Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, February 14, 2012
Profile on author/scholar Joanna Brooks
Big profile on CNN on Joanna Brooks, author, scholar, and I am proud to say, friend. She's getting a lot of attention due to the prominence of Mormon presidential candidates, her blog Ask Mormon Girl, and her new memoir The Book of Mormon Girl.
Saturday, December 10, 2011
Monday, July 25, 2011
NYT: The Master's Is the New Bachelor's
July 22, 2011
The Master’s as the New Bachelor’s
By LAURA PAPPANO
.....
Call it credential inflation. Once derided as the consolation prize for failing to finish a Ph.D. or just a way to kill time waiting out economic downturns, the master’s is now the fastest-growing degree. The number awarded, about 657,000 in 2009, has more than doubled since the 1980s, and the rate of increase has quickened substantially in the last couple of years, says Debra W. Stewart, president of the Council of Graduate Schools. Nearly 2 in 25 people age 25 and over have a master’s, about the same proportion that had a bachelor’s or higher in 1960.
“Several years ago it became very clear to us that master’s education was moving very rapidly to become the entry degree in many professions,” Dr. Stewart says. The sheen has come, in part, because the degrees are newly specific and utilitarian. These are not your general master’s in policy or administration. Even the M.B.A., observed one business school dean, “is kind of too broad in the current environment.” Now, you have the M.S. in supply chain management, and in managing mission-driven organizations. There’s an M.S. in skeletal and dental bioarchaeology, and an M.A. in learning and thinking.
The degree of the moment is the professional science master’s, or P.S.M., combining job-specific training with business skills. Where only a handful of programs existed a few years ago, there are now 239, with scores in development. Florida’s university system, for example, plans 28 by 2013, clustered in areas integral to the state’s economy, including simulation (yes, like Disney, but applied to fields like medicine and defense). And there could be many more, says Patricia J. Bishop, vice provost and dean of graduate studies at the University of Central Florida. “Who knows when we’ll be done?”
While many new master’s are in so-called STEM areas — science, technology, engineering and math — humanities departments, once allergic to applied degrees, are recognizing that not everyone is ivory tower-bound and are drafting credentials for résumé boosting.
“There is a trend toward thinking about professionalizing degrees,” acknowledges Carol B. Lynch, director of professional master’s programs at the Council of Graduate Schools. “At some point you need to get out of the library and out into the real world. If you are not giving people the skills to do that, we are not doing our job.”
This, she says, has led to master’s in public history (for work at a historical society or museum), in art (for managing galleries) and in music (for choir directors or the business side of music). Language departments are tweaking master’s degrees so graduates, with a portfolio of cultural knowledge and language skills, can land jobs with multinational companies.
So what’s going on here? Have jobs, as Dr. Stewart puts it, “skilled up”? Or have we lost the ability to figure things out without a syllabus? Or perhaps all this amped-up degree-getting just represents job market “signaling” — the economist A. Michael Spence’s Nobel-worthy notion that degrees are less valuable for what you learn than for broadcasting your go-get-’em qualities.
“There is definitely some devaluing of the college degree going on,” says Eric A. Hanushek, an education economist at the Hoover Institution, and that gives the master’s extra signaling power. “We are going deeper into the pool of high school graduates for college attendance,” making a bachelor’s no longer an adequate screening measure of achievement for employers.
Colleges are turning out more graduates than the market can bear, and a master’s is essential for job seekers to stand out — that, or a diploma from an elite undergraduate college, says Richard K. Vedder, professor of economics at Ohio University and director of the Center for College Affordability and Productivity.
Not only are we developing “the overeducated American,” he says, but the cost is borne by the students getting those degrees. “The beneficiaries are the colleges and the employers,” he says. Employers get employees with more training (that they don’t pay for), and universities fill seats. In his own department, he says, a master’s in financial economics can be a “cash cow” because it draws on existing faculty (“we give them a little extra money to do an overload”) and they charge higher tuition than for undergraduate work. “We have incentives to want to do this,” he says. He calls the proliferation of master’s degrees evidence of “credentialing gone amok.” He says, “In 20 years, you’ll need a Ph.D. to be a janitor.”
Read the full post HERE.
The Master’s as the New Bachelor’s
By LAURA PAPPANO
.....
Call it credential inflation. Once derided as the consolation prize for failing to finish a Ph.D. or just a way to kill time waiting out economic downturns, the master’s is now the fastest-growing degree. The number awarded, about 657,000 in 2009, has more than doubled since the 1980s, and the rate of increase has quickened substantially in the last couple of years, says Debra W. Stewart, president of the Council of Graduate Schools. Nearly 2 in 25 people age 25 and over have a master’s, about the same proportion that had a bachelor’s or higher in 1960.
“Several years ago it became very clear to us that master’s education was moving very rapidly to become the entry degree in many professions,” Dr. Stewart says. The sheen has come, in part, because the degrees are newly specific and utilitarian. These are not your general master’s in policy or administration. Even the M.B.A., observed one business school dean, “is kind of too broad in the current environment.” Now, you have the M.S. in supply chain management, and in managing mission-driven organizations. There’s an M.S. in skeletal and dental bioarchaeology, and an M.A. in learning and thinking.
The degree of the moment is the professional science master’s, or P.S.M., combining job-specific training with business skills. Where only a handful of programs existed a few years ago, there are now 239, with scores in development. Florida’s university system, for example, plans 28 by 2013, clustered in areas integral to the state’s economy, including simulation (yes, like Disney, but applied to fields like medicine and defense). And there could be many more, says Patricia J. Bishop, vice provost and dean of graduate studies at the University of Central Florida. “Who knows when we’ll be done?”
While many new master’s are in so-called STEM areas — science, technology, engineering and math — humanities departments, once allergic to applied degrees, are recognizing that not everyone is ivory tower-bound and are drafting credentials for résumé boosting.
“There is a trend toward thinking about professionalizing degrees,” acknowledges Carol B. Lynch, director of professional master’s programs at the Council of Graduate Schools. “At some point you need to get out of the library and out into the real world. If you are not giving people the skills to do that, we are not doing our job.”
This, she says, has led to master’s in public history (for work at a historical society or museum), in art (for managing galleries) and in music (for choir directors or the business side of music). Language departments are tweaking master’s degrees so graduates, with a portfolio of cultural knowledge and language skills, can land jobs with multinational companies.
So what’s going on here? Have jobs, as Dr. Stewart puts it, “skilled up”? Or have we lost the ability to figure things out without a syllabus? Or perhaps all this amped-up degree-getting just represents job market “signaling” — the economist A. Michael Spence’s Nobel-worthy notion that degrees are less valuable for what you learn than for broadcasting your go-get-’em qualities.
“There is definitely some devaluing of the college degree going on,” says Eric A. Hanushek, an education economist at the Hoover Institution, and that gives the master’s extra signaling power. “We are going deeper into the pool of high school graduates for college attendance,” making a bachelor’s no longer an adequate screening measure of achievement for employers.
Colleges are turning out more graduates than the market can bear, and a master’s is essential for job seekers to stand out — that, or a diploma from an elite undergraduate college, says Richard K. Vedder, professor of economics at Ohio University and director of the Center for College Affordability and Productivity.
Not only are we developing “the overeducated American,” he says, but the cost is borne by the students getting those degrees. “The beneficiaries are the colleges and the employers,” he says. Employers get employees with more training (that they don’t pay for), and universities fill seats. In his own department, he says, a master’s in financial economics can be a “cash cow” because it draws on existing faculty (“we give them a little extra money to do an overload”) and they charge higher tuition than for undergraduate work. “We have incentives to want to do this,” he says. He calls the proliferation of master’s degrees evidence of “credentialing gone amok.” He says, “In 20 years, you’ll need a Ph.D. to be a janitor.”
Read the full post HERE.
Tuesday, July 05, 2011
Bob Marley Rises From the Grave to Free Frat Boys From Bonds of Oppression
Another great one form The Onion:
10.05.05
WILLIAMSBURG, VA—In an unprecedented effort to fight injustice, reggae music legend Bob Marley, dead since 1981, rose from his grave in Jamaica early Sunday to free his most devoted followers, American college fraternity members, "from the bonds of oppression."
Read the full original http://mobile.theonion.com/articles/bob-marley-rises-from-grave-to-free-frat-boys-from,1808/
10.05.05
WILLIAMSBURG, VA—In an unprecedented effort to fight injustice, reggae music legend Bob Marley, dead since 1981, rose from his grave in Jamaica early Sunday to free his most devoted followers, American college fraternity members, "from the bonds of oppression."
Read the full original http://mobile.theonion.com/articles/bob-marley-rises-from-grave-to-free-frat-boys-from,1808/
Tuesday, May 31, 2011
Supreme Court Case on Scholars' Rights and Public domain
Chronicle of Higher Education
May 29, 2011
Supreme Court Takes Up Scholars' Rights
By Marc Parry
Denver
When Lawrence Golan picks up his baton here at the University of Denver, the musicians in his student orchestra see a genial conductor who corrects their mistakes without raising his voice in frustration.
Yet Mr. Golan is frustrated, not with the musicians, but with a copyright law that does them harm. For 10 years, the music professor has been quietly waging a legal campaign to overturn the statute, which makes it impossibly expensive for smaller orchestras to play certain pieces of music.
Now the case is heading to the U.S. Supreme Court. The high-stakes copyright showdown affects far more than sheet music. The outcome will touch a broad swath of academe for years to come, dictating what materials scholars can use in books and courses without jumping through legal hoops. The law Mr. Golan is trying to overturn has also hobbled libraries' efforts to digitize and share books, films, and music.
The conductor's fight centers on the concept of the public domain, which scholars depend on for teaching and research. When a work enters the public domain, anyone can quote from it, copy it, share it, or republish it without seeking permission or paying royalties.
The dispute that led to Golan v. Holder dates to 1994, when Congress passed a law that moved vast amounts of material from the public domain back behind the firewall of copyright protection. For conductors like Mr. Golan, that step limited access to canonical 20th-century Russian pieces that had been freely played for years.
"It was a shocking change," Mr. Golan says over dinner at a tacos-and-margaritas dive near the University of Denver's mountain-framed campus. "You used to be able to buy Prokofiev, Shostakovich, Stravinsky. All of a sudden, on one day, you couldn't anymore."
Other works once available but now restricted include books by H.G. Wells, Virginia Woolf, and C.S. Lewis; films by Alfred Hitchcock, Federico Fellini, and Jean Renoir; and artwork by M.C. Escher and Pablo Picasso. The U.S. Copyright Office estimated that the works qualifying for copyright restoration "probably number in the millions."
Congress approved the recopyrighting, limited to foreign works, to align U.S. policy with an international copyright treaty. But the Golan plaintiffs—a group that includes educators, performers, and film archivists—argue that bigger principles are at stake. Does Congress have the constitutional right to remove works from the public domain? And if it does, what's stopping it from plucking out even more freely available works?
"If you can't rely on the status of something in the public domain today—that is, if you never know whether Congress is going to act again and yank it out—you're going to be a lot more cautious about doing anything with these materials," says Mr. Golan's lawyer, Anthony Falzone, executive director of the Fair Use Project and a lecturer in law at Stanford Law School. "You really destroy the value and the usefulness of the public domain in a profound way if the rug can be pulled out from under you at any time."
Read the entire post HERE.
May 29, 2011
Supreme Court Takes Up Scholars' Rights
By Marc Parry
Denver
When Lawrence Golan picks up his baton here at the University of Denver, the musicians in his student orchestra see a genial conductor who corrects their mistakes without raising his voice in frustration.
Yet Mr. Golan is frustrated, not with the musicians, but with a copyright law that does them harm. For 10 years, the music professor has been quietly waging a legal campaign to overturn the statute, which makes it impossibly expensive for smaller orchestras to play certain pieces of music.
Now the case is heading to the U.S. Supreme Court. The high-stakes copyright showdown affects far more than sheet music. The outcome will touch a broad swath of academe for years to come, dictating what materials scholars can use in books and courses without jumping through legal hoops. The law Mr. Golan is trying to overturn has also hobbled libraries' efforts to digitize and share books, films, and music.
The conductor's fight centers on the concept of the public domain, which scholars depend on for teaching and research. When a work enters the public domain, anyone can quote from it, copy it, share it, or republish it without seeking permission or paying royalties.
The dispute that led to Golan v. Holder dates to 1994, when Congress passed a law that moved vast amounts of material from the public domain back behind the firewall of copyright protection. For conductors like Mr. Golan, that step limited access to canonical 20th-century Russian pieces that had been freely played for years.
"It was a shocking change," Mr. Golan says over dinner at a tacos-and-margaritas dive near the University of Denver's mountain-framed campus. "You used to be able to buy Prokofiev, Shostakovich, Stravinsky. All of a sudden, on one day, you couldn't anymore."
Other works once available but now restricted include books by H.G. Wells, Virginia Woolf, and C.S. Lewis; films by Alfred Hitchcock, Federico Fellini, and Jean Renoir; and artwork by M.C. Escher and Pablo Picasso. The U.S. Copyright Office estimated that the works qualifying for copyright restoration "probably number in the millions."
Congress approved the recopyrighting, limited to foreign works, to align U.S. policy with an international copyright treaty. But the Golan plaintiffs—a group that includes educators, performers, and film archivists—argue that bigger principles are at stake. Does Congress have the constitutional right to remove works from the public domain? And if it does, what's stopping it from plucking out even more freely available works?
"If you can't rely on the status of something in the public domain today—that is, if you never know whether Congress is going to act again and yank it out—you're going to be a lot more cautious about doing anything with these materials," says Mr. Golan's lawyer, Anthony Falzone, executive director of the Fair Use Project and a lecturer in law at Stanford Law School. "You really destroy the value and the usefulness of the public domain in a profound way if the rug can be pulled out from under you at any time."
Read the entire post HERE.
Sunday, May 22, 2011
Childhood Music Lessons May Provide Lifelong Boost in Brain Functioning
Science Daily
Childhood Music Lessons May Provide Lifelong Boost in Brain Functioning
ScienceDaily (Apr. 20, 2011) — Those childhood music lessons could pay off decades later -- even for those who no longer play an instrument -- by keeping the mind sharper as people age, according to a preliminary study published by the American Psychological Association.
The study recruited 70 healthy adults age 60 to 83 who were divided into groups based on their levels of musical experience. The musicians performed better on several cognitive tests than individuals who had never studied an instrument or learned how to read music. The research findings were published online in the APA journal Neuropsychology.
"Musical activity throughout life may serve as a challenging cognitive exercise, making your brain fitter and more capable of accommodating the challenges of aging," said lead researcher Brenda Hanna-Pladdy, PhD. "Since studying an instrument requires years of practice and learning, it may create alternate connections in the brain that could compensate for cognitive declines as we get older."
While much research has been done on the cognitive benefits of musical activity by children, this is the first study to examine whether those benefits can extend across a lifetime, said Hanna-Pladdy, a clinical neuropsychologist who conducted the study with cognitive psychologist Alicia MacKay, PhD, at the University of Kansas Medical Center.
The three groups of study participants included individuals with no musical training; with one to nine years of musical study; or with at least 10 years of musical training. All of the participants had similar levels of education and fitness and didn't show any evidence of Alzheimer's disease.
All of the musicians were amateurs who began playing an instrument at about 10 years of age. More than half played the piano while approximately a quarter had studied woodwind instruments such as the flute or clarinet. Smaller numbers performed with stringed instruments, percussion or brass instruments.
The high-level musicians who had studied the longest performed the best on the cognitive tests, followed by the low-level musicians and non-musicians, revealing a trend relating to years of musical practice. The high-level musicians had statistically significant higher scores than the non-musicians on cognitive tests relating to visuospatial memory, naming objects and cognitive flexibility, or the brain's ability to adapt to new information.
...............
Read the full post HERE.
Childhood Music Lessons May Provide Lifelong Boost in Brain Functioning
ScienceDaily (Apr. 20, 2011) — Those childhood music lessons could pay off decades later -- even for those who no longer play an instrument -- by keeping the mind sharper as people age, according to a preliminary study published by the American Psychological Association.
The study recruited 70 healthy adults age 60 to 83 who were divided into groups based on their levels of musical experience. The musicians performed better on several cognitive tests than individuals who had never studied an instrument or learned how to read music. The research findings were published online in the APA journal Neuropsychology.
"Musical activity throughout life may serve as a challenging cognitive exercise, making your brain fitter and more capable of accommodating the challenges of aging," said lead researcher Brenda Hanna-Pladdy, PhD. "Since studying an instrument requires years of practice and learning, it may create alternate connections in the brain that could compensate for cognitive declines as we get older."
While much research has been done on the cognitive benefits of musical activity by children, this is the first study to examine whether those benefits can extend across a lifetime, said Hanna-Pladdy, a clinical neuropsychologist who conducted the study with cognitive psychologist Alicia MacKay, PhD, at the University of Kansas Medical Center.
The three groups of study participants included individuals with no musical training; with one to nine years of musical study; or with at least 10 years of musical training. All of the participants had similar levels of education and fitness and didn't show any evidence of Alzheimer's disease.
All of the musicians were amateurs who began playing an instrument at about 10 years of age. More than half played the piano while approximately a quarter had studied woodwind instruments such as the flute or clarinet. Smaller numbers performed with stringed instruments, percussion or brass instruments.
The high-level musicians who had studied the longest performed the best on the cognitive tests, followed by the low-level musicians and non-musicians, revealing a trend relating to years of musical practice. The high-level musicians had statistically significant higher scores than the non-musicians on cognitive tests relating to visuospatial memory, naming objects and cognitive flexibility, or the brain's ability to adapt to new information.
...............
Read the full post HERE.
Tuesday, November 16, 2010
The Shadow Scholar: Writing College Assignments for Profit
Here's a rather depressing article written by someone employed as a writer of college papers for cheating students: undergrads, grads, theses, basically everything.
November 12, 2010
Chronicle of Higher Education
The Shadow Scholar
The man who writes your students' papers tells his story
By Ed Dante
Editor's note: Ed Dante is a pseudonym for a writer who lives on the East Coast. Through a literary agent, he approached The Chronicle wanting to tell the story of how he makes a living writing papers for a custom-essay company and to describe the extent of student cheating he has observed. In the course of editing his article, The Chronicle reviewed correspondence Dante had with clients and some of the papers he had been paid to write. In the article published here, some details of the assignment he describes have been altered to protect the identity of the student.
The request came in by e-mail around 2 in the afternoon. It was from a previous customer, and she had urgent business. I quote her message here verbatim (if I had to put up with it, so should you): "You did me business ethics propsal for me I need propsal got approved pls can you will write me paper?"
I've gotten pretty good at interpreting this kind of correspondence. The client had attached a document from her professor with details about the paper. She needed the first section in a week. Seventy-five pages.
I told her no problem.
It truly was no problem. In the past year, I've written roughly 5,000 pages of scholarly literature, most on very tight deadlines. But you won't find my name on a single paper.
I've written toward a master's degree in cognitive psychology, a Ph.D. in sociology, and a handful of postgraduate credits in international diplomacy. I've worked on bachelor's degrees in hospitality, business administration, and accounting. I've written for courses in history, cinema, labor relations, pharmacology, theology, sports management, maritime security, airline services, sustainability, municipal budgeting, marketing, philosophy, ethics, Eastern religion, postmodern architecture, anthropology, literature, and public administration. I've attended three dozen online universities. I've completed 12 graduate theses of 50 pages or more. All for someone else.
You've never heard of me, but there's a good chance that you've read some of my work. I'm a hired gun, a doctor of everything, an academic mercenary. My customers are your students. I promise you that. Somebody in your classroom uses a service that you can't detect, that you can't defend against, that you may not even know exists.
I work at an online company that generates tens of thousands of dollars a month by creating original essays based on specific instructions provided by cheating students. I've worked there full time since 2004. On any day of the academic year, I am working on upward of 20 assignments.
In the midst of this great recession, business is booming. At busy times, during midterms and finals, my company's staff of roughly 50 writers is not large enough to satisfy the demands of students who will pay for our work and claim it as their own.
............
Read the full article HERE.
November 12, 2010
Chronicle of Higher Education
The Shadow Scholar
The man who writes your students' papers tells his story
By Ed Dante
Editor's note: Ed Dante is a pseudonym for a writer who lives on the East Coast. Through a literary agent, he approached The Chronicle wanting to tell the story of how he makes a living writing papers for a custom-essay company and to describe the extent of student cheating he has observed. In the course of editing his article, The Chronicle reviewed correspondence Dante had with clients and some of the papers he had been paid to write. In the article published here, some details of the assignment he describes have been altered to protect the identity of the student.
The request came in by e-mail around 2 in the afternoon. It was from a previous customer, and she had urgent business. I quote her message here verbatim (if I had to put up with it, so should you): "You did me business ethics propsal for me I need propsal got approved pls can you will write me paper?"
I've gotten pretty good at interpreting this kind of correspondence. The client had attached a document from her professor with details about the paper. She needed the first section in a week. Seventy-five pages.
I told her no problem.
It truly was no problem. In the past year, I've written roughly 5,000 pages of scholarly literature, most on very tight deadlines. But you won't find my name on a single paper.
I've written toward a master's degree in cognitive psychology, a Ph.D. in sociology, and a handful of postgraduate credits in international diplomacy. I've worked on bachelor's degrees in hospitality, business administration, and accounting. I've written for courses in history, cinema, labor relations, pharmacology, theology, sports management, maritime security, airline services, sustainability, municipal budgeting, marketing, philosophy, ethics, Eastern religion, postmodern architecture, anthropology, literature, and public administration. I've attended three dozen online universities. I've completed 12 graduate theses of 50 pages or more. All for someone else.
You've never heard of me, but there's a good chance that you've read some of my work. I'm a hired gun, a doctor of everything, an academic mercenary. My customers are your students. I promise you that. Somebody in your classroom uses a service that you can't detect, that you can't defend against, that you may not even know exists.
I work at an online company that generates tens of thousands of dollars a month by creating original essays based on specific instructions provided by cheating students. I've worked there full time since 2004. On any day of the academic year, I am working on upward of 20 assignments.
In the midst of this great recession, business is booming. At busy times, during midterms and finals, my company's staff of roughly 50 writers is not large enough to satisfy the demands of students who will pay for our work and claim it as their own.
............
Read the full article HERE.
Tuesday, September 07, 2010
Sunday, April 25, 2010
Music lessons build brainpower
LAT
Music lessons build brainpower
School districts cutting arts programs should first consider that playing an instrument activates neuro-pathways to facilitate learning.
Steve Lopez
April 25, 2010
......
All of which takes me back to April 14, when David Robertson, a Santa Monica High alum (1976), returned to campus, made a pitch for Measure A and was treated like a returning hero.
Robertson, one of the brightest conductors in the world of classical music, was in town to lead his St. Louis Symphony Orchestra in a Disney Hall performance that night. But he stopped by SaMo High first to hang with members of the school's premier orchestra and hear them play Tchaikovsky's Symphony No. 4 and Bernstein's Overture to "Candide."
Robertson was impressed, but not surprised. He told the students that in all his worldly travels, he's never seen a public music program as good as the one in the Santa Monica-Malibu Unified School District, where he sang in first grade, began studying trumpet in fourth grade and played in an orchestra by 6th grade.
"No other program compares," Robertson said.
In the audience, teachers and parents told me about students of all income levels who have prospered in the program and gone on to great universities, some studying music and some not. Also in the audience was a friend of mine, L.A. Philharmonic violinist Robert Gupta, a New Yorker, who, amazingly, joined the orchestra in 2007 at the age of 19. And here's where the brainpower angle comes in.
High school music instruction isn't threatened in Santa Monica just yet, but the elementary school program could take a big hit, which reminded me of Gupta's theory on how studying music at an early age can develop the brain.And by the way, he's no slouch on the subject. Gupta graduated from college with a pre-med biology degree at 17 and two years later also had a master's in music.
"The corpus callosum is enlarged" when you study music, he explained to me at Santa Monica High, saying the expansion of that pathway increases communication between the two hemispheres of the brain.
We were backstage by then and Robertson chimed in, saying the visual, audio and motor skills learned in music build brainpower.
"Any time you learn, what you're doing is building a network that will fire automatically," said the conductor, explaining how a musician travels along a C-major scale without rethinking every step in the process.
This kind of development is particularly helpful at an early age, said Gupta, because a child's brain has many more neurons and is far more active than an adult's. That's why it's easier to learn music, or language, as a kid, particularly if the brain gets lots of exercise.
.....
Read the full post HERE.
Music lessons build brainpower
School districts cutting arts programs should first consider that playing an instrument activates neuro-pathways to facilitate learning.
Steve Lopez
April 25, 2010
......
All of which takes me back to April 14, when David Robertson, a Santa Monica High alum (1976), returned to campus, made a pitch for Measure A and was treated like a returning hero.
Robertson, one of the brightest conductors in the world of classical music, was in town to lead his St. Louis Symphony Orchestra in a Disney Hall performance that night. But he stopped by SaMo High first to hang with members of the school's premier orchestra and hear them play Tchaikovsky's Symphony No. 4 and Bernstein's Overture to "Candide."
Robertson was impressed, but not surprised. He told the students that in all his worldly travels, he's never seen a public music program as good as the one in the Santa Monica-Malibu Unified School District, where he sang in first grade, began studying trumpet in fourth grade and played in an orchestra by 6th grade.
"No other program compares," Robertson said.
In the audience, teachers and parents told me about students of all income levels who have prospered in the program and gone on to great universities, some studying music and some not. Also in the audience was a friend of mine, L.A. Philharmonic violinist Robert Gupta, a New Yorker, who, amazingly, joined the orchestra in 2007 at the age of 19. And here's where the brainpower angle comes in.
High school music instruction isn't threatened in Santa Monica just yet, but the elementary school program could take a big hit, which reminded me of Gupta's theory on how studying music at an early age can develop the brain.And by the way, he's no slouch on the subject. Gupta graduated from college with a pre-med biology degree at 17 and two years later also had a master's in music.
"The corpus callosum is enlarged" when you study music, he explained to me at Santa Monica High, saying the expansion of that pathway increases communication between the two hemispheres of the brain.
We were backstage by then and Robertson chimed in, saying the visual, audio and motor skills learned in music build brainpower.
"Any time you learn, what you're doing is building a network that will fire automatically," said the conductor, explaining how a musician travels along a C-major scale without rethinking every step in the process.
This kind of development is particularly helpful at an early age, said Gupta, because a child's brain has many more neurons and is far more active than an adult's. That's why it's easier to learn music, or language, as a kid, particularly if the brain gets lots of exercise.
.....
Read the full post HERE.
Monday, March 29, 2010
BBC on Sudanese "Cuban-Jubans"
BBC
Can the 'Cuban-Jubans' rebuild South Sudan?
By Lucy Fleming
BBC News, Juba
With Cuban pork roast on the menu, Salsa classes on a Thursday and animated Spanish competing with the Latin beat, De Havana club in the South Sudanese capital Juba feels as though it is on the wrong continent.
“ I think Cuba is unique; they believe in what you are - not where you belong or which religion you practise or the colour of your skin ”
Dr Okony Simon Mori
It is here that a group of former Sudanese exiles, known as the "Cuban-Jubans", gather most nights to share a bottle of whisky and put the world to rights - in Spanish.
Among them are doctors, pharmacists, accountants, engineers and economists.
All were educated in Cuba during Sudan's 21-year civil war and are now regarded as the intellectual elite of the south - one of the world's poorest and least developed regions.
"In Juba we have more than 100 Cuban graduates from different fields, all part of the 600-plus students sent to Cuba for education," says 38-year-old Dr Okony Simon Mori.
He returned to work at Juba's Teaching Hospital in 2007, two years after a peace deal ended the conflict in which some 1.5 million people died.
'Pencils for Kalashnikovs'
He was just 13 when chosen by the newly launched southern rebel group, the Sudan People's Liberation Movement (SPLM), to go to Cuba.
"Our late hero [SPLM leader] Dr John Garang told us: 'Now the elder people will take the AK-47 and you guys will take the pencil and the pencil will be your Kalashnikov,'" he recalls.
Dr Okony left his family in 1985 at one of the refugee camps in Ethiopia where thousands of Sudanese had fled the fighting between the army of the Muslim-dominated north and Arab militia on the one side and the SPLM on the other.
He travelled to Cuba aboard a Russian ship and did not see his mother and father again for 18 years - and it was not until he graduated and moved to Canada a decade later that he had any direct contact with them.
"We stayed in a boarding school in a small island called Isla de la Juventud [Island of Youth]. There were 25,000 students from different countries - most of them from Africa and Latin America," Dr Okony says.
"I think Cuba is unique and is a very special place; they believe in what you are - not where you belong or which religion you practise or the colour of your skin.
"The only thing they care about is your well-being and your aptitude. Really, they treated us as their own children."
>>>>>>>>>>>
Read the entire story HERE.
Can the 'Cuban-Jubans' rebuild South Sudan?
By Lucy Fleming
BBC News, Juba
With Cuban pork roast on the menu, Salsa classes on a Thursday and animated Spanish competing with the Latin beat, De Havana club in the South Sudanese capital Juba feels as though it is on the wrong continent.
“ I think Cuba is unique; they believe in what you are - not where you belong or which religion you practise or the colour of your skin ”
Dr Okony Simon Mori
It is here that a group of former Sudanese exiles, known as the "Cuban-Jubans", gather most nights to share a bottle of whisky and put the world to rights - in Spanish.
Among them are doctors, pharmacists, accountants, engineers and economists.
All were educated in Cuba during Sudan's 21-year civil war and are now regarded as the intellectual elite of the south - one of the world's poorest and least developed regions.
"In Juba we have more than 100 Cuban graduates from different fields, all part of the 600-plus students sent to Cuba for education," says 38-year-old Dr Okony Simon Mori.
He returned to work at Juba's Teaching Hospital in 2007, two years after a peace deal ended the conflict in which some 1.5 million people died.
'Pencils for Kalashnikovs'
He was just 13 when chosen by the newly launched southern rebel group, the Sudan People's Liberation Movement (SPLM), to go to Cuba.
"Our late hero [SPLM leader] Dr John Garang told us: 'Now the elder people will take the AK-47 and you guys will take the pencil and the pencil will be your Kalashnikov,'" he recalls.
Dr Okony left his family in 1985 at one of the refugee camps in Ethiopia where thousands of Sudanese had fled the fighting between the army of the Muslim-dominated north and Arab militia on the one side and the SPLM on the other.
He travelled to Cuba aboard a Russian ship and did not see his mother and father again for 18 years - and it was not until he graduated and moved to Canada a decade later that he had any direct contact with them.
"We stayed in a boarding school in a small island called Isla de la Juventud [Island of Youth]. There were 25,000 students from different countries - most of them from Africa and Latin America," Dr Okony says.
"I think Cuba is unique and is a very special place; they believe in what you are - not where you belong or which religion you practise or the colour of your skin.
"The only thing they care about is your well-being and your aptitude. Really, they treated us as their own children."
>>>>>>>>>>>
Read the entire story HERE.
Sunday, March 28, 2010
Universty Courses on "The Wire"
SLATE
culturebox
This Will Be on the Midterm. You Feel Me?
Why so many colleges are teaching The Wire.
By Drake Bennett
Posted Wednesday, March 24, 2010, at 7:08 AM ET
Among the police officers and drug dealers and stickup men and politicians and dockworkers and human smugglers and teachers and students and junkies and lawyers and journalists who populate the late, great HBO series The Wire, there is one academic. His name is David Parenti and he teaches social work at the University of Maryland, Baltimore. He is not a major character, but he appears throughout the show's fourth season—an earnest, well-meaning man defined in part by his naïveté about the inner-city kids whose lives he wants to improve. As for Johns Hopkins, Baltimore's best-known university, it only comes up as a place where the show's police officers can get cushy campus security jobs after they retire. Academia, in other words, is not a culture that the show's creators, David Simon and Ed Burns, betray much interest in exploring.
Academics, on the other hand, can't seem to get enough of The Wire. Barely two years after the show's final episode aired—and with Simon's new show, Treme, premiering next month on HBO—there have already been academic conferences, essay anthologies, and special issues of journals dedicated to the series. Not content to write about it and discuss it among themselves, academics are starting to teach it, as well. Professors at Harvard, U.C.—Berkeley, Duke, and Middlebury are now offering courses on the show.
Interestingly, the classes aren't just in film studies or media studies departments; they're turning up in social science disciplines as well, places where the preferred method of inquiry is the field study or the survey, not the HBO series, even one that is routinely called the best television show ever. Some sociologists and social anthropologists, it turns out, believe The Wire has something to teach their students about poverty, class, bureaucracy, and the social ramifications of economic change.
The academic love affair with The Wire is not, as it turns out, a totally unrequited one. One of the professors teaching a course on the show is the sociologist William Julius Wilson—his class, at Harvard, will be offered this fall. Simon has said that Wilson's book When Work Disappears, an exploration of the crippling effects of the loss of blue-collar jobs in American cities, was the inspiration for the show's second season, which focused on Baltimore's struggling dockworkers.
Wilson's class, a seminar, will require students to watch selected episodes of the show, three or more a week, he says. Some seasons, like the fourth, with its portrayal of the way the public school system fails poor children, will get more time than others. Students will also read works of sociology: two books by Wilson, as well as Elijah Anderson's Code of the Street, Sandra Susan Smith's Lone Pursuit, Bruce Western's Punishment and Inequality in America, and Sudhir Alladi Venkatesh's Off the Books, works that explore poverty, incarceration, unemployment, and the underground economy.
Asked why he was teaching a class around a TV drama, Wilson said the show makes the concerns of sociologists immediate in a way no work of sociology he knows of ever has. "Although The Wire is fiction, not a documentary, its depiction of [the] systemic urban inequality that constrains the lives of the urban poor is more poignant and compelling [than] that of any published study, including my own," he wrote in an e-mail.
For Wilson, the unique power of the show comes from the way it takes fiction's ability to create fully realized inner lives for its characters and combines that with qualities rare in a piece of entertainment: an acuity about the structural conditions that constrain human choices (whether it's bureaucratic inertia, institutional racism, or economic decay) and an unparalleled scrupulousness about accurately portraying them. Wilson describes the show's characters almost as a set of case studies, remarkable for the vividness with which they embody a set of arguments about the American inner city. "What I'm concentrating on is how this series so brilliantly illustrates theories and processes that social scientists have been writing about for years," he said in an interview.
Anne-Maria Makhulu, a social anthropologist at Duke teaching a course there on The Wire this spring, makes a similar point about the show's power as a social document. She finds that, for many of her largely upper-middle-class students, issues like poverty and urban deindustrialization are remote from their daily lives, and simply reading about them does little to bridge that gap. The Wire puts faces and stories to those forces—Stringer Bell, the gang leader with the heart of a CFO; Bubbles, the wry, entrepreneurial junkie; "Bunny" Colvin, the police major who grows so disenchanted by the war on drugs that he tries legalizing them in his district.
"There's this question of how you appeal to young people who feel—not all of them but many of them—far removed from the type of people who are the major characters in The Wire," Makhulu says.
The media scholars offering courses on The Wire treat the show differently. They're quick to point out the show's impressive verisimilitude, and they're happy, they say, to see the show being studied across academic disciplines. But to these thinkers, treating the show simply as a look into the intricacies of the American inner city is incomplete.
...............
Asked about the academic uses of the show, Simon himself declined to weigh in, writing in an e-mail, "It's gratifying to have the ideas and arguments that we put forward seriously discussed in any forum, including academia." Wilson, for his part, sees questions like Mittell's as interesting but secondary. There are issues that arise from the ways that the show is fictionalized, he concedes; they're just not the ones that interest him. "You want to talk about it being fiction, call it fiction," he says, "but it shows incredible imagination and understanding about the way the world works, and for me that's enough."
Read the full post, including links to the course syllabi HERE.
UPDATE: SLATE has even more courses listed now, including syllabi HERE.
For fellow The Wire fans, here's an earlier post about The Wire's ghetto Goodnight Moon
culturebox
This Will Be on the Midterm. You Feel Me?
Why so many colleges are teaching The Wire.
By Drake Bennett
Posted Wednesday, March 24, 2010, at 7:08 AM ET
Among the police officers and drug dealers and stickup men and politicians and dockworkers and human smugglers and teachers and students and junkies and lawyers and journalists who populate the late, great HBO series The Wire, there is one academic. His name is David Parenti and he teaches social work at the University of Maryland, Baltimore. He is not a major character, but he appears throughout the show's fourth season—an earnest, well-meaning man defined in part by his naïveté about the inner-city kids whose lives he wants to improve. As for Johns Hopkins, Baltimore's best-known university, it only comes up as a place where the show's police officers can get cushy campus security jobs after they retire. Academia, in other words, is not a culture that the show's creators, David Simon and Ed Burns, betray much interest in exploring.
Academics, on the other hand, can't seem to get enough of The Wire. Barely two years after the show's final episode aired—and with Simon's new show, Treme, premiering next month on HBO—there have already been academic conferences, essay anthologies, and special issues of journals dedicated to the series. Not content to write about it and discuss it among themselves, academics are starting to teach it, as well. Professors at Harvard, U.C.—Berkeley, Duke, and Middlebury are now offering courses on the show.
Interestingly, the classes aren't just in film studies or media studies departments; they're turning up in social science disciplines as well, places where the preferred method of inquiry is the field study or the survey, not the HBO series, even one that is routinely called the best television show ever. Some sociologists and social anthropologists, it turns out, believe The Wire has something to teach their students about poverty, class, bureaucracy, and the social ramifications of economic change.
The academic love affair with The Wire is not, as it turns out, a totally unrequited one. One of the professors teaching a course on the show is the sociologist William Julius Wilson—his class, at Harvard, will be offered this fall. Simon has said that Wilson's book When Work Disappears, an exploration of the crippling effects of the loss of blue-collar jobs in American cities, was the inspiration for the show's second season, which focused on Baltimore's struggling dockworkers.
Wilson's class, a seminar, will require students to watch selected episodes of the show, three or more a week, he says. Some seasons, like the fourth, with its portrayal of the way the public school system fails poor children, will get more time than others. Students will also read works of sociology: two books by Wilson, as well as Elijah Anderson's Code of the Street, Sandra Susan Smith's Lone Pursuit, Bruce Western's Punishment and Inequality in America, and Sudhir Alladi Venkatesh's Off the Books, works that explore poverty, incarceration, unemployment, and the underground economy.
Asked why he was teaching a class around a TV drama, Wilson said the show makes the concerns of sociologists immediate in a way no work of sociology he knows of ever has. "Although The Wire is fiction, not a documentary, its depiction of [the] systemic urban inequality that constrains the lives of the urban poor is more poignant and compelling [than] that of any published study, including my own," he wrote in an e-mail.
For Wilson, the unique power of the show comes from the way it takes fiction's ability to create fully realized inner lives for its characters and combines that with qualities rare in a piece of entertainment: an acuity about the structural conditions that constrain human choices (whether it's bureaucratic inertia, institutional racism, or economic decay) and an unparalleled scrupulousness about accurately portraying them. Wilson describes the show's characters almost as a set of case studies, remarkable for the vividness with which they embody a set of arguments about the American inner city. "What I'm concentrating on is how this series so brilliantly illustrates theories and processes that social scientists have been writing about for years," he said in an interview.
Anne-Maria Makhulu, a social anthropologist at Duke teaching a course there on The Wire this spring, makes a similar point about the show's power as a social document. She finds that, for many of her largely upper-middle-class students, issues like poverty and urban deindustrialization are remote from their daily lives, and simply reading about them does little to bridge that gap. The Wire puts faces and stories to those forces—Stringer Bell, the gang leader with the heart of a CFO; Bubbles, the wry, entrepreneurial junkie; "Bunny" Colvin, the police major who grows so disenchanted by the war on drugs that he tries legalizing them in his district.
"There's this question of how you appeal to young people who feel—not all of them but many of them—far removed from the type of people who are the major characters in The Wire," Makhulu says.
The media scholars offering courses on The Wire treat the show differently. They're quick to point out the show's impressive verisimilitude, and they're happy, they say, to see the show being studied across academic disciplines. But to these thinkers, treating the show simply as a look into the intricacies of the American inner city is incomplete.
...............
Asked about the academic uses of the show, Simon himself declined to weigh in, writing in an e-mail, "It's gratifying to have the ideas and arguments that we put forward seriously discussed in any forum, including academia." Wilson, for his part, sees questions like Mittell's as interesting but secondary. There are issues that arise from the ways that the show is fictionalized, he concedes; they're just not the ones that interest him. "You want to talk about it being fiction, call it fiction," he says, "but it shows incredible imagination and understanding about the way the world works, and for me that's enough."
Read the full post, including links to the course syllabi HERE.
UPDATE: SLATE has even more courses listed now, including syllabi HERE.
For fellow The Wire fans, here's an earlier post about The Wire's ghetto Goodnight Moon
Sunday, March 07, 2010
Interview with UCLA Ethnomusicologist Anthony Seeger
Great interview with ethnomusicologist Tony Seeger, at Artistshousemusic. many clips, check them out HERE.
Saturday, March 06, 2010
Interview with Ethnomusicologist Timothy Rice
A nice interview about a wide variety of subjects with UCLA ethnomusicologist Timothy Rice. See the menu of interview clips HERE.
Monday, January 04, 2010
Career U.: Making College "Relevant"
NYT
January 3, 2010
Career U.
Making College ‘Relevant’
By KATE ZERNIKE
THOMAS COLLEGE, a liberal arts school in Maine, advertises itself as Home of the Guaranteed Job! Students who can’t find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.
The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.
And in a class called “The English Major in the Workplace,” at the University of Texas, Austin, students read “Death of a Salesman” but also learn to network, write a résumé and come off well in an interview.
Even before they arrive on campus, students — and their parents — are increasingly focused on what comes after college. What’s the return on investment, especially as the cost of that investment keeps rising? How will that major translate into a job?
......
The shift in attitudes is reflected in a shifting curriculum. Nationally, business has been the most popular major for the last 15 years. Campuses also report a boom in public health fields, and many institutions are building up environmental science and just about anything prefixed with “bio.” Reflecting the new economic and global realities, they are adding or expanding majors in Chinese and Arabic. The University of Michigan has seen a 38 percent increase in students enrolling in Asian language courses since 2002, while French has dropped by 5 percent.
Of course, universities have always adjusted curriculum to reflect the changing world; Kim Wilcox, the provost and vice president for academic affairs at Michigan State, notes that universities, his included, used to offer majors in elocution and animal husbandry. In a major re-examination of its curriculum, Michigan State has added a dozen or so new programs, including degrees in global studies and, in response to a growing industry in the state, film studies. At the same time, it is abandoning underperformers like classical studies: in the last four years, only 13 students have declared it their major.
......
In Michigan, where the recession hit early and hard, universities are particularly focused on being relevant to the job market. “There’s been this drumbeat that Michigan has got to diversify its economy,” says Mary Sue Coleman, the president of the University of Michigan.
Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school. The university has responded with about 100 entrepreneurship courses across the curriculum, including “Financing Research Commercialization” and “Engineering Social Venture Creation,” for students interested in creating businesses that not only do well financially but also do society good. Next year, the university will begin offering a master’s to students who commit to starting a high-tech company.
At the same time, Dr. Coleman is wary of training students for just one thing — “creating them to do some little widget,” as she says. Michigan has begun a speaker series featuring alumni or other successful entrepreneurs who come in to talk about how their careers benefited from what Dr. Coleman calls “core knowledge.”
“We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says. “We want to teach them how to make an argument, how to defend an argument, to make a choice.” These are the skills that liberal arts colleges in particular have prided themselves on teaching. But these colleges also say they have the hardest time explaining the link between what they teach and the kind of job and salary a student can expect on the other end.
“There’s no immediate impact, that’s the problem,” says John J. Neuhauser, the president of St. Michael’s College, a liberal arts school in Vermont. “The humanities tend to educate people much farther out. They’re looking for an impact that lasts over decades, not just when you’re 22.”
When prospective students and their parents visit, he says, they ask about placement rates, internships and alumni involvement in job placement. These are questions, he says, that he never heard 10 years ago.
St. Michael’s, like other colleges, has adapted its curriculum to reflect demand. The college had to create new sections of chemistry labs and calculus on the spot during summer registration, and it raised the cap on the number of students in a biology lab. “I’d say, given the vagaries of the business cycle, people are looking for things that they know will always be needed — accountants, scientists, mathematicians,” says Jeffrey A. Trumbower, dean of the college. “Those also happen to be some of the most challenging majors academically, so we’ll see how these trends hold up.”
Still, Dr. Neuhauser finds the careerism troubling. “I think people change a great deal between 18 and 22,” he says. “The intimate environment small liberal arts colleges provide is a great place to grow up. But there’s no question that smacks of some measure of elitism now.”
There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”
“It’s not about what you should major in, but that no matter what you major in, you need good writing skills and good speaking skills,” says Debra Humphreys, a vice president at the association.
The organization has conducted focus groups with employers before and heard the same thing. With the recession, she says, they weren’t sure the findings would hold. “But it’s even more intense. Companies are demanding more of employees. They really want them to have a broad set of skills.” She adds that getting employer feedback is the association service that “college leaders find the most valuable, because they can answer the question when parents ask, ‘Is this going to help in getting a job?’ ”
......
Read the full post HERE.
January 3, 2010
Career U.
Making College ‘Relevant’
By KATE ZERNIKE
THOMAS COLLEGE, a liberal arts school in Maine, advertises itself as Home of the Guaranteed Job! Students who can’t find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.
The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.
And in a class called “The English Major in the Workplace,” at the University of Texas, Austin, students read “Death of a Salesman” but also learn to network, write a résumé and come off well in an interview.
Even before they arrive on campus, students — and their parents — are increasingly focused on what comes after college. What’s the return on investment, especially as the cost of that investment keeps rising? How will that major translate into a job?
......
The shift in attitudes is reflected in a shifting curriculum. Nationally, business has been the most popular major for the last 15 years. Campuses also report a boom in public health fields, and many institutions are building up environmental science and just about anything prefixed with “bio.” Reflecting the new economic and global realities, they are adding or expanding majors in Chinese and Arabic. The University of Michigan has seen a 38 percent increase in students enrolling in Asian language courses since 2002, while French has dropped by 5 percent.
Of course, universities have always adjusted curriculum to reflect the changing world; Kim Wilcox, the provost and vice president for academic affairs at Michigan State, notes that universities, his included, used to offer majors in elocution and animal husbandry. In a major re-examination of its curriculum, Michigan State has added a dozen or so new programs, including degrees in global studies and, in response to a growing industry in the state, film studies. At the same time, it is abandoning underperformers like classical studies: in the last four years, only 13 students have declared it their major.
......
In Michigan, where the recession hit early and hard, universities are particularly focused on being relevant to the job market. “There’s been this drumbeat that Michigan has got to diversify its economy,” says Mary Sue Coleman, the president of the University of Michigan.
Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school. The university has responded with about 100 entrepreneurship courses across the curriculum, including “Financing Research Commercialization” and “Engineering Social Venture Creation,” for students interested in creating businesses that not only do well financially but also do society good. Next year, the university will begin offering a master’s to students who commit to starting a high-tech company.
At the same time, Dr. Coleman is wary of training students for just one thing — “creating them to do some little widget,” as she says. Michigan has begun a speaker series featuring alumni or other successful entrepreneurs who come in to talk about how their careers benefited from what Dr. Coleman calls “core knowledge.”
“We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says. “We want to teach them how to make an argument, how to defend an argument, to make a choice.” These are the skills that liberal arts colleges in particular have prided themselves on teaching. But these colleges also say they have the hardest time explaining the link between what they teach and the kind of job and salary a student can expect on the other end.
“There’s no immediate impact, that’s the problem,” says John J. Neuhauser, the president of St. Michael’s College, a liberal arts school in Vermont. “The humanities tend to educate people much farther out. They’re looking for an impact that lasts over decades, not just when you’re 22.”
When prospective students and their parents visit, he says, they ask about placement rates, internships and alumni involvement in job placement. These are questions, he says, that he never heard 10 years ago.
St. Michael’s, like other colleges, has adapted its curriculum to reflect demand. The college had to create new sections of chemistry labs and calculus on the spot during summer registration, and it raised the cap on the number of students in a biology lab. “I’d say, given the vagaries of the business cycle, people are looking for things that they know will always be needed — accountants, scientists, mathematicians,” says Jeffrey A. Trumbower, dean of the college. “Those also happen to be some of the most challenging majors academically, so we’ll see how these trends hold up.”
Still, Dr. Neuhauser finds the careerism troubling. “I think people change a great deal between 18 and 22,” he says. “The intimate environment small liberal arts colleges provide is a great place to grow up. But there’s no question that smacks of some measure of elitism now.”
There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”
“It’s not about what you should major in, but that no matter what you major in, you need good writing skills and good speaking skills,” says Debra Humphreys, a vice president at the association.
The organization has conducted focus groups with employers before and heard the same thing. With the recession, she says, they weren’t sure the findings would hold. “But it’s even more intense. Companies are demanding more of employees. They really want them to have a broad set of skills.” She adds that getting employer feedback is the association service that “college leaders find the most valuable, because they can answer the question when parents ask, ‘Is this going to help in getting a job?’ ”
......
Read the full post HERE.
Sunday, September 20, 2009
The End of College As We Know It: College for $99/month
Washington Monthly
Feature
September / October 2009
College for $99 a Month
The next generation of online education could be great for students—and catastrophic for universities.
by Kevin Carey
Like millions of other Americans, Barbara Solvig lost her job this year. A fifty-year-old mother of three, Solvig had taken college courses at Northeastern Illinois University years ago, but never earned a degree. Ever since, she had been forced to settle for less money than coworkers with similar jobs who had bachelor’s degrees. So when she was laid off from a human resources position at a Chicago-area hospital in January, she knew the time had come to finally get her own credential. Doing that wasn’t going to be easy, because four-year degrees typically require two luxuries Solvig didn’t have: years of time out of the workforce, and a great deal of money.
Luckily for Solvig, there were new options available. She went online looking for something that fit her wallet and her time horizon, and an ad caught her eye: a company called StraighterLine was offering online courses in subjects like accounting, statistics, and math. This was hardly unusual—hundreds of institutions are online hawking degrees. But one thing about StraighterLine stood out: it offered as many courses as she wanted for a flat rate of $99 a month. “It sounds like a scam,” Solvig thought—she’d run into a lot of shady companies and hard-sell tactics on the Internet. But for $99, why not take a risk?
Solvig threw herself into the work, studying up to eighteen hours a day. And contrary to expectations, the courses turned out to be just what she was looking for. Every morning she would sit down at her kitchen table and log on to a Web site where she could access course materials, read text, watch videos, listen to podcasts, work through problem sets, and take exams. Online study groups were available where she could collaborate with other students via listserv and instant messaging. StraighterLine courses were designed and overseen by professors with PhDs, and she was assigned a course adviser who was available by e-mail. And if Solvig got stuck and needed help, real live tutors were available at any time, day or night, just a mouse click away.
Crucially for Solvig—who needed to get back into the workforce as soon as possible—StraighterLine let students move through courses as quickly or slowly as they chose. Once a course was finished, Solvig could move on to the next one, without paying more. In less than two months, she had finished four complete courses, for less than $200 total. The same courses would have cost her over $2,700 at Northeastern Illinois, $4,200 at Kaplan University, $6,300 at the University of Phoenix, and roughly the gross domestic product of a small Central American nation at an elite private university. They also would have taken two or three times as long to complete.
And if Solvig needed any further proof that her online education was the real deal, she found it when her daughter came home from a local community college one day, complaining about her math course. When Solvig looked at the course materials, she realized that her daughter was using exactly the same learning modules that she was using at StraighterLine, both developed by textbook giant McGraw-Hill. The only difference was that her daughter was paying a lot more for them, and could only take them on the college’s schedule. And while she had a professor, he wasn’t doing much teaching. “He just stands there,” Solvig’s daughter said, while students worked through modules on their own.
StraighterLine is the brainchild of a man named Burck Smith, an Internet entrepreneur bent on altering the DNA of higher education as we have known it for the better part of 500 years. Rather than students being tethered to ivy-covered quads or an anonymous commuter campus, Smith envisions a world where they can seamlessly assemble credits and degrees from multiple online providers, each specializing in certain subjects and—most importantly—fiercely competing on price. Smith himself may be the person who revolutionizes the university, or he may not be. But someone with the means and vision to fundamentally reorder the way students experience and pay for higher education is bound to emerge.
In recent years, Americans have grown accustomed to living amid the smoking wreckage of various once-proud industries—automakers bankrupt, brand-name Wall Street banks in ruins, newspapers dying by the dozen. It’s tempting in such circumstances to take comfort in the seeming permanency of our colleges and universities, in the notion that our world-beating higher education system will reliably produce research and knowledge workers for decades to come. But this is an illusion. Colleges are caught in the same kind of debt-fueled price spiral that just blew up the real estate market. They’re also in the information business in a time when technology is driving down the cost of selling information to record, destabilizing lows.
In combination, these two trends threaten to shake the foundation of the modern university, in much the same way that other seemingly impregnable institutions have been torn apart. In some ways, the upheaval will be a welcome one. Students will benefit enormously from radically lower prices—particularly people like Solvig who lack disposable income and need higher learning to compete in an ever-more treacherous economy. But these huge changes will also seriously threaten the ability of universities to provide all the things beyond teaching on which society depends: science, culture, the transmission of our civilization from one generation to the next.
Whether this transformation is a good or a bad thing is something of a moot point—it’s coming, and sooner than you think.
It's a lengthy article; read the rest HERE.
Feature
September / October 2009
College for $99 a Month
The next generation of online education could be great for students—and catastrophic for universities.
by Kevin Carey
Like millions of other Americans, Barbara Solvig lost her job this year. A fifty-year-old mother of three, Solvig had taken college courses at Northeastern Illinois University years ago, but never earned a degree. Ever since, she had been forced to settle for less money than coworkers with similar jobs who had bachelor’s degrees. So when she was laid off from a human resources position at a Chicago-area hospital in January, she knew the time had come to finally get her own credential. Doing that wasn’t going to be easy, because four-year degrees typically require two luxuries Solvig didn’t have: years of time out of the workforce, and a great deal of money.
Luckily for Solvig, there were new options available. She went online looking for something that fit her wallet and her time horizon, and an ad caught her eye: a company called StraighterLine was offering online courses in subjects like accounting, statistics, and math. This was hardly unusual—hundreds of institutions are online hawking degrees. But one thing about StraighterLine stood out: it offered as many courses as she wanted for a flat rate of $99 a month. “It sounds like a scam,” Solvig thought—she’d run into a lot of shady companies and hard-sell tactics on the Internet. But for $99, why not take a risk?
Solvig threw herself into the work, studying up to eighteen hours a day. And contrary to expectations, the courses turned out to be just what she was looking for. Every morning she would sit down at her kitchen table and log on to a Web site where she could access course materials, read text, watch videos, listen to podcasts, work through problem sets, and take exams. Online study groups were available where she could collaborate with other students via listserv and instant messaging. StraighterLine courses were designed and overseen by professors with PhDs, and she was assigned a course adviser who was available by e-mail. And if Solvig got stuck and needed help, real live tutors were available at any time, day or night, just a mouse click away.
Crucially for Solvig—who needed to get back into the workforce as soon as possible—StraighterLine let students move through courses as quickly or slowly as they chose. Once a course was finished, Solvig could move on to the next one, without paying more. In less than two months, she had finished four complete courses, for less than $200 total. The same courses would have cost her over $2,700 at Northeastern Illinois, $4,200 at Kaplan University, $6,300 at the University of Phoenix, and roughly the gross domestic product of a small Central American nation at an elite private university. They also would have taken two or three times as long to complete.
And if Solvig needed any further proof that her online education was the real deal, she found it when her daughter came home from a local community college one day, complaining about her math course. When Solvig looked at the course materials, she realized that her daughter was using exactly the same learning modules that she was using at StraighterLine, both developed by textbook giant McGraw-Hill. The only difference was that her daughter was paying a lot more for them, and could only take them on the college’s schedule. And while she had a professor, he wasn’t doing much teaching. “He just stands there,” Solvig’s daughter said, while students worked through modules on their own.
StraighterLine is the brainchild of a man named Burck Smith, an Internet entrepreneur bent on altering the DNA of higher education as we have known it for the better part of 500 years. Rather than students being tethered to ivy-covered quads or an anonymous commuter campus, Smith envisions a world where they can seamlessly assemble credits and degrees from multiple online providers, each specializing in certain subjects and—most importantly—fiercely competing on price. Smith himself may be the person who revolutionizes the university, or he may not be. But someone with the means and vision to fundamentally reorder the way students experience and pay for higher education is bound to emerge.
In recent years, Americans have grown accustomed to living amid the smoking wreckage of various once-proud industries—automakers bankrupt, brand-name Wall Street banks in ruins, newspapers dying by the dozen. It’s tempting in such circumstances to take comfort in the seeming permanency of our colleges and universities, in the notion that our world-beating higher education system will reliably produce research and knowledge workers for decades to come. But this is an illusion. Colleges are caught in the same kind of debt-fueled price spiral that just blew up the real estate market. They’re also in the information business in a time when technology is driving down the cost of selling information to record, destabilizing lows.
In combination, these two trends threaten to shake the foundation of the modern university, in much the same way that other seemingly impregnable institutions have been torn apart. In some ways, the upheaval will be a welcome one. Students will benefit enormously from radically lower prices—particularly people like Solvig who lack disposable income and need higher learning to compete in an ever-more treacherous economy. But these huge changes will also seriously threaten the ability of universities to provide all the things beyond teaching on which society depends: science, culture, the transmission of our civilization from one generation to the next.
Whether this transformation is a good or a bad thing is something of a moot point—it’s coming, and sooner than you think.
It's a lengthy article; read the rest HERE.
Tuesday, August 04, 2009
The Healing Power of Death Metal (music program for disabled veterans)
SLATE
The Healing Power of Death Metal
An innovative new music program for disabled veterans.
By Anne Applebaum
Posted Monday, Aug. 3, 2009, at 8:01 PM ET
[see original for images and hyperlinks]
Two years ago, someone called up Arthur Bloom and made an unusual request: A badly wounded soldier, a former drummer, wanted to start playing music again. Trouble was, he'd lost a leg in Iraq and couldn't use his old drum kit. Did Bloom have any ideas?
As it happened, he did. Bloom is a classically trained pianist who can mix a rap song, a composer whose work has been performed by the Israel Chamber Orchestra, Def Jam Records, and everything in between. Tinkering with musical instruments is the kind of thing he does for fun. Bloom went to Walter Reed Army Medical Center, met the drummer, and rigged up a drum set. Then he went back—again, and then again—until finally he founded a program, Musicorps, designed to teach music to disabled soldiers. It wasn't just the appeal of "helping veterans" that drew him in. It was also what he learned about what one of his protégés has memorably described as "the healing power of death metal."
As that phrase perhaps conveys, Bloom's project isn't standard music therapy. On the contrary, after working with a few Walter Reed patients, he realized that what a severely injured person needs isn't just a few guitar lessons or some soothing sounds, but rather what he calls "real" music: serious, one-on-one, customized training, ongoing collaboration, professional mentors. In pursuit of this idea, he persuaded donors to give him instruments, got Steve Jobs to donate computers, and set up what looks like a small recording studio in one of the residential houses at Walter Reed. Bloom started hanging around the house, ready to teach, practice, or produce original music with the vets—or, if so required, to rewrite a piece of piano music so that a one-armed veteran could play it with his artificial hand.
The result? Well, there are halls of residence at Walter Reed where depressed young men sit in their rooms and stare at the walls. And then there is the music session I watched, during which a young soldier with an artificial leg, shrapnel wounds, and no prior musical training practiced complex electric guitar riffs to the pace of an electronic drumbeat. A visiting guitarist kept setting that beat faster and faster, forcing the vet to play faster and faster, until all broke out in howls of laughter. Meanwhile, another soldier, also with an artificial leg, tinkered with his rap lyrics. He hopes to get one of his songs, mixed and recorded at Walter Reed ("it's about being blown up in Iraq"), played on the radio.
It was a cheerful scene, but it was more than that, too. Many of the soldiers at Walter Reed sustained some level of brain damage in the explosions that ripped off their arms or legs; almost by definition, they all have psychological issues stemming from the injury and their war experiences. Dr. Allen Brown, director of brain research and rehabilitation at the Mayo Clinic—and a Musicorps adviser—reckons that because the process of learning to play music requires the use of so many different parts of the brain, it might literally help the brain recover, to compensate for severe injury. Dr. Brown is now working with Bloom, he told me, in order to come up with a way to "clinically evaluate this process," not least so that it can be repeated elsewhere. So far, more than a dozen veterans have been helped by Musicorps. Thousands more could benefit—though nothing involving professional musicians can run on volunteer energy forever.
The project is extraordinary on its own—look at the Musicorps Web site for more details—but it carries a whole constellation of implications. In the spring of 2007, Congress agonized over the fate of wounded soldiers at Walter Reed after a Washington Post investigation into shabby buildings and shabbier bureaucracy at the nation's main military hospital. The fresh paint and better services that resulted from that scandal are only the beginning of what needs to be done.
In truth, it's been a long, long time since there have been so many wounded Americans to care for, and neither our military nor our government is good at inventing customized recovery programs like Musicorps. Entrepreneurs like Bloom can come up with new solutions; the question is whether our health care system and our philanthropic organizations have become too ossified to support them. In its narrow way, the fate of Bloom's program will tell us a lot about how well we are going to care for the thousands of men and women severely wounded in the wars of the last decade, men and women who will go on needing care for many decades to come.
Anne Applebaum is a Washington Post and Slate columnist. Her most recent book is Gulag: A History.
The Healing Power of Death Metal
An innovative new music program for disabled veterans.
By Anne Applebaum
Posted Monday, Aug. 3, 2009, at 8:01 PM ET
[see original for images and hyperlinks]
Two years ago, someone called up Arthur Bloom and made an unusual request: A badly wounded soldier, a former drummer, wanted to start playing music again. Trouble was, he'd lost a leg in Iraq and couldn't use his old drum kit. Did Bloom have any ideas?
As it happened, he did. Bloom is a classically trained pianist who can mix a rap song, a composer whose work has been performed by the Israel Chamber Orchestra, Def Jam Records, and everything in between. Tinkering with musical instruments is the kind of thing he does for fun. Bloom went to Walter Reed Army Medical Center, met the drummer, and rigged up a drum set. Then he went back—again, and then again—until finally he founded a program, Musicorps, designed to teach music to disabled soldiers. It wasn't just the appeal of "helping veterans" that drew him in. It was also what he learned about what one of his protégés has memorably described as "the healing power of death metal."
As that phrase perhaps conveys, Bloom's project isn't standard music therapy. On the contrary, after working with a few Walter Reed patients, he realized that what a severely injured person needs isn't just a few guitar lessons or some soothing sounds, but rather what he calls "real" music: serious, one-on-one, customized training, ongoing collaboration, professional mentors. In pursuit of this idea, he persuaded donors to give him instruments, got Steve Jobs to donate computers, and set up what looks like a small recording studio in one of the residential houses at Walter Reed. Bloom started hanging around the house, ready to teach, practice, or produce original music with the vets—or, if so required, to rewrite a piece of piano music so that a one-armed veteran could play it with his artificial hand.
The result? Well, there are halls of residence at Walter Reed where depressed young men sit in their rooms and stare at the walls. And then there is the music session I watched, during which a young soldier with an artificial leg, shrapnel wounds, and no prior musical training practiced complex electric guitar riffs to the pace of an electronic drumbeat. A visiting guitarist kept setting that beat faster and faster, forcing the vet to play faster and faster, until all broke out in howls of laughter. Meanwhile, another soldier, also with an artificial leg, tinkered with his rap lyrics. He hopes to get one of his songs, mixed and recorded at Walter Reed ("it's about being blown up in Iraq"), played on the radio.
It was a cheerful scene, but it was more than that, too. Many of the soldiers at Walter Reed sustained some level of brain damage in the explosions that ripped off their arms or legs; almost by definition, they all have psychological issues stemming from the injury and their war experiences. Dr. Allen Brown, director of brain research and rehabilitation at the Mayo Clinic—and a Musicorps adviser—reckons that because the process of learning to play music requires the use of so many different parts of the brain, it might literally help the brain recover, to compensate for severe injury. Dr. Brown is now working with Bloom, he told me, in order to come up with a way to "clinically evaluate this process," not least so that it can be repeated elsewhere. So far, more than a dozen veterans have been helped by Musicorps. Thousands more could benefit—though nothing involving professional musicians can run on volunteer energy forever.
The project is extraordinary on its own—look at the Musicorps Web site for more details—but it carries a whole constellation of implications. In the spring of 2007, Congress agonized over the fate of wounded soldiers at Walter Reed after a Washington Post investigation into shabby buildings and shabbier bureaucracy at the nation's main military hospital. The fresh paint and better services that resulted from that scandal are only the beginning of what needs to be done.
In truth, it's been a long, long time since there have been so many wounded Americans to care for, and neither our military nor our government is good at inventing customized recovery programs like Musicorps. Entrepreneurs like Bloom can come up with new solutions; the question is whether our health care system and our philanthropic organizations have become too ossified to support them. In its narrow way, the fate of Bloom's program will tell us a lot about how well we are going to care for the thousands of men and women severely wounded in the wars of the last decade, men and women who will go on needing care for many decades to come.
Anne Applebaum is a Washington Post and Slate columnist. Her most recent book is Gulag: A History.
Sunday, July 05, 2009
Sunday, May 10, 2009
Finnish teacher unlocks music for special-needs students
CMS
Click to the original story for photos and sound samples.
Simplified, accessible music notation lets their talent, not their needs, take center stage.
By Stacy Teicher Khadaroo | Staff writer of The Christian Science Monitor
Helsinki, Finland
Jamming on keyboards, bass guitar, and drums, four young men fill a basement room with harmony. The only unusual items here are the colorful squares, triangles, and circles up on a magnet board. The symbols are stand-ins for conventional musical notes – the keys that have unlocked music for the students here.
The Special Music Center Resonaari has a humble, cozy setting – a converted two-story home in Finland's capital. But for the 170 people with intellectual or developmental disabilities who take music classes here each week, it's a place where their talents, not their special needs, take center stage.
For music teacher Markku Kaikkonen, the director, it's also the nucleus of a "cultural revolution."
"Our pupils, many of them, have lived in the margin of society. But now, with the help of ... music education, they are coming closer and closer to the center of society," Mr. Kaikkonen says, leaning forward with excitement, his brown hair hanging loosely about his shoulders.
The effects spread far beyond the students, Kaikkonen says. They change attitudes among families, neighbors, and the audiences who see them perform.
Figurenotes, a system of notation and teaching, has been developed and tested over the past decade by Kaikkonen and codirector Kaarlo Uusitalo. Students learn to play by matching the symbols to keys on a piano or frets on a guitar. Colors indicate notes, shapes show the octave, and arrows show sharps and flats. It's a simple way to convey all the information in traditional notation.
The Figurenotes method has spread to Japan, Estonia, and Scotland.
"What they're teaching us is that people with learning disabilities are capable of doing so much more in terms of their musical ability than what we previously knew," says Brian Cope, artistic director of Drake Music Scotland, a charity that uses Figurenotes in both mainstream and special education.
Students often arrive with no concept of rhythm, melody, or other basics. Some can use only one finger to play. Others are very shy. It can take years to reach the point of performing in annual concerts, which draw hundreds. Kaikkonen and his teachers patiently rejoice in every step of progress.
"In the beginning, it's only colors and symbols, but then suddenly it starts to be music, and it's the miracle moment," Kaikkonen says. "When a person is playing for the first time in his life, and he understands, 'I played music!' ... I call it the big-smile effect." It kicks off a lifelong cycle of learning, he says.
When student Marko Koivu arrived for classes about 10 years ago, he had only two friends: his mother and a nurse. "He was a really passive boy," Kaikkonen recalls.
Before long, Marko was learning to play the keyboard. "His mother called to say, 'Marko is teaching me how to play chords. Are these real chords?' " Kaikkonen says. "It was a great moment ... when the son ... had knowledge about something that the mother didn't know anything about."
Marko started exploring bus routes to rehearsals, instead of relying on his free taxi card. He befriended some famous Finnish musicians, who joined him and other Resonaari students onstage.
"Music is my life," he says. "When we have concerts, it is giving me a good feeling."
Kaikkonen studied music education and music therapy at Helsinki's prestigious Sibelius Academy long before good methods for teaching music to the disabled had been found. But as a teacher at a secondary school and as a music therapist at a mental hospital, he learned to turn chaos into order among students with behavioral problems. And two "master teachers" showed him how to bring out people's hidden talents.
"When working with special-needs people, Markku treats them with respect and humanity, with trust in their potential," writes Ulla Hairo-Lax in an e-mail interview. A music teacher and researcher in Helsinki, she has observed his work and credits him with "boundless 'innovativeness' " and a "hilarious sense of humor."
Kaikkonen joins Marko's band practice, tapping a plaid-slippered foot on a set of bongos on the floor, his hand tucked into a back pocket of his black jeans. Mr. Uusitalo leads the group as they play (and sing in Finnish) John Fogerty's zesty "Proud Mary."
Perhaps they'll perform it at the next concert. The Resonaari players' professionalism, and their ties to the well-known artists who perform with them, are central to Kaikkonen's "cultural revolution."
They challenge people's notions of who can be a musician, he says. "People are coming because the music is so good. For the audience, it is the moment when they start to think [about] the power of these people." Maybe they look a bit different, but what the audience finds isn't a needy person. It's a "person who is as talented as anybody."•
Monday, April 27, 2009
NYT Op-ed: End the University as We Know It
NYT
April 27, 2009
Op-Ed Contributor
End the University as We Know It
By MARK C. TAYLOR
GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).
Widespread hiring freezes and layoffs have brought these problems into sharp relief now. But our graduate system has been in crisis for decades, and the seeds of this crisis go as far back as the formation of modern universities. Kant, in his 1798 work “The Conflict of the Faculties,” wrote that universities should “handle the entire content of learning by mass production, so to speak, by a division of labor, so that for every branch of the sciences there would be a public teacher or professor appointed as its trustee.”
Unfortunately this mass-production university model has led to separation where there ought to be collaboration and to ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems. A colleague recently boasted to me that his best student was doing his dissertation on how the medieval theologian Duns Scotus used citations.
The emphasis on narrow scholarship also encourages an educational system that has become a process of cloning. Faculty members cultivate those students whose futures they envision as identical to their own pasts, even though their tenures will stand in the way of these students having futures as full professors.
The dirty secret of higher education is that without underpaid graduate students to help in laboratories and with teaching, universities couldn’t conduct research or even instruct their growing undergraduate populations. That’s one of the main reasons we still encourage people to enroll in doctoral programs. It is simply cheaper to provide graduate students with modest stipends and adjuncts with as little as $5,000 a course — with no benefits — than it is to hire full-time professors.
In other words, young people enroll in graduate programs, work hard for subsistence pay and assume huge debt burdens, all because of the illusory promise of faculty appointments. But their economical presence, coupled with the intransigence of tenure, ensures that there will always be too many candidates for too few openings.
The other obstacle to change is that colleges and universities are self-regulating or, in academic parlance, governed by peer review. While trustees and administrations theoretically have some oversight responsibility, in practice, departments operate independently. To complicate matters further, once a faculty member has been granted tenure he is functionally autonomous. Many academics who cry out for the regulation of financial markets vehemently oppose it in their own departments.
If American higher education is to thrive in the 21st century, colleges and universities, like Wall Street and Detroit, must be rigorously regulated and completely restructured. The long process to make higher learning more agile, adaptive and imaginative can begin with six major steps:
1. Restructure the curriculum, beginning with graduate programs and proceeding as quickly as possible to undergraduate programs. The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network. Responsible teaching and scholarship must become cross-disciplinary and cross-cultural.
Just a few weeks ago, I attended a meeting of political scientists who had gathered to discuss why international relations theory had never considered the role of religion in society. Given the state of the world today, this is a significant oversight. There can be no adequate understanding of the most important issues we face when disciplines are cloistered from one another and operate on their own premises.
It would be far more effective to bring together people working on questions of religion, politics, history, economics, anthropology, sociology, literature, art, religion and philosophy to engage in comparative analysis of common problems. As the curriculum is restructured, fields of inquiry and methods of investigation will be transformed.
2. Abolish permanent departments, even for undergraduate education, and create problem-focused programs. These constantly evolving programs would have sunset clauses, and every seven years each one should be evaluated and either abolished, continued or significantly changed. It is possible to imagine a broad range of topics around which such zones of inquiry could be organized: Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water.
Consider, for example, a Water program. In the coming decades, water will become a more pressing problem than oil, and the quantity, quality and distribution of water will pose significant scientific, technological and ecological difficulties as well as serious political and economic challenges. These vexing practical problems cannot be adequately addressed without also considering important philosophical, religious and ethical issues. After all, beliefs shape practices as much as practices shape beliefs.
A Water program would bring together people in the humanities, arts, social and natural sciences with representatives from professional schools like medicine, law, business, engineering, social work, theology and architecture. Through the intersection of multiple perspectives and approaches, new theoretical insights will develop and unexpected practical solutions will emerge.
3. Increase collaboration among institutions. All institutions do not need to do all things and technology makes it possible for schools to form partnerships to share students and faculty. Institutions will be able to expand while contracting. Let one college have a strong department in French, for example, and the other a strong department in German; through teleconferencing and the Internet both subjects can be taught at both places with half the staff. With these tools, I have already team-taught semester-long seminars in real time at the Universities of Helsinki and Melbourne.
4. Transform the traditional dissertation. In the arts and humanities, where looming cutbacks will be most devastating, there is no longer a market for books modeled on the medieval dissertation, with more footnotes than text. As financial pressures on university presses continue to mount, publication of dissertations, and with it scholarly certification, is almost impossible. (The average university press print run of a dissertation that has been converted into a book is less than 500, and sales are usually considerably lower.) For many years, I have taught undergraduate courses in which students do not write traditional papers but develop analytic treatments in formats from hypertext and Web sites to films and video games. Graduate students should likewise be encouraged to produce “theses” in alternative formats.
5. Expand the range of professional options for graduate students. Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education. The exposure to new approaches and different cultures and the consideration of real-life issues will prepare students for jobs at businesses and nonprofit organizations. Moreover, the knowledge and skills they will cultivate in the new universities will enable them to adapt to a constantly changing world.
6. Impose mandatory retirement and abolish tenure. Initially intended to protect academic freedom, tenure has resulted in institutions with little turnover and professors impervious to change. After all, once tenure has been granted, there is no leverage to encourage a professor to continue to develop professionally or to require him or her to assume responsibilities like administration and student advising. Tenure should be replaced with seven-year contracts, which, like the programs in which faculty teach, can be terminated or renewed. This policy would enable colleges and universities to reward researchers, scholars and teachers who continue to evolve and remain productive while also making room for young people with new ideas and skills.
For many years, I have told students, “Do not do what I do; rather, take whatever I have to offer and do with it what I could never imagine doing and then come back and tell me about it.” My hope is that colleges and universities will be shaken out of their complacency and will open academia to a future we cannot conceive.
Mark C. Taylor, the chairman of the religion department at Columbia, is the author of the forthcoming “Field Notes From Elsewhere: Reflections on Dying and Living.”
April 27, 2009
Op-Ed Contributor
End the University as We Know It
By MARK C. TAYLOR
GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).
Widespread hiring freezes and layoffs have brought these problems into sharp relief now. But our graduate system has been in crisis for decades, and the seeds of this crisis go as far back as the formation of modern universities. Kant, in his 1798 work “The Conflict of the Faculties,” wrote that universities should “handle the entire content of learning by mass production, so to speak, by a division of labor, so that for every branch of the sciences there would be a public teacher or professor appointed as its trustee.”
Unfortunately this mass-production university model has led to separation where there ought to be collaboration and to ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems. A colleague recently boasted to me that his best student was doing his dissertation on how the medieval theologian Duns Scotus used citations.
The emphasis on narrow scholarship also encourages an educational system that has become a process of cloning. Faculty members cultivate those students whose futures they envision as identical to their own pasts, even though their tenures will stand in the way of these students having futures as full professors.
The dirty secret of higher education is that without underpaid graduate students to help in laboratories and with teaching, universities couldn’t conduct research or even instruct their growing undergraduate populations. That’s one of the main reasons we still encourage people to enroll in doctoral programs. It is simply cheaper to provide graduate students with modest stipends and adjuncts with as little as $5,000 a course — with no benefits — than it is to hire full-time professors.
In other words, young people enroll in graduate programs, work hard for subsistence pay and assume huge debt burdens, all because of the illusory promise of faculty appointments. But their economical presence, coupled with the intransigence of tenure, ensures that there will always be too many candidates for too few openings.
The other obstacle to change is that colleges and universities are self-regulating or, in academic parlance, governed by peer review. While trustees and administrations theoretically have some oversight responsibility, in practice, departments operate independently. To complicate matters further, once a faculty member has been granted tenure he is functionally autonomous. Many academics who cry out for the regulation of financial markets vehemently oppose it in their own departments.
If American higher education is to thrive in the 21st century, colleges and universities, like Wall Street and Detroit, must be rigorously regulated and completely restructured. The long process to make higher learning more agile, adaptive and imaginative can begin with six major steps:
1. Restructure the curriculum, beginning with graduate programs and proceeding as quickly as possible to undergraduate programs. The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network. Responsible teaching and scholarship must become cross-disciplinary and cross-cultural.
Just a few weeks ago, I attended a meeting of political scientists who had gathered to discuss why international relations theory had never considered the role of religion in society. Given the state of the world today, this is a significant oversight. There can be no adequate understanding of the most important issues we face when disciplines are cloistered from one another and operate on their own premises.
It would be far more effective to bring together people working on questions of religion, politics, history, economics, anthropology, sociology, literature, art, religion and philosophy to engage in comparative analysis of common problems. As the curriculum is restructured, fields of inquiry and methods of investigation will be transformed.
2. Abolish permanent departments, even for undergraduate education, and create problem-focused programs. These constantly evolving programs would have sunset clauses, and every seven years each one should be evaluated and either abolished, continued or significantly changed. It is possible to imagine a broad range of topics around which such zones of inquiry could be organized: Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water.
Consider, for example, a Water program. In the coming decades, water will become a more pressing problem than oil, and the quantity, quality and distribution of water will pose significant scientific, technological and ecological difficulties as well as serious political and economic challenges. These vexing practical problems cannot be adequately addressed without also considering important philosophical, religious and ethical issues. After all, beliefs shape practices as much as practices shape beliefs.
A Water program would bring together people in the humanities, arts, social and natural sciences with representatives from professional schools like medicine, law, business, engineering, social work, theology and architecture. Through the intersection of multiple perspectives and approaches, new theoretical insights will develop and unexpected practical solutions will emerge.
3. Increase collaboration among institutions. All institutions do not need to do all things and technology makes it possible for schools to form partnerships to share students and faculty. Institutions will be able to expand while contracting. Let one college have a strong department in French, for example, and the other a strong department in German; through teleconferencing and the Internet both subjects can be taught at both places with half the staff. With these tools, I have already team-taught semester-long seminars in real time at the Universities of Helsinki and Melbourne.
4. Transform the traditional dissertation. In the arts and humanities, where looming cutbacks will be most devastating, there is no longer a market for books modeled on the medieval dissertation, with more footnotes than text. As financial pressures on university presses continue to mount, publication of dissertations, and with it scholarly certification, is almost impossible. (The average university press print run of a dissertation that has been converted into a book is less than 500, and sales are usually considerably lower.) For many years, I have taught undergraduate courses in which students do not write traditional papers but develop analytic treatments in formats from hypertext and Web sites to films and video games. Graduate students should likewise be encouraged to produce “theses” in alternative formats.
5. Expand the range of professional options for graduate students. Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education. The exposure to new approaches and different cultures and the consideration of real-life issues will prepare students for jobs at businesses and nonprofit organizations. Moreover, the knowledge and skills they will cultivate in the new universities will enable them to adapt to a constantly changing world.
6. Impose mandatory retirement and abolish tenure. Initially intended to protect academic freedom, tenure has resulted in institutions with little turnover and professors impervious to change. After all, once tenure has been granted, there is no leverage to encourage a professor to continue to develop professionally or to require him or her to assume responsibilities like administration and student advising. Tenure should be replaced with seven-year contracts, which, like the programs in which faculty teach, can be terminated or renewed. This policy would enable colleges and universities to reward researchers, scholars and teachers who continue to evolve and remain productive while also making room for young people with new ideas and skills.
For many years, I have told students, “Do not do what I do; rather, take whatever I have to offer and do with it what I could never imagine doing and then come back and tell me about it.” My hope is that colleges and universities will be shaken out of their complacency and will open academia to a future we cannot conceive.
Mark C. Taylor, the chairman of the religion department at Columbia, is the author of the forthcoming “Field Notes From Elsewhere: Reflections on Dying and Living.”
Sunday, April 19, 2009
Journalism Schools Play Catchup
NYT
April 19, 2009
J-Schools Play Catchup
By BRIAN STELTER
In his second month as a professor at Arizona State University, Tim McGuire was standing in front of 13 students teaching “The Business of Journalism” when his inner voice interrupted. “You dummy,” he recalls thinking, “you are teaching a history course.” It was fall 2006, and he was talking about the production of a daily newspaper, but not about the parallel production of a 24-hour-a-day Web site. He was explaining the collapse of the print classified advertising market, but not the striking success of Google search advertisements.
The course, new to the curriculum, was in desperate need of a revision already. Mr. McGuire, a 23-year veteran of The Star Tribune in Minneapolis, was in need of a re-education himself.
“I knew what I knew until I realized there was an earthquake underfoot,” he says. He immersed himself in Internet business models. He started a blog. The course was renamed “The Business and Future of Journalism.” He quickly learned that today’s journalism students don’t enroll to hear, in Mr. McGuire’s words, “old newspaper farts telling them that the business is doomed.”
“They know the model is broken,” he says. “They think, We’ll just have to fix it.” And so he started this semester by outlining an intimidating theme for the course: “How do we pay for journalism?”
Right now, there may be no other field of education where “I don’t know” is spoken so often.
read the story here
April 19, 2009
J-Schools Play Catchup
By BRIAN STELTER
In his second month as a professor at Arizona State University, Tim McGuire was standing in front of 13 students teaching “The Business of Journalism” when his inner voice interrupted. “You dummy,” he recalls thinking, “you are teaching a history course.” It was fall 2006, and he was talking about the production of a daily newspaper, but not about the parallel production of a 24-hour-a-day Web site. He was explaining the collapse of the print classified advertising market, but not the striking success of Google search advertisements.
The course, new to the curriculum, was in desperate need of a revision already. Mr. McGuire, a 23-year veteran of The Star Tribune in Minneapolis, was in need of a re-education himself.
“I knew what I knew until I realized there was an earthquake underfoot,” he says. He immersed himself in Internet business models. He started a blog. The course was renamed “The Business and Future of Journalism.” He quickly learned that today’s journalism students don’t enroll to hear, in Mr. McGuire’s words, “old newspaper farts telling them that the business is doomed.”
“They know the model is broken,” he says. “They think, We’ll just have to fix it.” And so he started this semester by outlining an intimidating theme for the course: “How do we pay for journalism?”
Right now, there may be no other field of education where “I don’t know” is spoken so often.
read the story here
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