, which is a little bit funny to me because it literally doesn’t exist,” he said. Many college and university leaders — and the associations that represent them in Washington — have been skeptical, if not critical, of measuring student outcomes based on metrics such as earnings and graduation rates. Some have also decried the availability and quality of data needed to carry out a ratings system.

“Data is always imperfect and we will use the best data we have,” Duncan said, adding that the administration would produce new iterations of the metrics “as better data becomes available.” Education Department officials also said Wednesday that they planned to host, in collaboration with the White House, a “datapalooza” in the early spring that will bring together innovators and app designers to look at better ways to package and provide access to existing federal data on colleges and students, such as the government’s Integrated Postsecondary Education Data System, known as IPEDS.  Continue reading “Fed college rating system due in Spring”

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Interdisciplinary losers

Everyone, it seems, loves the idea of scholars interdisciplinary work. But does academe reward those — particular young scholars — who actually do it?images

A new study, based on data from all people who earned Ph.D.s in 2010, suggests the opposite, reports InsideHigherEd

“In the year after earning their doctorates, those in the cohort who did interdisciplinary dissertations earned, on average, $1,700 less than those who completed dissertations in a single field. The study was conducted by Kevin M. Kniffin and Andrew S. Hanks, two postdoctoral fellows at Cornell University, and has been released by the Cornell Higher Education Research Institute.

“Kniffin and Hanks used data from the Survey of Earned Doctorates, and focused on the more than 26,000 people who earned doctorates that year who are U.S. citizens. The income of new Ph.D.s, of course, varies by such factors as discipline, whether postdoctoral employment is within academe or outside it, and whether the first job after the Ph.D. is a postdoctoral fellowship. Kniffin and Hanks came up with their $1,700 gap by controlling for discipline, age, gender and ethnicity. They reasoned that because some disciplines are more likely than others to produce new doctorates who seek employment outside academe, they could address various differences in post-graduation patterns of various new doctorate holders.

“The Survey of Earned Doctorates specifically asks if new Ph.D.s did a multidisciplinary dissertation, so that information was readily available for the study. Continue reading “Interdisciplinary losers”

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Ranking colleges by value

President Obama began promoting a plan in August to rate colleges on their value and affordability and to tie those ratings to the $150 billion in financial aid that the federal government supplies each year. imgres-1

Should Mr. Obama’s plan come to pass, value would not just be a selling point for colleges, it would be a matter of life and death. But there is no agreement on how to measure the value of a college, and there is no agreement, or anything even close, on what value is in the first place, opines The New York Times:

“It’s a quest for the holy grail,” said Judith Scott-Clayton, a professor of economics and education at Columbia University’s Teachers College. “It sounds good, it sounds like something we’d love to know, to be able to rank the value of these institutions, but when it comes down to practicalities, it’s very, very difficult.”

“U.S. News and World Report, whose academic rankings have long been derided — and obsessively followed — by college presidents, now publishes “best value” lists as well. Princeton Review, which has advised decades of prospective students on the best party schools, more recently began listing the best value schools, too. Forbes Magazine got in the is-it-worth-the-money game too, as did, among others, The Wall Street Journal, The Alumni Factor, Kiplinger’s Personal Finance and Payscale, a company that gathers data about the job market.

“Some of these analyses approach value as largely a function of cost: How much is tuition? What subsidies are available? Others define it as return on investment: How much do graduates earn? Some factor in student satisfaction or academic ranking or graduation rates or economic diversity, all in varying quantities. These widely divergent definitions produce wildly divergent results. Continue reading “Ranking colleges by value”

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Public university costs leveling off

Tuition and fees at public universities increased less than 3 percent this academic year, the smallest rise in three decades, according to the annual College Board reports on trends in pricing and aid, reports the New York Times today.

“This does not mean that college is suddenly more affordable, but it does mean that the rapid growth of recent years did not represent a ‘new normal’ for annual price increases,” the report on pricing said.imgres

“At the same time, the large increases in grant aid from 2009 to 2011 have slowed and have not kept pace with rising tuition. As a result, the amount students and families actually pay has risen as well. The average published annual tuition and fees for in-state students at public universities total $8,893, up 2.9 percent from last year. But most of these students pay far less: When grants and deductions of tax credits are taken into account, the net amount students pay is about $3,120.

“Only about a third of full-time students pay the full published tuition price with no assistance. And most students from families with income below $30,000 got enough aid to cover their tuition and fees, although they still have costs for room and board, which adds $9,498.

“The news is not as bad as it has been,” said Sandra Baum, a senior fellow at the Urban Institute and lead author of the reports. The new data, she said, should calm fears that college costs are spiraling out of reach: “It does seem that the spiral is moderating. Not turning around, not ending, but moderating.” For out-of-state students, tuition and fees averaged $22,203, a 3.1 percent increase from last year. And at private four-year institutions, the average published tuition and fees are $30,094, up 3.8 percent from the year before.

“College prices have risen faster than the prices of other goods and services in recent years, even as family incomes have declined. And the economic recovery has benefited mostly those in the highest income brackets. Jane Wellman, a higher-education policy analyst, said the trend reports showed that many public institutions have made serious efforts to rein in their spending — especially community colleges, whose spending has declined sharply over the last decade. Continue reading “Public university costs leveling off”

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Calif community colleges focussing on help courses

A faculty-led group called the California Acceleration Project has helped 42 of the state’s community colleges offer redesigned, faster versions of remedial math and English tracks. But the group’s co-founders said they would be able to make much more progress if the University of California changed its transfer credit requirements.

As InsideHigher Ed reports: “Remedial courses are widely seen as one of the biggest stumbling blocks to improving college graduation rates, as few students who place into remediation ever earn a degree.images

“The problem is particularly severe for black and Hispanic students, who account for almost half of the California community college system’s total enrollment of 2.4 million. More than 50 percent of black and Hispanic community college students place three or more levels below college mathematics, said Myra Snell, a math professor at Los Medanos College. And only 6 percent of those remedial students will complete a credit-bearing math course within three years of starting the first remedial course.

“A key reason for abysmal pass rates is the length of remedial sequences, argue Snell and Katie Hern, an English instructor at Chabot College, which, like Los Medanos, is a two-year institution located in California. “The lower down you start, the fewer students complete,” Hern said.

“The two instructors decided to do something about the problem. In 2010 they founded the California Acceleration Project. Armed with research from the Carnegie Foundation for the Advanced of Teaching and the Community College Research Center at Columbia University’s Teachers College, they encouraged their peers to offer shorter remedial sequences in math and English. Continue reading “Calif community colleges focussing on help courses”

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Improving adjunct working conditions

Collecting better data on adjunct employment on campus. Inviting adjuncts to participate in departmental

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meetings and curriculum design. Some of the biggest ways institutions can improve the working conditions of adjunct faculty are free or cost little, debunking a common argument against rethinking higher education’s changing faculty make-up, reports InsideHigher Ed on a new study.

“Or so argues a new paper from the Delphi Project on the Changing Faculty and Student Success, a partnership between the University of Southern California’s Rossier School of Education and the Association of American Colleges and Universities to examine and develop the role of adjunct faculty.

“[Although] leaders in higher education do face budgetary constraints and uncertainty over future funding sources,it is a myth that resources are the sole reason that prevents us from ensuring that all our faculty members are adequately supported so they can provide the highest quality of instruction to their students,” reads Delphi’s “Dispelling the Myths: Locating the Resources Needed to Support Non-Tenure-Track Faculty.”

“The paper, written by Adrianna Kezar, director of the Delphi Project and professor of higher education at the University of Southern California, and Dan Maxey, Kezar’s research assistant, outlines a variety of practices institutions may adopt to better support all faculty – not just adjuncts – rated on a scale from “$” (free to marginal in cost) to “$$$$” (indicating a “more substantial” expense).

“Some obvious means of supporting adjunct instructors, who make up nearly three-fourths of the higher education work force — better pay, benefits — are costly. But others — such as enhancing data collection efforts to better track adjunct employment on campus, ensuring protections for academic freedom in faculty handbooks, and inviting adjuncts to participate in curricular discussions and governance – aren’t. Continue reading “Improving adjunct working conditions”

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Azusa students speak in support for Ackley

Students rallied Wednesday behind a theology professor who was asked to step down from his position after coming out as transgender to officials at a Christian university, reports NBC/Los Angeles

“When Azusa Pacific University Professor H. Adam Ackley, formerly Heather Ann Clements, formally asked the private school in Azusa to recognize his name and gender change, the university immediately asked him to leave his post.

“Ackley’s lawyer said the professor of 15 years did not violate any school policies.

“He’s the greatest professor I’ve ever taken, so by taking him out of the classroom, especially mid-semester, is doing the students a huge disservice and it’s a huge loss to the university,” said student Margaret van der Bie.

“Students said Ackley was still teaching at least for another week, and the university said it was in ongoing discussions with him on his employment.

“The school said it respects the students’ right to protest.

“It doesn’t necessarily mean we’ll all agree on the same thing, but we are very much committed to the care and compassion of our students,” said Kim Denu, an Azusa Pacific professor.

“Ackley, who was once the school’s chair of theology and philosophy, said he has received an “overwhelming amount of support” from students and colleagues, as well as on social media, since his story came to light.”

 http://www.nbclosangeles.com/news/local/Azusa-Pacific-University-Students-Rally-Behind-Embattled-Transgender-Professor-226209401.html