Posts tagged ‘perception of university’
Diana Franklin has just published a new book with Morgan & Claypool, A Practical Guide to Gender Diversity for Computer Science Faculty. This is exciting to see. I can’t recommend it yet, just because I haven’t read it. What’s great is that it’s a book on how to teach computing — and there are just far too few of those. Other than the Logo books and the Guide to Teaching CS (from Orit Hazzan et al.), there’s not much to help new CS teachers. So glad that Diana has written this book!
Computer science faces a continuing crisis in the lack of females pursuing and succeeding in the field. Companies may suffer due to reduced product quality, students suffer because educators have failed to adjust to diverse populations, and future generations suffer due to a lack of role models and continued challenges in the environment. In this book, we draw on the latest research in sociology, psychology, and education to first identify why we should be striving for gender diversity (beyond social justice), refuting misconceptions about the differing potentials between females and males. We then provide a set of practical types (with brief motivations) for improving your work with undergraduates taking your courses. This is followed by in-depth discussion of the research behind the tips, presenting obstacles that females face in a number of areas. Finally, we provide tips for advising undergraduate independent projects or graduate students, supporting female faculty, and initiatives requiring action at the institutional level (department or above).
Interesting results! My President is gung-ho on MOOCs (e.g., sending email out saying that half of the University System of Georgia schools will cease to exist in their current form over the next five years), as is my Provost and my Dean (who sends articles about MOOCs to the faculty weekly). Maybe that’s not so common?
“Based on these findings, it’s clear that the U.Va. situation is just a canary in the coal mine,” said Brandon H. Busteed, executive director of Gallup Education. “College presidents, writ large, are extremely skeptical about the value of MOOCs as it relates to reducing cost, improving quality, and even expanding reach. And with governing boards that have strong business backgrounds and have been reading all of Clay Christensen’s writing about how online education and MOOCs will change the world, there’s bound to be big clashes ahead at most — not just some — institutions.”
Semester Online sounded like a nice idea — getting liberal arts focused institutions to share their online course offerings. The pushback is interesting and reflects some of the issues that have been raised about sustainability of online education as a replacement for face-to-face learning or even as an additional resource.
While Dr. Lange saw the consortium as expanding the courses available to Duke students, some faculty members worried that the long-term effect might be for the university to offer fewer courses — and hire fewer professors. Others said there had been inadequate consultation with the faculty.
When 2U, the online education platform that would host the classes, announced Semester Online last year, it named 10 participants, including Duke, the University of Rochester, Vanderbilt and Wake Forest — none of which will be offering courses this fall. “Schools had to go through their processes to determine how they were going to participate,” said Chance Patterson, a 2U spokesman, “and some decided to wait or go in another direction.”
Useful piece that helps to explain how the US can be doing so well in terms of education and so awful at the same time. The problem is our enormous variance, in part explain by our enormous size. Averages are way different than individuals.
Part of this is easy to explain: The United States is big. Very big. And it’s a far bigger country than the other members of the OECD. We claim roughly 27 percent of the group’s 15-to-19-year-olds. Japan, in contrast, has a smidge over 7 percent. So in reading and in science, we punch above our weight by just a little, while in math we punch below.
But the point remains: In two out of three subjects, Americans are over-represented among the best students.
If we have so many of the best minds, why are our average scores so disappointingly average? As Rutgers’s Hal Salzman and Georgetown’s B. Lindsay Lowell, who co-authored the EPI report, noted in a 2008 Nature article, our high scorers are balanced out by an very large number of low scorers. Our education system, just like our economy, is polarized.
I’m guessing that the regents at the University of Illinois at Urbana-Champaign does not think that “the end of the University” is near. At least, not in the next five to seven years.
The University of Illinois at Urbana-Champaign announced this week that it would hire about 500 new full-time, tenure-track faculty members in the next five to seven years.
The hiring spree follows years of budget shortfalls that limited hiring at the university, including one year in which hiring was frozen campuswide. University officials now want to restore the total number of full-time faculty members to a level closer to what the campus had in 2007, just before the recession hit.
The hires will be made in two ways, said Barbara J. Wilson, executive vice provost for faculty and academic affairs. Some new hires will fill traditional roles in academic departments. Others will be hired in clusters.
The “cluster hires,” Ms. Wilson said, will be sorted into the six areas that have been identified by the university’s “Visioning Future Excellence at Illinois” project, an effort begun by the chancellor to map out the university’s needs for the future. The review focused on two questions: “What are society’s most pressing issues?” and “What distinctive and signature role can Illinois play in addressing those issues in the next 20 to 50 years?”
Rich DeMillo emphasizes in his book Abelard to Apple that higher education institutions need to differentiate themselves, to avoid being a commodity. I think Amherst College is doing that, in being articulate in their core values and choosing not to partner with any MOOC companies.
“It’s not something they reject totally,” Martin said in a telephone interview, referring to the faculty’s online ambitions. “They just don’t want to do it right now through a firm that may or may not end up allowing us to do what our core values suggest we do in the form of teaching and learning.”
When I read about the burgeoning applications to colleges, I’m reminded of the claim that college degrees aren’t worth anything and that higher education is completely broken.
Stanford offered admission to 2,210 students via electronic notification today, producing – at 5.69 percent – the lowest admit rate in University history.…On Thursday, several peer institutions also reported historically low admit rates. Harvard, Yale, Columbia and Princeton admitted 5.8, 6.72, 6.89 and 7.29 percent of applicants respectively.