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Gary Brown

Matthew Lombard - 0 views

astro.temple.edu/...reliability

inter rater reliability

shared by Gary Brown on 15 Apr 09 - Cached
  • Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a)
  • 5. Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a) Just some of the indices proposed, and in some cases widely used, in other fields are Perreault and Leigh's (1989) Ir measure; Tinsley and Weiss's (1975) T index; Bennett, Alpert, and Goldstein's (1954) S index; Lin's (1989) concordance coefficient; Hughes and Garrett’s (1990) approach based on Generalizability Theory, and Rust and Cooil's (1994) approach based on "Proportional Reduction in Loss" (PRL). It would be nice if there were one universally accepted index of intercoder reliability. But despite all the effort that scholars, methodologists and statisticians have devoted to developing and testing indices, there is no consensus on a single, "best" one. While there are several recommendations for Cohen's kappa (e.g., Dewey (1983) argued that despite its drawbacks, kappa should still be "the measure of choice") and this index appears to be commonly used in research that involves the coding of behavior (Bakeman, 2000), others (notably Krippendorff, 1978, 1987) have argued that its characteristics make it inappropriate as a measure of intercoder agreement.
  • 5. Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a) Just some of the indices proposed, and in some cases widely used, in other fields are Perreault and Leigh's (1989) Ir measure; Tinsley and Weiss's (1975) T index; Bennett, Alpert, and Goldstein's (1954) S index; Lin's (1989) concordance coefficient; Hughes and Garrett’s (1990) approach based on Generalizability Theory, and Rust and Cooil's (1994) approach based on "Proportional Reduction in Loss" (PRL). It would be nice if there were one universally accepted index of intercoder reliability. But despite all the effort that scholars, methodologists and statisticians have devoted to developing and testing indices, there is no consensus on a single, "best" one. While there are several recommendations for Cohen's kappa (e.g., Dewey (1983) argued that despite its drawbacks, kappa should still be "the measure of choice") and this index appears to be commonly used in research that involves the coding of behavior (Bakeman, 2000), others (notably Krippendorff, 1978, 1987) have argued that its characteristics make it inappropriate as a measure of intercoder agreement.
  • Gary Brown on 15 Apr 09
     
    for our formalizing of assessment work
  • Gary Brown on 15 Apr 09
     
    inter-rater reliability
Theron DesRosier

The Atlantic Century: Benchmarking EU and U.S. Innovation and Competitiveness | The Inf... - 1 views

www.itif.org/...innovation-and-competitiveness

innovation education

shared by Theron DesRosier on 30 Mar 10 - Cached
  • Theron DesRosier on 30 Mar 10
     
    "ITIF uses 16 indicators to assess the global innovation-based competitiveness of 36 countries and 4 regions. This report finds that while the U.S. still leads the EU in innovation-based competitiveness, it ranks sixth overall. Moreover, the U.S. ranks last in progress toward the new knowledge-based innovation economy over the last decade."
Joshua Yeidel

U.S. enables Chinese hacking of Google - CNN.com - 1 views

www.cnn.com/...index.html

google security

shared by Joshua Yeidel on 25 Jan 10 - Cached
  • Joshua Yeidel on 25 Jan 10
     
    "# Google says hackers from China got into its Gmail system # Bruce Schneier says hackers exploited feature put into system at behest of U.S. government # When governments get access to private communications, they invite abuse, he says # Government surveillance and control of Internet is flourishing, he says"
  • Joshua Yeidel on 25 Jan 10
     
    A security expert looks at who's spying on whom... (hint: it's not just China)
  • Matthew Tedder on 26 Jan 10
     
    But China is clearly among the most aggressive in this area. I remember being taught in the military that most espionage is industrial (by governments for industry) but Universities are also targets for various classified research, such as DARPA funded research. I think of perhaps shock physics, for example. Certain kinds of spying are essential for peace--that which is to determine "intent" of the other helps eliminate the ill-affects of paranoia. Other kinds can be detrimental to peace, such as China's many successful attempts at acquiring U.S. military technological and operational information.
Kimberly Green

Would You Like Credit With That Internship? - Students - The Chronicle of Higher Education - 0 views

chronicle.com/...65434

learning

shared by Kimberly Green on 10 May 10 - Cached
  • Kimberly Green on 10 May 10
     
    Students pay tuition to work for free ... unpaid internships are growing in this down economy, favoring the wealthy who can afford them. But internships are generally valuable for students, administrators say. The complementary courses involve journals, essays, oral presentations, or work portfolios. Independent studies lean toward academics. Companies often see academic credit as substitute compensation that qualifies interns as legally unpaid trainees and keeps them on their colleges' liability insurance. Advertisements specify: "Candidates must be able to receive academic credit." That makes some campus officials bristle. "What they're saying is holding the institution hostage," says Kathy L. Sims, director of career services at the University of California at Los Angeles. Employers don't know colleges' academic standards, she says. "It's really not their call whether their experience is creditworthy." Colleges have dealt with that quandary in various ways. Some, especially those with traditions of experiential learning, vet and monitor internships, enrolling students in courses designed to complement their real-world work. Others let professors sponsor independent studies based on internships. More and more have devised some form of noncredit recognition to try to satisfy employers without altering academic philosophies or making students pay tuition to work free. At Bates College, the game is up. "We're quite adamant about our refusal to play along," says James W. Hughes, a professor of economics. As chairman of the department eight years ago, he got dozens of calls from students, parents, and employers asking for credit for unpaid internships, mainly in the financial industry. "Why is it that we have to evaluate this experience," he says, "just so some multibillion-dollar bank can avoid paying $7.50 an hour?" But the law is vague, and arguably antiquated. In the for-profit sector, guidelines for legally unpaid internships come from a 1947 U
Gary Brown

Top News - School of the Future: Lessons in failure - 0 views

www.eschoolnews.com/...top-news

transformation technology microsoft 21st Century Skills

shared by Gary Brown on 25 Jun 09 - Cached
  • School of the Future: Lessons in failure How Microsoft's and Philadelphia's innovative school became an example of what not to do By Meris Stansbury, Associate Editor   Primary Topic Channel:  Tech Leadership   Students at the School of the Future when it first opened in 2006. <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vj?z=eschool&dim=173789&pos=6&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/cc?z=eschool&pos=6"><img src="http://rotator.adjuggler.com/servlet/ajrotator/173768/0/vc?z=eschool&dim=173789&pos=6&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> Also of Interest Cheaper eBook reader challenges Kindle Carnegie Corporation: 'Do school differently' Former college QB battles video game maker Dueling curricula put copyright ed in spotlight Campus payroll project sees delays, more costs <script language=JavaScript src="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/vj?z=eschool&dim=173789&pos=2&abr=$scriptiniframe"></script><noscript><a href="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/cc?z=eschool&pos=2"><img src="http://rotator.adjuggler.com/servlet/ajrotator/324506/0/vc?z=eschool&dim=173789&pos=2&abr=$imginiframe" width="300" height="250" border="0"></a></noscript> When it opened its doors in 2006, Philadelphia's School of the Future (SOF) was touted as a high school that would revolutionize education: It would teach at-risk students critical 21st-century skills needed for college and the work force by emphasizing project-based learning, technology, and community involvement. But three years, three superintendents, four principals, and countless problems later, experts at a May 28 panel discussion hosted by the American Enterprise Institute (AEI) agreed: The Microsoft-inspired project has been a failure so far. Microsoft points to the school's rapid turnover in leadership as the key reason for this failure, but other observers question why the company did not take a more active role in translating its vision for the school into reality. Regardless of where the responsibility lies, the project's failure to date offers several cautionary lessons in school reform--and panelists wondered if the school could use these lessons to succeed in the future.
  • Gary Brown on 25 Jun 09
     
    The discussion about Microsoft's Philadelphia School of the future, failing so far. (partial access to article only)
  • Gary Brown on 25 Jun 09
     
    I highlight this as a model where faculty and their teaching beliefs appear not to have been addressed.
Theron DesRosier

Washington Wire - WSJ.com : Obama Puts Different Twist on Lipstick - 0 views

blogs.wsj.com/...s-gop-tickets-mantra-of-change

weighing the lamb kozol

shared by Theron DesRosier on 16 Jan 09 - Cached
  • The expression “you can’t fatten your lambs by weighing them” may be an expression in southern illinois but it was also used by Jonathan Kozol in his keynote speech to the Children’s Defense Fund in the early 90’s. I know. I have the tape of the speech. Obama likes to take the words of others and use as his own. Comment by catherine - September 10, 2008 at 6:32 am
  • Theron DesRosier on 16 Jan 09
     
    The expression "you can't fatten your lambs by weighing them" may be an expression in southern illinois but it was also used by Jonathan Kozol in his keynote speech to the Children's Defense Fund in the early 90's. I know. I have the tape of the speech. Obama likes to take the words of others and use as his own. Comment by catherine - September 10, 2008 at 6:32 am
Gary Brown

Views: The White Noise of Accountability - Inside Higher Ed - 2 views

www.insidehighered.com/...adelman

accountability

shared by Gary Brown on 06 Aug 10 - Cached
  • We don’t really know what we are saying
  • “In education, accountability usually means holding colleges accountable for the learning outcomes produced.” One hopes Burck Smith, whose paper containing this sentence was delivered at an American Enterprise Institute conference last November, held a firm tongue-in-cheek with the core phrase.
  • Our adventure through these questions is designed as a prodding to all who use the term to tell us what they are talking about before they otherwise simply echo the white noise.
  • ...20 more annotations...
  • when our students attend three or four schools, the subject of these sentences is considerably weakened in terms of what happens to those students.
  • Who or what is one accountable to?
  • For what?
  • Why that particular “what” -- and not another “what”?
  • To what extent is the relationship reciprocal? Are there rewards and/or sanctions inherent in the relationship? How continuous is the relationship?
  • In the Socratic moral universe, one is simultaneously witness and judge. The Greek syneidesis (“conscience” and “consciousness”) means to know something with, so to know oneself with oneself becomes an obligation of institutions and systems -- to themselves.
  • Obligation becomes self-reflexive.
  • There are no external authorities here. We offer, we accept, we provide evidence, we judge. There is nothing wrong with this: it is indispensable, reflective self-knowledge. And provided we judge without excuses, we hold to this Socratic moral framework. As Peter Ewell has noted, the information produced under this rubric, particularly in the matter of student learning, is “part of our accountability to ourselves.”
  • But is this “accountability” as the rhetoric of higher education uses the white noise -- or something else?
  • in response to shrill calls for “accountability,” U.S. higher education has placed all its eggs in the Socratic basket, but in a way that leaves the basket half-empty. It functions as the witness, providing enormous amounts of information, but does not judge that information.
  • Every single “best practice” cited by Aldeman and Carey is subject to measurement: labor market histories of graduates, ratios of resource commitment to various student outcomes, proportion of students in learning communities or taking capstone courses, publicly-posted NSSE results, undergraduate research participation, space utilization rates, licensing income, faculty patents, volume of non-institutional visitors to art exhibits, etc. etc. There’s nothing wrong with any of these, but they all wind up as measurements, each at a different concentric circle of putatively engaged acceptees of a unilateral contract to provide evidence. By the time one plows through Aldeman and Carey’s banquet, one is measuring everything that moves -- and even some things that don’t.
  • Sorry, but basic capacity facts mean that consumers cannot vote with their feet in higher education.
  • If we glossed the Socratic notion on provision-of-information, the purpose is self-improvement, not comparison. The market approach to accountability implicitly seeks to beat Socrates by holding that I cannot serve as both witness and judge of my own actions unless the behavior of others is also on the table. The self shrinks: others define the reference points. “Accountability” is about comparison and competition, and an institution’s obligations are only to collect and make public those metrics that allow comparison and competition. As for who judges the competition, we have a range of amorphous publics and imagined authorities.
  • There are no formal agreements here: this is not a contract, it is not a warranty, it is not a regulatory relationship. It isn’t even an issue of becoming a Socratic self-witness and judge. It is, instead, a case in which one set of parties, concentrated in places of power, asks another set of parties, diffuse and diverse, “to disclose more and more about academic results,” with the second set of parties responding in their own terms and formulations. The environment itself determines behavior.
  • Ewell is right about the rules of the information game in this environment: when the provider is the institution, it will shape information “to look as good as possible, regardless of the underlying performance.”
  • U.S. News & World Report’s rankings
  • The messengers become self-appointed arbiters of performance, establishing themselves as the second party to which institutions and aggregates of institutions become “accountable.” Can we honestly say that the implicit obligation of feeding these arbiters constitutes “accountability”?
  • But if the issue is student learning, there is nothing wrong with -- and a good deal to be said for -- posting public examples of comprehensive examinations, summative projects, capstone course papers, etc. within the information environment, and doing so irrespective of anyone requesting such evidence of the distribution of knowledge and skills. Yes, institutions will pick what makes them look good, but if the public products resemble AAC&U’s “Our Students’ Best Work” project, they set off peer pressure for self-improvement and very concrete disclosure. The other prominent media messengers simply don’t engage in constructive communication of this type.
  • Ironically, a “market” in the loudest voices, the flashiest media productions, and the weightiest panels of glitterati has emerged to declare judgment on institutional performance in an age when student behavior has diluted the very notion of an “institution” of higher education. The best we can say is that this environment casts nothing but fog over the specific relationships, responsibilities, and obligations that should be inherent in something we call “accountability.” Perhaps it is about time that we defined these components and their interactions with persuasive clarity. I hope that this essay will invite readers to do so.
  • Clifford Adelman is senior associate at the Institute for Higher Education Policy. The analysis and opinions expressed in this essay are those of the author, and do not necessarily represent the positions or opinions of the institute, nor should any such representation be inferred.
  • Gary Brown on 06 Aug 10
     
    Perhaps the most important piece I've read recently. Yes must be our answer to Adelman's last challenge: It is time for us to disseminate what and why we do what we do.
Theron DesRosier

U of Phoenix Makes History « The Quick and the Ed - 0 views

www.quickanded.com/...phoenix-makes-history.html

shared by Theron DesRosier on 21 Jul 10 - Cached
  • Theron DesRosier on 21 Jul 10
     
    "According to U.S. Department of Education data released today, the University of Phoenix became the first college in the history of the United States to take in more than a billion dollars worth of Pell Grants disbursements in a single academic year. Students at the for-profit chain received a total of $1,042,372,699.50 spread amongst 304,583 awards in the 2009-10 academic year."
Kimberly Green

Movie Clips and Copyright - 0 views

www.insidehighered.com/...copyright

assessment teaching

shared by Kimberly Green on 28 Jul 10 - Cached
  • Kimberly Green on 28 Jul 10
     
    Video clips -- sometimes the copyright question comes up, so this green light is good news. Video clips may lend themselves to scenario-based assessments -- instead of reading a long article, students could look at a digitally presented case to analyze and critique -- might open up a lot of possibilities for assessment activities. a latest round of rule changes, issued Monday by the U.S. Copyright Office, dealing with what is legal and what is not as far as decrypting and repurposing copyrighted content. One change in particular is making waves in academe: an exemption that allows professors in all fields and "film and media studies students" to hack encrypted DVD content and clip "short portions" into documentary films and "non-commercial videos." (The agency does not define "short portions.") This means that any professors can legally extract movie clips and incorporate them into lectures, as long as they are willing to decrypt them - a task made relatively easy by widely available programs known as "DVD rippers." The exemption also permits professors to use ripped content in non-classroom settings that are similarly protected under "fair use" - such as presentations at academic conferences.
Theron DesRosier

In Honor of the Standardized Testing Season… « Let's Play Math! - 0 views

letsplaymath.wordpress.com/...he-standardized-testing-season

weighing the lamb Kozol

shared by Theron DesRosier on 16 Jan 09 - Cached
  • — Jonathan Kozol at Westfield State College’s 157th Commencement
  • Theron DesRosier on 16 Jan 09
     
    If you could lead through testing, the U.S. would lead the world in all education categories. When are people going to understand you don't fatten your lambs by weighing them? - Jonathan Kozol at Westfield State College's 157th Commencement
Kimberly Green

Everyone Else is Keynsian Now (from Inside Higher Ed) - 0 views

www.insidehighered.com/...global

higher_education

shared by Kimberly Green on 24 Feb 10 - Cached
  • Kimberly Green on 24 Feb 10
     
    The United States is hardly the only country facing tough economic times right now. But a survey of the worldwide response to the recession suggests that American higher education may be uniquely disadvantaged by the way state and federal governments are responding in the U.S., compared to how the rest of the world is dealing with the crisis. Most governments elsewhere have avoided the "uncoordinated cutting of funding for higher education that we generally see in U.S. state systems," says a report being released today by the Center for Studies in Higher Education, at the University of California at Berkeley.
Gary Brown

Struggling Students Can Improve by Studying Themselves, Research Shows - Teaching - The... - 3 views

chronicle.com/...64004

feedback peer review

shared by Gary Brown on 13 Feb 10 - Cached
  • "We're trying to document the role of processes that are different from standard student-outcome measures and standard ability measures,
  • We're interested in various types of studying, setting goals for oneself, monitoring one's progress as one goes through learning a particular topic."
  • Mr. Zimmerman has spent most of his career examining what can go wrong when people try to learn new facts and skills. His work centers on two common follies: First, students are often overconfident about their knowledge, assuming that they understand material just because they sat through a few lectures or read a few chapters. Second, students tend to attribute their failures to outside forces ("the teacher didn't like me," "the textbook wasn't clear enough") rather than taking a hard look at their own study habits.
  • ...14 more annotations...
  • That might sound like a recipe for banal lectures about study skills. But training students to monitor their learning involves much more than simple nagging, Mr. Zimmerman says. For one thing, it means providing constant feedback, so that students can see their own strengths and weaknesses.
  • or one thing, it means providing constant feedback, so that students can see their own strengths and weaknesses.
  • "The first one is, Give students fast, accurate feedback about how they're doing. And the second rule, which is less familiar to most people, is, Now make them demonstrate that they actually understand the feedback that has been given."
  • "I did a survey in December," he says. "Only one instructor said they were no longer using the technique. Twelve people said they were using the technique 'somewhat,' and eight said 'a lot.' So we were pleased that they didn't forget about us after the program ended."
  • "Only one instructor said they were no longer using the technique. Twelve people said they were using the technique 'somewhat,' and eight said 'a lot.' So we were pleased that they didn't forget about us after the program ended."
  • And over time, we've realized that these methods have a much greater effect if they're embedded within the course content.
  • "Once we focus on noticing and correcting errors in whatever writing strategy we're working on, the students just become junkies for feedback,"
  • "Errors are part of the process of learning, and not a sign of personal imperfection," Mr. Zimmerman says. "We're trying to help instructors and students see errors not as an endpoint, but as a beginning point for understanding what they know and what they don't know, and how they can approach problems in a more effective way."
  • Errors are part of the process of learning, and not a sign of personal imperfection,"
  • Self-efficacy" was coined by Albert Bandura in the 1970's
  • "Self-efficacy" was coined by Albert Bandura in the 1970's,
  • The 1990 paper from _Educational Psychologist_ 25 (1), pp. 3-17) which is linked above DOES include three citations to Bandura's work.
  • The 1990 paper from _Educational Psychologist_ 25 (1), pp. 3-17) which is linked above DOES include three citations to Bandura's work.
  • What I am particularly amazed by is that the idea of feedback, reflection and explicitly demonstrated understanding (essentially a Socratic approach of teaching), is considered an innovation.
  • Gary Brown on 13 Feb 10
     
    selected for the focus on feedback. The adoption by half or fewer, depending, is also interesting as the research is of the type we would presume to be compelling.
Joshua Yeidel

Capella Learning and Career Outcomes - Program Outcomes - 0 views

www.capellaresults.com/BS_info_tech.asp

higher_education accountability accreditation assessment

shared by Joshua Yeidel on 19 Jan 10 - Cached
  • Joshua Yeidel on 19 Jan 10
     
    Re: Capella U.'s "CHEA" award: it appears that CU is located in Lake Woebegone, where all the children are above average...
Gary Brown

How to Prepare Students for Careers - 0 views

www.convergemag.com/...pare-Students-for-Careers.html

careers

shared by Gary Brown on 20 Apr 10 - Cached
  • Educators and industry partners can help students learn these skills through the following three practices:   1. Involve the community
  • Combine academic and technical knowledge That means educators must play on the same team.
  • . Make learning relevant Students need to see the tie between concepts they're learning and their application in life, said Allyson Knox, an academic program manager for Microsoft Corp.'s U.S. Partners in Learning program.
  • Gary Brown on 20 Apr 10
     
    walkiing the fine line
Nils Peterson

War News Radio | Academic Commons - 0 views

www.academiccommons.org/...war-news-radio

shared by Nils Peterson on 24 Sep 09 - Cached
  • War News Radio (WNR) is an award winning, student-run radio show produced by Swarthmore College in Swarthmore, Pennsylvania. It is carried by over thirty-seven radio stations across the United States, Canada and Italy, and podcasts are available through our Web site. It attempts to fill the gaps in the media's coverage of the conflicts in Iraq and Afghanistan by providing balanced and in-depth reporting, historical perspective, and personal stories.
    • Nils Peterson
      Nils Peterson on 24 Sep 09
       
      Intersting piece about students working on an authentic problem within the College, but outside its credit awarding structure
  • Robert Fisk, one of the best journalists covering conflicts in the Middle East, described this as a kind of "hotel journalism." "More and more Western reporters in Baghdad" he writes in a survey of media coverage in Iraq, "are reporting from their hotels rather than the streets of Iraq's towns and cities."1 If the journalist in Iraq could prepare his or her reports by relying on phone interviews, Swarthmore students could do that as well.
    • Nils Peterson
      Nils Peterson on 24 Sep 09
       
      Theron brought this work to my attention a couple years ago. They end up using Skype as one of their tools
  • Initially college administrators and faculty explored the idea of incorporating War News Radio into the college curriculum, where students involved in the program could receive credit for their broadcast work. Students took courses through the film and media studies department and completed required readings on the Middle East. However, it was hard to do both things at the same time and the college stopped giving credit, which made the show more focused on reporting. And then it became clear that an experienced journalist was needed to guide the students.
    • Nils Peterson
      Nils Peterson on 24 Sep 09
       
      A couple threads connect here. One is Daniel Pink's Autonomy, Mastery and Purpose (intrinsic rewards) being more important in a creative endevor than extrinsic rewards (course grades). The other idea is a mentor from the Community of Practice rather than from inside the university
  • ...2 more annotations...
  • students were becoming better reporters and the show became more professional as it moved to a weekly format. Stations throughout the U.S. began to take interest in what WNR was covering as the shows were uploaded to Public Radio Exchange (PRX), a Web-based platform for digital distribution, review, and licensing of radio programs. Students' reports were now being heard by thousands of people in the U.S. and abroad. With this publicity, students felt increasingly responsible for meeting weekly deadlines and producing a high quality program. Currently staff members contribute more than twenty hours of work into every show
  • In addition to placing Swarthmore on the map, it has boosted the number of applicants. WNR is “one of two or three things that have influenced applicants to the college, so that people who want to come to Swarthmore and have to write the essay: "Why Swarthmore?" one of the most frequently cited things in the last few years has been War News Radio,”
Nils Peterson

Goal 2025 - Lumina Foundation: Helping People Achieve Their Potential - 0 views

www.luminafoundation.org/...goal3.html

attainment lumina assessment higher_education

shared by Nils Peterson on 16 Oct 09 - Cached
  • Nils Peterson on 16 Oct 09
     
    "Based on current estimates, to reach the 60 percent level by 2025, the U.S. higher education system must produce 23 million more college graduates than are expected at present rates of production. The actual size of the gap will shift annually, as we make progress and new data become available. Obviously, we can't close this gap overnight. But, for example, if we can start to increase the rate of attainment each year and produce 150,000 more graduates than the year before - an annual increase of about 5 percent - we will reach the big goal by 2025."
  • Nils Peterson on 16 Oct 09
     
    adding 150,000 more college graduates/year each year from now to 2025 is a significant scaling up. Spread over 5000 institutions its only 30/institution on average, which many could manage. Or perhaps Western Governors could absorb many of them.
Joshua Yeidel

Above-Campus Services: Shaping the Promise of Cloud Computing for Higher Education (EDU... - 0 views

www.educause.edu/...185222

higher_education information technology

shared by Joshua Yeidel on 15 Jun 10 - Cached
  • In the early 1990s, Mike Zucchini, formerly the CIO of Fleet/Norstar, saw four possible reasons for outsourcing information technology. He explained these reasons in his "4-S" model: Scale — the desire to access economies of scale and efficiency that an institution could not achieve alone; Specialty — the desire to access specialized expertise that is too expensive to staff; Sale — the desire to turn nonproductive assets of capital facilities and IT equipment into cash to improve a balance sheet and reduce headcount; and Surrender — the desire to simplify the IT agenda by essentially giving up and hoping that a contract for service yields the outcomes an executive desires.7 Zucchini argued that Scale and Specialty are functional reasons for outsourcing and that Sale and Surrender are ultimately dysfunctional. History supports his insights: the big Sale/Surrender outsourcing deals of Kodak, American Express, GM, and Xerox all proved transient as the complexities of managing by contract and service-level agreements led to the eventual re-creation of internal IT service capabilities
  • Joshua Yeidel on 15 Jun 10
     
    Describes a "meta-versity" concept based on cloud computing shared by HE institutions. Although the article focuses on the institution level, many of the considerations also occur in department-level movement toward the cloud.
Gary Brown

What's Wrong With the American University System - Culture - The Atlantic - 3 views

www.theatlantic.com/...60458

higher education

shared by Gary Brown on 31 Jul 10 - Cached
  • But when the young superstar sat down with the department chair, he seemed to have only one goal: to land a tenure-track position that involved as many sabbaticals and as little teaching as possible
  • Hacker and his coauthor, New York Times writer Claudia Dreifus, use this cautionary tale to launch their new book, a fierce critique of modern academia called Higher Education? "The question mark in our title," they write, "is the key to this book." To their minds, little of what takes place on college campuses today can be considered either "higher" or "education."
  • They blame a system that favors research over teaching and vocational training over liberal arts.
  • ...10 more annotations...
  • Tenure, they argue, does anything but protect intellectual freedom
  • Schools get status by bringing on professors who are star researchers, star scholars. That's all we really know about Caltech or MIT or Stanford. We don't really know about the quality of undergraduate teaching at any of these places. And it's the students who suffer.
  • Claudia and I were up at Harvard talking to students, and they said they get nothing from their classes, but that doesn't matter. They're smart already—they can breeze through college. The point is that they're going to be Harvard people when they come out.
  • So tenure is, in fact, the enemy of spontaneity, the enemy of intellectual freedom.
  • Good teaching can't be quantified at the college level.
  • or instance, Evergreen College, a sweet little state school in Olympia, Washington. We spent three days there and it was fantastic. They don't give grades, and they don't have academic departments. There are no faculty rankings. Almost all the classes we saw were taught by two professors—say, one from philosophy and one from psychology, teaching jointly on Henry and William James. Even though they don't give grades, the professors write out long evaluations for students. And the students have no problem getting into graduate schools.
  • I like Missouri Western State. It's a third-tier university, but the faculty realize they're going to stay there, they're not going to get hired away by other colleges, so they pitch in and take teaching seriously. At a school like that, you have a decent chance of finding a mentor who will write you a strong recommendation, better than you would at Harvard.
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated.
  • Professor X. He argued that some students just aren't ready for college. What's your view on that? Our view is that the primary obligation belongs to the teacher. Good teaching is not just imparting knowledge, like pouring milk into a jug. It's the job of the teacher to get students interested and turned on no matter what the subject is. Every student can be turned on if teachers really engage in this way. We saw it at Evergreen and other places that have this emphasis.
  • This is the hand I was dealt this semester. This is my job." Some people say to me, "Your students at Queens, are they any good?" I say, "I make them good." Every student is capable of college. I know some people have had difficult high school educations. But if you have good teachers who really care, it's remarkable how you can make up the difference.
  • Matthew Tedder on 31 Jul 10
     
    In case you haven't already seen this.  While don't deny higher education needs attention, I personal wish there'd be far more attention paid to lower education and regressive education (my own term for, redressing and improving the education of all U.S. citizens).  We are in the process of destroying our country and our world.  Education as at the very heart of any solution.
  • Gary Brown on 11 Aug 10
     
    More of the discussion in the news--the Atlantic
Gary Brown

Op-Ed: 'Higher Education' Is A Waste Of Money : NPR - 4 views

www.npr.org/...story.php

shared by Gary Brown on 02 Aug 10 - Cached
  • Professor Andrew Hacker says that higher education in the U.S. is broken. He argues that too many undergraduate courses are taught by graduate assistants or professors who have no interest in teaching.
  • Gary Brown on 02 Aug 10
     
    Forwarded from a colleague.
Gary Brown

Views: Accreditation's Accidental Transformation - Inside Higher Ed - 0 views

www.insidehighered.com/...eaton

accountability accreditation

shared by Gary Brown on 11 Aug 10 - Cached
  • Why the national attention? Why the second-guessing of the accreditation decisions? It is part of the accidental transformation of accreditation.
  • Academic quality assurance and collegiality -- the defining features of traditional accreditation -- are, at least for now, taking a backseat to consumer protection and compliance with law and regulation. Government and the public expect accreditation to essentially provide a guarantee that students are getting what they pay for in terms of the education they seek.
  • Blame the powerful demand that, above all, colleges and universities provide credentials that lead directly to employment or advancement of employment. Driven by public concerns about the difficult job market and the persistent rise in the price of tuition, accrediting organizations are now expected to assure that the colleges, universities and programs they accredit will produce these pragmatic results.
  • ...2 more annotations...
  • The worth of higher education is determined less and less through the professional judgments made by the academic community. The deference at one time accorded accrediting organizations to decide the worth of colleges and universities is diminished and perhaps disappearing.
  • Do we know the consequences of this accidental transformation? Are we prepared to accept them? These changes may be unintended, but they are dramatic and far-reaching. Is this how we want to proceed? Judith S. Eaton is president of the Council for Higher Education Accreditation.
  • Gary Brown on 11 Aug 10
     
    It is this discussion that programs that approach accreditation perfunctorily need to attend.
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