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Andrew Delbanco’s insightful new book on the history and future of the American college exposes an institution that has no idea what it should be.
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Delbanco’s survey of the tradition of college education and its basis in Puritan faith, both its provision of a universal liberal education and its focus on building character, is a salutary reminder when today’s colleges and universities brand themselves ‘Comprehensive Knowledge Enterprises’, distance-learning hubs or engines of social mobility. Teaching at Columbia – one of the few colleges still to make two years of the liberal arts compulsory – Delbanco is in a good position to diagnose the slow death of the college model even where it should be healthiest: in the well-endowed and elite institutions of American higher education.
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Yet it was just this democratic approach to tradition that was to be thrown out along with the bathwater of religious faith. Not in the 1960s, but nearly a hundred years before, when the college began to be seen as hopelessly backward, full of dull clergymen boring America’s youth with ancient history, ill-suited to the pressing demands of the modern world and the new industrial nation. The issue came to a head with a famous debate, recounted by Delbanco, between James McCosh, president of Princeton, and Charles William Eliot, president of Harvard, who met, like boxers, on neutral ground in New York in 1885 to decide what a college curriculum should be.
"Welcome to SIG ED, the Special Interest Group for Education in Information in Information Science at the American Society for Information Science and Technology (ASIS&T)."
"Using data from the last 150 years in a small set of countries, and from the postwar period in a large set of countries, we show that large investments in state primary education systems tend to occur when countries face military rivals or threats from their neighbors. By contrast, we find that democratic transitions are negatively associated with education investments, while the presence of democratic political institutions magnifies the positive effect of military rivalries. These empirical results are robust to a number of statistical concerns and continue to hold when we instrument military rivalries with commodity prices or rivalries in a certain country’s immediate neighborhood. We also present historical case studies, as well as a simple model, that are consistent with the econometric evidence. "
Expanding Your Horizons in Science and Mathematics™ conferences nurture girls' interest in science and math courses to encourage them to consider careers in science, technology, engineering, and math
"This article examines the extent to which two concepts from research on organizational learning—theories-in-use and reflection-in-action—could align with typical learning outcomes associated with LIS education. Two illustrative case studies are considered: one from an undergraduate-level course on search strategies and one from a graduate-level course in collection development. Based on the kinds of classroom experiences that are reported to be most valuable to students, these concepts appear to be useful for designing and assessing the effectiveness of activities, exercises, and assignments. Student feedback from these two cases, while not universally positive, is suggestive of the utility of these concepts as guiding principles for instructional design and evaluation in the context of LIS education."
"As online course delivery becomes increasingly prevalent in higher education, it becomes more important to assist faculty in gaining new pedagogical skills. This article scans current literature regarding concerns and best practices in this area, and reports on a study of institutional support for training LIS faculty. The online survey of 16 quantitative and qualitative questions was distributed to all faculty from ALA accredited master’s programs requesting feedback about what support was available and what support was especially needed and/or appreciated by the faculty members. The results of this survey suggest a model of institutional support that includes faculty course release, LIS program level training and support, and structured mentoring. Implementation of such a model will help institutions create a culture of support for online
teaching."
"Humanities students should be more like computer-science students.
I decided that as I sat in on a colleague's computer-science course during the beginning of this, my last, semester in the classroom. I am moving into administration full time, and I figured that this was my last chance to learn some of the cool new digital-humanities stuff I've been reading about. What eventually drove me out of the class (which I was enjoying tremendously) was the time commitment: The work of coding, I discovered, was an endless round of failure, failure, failure before eventual success. Computer-science students are used to failing. They do it all the time. It's built into the process, and they take it in stride."
"Philosophically, the Brooks and Rajan essays are interesting for the way they awkwardly combine an old-fashioned style of conservatism (the poor will always be with us, accept your lot) with a more modern form of inclusive neoliberalism (accept deregulation, and you too can be rich!) By itself, the first style of argument is simply intolerable to modern sensibilities, but the crisis has rendered the second increasingly implausible. Together, however, the two arguments add up to nonsense.
The simplest response is that self-styled critics of “structural” economic problems are not being structural enough. The existence of a hyper-polarized wage structure is not a fact of nature but is itself a structural problem, and one that has been facilitated by specific policy choices. What we need is not “human capital” but a shift away from protecting rentiers and toward strengthening the bargaining position of labor."
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There is an odd dissonance in these accounts, however, one that’s more obvious in Rajan’s version than in Brooks’. First, we are told that the stagnation of wages and the disappearance of jobs is an unchangeable structural fact: globalization and technology dictate that the demand for labor will be split between a handful of high-skill, “superstar” jobs and a mass of menial, poverty-wage service work. Yet we are also told that we face a deficit of “human capital”, implying that adequate education is all that anyone needs to escape the trap of unemployment or low wages.
"Just as American manufacturing turned belly-up in the face of the out-sourcing of labor in the globalized market in the 1990s, higher ed is now poised to do exactly the same thing with the professoriate.
Distance learning, the fastest growing segment of the higher education market, will make it possible for a Ph.D. in New Delhi to teach that big section of Chemistry 100 to students from all over the world. And in New Delhi, $4,000 will probably seem like pretty good money."
"The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role, finds a new Council on Foreign Relations (CFR)–sponsored Independent Task Force report on U.S. Education Reform and National Security."
Treads familiar ground but has some interesting references.
"The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."
death of binary documents
collaborative flow
re-invention of email/inbox
signal v. noise
ebooks
business data platforms
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It turned out that those subjects with a growth mindset were significantly better at learning from their mistakes. As a result, they showed a spike in accuracy immediately following an error. Most interesting, though, was the EEG data, which demonstrated that those with a growth mindset generated a much larger Pe signal, indicating increased attention to their mistakes. (While those with an extremely fixed mindset generated a Pe amplitude around five, those with a growth mindset were closer to fifteen.) What’s more, this increased Pe signal was nicely correlated with improvement after error, implying that the extra awareness was paying dividends in performance. Because the subjects were thinking about what they got wrong, they learned how to get it right.
"But contrary to conservative rhetoric, studies show that going to college does not make students substantially more liberal. "
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- instructors’ self-identification as members of a discipline (sociologists, biologists, etc.) instead of as members of the teaching profession;
- emphasis early in instructors’ careers (graduate school, when working to attain jobs and then tenure) on research and publishing;
- instructors’ resistance to being told what to do;
- instructors’ unwillingness to sacrifice content delivery for better teaching;
- instructors’ momentum and no perception that current practices need to change;
- risk to sense of self involve with change by change by instructors
In it, the author lists 6 reasons why some post-secondary (#highered) instructors are not interested in improving the way they teach:
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