education – Page 4

August 29, 2013

Fighting textbook costs

The fall semester is upon us, and that means one thing: It’s pilot (project) season for textbooks and their e-alternatives.

Most students are stepping into their first class either this week or the next, and many of them will find themselves participating in their institution’s latest cost-saving experiment, reports InsideHigher Ed. “In the name of student savings, institutions are testing everything from all-tablet learning to textbook rentals to open educational resources (OER) — though similar projects delivered mixed results last year.

This year’s experiments are not markedly different than those of previous years, but institutions are launching new pilot projects with “tremendous forward momentum,” said Nicole Allen, OER director of the Scholarly Publishing and Academic Resources Coalition, which promotes open-source alternatives in scholarly research.

“Semester after semester, students are facing higher and higher prices of textbooks,” Allen said. “There’s frustration with the fact that the current system for publishing textbooks puts up legal barriers, which is counter to what the Internet has to offer. The idea of a framework like open educational resources that makes that information available free is really appealing and in many ways common sense.”

“Put on notice by the president and pressured by cost-conscious families to make higher education more affordable, many institutions spy an opportunity to respond to the charge by curbing the cost of textbooks and other educational materials, although not necessarily with open resources. Common strategies include allowing students rent textbooks for a semester or pushing bookbag-friendly e-textbooks. Yet other institutions are launching more ambitious projects, like Lynn University’s investment in hundreds of iPad minis for its incoming freshmen, which shifts part of the cost from the student to the university.

“Lynn hosted the third and final presidential debate last October, and has taken advantage of a massive upgrade to its wireless infrastructure that was required to accommodate the campaign media circus. Faculty members have for months tinkered with laptops and tablets to familiarize themselves with the iOS platform, and this fall, the university will offer nine introductory courses through Apple’s digital course manager, iTunes U.

“Essentially, our goal is to get rid of all textbooks in our core curriculum,” said Chris Boniforti, the university’s chief information officer. “Without getting myself in too much trouble, I’d like for that to happen next year.”

“Given Apple’s tendency to update its tablets about once a year, Boniforti said students will be able to upgrade to the newest model once their iPad has turned two years old. Upperclassmen interested in the courses can also rent an iPad for $100 — less than the cost of the textbook. If a student breaks the iPad, whether by accident or not, the university will repair it and issue a rental in the meantime. That’s a lot of iPads, Boniforti acknowledged.”

August 29, 2013August 29, 2013

Selling out the university

This essay starts with utopia—the utopia known as the American university, writes Thomas Frank in The Baffler

“It is the finest educational institution in the world, everyone tells us.”Indeed, to judge by the praise that is heaped upon it, the American university may be our best institution, period. With its peaceful quadrangles and prosperity-bringing innovation, the university is more spiritually satisfying than the church, more nurturing than the family, more productive than any industry.

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“The university deals in dreams. Like other utopias—like Walt Disney World, like the ambrosial lands shown in perfume advertisements, like the competitive Valhalla of the Olympics—the university is a place of wish fulfillment and infinite possibility. It is the four-year luxury cruise that will transport us gently across the gulf of class. It is the wrought-iron gateway to the land of lifelong affluence.

“It is not the university itself that tells us these things; everyone does. It is the president of the United States. It is our most respected political commentators and economists. It is our business heroes and our sports heroes. It is our favorite teacher and our guidance counselor and maybe even our own Tiger Mom. They’ve been to the university, after all. They know.

“When we reach the end of high school, we approach the next life, the university life, in the manner of children writing letters to Santa. Oh, we promise to be so very good. We open our hearts to the beloved institution. We get good grades. We do our best on standardized tests. We earnestly list our first, second, third choices. We tell them what we want to be when we grow up. We confide our wishes. We stare at the stock photos of smiling students, we visit the campus, and we find, always, that it is so very beautiful.

“And when that fat acceptance letter comes—oh, it is the greatest moment of personal vindication most of us have experienced. Our hard work has paid off. We have been chosen.

“Then several years pass, and one day we wake up to discover there is no Santa Claus. Somehow, we have been had. We are a hundred thousand dollars in debt, and there is no clear way to escape it. We have no prospects to speak of. And if those damned dreams of ours happened to have taken a particularly fantastic turn and urged us to get a PhD, then the learning really begins.”

More at: http://thebaffler.com/past/academy_fight_song

August 28, 2013

Ivies in debt? No Worries

Eleven of the nation’s most selective universities together have $26 billion in debt on the books, according to a new analysis, reports InsideHigher Ed

“But while much smaller debt loads would be seen as risky and perhaps life-threatening for less-well-off institutions, these universities have top-notch credit ratings and could probably borrow more if they wanted.

“The Ivy League colleges plus Duke University, the Massachusetts Institute of Technology and Stanford University had $26.42 billion in debt at the end of the 2012 fiscal year, according to figures reported by the Cornell Higher Education Research Institute.

“In an article for Cornell Alumni Magazine, which is operated by the alumni association independently of the university proper, the institute’s director, Ronald Ehrenberg, and research assistant, Ross Milton, argue that the figures alone don’t tell the full story. Instead, they argue, observers need to look at why and for what a college borrows.

“Of the institutions they examined, Cornell had the highest ratio of debt to endowment size — $1.8 billion in debt and a $4.4 billion endowment.

“The real issue to me is, what is the impact of each of these debt-financed projects on the operations of the university?” Ehrenberg said in an interview. Continue reading “Ivies in debt? No Worries”

August 21, 2013August 21, 2013

Bullying, disability, and government

As Secretary Duncan has noted, the Department of Education is committed to making sure that all of our young people grow up free of fear, violence, and bullying.Bullying not only threatens a student’s physical and emotional safety at school, but fosters a climate of fear and disrespect, creating conditions

that negatively impact learning—undermining students’ ability to achieve to their full potential. Unfortunately, we know that children with disabilities are disproportionately affected by bullying.

Factors such as physical vulnerability, social skills challenges, or intolerant environments may increase the risk of bullying. Students who are targets of bullying are more likely to experience lower academic achievement, higher truancy rates, feelings of alienation, poor peer relationships, loneliness, and depression. We must do everything we can to ensure that our schools are safe and positive learning environments—where all students can learn.

To that end, today, ED’s Office of Special Education and Rehabilitative Services (OSERS) issued guidance to educators and stakeholders on the matter of bullying of students with disabilities. This guidance provides an overview of school districts’ responsibilities to ensure that students with disabilities who are subject to bullying continue to receive free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). Under IDEA, States and school districts are obligated to ensure that students with disabilities receive FAPE in the least restrictive environment (LRE). This guidance explains that any bullying of a student with disabilities which results in the student not receiving meaningful educational benefit is considered a denial of FAPE. Furthermore, this letter notes that certain changes to an educational program of a student with a disability (e.g., placement in a more restricted “protected” setting to avoid bullying behavior) may constitute a denial of FAPE in the LRE. Continue reading “Bullying, disability, and government”

August 20, 2013August 20, 2013

The feminist and the mooc

At first glance, “Feminism and Technology” sounds like another massive open online open course. But Professor Anne Basalmo hasother plans

Basalmo’s course will involve video components, and will be available online to anyone, with no charge, as InsideHigher Ed reports. “There are paths to credit, and it’s fine for students to take the course without seeking credit. An international student body is expected.

“But don’t look for this course in any MOOC catalog. “Feminism and Technology” is trying to take a few MOOC elements, but then to change them in ways consistent with feminist pedagogy to create a distributed open collaborative course or DOCC (pronounced “dock”).

“The DOCC aims to challenge MOOC thinking about the role of the instructor, about the role of money, about hierarchy, about the value of “massive,” and many other things. The first DOCC will be offered for credit at 17 colleges this coming semester, as well in a more MOOC-style approach in which videos and materials are available online for anyone.

“We’re not saying bad bad MOOCs, but we’re asking how else we might innovate,” said Anne Balsamo, co-facilitator of the DOCC and dean of the School of Media Studies at the New School.

“A DOCC is different from a MOOC in that it doesn’t deliver a centralized singular syllabus to all the participants. Rather it organizes around a central topic,” Balsamo said. “It recognizes that, based on deep feminist pedagogical commitments, expertise is distributed throughout all the participants in a learning activity,” and does not just reside with one or two individuals. Continue reading “The feminist and the mooc”

August 18, 2013

Amazon versus borders

Students who rent textbooks through Amazon.com’s Warehouse Deals, Inc. may be unknowingly agreeing to an unusual condition: They are not permitted to cross state borders with their books, as Inside Higher Ed reports

According to the Textbook Rental Terms and Conditions page on Amazon.com, when renting through Warehouse Deals, which is an Amazon subsidiary, “You may not move the textbook out of the state to which it was originally shipped. If you wish to move the textbook out of that state, you must first purchase the textbook.”

If Amazon does determine that a renter has moved his or her book to a different state “at any time during the rental period,” the company at its “sole discretion” can charge the consumer the buyout price of the textbook.

Some experts believe the policy is another reflection of the extreme lengths to which the company continues to go in order to avoid collecting state sales taxes. But could Amazon’s use restriction and other complicated rental conditions cause problems for students or lead potential textbook renters to take their business elsewhere?

It seems like a policy that would be nearly impossible to enforce. But Richard Hershman, vice president of government relations at the National Association of College Stores, points out that if a student has textbooks sent to her home state and ships them back from a different state where she attends college, Amazon could easily note the new shipping location. Continue reading “Amazon versus borders”

August 15, 2013August 15, 2013

Lurking anti-Asian bias

White Californians seem to favor meritocratic university admissions – but not for everyone

“Critics of affirmative action generally argue that the country would be better off with a meritocracy, typically defined as an admissions system where high school grades and standardized test scores are the key factors, applied in the same way to applicants of all races and ethnicities, reports InsideHigherEd.

“But what if they think they favor meritocracy but at some level actually have a flexible definition, depending on which groups would be helped by certain policies? Frank L. Samson, assistant professor of sociology at the University of Miami, thinks his new research findings suggest that the definition of meritocracy used by white people is far more fluid than many would admit, and that this fluidity results in white people favoring certain policies (and groups) over others.

“Specifically, he found, in a survey of white California adults, they generally favor admissions policies that place a high priority on high school grade-point averages and standardized test scores. But when these white people are focused on the success of Asian-American students, their views change. The white adults in the survey were also divided into two groups. Half were simply asked to assign the importance they thought various criteria should have in the admissions system of the University of California. The other half received a different prompt, one that noted that Asian Americans make up more than twice as many undergraduates proportionally in the UC system as they do in the population of the state. When informed of that fact, the white adults favor a reduced role for grade and test scores in admissions — apparently based on high achievement levels by Asian-American applicants. (Nationally, Asian average total scores on the three parts of the SAT best white average scores by 1,641 to 1,578 this year.) When asked about leadership as an admissions criterion, white ranking of the measure went up in importance when respondents were informed of the Asian success in University of California admissions.

“Sociologists have found that whites refer to ‘qualifications’ and a meritocratic distribution of opportunities and rewards, and the purported failure of blacks to live up to this meritocratic standard, to bolster the belief that racial inequality in the United States has some legitimacy,” Samson writes in the paper. “However, the results here suggest that the importance of meritocratic criteria for whites varies depending upon certain circumstances. To wit, white Californians do not hold a principled commitment to a fixed standard of merit.”Samson raises the idea that white perception of “group threat” from Asians influences ideas about admissions criteria — suggesting that they are something other than pure in their embrace of meritocratic approaches.”

August 10, 2013August 10, 2013

Assailing the victims

Heightened awareness of students’ rights and colleges’ obligations under Title IX of the Education Amendments of 1972, which prohibits sex discrimination, has led to a wave of protests.With increasing frequency, women are filing federal complaints against colleges accused of failing to address sexual assault.

Now, InsideHigher Ed reports that “two men who left two different colleges after being accused of sexual assault have filed their own lawsuits alleging that administrators violated their due process by mishandling the investigations and campus judicial proceedings that led to their expulsion and withdrawal. It’s an unusual (but not unprecedented) legal approach, utilizing a federal statute designed to protect the people who historically have been victimized by institutional discrimination. To make a successful case under Title IX, the men must demonstrate that they were discriminated against based on their status as males.

“Lawyers and Title IX experts say that’s unlikely.

“Title IX protects the victim because it was put in place to do that – because there aren’t other sorts of protection,” said Erin Buzuvis, a professor at Western New England School of Law and founder of the Title IX Blog. “Neither of these students have prevailed in demonstrating what happened to them was sex discrimination.”

“However, they might have cases for violation of due process – just not necessarily under Title IX. Separately, the students are also arguing negligence and breach of contract, saying campus officials conducted cursory investigations, allowed the accuser special treatment at disciplinary hearings, and ignored evidence, including Facebook messages exchanged after the alleged assault.

“Most of the women who have filed Title IX complaints against a handful of colleges over the past couple of years have said they were raped by fellow students, and administrators did not effectively respond to their complaints. Campuses including the University of North Carolina at Chapel Hill, Occidental College, Swarthmore College and theUniversity of Southern California are all under federal investigation stemming from complaints students filed with the U.S. Education Department’s Office for Civil Rights. In April 2011, OCR laid out its expectations for how colleges should prevent sexual assault and respond to complaints, including having effective policies for investigations and judicial proceedings. The women who file those complaints are often said to have been “re-victimized” by inadequate administrative response. In contrast, the men who filed complaints last month against Saint Joseph’s University and Vassar College are alleged perpetrators who are in effect claiming they were victimized by a system set up against them.”

August 10, 2013

“Know Your IX” campaign

After months of discussion of sexual assault in higher education and after the Department of Education has begun investigating several schools for how they handle sexual assault, a group of student activists and assault survivors have launched a “Know Your IX” campaign, reports a recent item in MS Magazine “It’s designed to help students learn their rights under Title IX and other gender equality laws, according to the group’s website, which went live on Tuesday:

Know Your IX is a campaign that aims to educate all college students in the U.S. about their rights under Title IX. Armed with information, sexual violence survivors will be able to advocate for themselves during their schools’ grievance proceedings and, if Title IX guarantees are not respected, file a complaint against their colleges with the Department of Education’s Office for Civil Rights.

“The website primarily focuses on helping students effectively combat sexual assault on college campuses and has five main sections: how to report assault and harassment, how to use legal and activist strategies to change colleges, how to help survivors, how to spread information about the campaign and advice for survivors and advocates. The website says,

Based on our own experiences we know that students’ knowledge of their rights to educations free from violence is an essential tool for ensuring justice both for individuals and on a systemic level. Survivor-activists who “know their IX” can advocate for themselves when reporting violence, demand that their schools live up to their legal responsibilities, and push for campus-wide change if students’ rights are not respected.

“The advice section of the website covers everything from how to find a lawyer to dealing with retaliation from a school to basic self-care tips. “Know Your IX” is simple to navigate, and the language used is clear. As a caveat, though, the leaders of “Know Your IX” remind readers that that

We are not lawyers …We cannot provide legal advice, and urge you to consult with an actual, real, trained lawyer before taking action.

“While they can’t provide legal counsel, “Know Your IX” can provide almost everything else that a survivor or activist needs to know.”

More at: http://msmagazine.com/blog/2013/08/08/get-to-know-know-your-ix/

August 4, 2013

Professors aren’t retiring

Since the economic downturn, many experts on the academic work force have worried that professors will delay retirement (given that their investment accounts took hits), and that an already-tight job market will get even tighter. InsideHigher Ed reports that:

“A new study takes more of a long-term view, but ends up confirming those fears. Examining trends at a large private university from 1981 to 2009, the study finds faculty members are likely to take much longer to retire. And unlike the more recent studies focused on the impact of the economic downturn, this study covers time periods in which retirement accounts would have been up and down several times. The dates in the study come before and after 1993, the last year in which colleges and universities were permitted to enforce a mandatory retirement age of 70. (An abstract of the study appears here. The paper, by Sharon L. Weinberg and Marc A. Scott of New York University, is in Educational Researcher.)

“While Weinberg and Scott stress that they have studied data only for one university (and urge similar research at other institutions), they also suggest that the logic behind lifting mandatory retirement for higher education was flawed. Most other employers were barred by law in 1986 from using mandatory retirement, but colleges were given an exemption for a while, based on concerns that delays in retirement would make it difficult for colleges to hire people in emerging disciplines, and to diversify their faculties. But Weinberg and Scott note that these arguments became considerably weaker when the National Research Council issued a study in 1991 predicting that those things would not happen.

“At most colleges and universities, few tenured faculty would continue working past age 70 if mandatory retirement is eliminated,” says the NRC report.

“At the university studied, that was decidedly not the case. Among the findings were that while 11 percent of faculty members at this university during the era of mandatory retirement worked after age 70 (with special arrangements), 60 percent of faculty members now work beyond the age of 70, and 15 percent retire at the age of 80 or older.”

August 2, 2013August 2, 2013

University racial inequality grows

The nation’s system of higher education is growing more racially polarized even as it attracts more minorities:

White students increasingly are clustering at selective institutions, while blacks and Hispanics mostly are attending open-access and community colleges, according to a new report discussed in the Washington Pos. “The paths offer widely disparate opportunities and are leading to widely disparate outcomes, said the report released Wednesday by the Georgetown University Center on Education and the Workforce.

“Students at the nation’s top 468 colleges are the beneficiaries of much more spending — anywhere from two to five times as much as what is spent on instruction at community colleges or other schools without admissions requirements. And students at top schools are far more likely to graduate than students at other institutions, even when they are equally prepared, according to the report. In addition, graduates of top schools are far more likely than others to go on to graduate school.

“The financial implications of those differences are huge: A worker with an advanced degree is expected to earn as much as $2.1 million more in his or her lifetime than a college dropout, the report said. Also, the report said graduates of selective colleges earn an average of $67,000 a year 10 years after graduation, about $18,000 a year more than their counterparts who graduate from non-selective schools.“The American postsecondary system increasingly has become a dual system of racially separate pathways, even as overall minority access to the postsecondary system has grown dramatically,” said Jeff Strohl, the Georgetown center’s director of research, who co-authored the report. Continue reading

July 30, 2013

Major ruling for transgender students

Last week’s settlement between the U.S. Education Department’s Office for Civil Rights and a California school district may have been issued at the K-12 level, but the newly clear message that federal laws prohibit discrimination based on gender identity applies to colleges too, experts say.

Inside Higher Ed reports that “The U.S. Departments of Justice and Education jointly determined that California’s Arcadia School District violated Title IX of the Education Amendments of 1972, which prohibits sex discrimination, by barring a transgender student from sex-specific facilities and activities. All schools and colleges receiving federal funds are obligated to comply with Title IX or risk losing that funding.

“In a 2010 “Dear Colleague” letter, OCR said schools must work to prevent gender nonconformity discrimination — when, for example, a student who is assigned a male sex at birth but does not act as a stereotypical boy (maybe by using female pronouns, or wearing dresses) is bullied.

“But this resolution agreement takes that a step further by covering gender identity discrimination — when the same student described above is barred from using the female restroom. She is not being excluded because she doesn’t act like a stereotypical boy and is therefore nonconforming, but because she has a transgender gender identity; her identity doesn’t match the sex she was assigned at birth. Continue reading “Major ruling for transgender students”

July 30, 2013

Univ of Calif affirms speech rights

The right of faculty members to speak out on matters affecting their colleges and universities has long been viewed as central to the way academic freedom and shared governance are supposed to work in American higher education, reports Inside Higher Ed

“The University of California Board of Regents affirmed that right this month with an amendment to the system’s “Statement on the Professional Rights of Faculty.” In so doing, the board sought to undercut the impact of a 2006 U.S. Supreme Court ruling that has been used in some cases to question the faculty right to speak out on institutional governance.

“The new language states that faculty members have the “freedom to address any matter of institutional policy or action when acting as a member of the faculty whether or not as a member of an agency of institutional governance.”

“While many faculty members might just assume that they have that right, the 2006 decision (which was not about higher education) led some courts to question such rights. That ruling, Garcetti v. Ceballos, was about a suit by a deputy district attorney in Los Angeles who was demoted after he criticized a local sheriff’s conduct to his supervisors. The Supreme Court ruled that First Amendment protections do not necessarily extend to public employees when they speak in capacities related to their jobs. Continue reading “Univ of Calif affirms speech rights”

July 23, 2013July 23, 2013

Humanities career choices and gender

There’s no shortage of explanations for the so-called crisis in the humanities, and more have come to light since the publication of the American Academy of Arts and Sciences’ recent “Heart of the Matter” report on the topic. A Recent article in Inside Higher Ed reports on a new study on gender and choices of courses of study, academic majors, and implicit career aspirations

The finding is “that the humanities drain is more about women’s equality than a devaluation of the humanities – is gaining particular interest from longtime advocates of the humanities, as well as some criticism.

“Ben Schmidt, a visiting graduate fellow at the Cultural Observatory at Harvard University, argues that the decline in humanities majors since their 1970 peak can be attributed nearly entirely to the changing majors of women.

“Based on data compiled for the academy’s Humanities Indicators Project, he wrote, “I think it’s safe to say that [the] ostensible reason for the long-term collapse in humanities enrollment has to do with the increasing choice of women to enter more pre-professional majors like business, communications, and social work in the aftermath of a) the opening of the workplace and b) universal coeducation suddenly making those degrees relevant.”

“He continued: “You’d have to be pretty tone-deaf to point to their ability to make that choice as a sign of cultural malaise.”

“Looking at the often-cited drop in humanities majors from 14 percent of all degrees granted some 40 years ago to 7 percent today as a whole, commentators such as David Brooks have attributed it to a disconnect with the current pedagogy. Others say that college students are increasingly career-oriented and so are rejecting degrees that don’t promise a job upon graduation.” Continue reading “Humanities career choices and gender”

July 18, 2013

Rethinking art education

“In arts education, something profound is happening that will force us to rethink what and how we teach,” writes Sean Buffington in the Chronicle of Higher Education

“Art making has changed radically in recent years. Artists have become increasingly interested in crossing disciplinary boundaries—choreographers use video, sculpture, and text; photographers create “paintings” with repurposed textiles. New technologies enable new kinds of work, like interactive performances with both live and Web-based components. International collaboration has become de rigueur. Art and design pervade the culture—witness popular television programs like Top Design, Ink Master, and—the granddaddy of them all—Project Runway.And policy makers and businesspeople have embraced at least the idea of the so-called creative economy, with cities rushing to establish arts districts, and business schools collaborating with design schools.

“Those developments are already affecting how the arts are taught: Curricula are becoming more flexible, with students encouraged to reach outside their departments to master whatever tools they need to make the art they want to make.

“But there is another shift occurring that is more subtle and more destabilizing to art colleges: Suddenly, everyone is—or can be—an artist. Continue reading “Rethinking art education”

July 17, 2013

The suicide of the humanities

You’ve probably heard the baleful reports. The number of college students majoring in the humanities is plummeting, according to a big study released last month by the American Academy of Arts & Sciences.

The news has provoked a flood of high-minded essays deploring the development as a symptom and portent of American decline. As reported in that bastion of humanities expertise, The Wall Street Journal, one culprit is mostly to blame. As WSJ puts it, “But there is another way to look at this supposed revelation (the number of humanities majors has actually been falling since the 1970s).The bright side is this: The destruction of the humanities by the humanities is, finally, coming to a halt. No more will literature, as part of an academic curriculum, extinguish the incandescence of literature.

“No longer will the reading of, say, “King Lear” or D.H. Lawrence’s “Women in Love” result in the flattening of these transfiguring encounters into just two more elements in an undergraduate career—the onerous stuff of multiple-choice quizzes, exam essays and homework assignments.The disheartening fact is that for every college professor who made Shakespeare or Lawrence come alive for the lucky few—the British scholar Frank Kermode kindled Shakespeare into an eternal flame in my head—there were countless others who made the reading of literary masterpieces seem like two hours in the periodontist’s chair. In their numbing hands, the term “humanities” became code for “and you don’t even have to show up to get an A.”

“When people wax plaintive about the fate of the humanities, they talk, in particular, about the slow extinction of English majors. Never mind that the preponderance of English majors go into other fields, such as law or advertising, and that students who don’t major in English can still take literature courses. In the current alarming view, large numbers of people devoting four years mostly to studying novels, poems and plays are all that stand between us and sociocultural nightfall.”

More at: http://online.wsj.com/article/SB10001424127887323823004578595803296798048.html

July 16, 2013

Early indicators of creativity

A gift for spatial reasoning — the kind that may inspire an imaginative child to dismantle a clock or the family refrigerator — may be a greater predictor of future creativity or innovation than math or verbal skills, particularly in math, science and related fields, according to a study published Monday in the journal Psychological Science.

As discussed in today’s New York Times, “the study looked at the professional success of people who, as 13-year-olds, had taken both the SAT, because they had been flagged as particularly gifted, as well as the Differential Aptitude Test. That exam measures spatial relations skills, the ability to visualize and manipulate two-and three-dimensional objects. While math and verbal scores proved to be an accurate predictor of the students’ later accomplishments, adding spatial ability scores significantly increased the accuracy.

“The researchers, from Vanderbilt University in Nashville, said their findings make a strong case for rewriting standardized tests like the SAT and ACT to focus more on spatial ability, to help identify children who excel in this area and foster their talents.

“Evidence has been mounting over several decades that spatial ability gives us something that we don’t capture with traditional measures used in educational selection,” said David Lubinski, the lead author of the study and a psychologist at Vanderbilt. “We could be losing some modern-day Edisons and Fords.” Continue reading “Early indicators of creativity”

July 15, 2013

U.S. grad programs depend on foreign students

A new report confirms the reliance of certain grad programs on high fees paid by foreign students.

According to InsideHigherEd, “International students play a critical role in sustaining quality science, technology, engineering and mathematics (STEM) graduate programs at U.S. universities, a new report from the National Foundation for American Policy (NFAP) argues.

“It will come as no surprise to observers of graduate education that the report documents the fact that foreign students make up the majority of enrollments in U.S. graduate programs in many STEM fields, accounting for 70.3 percent of all full-time graduate students in electrical engineering, 63.2 percent in computer science, 60.4 percent in industrial engineering, and more than 50 percent in chemical, materials and mechanical engineering, as well as in economics (a non-STEM field). However, the report, which analyzes National Science Foundation enrollment data from 2010 by field and institution, also shows that these striking averages mask even higher proportions at many individual universities. For example, there are 36 graduate programs in electrical engineering where the proportion of international students exceeds 80 percent, including seven where it exceeds 90. (The analysis is limited to those programs with at least 30 full-time students.)

“International students help many universities have enough graduate students to support research programs that help attract top faculty and that also thereby help U.S. students by having a higher-quality program than they otherwise would have,” said Stuart Anderson, NFAP’s executive director and author of the report. Without them, he said, “you’d see a shrinking across the board where you’d have just certain schools that are able to support good programs. That would lead to a shrinking of U.S. leadership in education and technology if you have many fewer programs with high-quality research and top-level professors.”

“To some extent this reflects some of what’s going on in our society within the U.S. in terms of trying to push for more interest in STEM fields,” said Jonathan Bredow, professor and chair of the electrical engineering department at the University of Texas at Arlington, a program with more than 90 percent international enrollment. “Domestic students tend to be more interested in going out and getting a job right after a bachelor’s degree. Some see a value of getting a master’s degree but in terms of the Ph.D., I think it’s largely seen as unnecessary.”

June 29, 2013

The price of knowledge

The Education Department has updated its annual list of the country’s most expensive colleges (by net price and by list price), and, as always, this year’s list contains familiar names. The below story excerpt comes from today’s Inside Higher ed about the report:

“Columbia University narrowly edged out Sarah Lawrence College — a perpetual contender on the list, and one that has defended its high tuition — for the most expensive tuition list price, at $45,290 in the 2011-12 academic year. Among four-year public colleges, the University of Pittsburgh surpassed Pennsylvania State University for the most expensive list price, at $16,132. And the most expensive net price (based on what students actually pay after financial aid) was the School of the Art Institute of Chicago, at $42,882, on a list dominated by colleges specializing in music and visual arts. These figures do not include room and board, books, or various fees, which at the most expensive private colleges can push a full year’s sticker price above $60,000.

“The lists, posted on the Education Department’s College Affordability and Transparency Center, are a sort of “hall of shame” intended to force colleges to be more transparent about both their list prices and the prices students pay after financial aid. The center offers nine lists in all, breaking colleges down by sector and differentiating between net price (the price students pay after grants) and sticker price.

“They debuted in 2011, required by the 2008 reauthorization of the Higher Education Act. In the past, they’ve been greeted with some fanfare: press conferences from the Education Department touting increased transparency and objections from the named colleges about the lists’ flaws. Last year, Education Secretary Arne Duncan seized on the release of the list as an opportunity to criticize states for yanking support to higher education.

“Colleges have criticized the lists, arguing that they oversimplify — many factors are driving tuition increases, including shrinking state budgets at public institutions.

“But the lists’ power appears to be fading, released with less fanfare and greeted with less media coverage than in the past. A Columbia University spokesman said the institution had received few media requests about their position on the list.

“In response to the lists, Columbia pointed to its generous financial aid policies. ”A conversation about college costs must also include a conversation about financial aid and net price,” Robert Hornsby, assistant vice president for media relations, said in a statement. “As a result of our full-need financial aid program, Columbia has continued to attract among the most socioeconomically diverse student bodies among peer institutions. The university takes pride in its continued commitment to ensuring that students can attend Columbia regardless of their family’s financial circumstances.”

June 24, 2013June 24, 2013

Young and downwardly mobile

Young working-class men and women are trying to figure out what it means to be an adult in a world of disappearing jobs, soaring education costs and shrinking social support networks. Today, only 20 percent of men and women between 18 and 29 are married. They live at home longer, spend more years in college, change jobs more frequently and start families later.

Before reading any further, a spoiler alert: today’s New York Times carries no few than four articles about the poor prospects for young people, the skyrocketing costs of education, the uselessness of a college degree. That said:

“For more affluent young adults, this may look a lot like freedom. But for the hundred-some working-class 20- and 30-somethings I interviewed between 2008 and 2010 in Lowell and Richmond, Va., at gas stations, fast-food chains, community colleges and temp agencies, the view is very different.

“Lowell and Richmond embody many of the structural forces, like deindustrialization and declining blue-collar jobs, that frame working-class young people’s attempts to come of age in America today. The economic hardships of these men and women, both white and black, have been well documented. But often overlooked are what the sociologists Richard Sennett and Jonathan Cobb in 1972 called their “hidden injuries” — the difficult-to-measure social costs borne by working-class youths as they struggle to forge stable and meaningful adult lives. Continue reading “Young and downwardly mobile”