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Todd Suomela

Author discusses new book about how American higher education has always been 'a perfec... - 0 views

  • The typical university is in constant tension between autonomous academic departments, which control curriculum and faculty hiring and promotion, and a strong president, who controls funding and is responsible only to the lay board of directors who own the place. Also thrown into the mix are a jumble of independent institutes, research centers and academic programs that have emerged in response to a variety of funding opportunities and faculty initiatives. The resulting institution is a hustler’s paradise, driven by a wide array of entrepreneurial actors: faculty trying to pursue intellectual interests and forge a career; administrators trying to protect and enrich the larger enterprise; and donors and students who want to draw on the university’s rich resources and capitalize on association with its stellar brand. These actors are feverishly pursuing their own interests within the framework of the university, which lures them with incentives, draws strength from their complex interactions and then passes these benefits on to society.
  • The biggest problem facing the American system of higher education today is how to deal with its own success. In the 19th century, very few people attended college, so the system was not much in the public spotlight. Burgeoning enrollments in the 20th century put the system center stage, especially when it became the expectation that most people should graduate from some sort of college. As higher education moved from being an option to becoming a necessity, it increasingly found itself under the kind of intense scrutiny that has long been directed at American schools.
  • The danger posed by this accountability pressure is that colleges, like the K-12 schools before them, will come under pressure to narrow their mission to a small number of easily measurable outcomes. Most often the purpose boils down to the efficient delivery of instructional services to students, which will provide them with good jobs and provide society with an expanding economy. This ignores the wide array of social functions that the university serves. It’s a laboratory for working on pressing social problems; a playpen for intellectuals to pursue whatever questions seem interesting; a repository for the knowledge needed to address problems that haven’t yet emerged; a zone of creativity and exploration partially buffered from the realm of necessity; and, yes, a classroom for training future workers. The system’s organizational messiness is central to its social value.
    • Todd Suomela
       
      The idea that colleges should be valued for their organizational messiness is also quite interesting. Where does this messiness fit into Bucknell?
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  • The American system of higher education emerged in a unique historical setting in the early 19th century, when the state was weak, the market strong and the church divided. Whereas the European university was the creature of the medieval Roman Catholic church and then grew strong under the rising nation-state in the early modern period, the American system lacked the steady support of church or state and had to rely on the market in order to survive. This posed a terrible problem in the 19th century, as colleges had to scrabble around looking for consumers who would pay tuition and for private sponsors who would provide donations. But at the same time, it planted the seeds of institutional autonomy that came to serve the system so well in the next two centuries. Free from the control of church and state, individual colleges learned to survive on their own resources by meeting the needs of their students and their immediate communities.
Todd Suomela

The Realities of Research Data Management - 0 views

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    "The Realities of Research Data Management is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. Research data management (RDM) has emerged as an area of keen interest in higher education, leading to considerable investment in services, resources and infrastructure to support researchers' data management needs. In this series, we examine the context, influences and choices higher education institutions face in building or acquiring RDM capacity-in other words, the infrastructure, services and other resources needed to support emerging data management practices. Our findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia) and Wageningen University & Research (the Netherlands), in four very different national contexts. "
Todd Suomela

the mass defunding of higher education that's yet to come - the ANOVA - 0 views

  • I am increasingly convinced that a mass defunding of public higher education is coming to an unprecedented degree and at an unprecedented scale. People enjoy telling me that this has already occurred, as if I am not sufficiently informed about higher education to know that state support of our public universities has declined precipitously. But things can always get worse, much worse. And given the endless controversies on college campuses of conservative speakers getting shut out and conservative students feeling silenced, and given how little the average academic seems to care about appealing to the conservative half of this country, the PR work is being done for the enemies of public education by those within the institutions themselves. And the GOP has already shown a great knack for using claims of bias against academia, particularly given the American yen for austerity.
  • But his critics can’t see something that, for all of his myopia, he always has: that our political divide is increasingly bound up in a set of class associations and signals that have little to do with conspicuous consumption and everything to do with a style of self-performance that few people ever talk about but everyone understands. It is the ability to give such a performance convincingly that, in part, people buy with their tuition dollars. That this condition makes egalitarian politics a part of elite class formation has gone little discussed in my political home, the radical left. I have been excited to see a recent groundswell of young left-aligned people, and many of them are bright and committed. But almost none of them seem aware of the fact that their ironic Twitter accounts and cultural references and received opinions on all manner of political issues are as sure a sign of their class identity as a pair of wingtips and a blazer once was. And until and unless they understand how powerfully alienated the great mass of this country is from their social culture, we cannot hope to build a mass left-wing movement and with it do good things like defend public education. I agree: it’s the economy, stupid, and we must appeal to them by making the case that things like universal free college are good. But if recent political history tells us anything it’s that no economic policy, no matter how sensible, can win if its proponents refuse to grapple with the politics of resentment. The left, broadly, has not done a good job of that. The professoriate? My god.
Jennifer Parrott

What Can Higher Ed Learn from Libraries? | Inside Higher Ed - 0 views

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    libearal arts colleges and libraries
jatolbert

Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views

    • jatolbert
       
      The existence of an office like DP&S mitigates this.
  • The variable pace of technological adoption and change within higher education can be seen as the result of several factors: education has more components than a pure content industry, such as assessment and accreditation; that higher education qualifications such as the undergraduate degree have a social capital that is not easily changed; that there is a fundamental conservatism in and around higher education.
  • These studies demonstrate some evidence for the existence of disciplinary differences in technology adoption, which suggests that there is not a homogeneous form of “scholarship” within academia.
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    • jatolbert
       
      Digital tools facilitate collaboration
  • These kinds of figures far exceed the sales of scholarly books and journal article access; so we can see that new technologies are facilitating access to a new audience that is disintermediating many of the conventional channels. Key to realizing a personal brand online is an attitude of openness. This involves sharing aspects of personal life on social network sites, blogging ideas rather than completed articles, and engaging in experiments with new media.
  • From the individual scholar’s point of view using open educational resources allows access to high quality materials although this might require a new skill set in re-appropriating these tools to meet local and course specific contexts. There is also the question of recognising and valuing the creation and recreation of these learning resources as academic outputs, in a way that is analogous to the value of producing physical textbooks previously.
  • It is clear from the foregoing discussion that new technologies hold out very real possibilities for change across all facets of scholarship. In each case these afford the possibility for new more open ways of working. Academic work has always contained a significant element of collaboration within academia but now it is increasingly easy to collaborate with more colleagues within but also beyond the academy and for the varied products of these collaborations to be available to the widest possible audience.
  • These new web based technologies are then a necessary, but not sufficient, condition for a radical opening up of scholarly practice. In this sense digital scholarship is more than just using information and communication technologies to research, teach and collaborate, but it is embracing the open values, ideology and potential of technologies born of peer-to-peer networking and wiki ways of working in order to benefit both the academy and society. Digital scholarship can only have meaning if it marks a radical break in scholarship practices brought about through the possibilities enabled in new technologies. This break would encompass a more open form of scholarship.
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    Makes the important argument that "digital scholarship" as a term is only meaningful if it denotes something radically different from other types of scholarship. Their argument is that what should distinguish DS is its openness, as digital tools enable open processes, collaboration, etc.
Todd Suomela

Rejecting Test Surveillance in Higher Education by Lindsey Barrett :: SSRN - 0 views

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    "The rise of remote proctoring software during the COVID-19 pandemic illustrates the dangers of surveillance-enabled pedagogy built on the belief that students can't be trusted. These services, which deploy a range of identification protocols, computer and internet access limitations, and human or automated observation of students as they take tests remotely, are marketed as necessary to prevent cheating. But the success of these services in their stated goal is ill- supported at best and discredited at worst, particularly given their highly over- inclusive criteria for "suspicious" behavior. Meanwhile, the harms they inflict on students are clear: severe anxiety among test-takers, concerning data collection and use practices, and discriminatory flagging of students of color and students with disabilities have provoked widespread outcry from students, professors, privacy advocates, policymakers, and sometimes universities themselves. To make matters worse, the privacy and civil rights laws most relevant to the use of these services are generally inadequate to protect students from the harms they inflict. Colleges and universities routinely face difficult decisions that require reconciling conflicting interests, but whether to use remote proctoring software isn't one of them. Remote proctoring software is not pedagogically beneficial, institutionally necessary, or remotely unavoidable, and its use further entrenches inequities in higher education that schools should be devoted to rooting out. Colleges and universities should abandon remote proctoring software, and apply the lessons from this failed experiment to their other existing or potential future uses of surveillance technologies and automated decision-making systems that threaten students' privacy, access to important life opportunities, and intellectual freedom. "
Jennifer Parrott

Inside the inverted transition-to-proofs class: What the students said - Casting Out Ni... - 0 views

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    Student responses to a flipped classroom in math
Jennifer Parrott

'Laptop U' Misses the Real Story | Inside Higher Ed - 0 views

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    Too much attention to MOOCs at risk of blended learning
Jennifer Parrott

This Is Your Brain on Study Abroad - Global - The Chronicle of Higher Education - 0 views

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    Discussion of how brains react to study abroad experience. Mentions benefit of asking students to blog about their experiences.
Jennifer Parrott

Writing professors question plagiarism detection software | Inside Higher Ed - 0 views

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    Discusses problems with requiring students to use Turnitin 
Jennifer Parrott

Online education may solve problems facing liberal arts, advocates say | Inside Higher Ed - 0 views

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    debate over the value and future of MOOCs
Jennifer Parrott

Survey Finds Only Limited Public Awareness of MOOCs - Wired Campus - The Chronicle of H... - 0 views

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    What the general public knows and thinks about MOOCS
Jennifer Parrott

Survey: Online learners are starting to resemble on-campus learners | Inside Higher Ed - 0 views

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    Information about who is taking online courses and why
Jennifer Parrott

10 Dubious Claims About Technology and Learning | Inside Higher Ed - 0 views

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    The title says it all
Leslie Harris

Flipped learning skepticism: Is flipped learning just self-teaching? - Casting Out Nine... - 0 views

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    Math professor responds to potential/actual student criticisms of flipped classroom model
Leslie Harris

Flipped learning skepticism: Do students want to have lectures? - Casting Out Nines - T... - 0 views

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    An additional article about student skepticism of the flipped classroom model, exploring what students mean when they complain that they would prefer letures.
Jennifer Parrott

Universities in Consortium Talk of Taking Back Control of Online Offerings - Technology... - 0 views

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    Change in thinking over MOOC delivery
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