college – Page 3

January 21, 2014January 21, 2014

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?

“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?”

January 19, 2014

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”

January 16, 2014January 16, 2014

CAA awards for Rainer and O’Grady

Two former faculty at the University of California, Irvine, Department of Art will be honored at the upcoming meeting of the College Art Association. Professor Emeritus Yvonne Rainer will receive this year’s “Lifetime Achievement” award for an artist. Former UCI Assistant Professor Lorraine O’Grady will receive the “Distinguished Feminist Award.”

As CAA describes the honorees:

“Yvonne Rainer has been instrumental in the movement to merge the visual arts with dance, performance, and filmmaking. As a founder of the Judson Dance Theater (1962) and of the improvisational group Grand Union (1970), Rainer choreographed major dance works for many decades. She has also produced films that have been hailed globally, and her videos have dissolved the barriers between art forms and revealed a new unified vision of the arts. The author of four books and recipient of prestigious fellowships, Rainer was a longtime professor at the University of California, Irvine, where her prodigious talent and innovation has greatly influenced numerous generations of creative people.

“CAA recognizes Lorraine O’Grady for her considerable and important service to the feminist art community, especially in her determined efforts to underscore discrimination and bias through her performance art, photo-based work, writing, teaching, and activism. O’Grady has worked to expand the political content of art, persistently returning to a complicated place that she describes as “where the personal intersects with the historic and cultural.” As part of a small group of women of color in the Women’s Action Coalition, she has used this platform to accentuate the involvement of black women artists in contemporary culture and the perpetual disregard for their contributions. Continue reading “CAA awards for Rainer and O’Grady”

January 13, 2014January 14, 2014

To graduate, or not to graduate

In the U.S.,students are enrolling in college in record numbers, but they’re also dropping out in droves.

Barely half of those who start four-year colleges, and only a third of community college students, graduate. Today’s New York Times reports that “it’s one of the worst records among developed nations, and it’s a substantial drain on the economy. The American Institutes for Research estimates the cost of those dropouts, measured in lost earnings and taxes, at $4.5 billion. Incalculable are the lost opportunities for social mobility and the stillborn professional careers.

“There’s a remedy at hand, though, and it’s pretty straightforward. Nationwide, universities need to give undergraduates the care and attention akin to what’s lavished on students at elite institutions. If that help is forthcoming, graduation rates more than double, according to several evaluations of an innovative program at the City University of New York’s community colleges. Over the past month, CUNY’s Accelerated Study in Associate Programs (ASAP) has garnered hosannas in the media for its package of comprehensive financial resources, student support systems and impressive graduation rates. The social policy leader MDRC is conducting a multiyear random-assignment study of ASAP and, in a just-released report, describes it as “unparalleled in large-scale experimental evaluations of programs in higher education to date.” Continue reading “To graduate, or not to graduate”

January 9, 2014January 9, 2014

Tenure and incompetence

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

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”

December 23, 2013

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, degree-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”

December 4, 2013December 4, 2013

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

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”

December 2, 2013December 2, 2013

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.

“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”

November 22, 2013November 22, 2013

Worries about fed college rating system

As Education Department officials fan out across the country to hear feedback on the administration’s proposed college rating system, the associations that represent colleges are starting to stake out firmer stances against some parts of the plan, reports InsideHigherEd

“After offering a relatively restrained response early on, higher education associations are beginning to more clearly articulate their concerns about the administration’s ratings plan, even

though it’s still not clear what such a ratings system will look like. President Obama in August proposed that colleges be rated based on metrics measuring their affordability, accessibility to low-income students, and student outcomes. The administration plans to publish those college ratings by the 2015 academic year and eventually persuade Congress to allocate federal student aid based on how institutions perform.

“The department holds the last of its four public hearings Thursday at Louisiana State University at Baton Rouge. But officials have been meeting privately with student advocates, college presidents and other stakeholders.

“The leaders of private nonprofit colleges gathered in here last week, in part, to map out their response to the proposed ratings system and meet with department officials.

“David Warren, president of the National Association of Independent Colleges and Universities, said the college presidents on his board were in agreement in principle with the administration’s goals but took exception to a federal ratings system. Continue reading “Worries about fed college rating system”

November 17, 2013

Community college students and later attrition

Community college students face long odds of eventually earning a bachelor’s degree. And those odds get worse if they leave college more than once along the way, reports Inside Higher Ed

“That is the central finding of a new study that tracked the progress of 38,000 community college students in Texas. Toby J. Park, an assistant professor of educational leadership and policy at Florida State University, conducted the research. His working paper was presented Thursday at the annual meeting of the Association for the Study of Higher Education in St. Louis.

“The group of students he studied first enrolled in 2000. Among them, fully 94 percent “stopped out” of college at least once, by experiencing a “period of non-enrollment.”

“Most of the students returned to their studies, according to the paper, which is titled “Stop-Out and Time for Work: An Analysis of Degree Trajectories for Community College Students.” More than 20,000, or 72 percent, of the cohort came back to some Texas college in the sample, which used data from the Texas Education Agency, Texas Higher Education Coordinating Board and the state’s comptroller.

“Even students who eventually earned a bachelor’s degree were likely to spend time away from college. Only 13 percent of the 6,200 four-year degree-holders in the sample did not stop out.

“However, the study found that 76 percent of those degree completers took only one break from college. After stopping out after a second time, the percentage of returning students completing a bachelor’s degree decreases substantially.

“If you leave twice,” Park said, “you’re not going to come back.” Continue reading “Community college students and later attrition”

November 11, 2013November 11, 2013

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 right 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.”

November 4, 2013November 4, 2013

Fed college rating system due in Spring

Unsatisfied 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”

November 3, 2013

Raised by robots?

A growing number of select colleges have turned to off-kilter questions like this one, from Brandeis University: “You are required to spend the next year of your life in either the past or the future. What year would you travel to and why?” As the New York times today reports, “this year’s most-discussed question, from Tufts University, was about the meaning of “YOLO,” an acronym for “you only live once,” popularized by the rapper Drake.

“And even those are tame compared with some choices from the last few years, like “If you could choose to be raised by robots, dinosaurs or aliens, who would you pick?” (Brandeis), or “What does Play-Doh have to do with Plato?” (Chicago).

“For the colleges, such questions set them apart, though the applications invariably give a choice of subjects, including some that are closer to traditional. And at a time when some elite colleges worry that high school students are more likely to be high achievers than independent thinkers, oddball essay questions offer a way to determine which of the A-student, high-test-score, multi-extracurricular applicants can also show a spark of originality. Most elite colleges use the Common Application, which contains fairly standard essay questions, and require their own supplemental applications, with more writing exercises.

“In the day of the Common App, there’s such a sense of sameness in applying to the different schools, so we’re trying to communicate what’s distinctive about us and determine what’s distinctive about our applicants,” said Andrew Flagel, the senior vice president for students and enrollment at Brandeis. A quirky essay subject can seem like a burden to students who, already stressed out by the application process, find that being diligent and brilliant is not enough — that colleges also want them to be whimsical and creative. Teenagers pepper social media with complaints about the questions, though they do not want to be interviewed, for fear of alienating their colleges of choice. But others embrace the chance to express themselves, seeing it as a welcome relief from the ordinary applications. Continue reading “Raised by robots?”

October 28, 2013October 28, 2013

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.

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”

October 25, 2013

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.

“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”

October 18, 2013October 18, 2013

College women drinking

Yesterday, Slate writer Emily Yoffe published a story on the importance of teaching college women that binge drinking raises their risk of being raped. It was a story your mom probably would have approved of—prescriptive, groaningly fuddy-duddyish (“it’s possible to have fun without being drunk”), with the cadences of a health education video, writes Emily Matchar in today’s edition of The Atlantic:

“But the basic point seemed to me indisputably sensible: College-aged women should be taught that moderating their alcohol use is an important tool in staying safe from sexual assault. In this age of beer pong and Jäger bombs, when 64 percent of college women drink more than the recommended weekly amount, this seems well worth repeating.

“The Internet, apparently, did not agree. Within hours of publication, the story was generating furious responses. The popular blog Feministing called the piece a “rape denialism manifesto,” and accused Yoffe of “blaming women for their own rapes.” Salon called the piece “rape apologia,” and said Yoffe was helping promote “rape culture.” Writer Jessica Valenti tweeted, “I hope Emily Yoffe can sleep well tonight knowing she made the world a little bit safer for rapists.” These responses are distressing. The link between drinking and the risk of sexual assault is indisputable. And teaching women this fact should be seen as empowering, not victim-blaming.

“As Yoffe wrote, sexual assault is horrifyingly common on college campuses. A full 20 percent of college women will be sexually assaulted before graduation (men are not immune either; 1 in 10 rape victims are male). Eighty percent of the time, alcohol will be involved. “Most sexual assaults occurred after women voluntarily consumed alcohol,” reported a study in theAmerican Journal of College Health. Another study published in the Journal of Studies on Alcohol and Drugs showed that colleges with the most drinking had the highest rates of sexual assault. Continue reading “College women drinking”

September 29, 2013September 30, 2013

Not ready for college

The average SAT scores for the high school class of 2013 remained stagnant from the previous year and fewer than half of the students who graduated were prepared for the rigors of college, officials said.

Average SAT scores for high school seniors nationwide stayed steady in reading, math and writing, according to a report released last week by the College Board, the New York-based nonprofit that administers the SAT and Advanced Placement program.

imgres-3 The combined average SAT score of 1498 was the same as last year; a perfect score on the three-section test is 2400. In California, the combined average score of 1505 dropped two points from last year and 12 points from 2010. Perhaps more telling, only 48% of test takers reached the “SAT Benchmark” — a score of 1550 that indicates a 65% likelihood that students will obtain a first-year college grade-point average of B- or higher, according to the College Board. Students who reach that threshold are more likely to enroll in a four-year school and complete their degree, the College Board said. There was, however, the highest representation of minorities among test takers in history.

“In 2013, 46% of those who took the test were minorities, up from 40% in 2009. African American, American Indian and Latino students made up 30% of test takers, up from 27% in 2009. In California, 57% of graduating seniors — 234,767 students — took the exam, the highest number ever for the state. Nationwide, participation has dipped slightly since 2011 for the SAT. Meanwhile, a rival college entrance exam, the ACT, has seen a steady rise in participation since 2003. About 54% of graduating seniors nationwide took the ACT, up from about 40% in 2003. In California, 26% of graduates took the exam, up from 15% in 2003, according to ACT officials.”

More at: http://www.latimes.com/local/la-me-sat-scores-20130929,0,2158987.story?track=rss

September 12, 2013

Why students cheat

Academic dishonesty is not on the rise, James M. Lang argues, despite periodic media flurries suggesting otherwise in the wake of various high-profile cheating scandals. InsideHigher Ed review’s Lang’s newest book, reporting

“Data on cheating are typically self-reported, and may not be fully reliable, but there is no real reason to think that today’s college students are any less honest than their predecessors.

“Still, evidence indicates that most students cheat at least once over the course of their college careers — a fact that may be most concerning, Lang writes, because it means that many classes are failing to help students really learn.

“In his new book, Cheating Lessons: Learning From Academic Dishonesty (Harvard University Press), Lang reviews research on both academic dishonesty and human learning to build a case that the most effective instructional strategies to minimize cheating are the same ones that will best help students to understand and retain the course material. When students are able to grasp the subject matter, Lang believes, they have little motivation to cheat.

“Lang — who is associate professor of English and director of the Center for Teaching and Learning at Assumption College, as well as a longtime columnist for The Chronicle of Higher Education — answered e-mailed questions about his new book, offering advice for both faculty members and administrators on how they can reduce cheating and, better yet, help students get the most out of their classes.

“Q: How would you summarize the relationship between student learning and academic honesty (or dishonesty)? What do you think might explain this relationship?

“A: Cheating is an inappropriate response to a learning environment that’s not working for the student. Both sides of that sentence are important. It’s inappropriate, which means that we have to hold the student accountable for the dishonest action, and ensure that we maintain high standards of academic integrity. But it’s equally true that something in that learning environment doesn’t seem to be working for that student. He might see the course as a curricular requirement that means nothing to him; he might be confused by the assignment or see it as busywork; he might see himself as not having the knowledge or skills he needs to complete the assignment. Continue reading “Why students cheat”

September 10, 2013September 10, 2013

Let us now praise the non-tenured

While many higher education experts — and parents — bemoan the fact that tenured professors are a shrinking presence,now making up less than a quarter of the academic work force, a study released Monday found, surprisingly, that students in introductory classes learned more from outside instructors than from tenured or tenure-track professors, reports today’s New York Times

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“Students taught by untenured faculty were more likely to take a second course in the discipline and more likely to earn a better grade in the next course than those whose first course was taught by a tenured or tenure-track instructor, the report said.

“The study, released by the National Bureau of Economic Research, is based on data from more than 15,000 students who arrived at Northwestern University from 2001 to 2008.

“According to the authors — David N. Figlio, director of Northwestern’s Institute for Policy Research; Morton O. Schapiro, the university’s president; and Kevin B. Soter, a consultant — there was “strong and consistent evidence that Northwestern faculty outside of the tenure system outperform tenure track/tenured professors in introductory undergraduate classrooms.” The differences were present across a wide variety of subject areas, the study found, and were especially pronounced for average and less-qualified students.

“Our results provide evidence that the rise of full-time designated teachers at U.S. colleges and universities may be less of a cause for alarm than some people think, and indeed, may actually be educationally beneficial,” the report said. The fact that the study included only one university — and a selective, private research university at that — left its general applicability open to question. And, skeptics point out, there are many reasons a student might take a second class in a discipline apart from the teaching skills of the previous instructor. “I’m kind of dubious,” said Anita Levy, a senior program officer at the American Association of University Professors. “I’m not surprised that introductory classes might be better taught by contingent faculty members simply because most tenured faculty more often teach advanced courses. Continue reading “Let us now praise the non-tenured”

September 8, 2013

High school and the college gender gap

Recent research has suggested various ways in which girls outperform boys in high school, making them more likely to go to college: stronger desire to get good grades, better social skills, greater validation from academic performance.

But as Inside Higher Ed reports, “A new study suggests gender sorting — a boy’s or girl’s decision to attend one school or another – could have its own effect on the college enrollment gap.

“In a study of public school systems in Florida, researchers found that what high school a student attends is “strongly associated” with college enrollment; girls are attending high schools that have higher rates of college-going than one would expect based on the students’ test scores – and boys, vice versa.

“Over all, the high school that boys and girls attended accounts for 10.9 percent of the gender gap in college enrollment – in other words, 11 percent of the approximately 7-percentage-point nationwide gender gap in colleges is attributable to the high school attended — but the figure is significantly higher for black (15.8 percent) and Hispanic students (12.2 percent) than it is for white students (5.2 percent).

“While the paper does not make a causal link – it’s not clear whether the high schools themselves are causing the gaps – if it is the high schools having this effect on the students, one would conclude that equal gender distribution across high schools would close the college gender gap by 11 percent.

“Either girls are choosing to attend high schools that are going to advantage them by making them more likely to go to college, or girls are simply attracted to high schools whose students have higher college-going rates — even if the school does not cause this outcome — while boys are attracted to other features of high schools,” such as facilities or the characteristics of the school’s students, said Mark C. Long, co-author of the paper published in Educational Researcher and associate professor of public affairs at the University of Washington.

“The sample includes nearly 537,000 students who enrolled in a Florida public high school between 2002-6 and graduated within four years. While not every student has the ability to choose which high school to attend — say, private, traditional public, or charter — there is often some element of choice involved, either by the student selecting from a group of residential schools or a parent opting to live in a certain neighborhood.”