Archive for the 'students' Category

March 30th 2014
Shorter Margaret Wente: porn fine by me, just leave it unexamined.

Posted under American history & art & bad language & Bodily modification & Gender & GLBTQ & Intersectionality & O Canada & students & the body & wankers & women's history

craftmasterHere’s my brief summary of Margaret Wente’s predictable, by-the-numbers shot at the academic study of pornography:

Provocative lede!  Bad puns.  Academics write only jargon-filled articles that no one will ever read.  Also:  the stupid feminists used to be against porn, but now they’re pro-porn, but they’re still stupid (duh).  Irrelevant academics can’t even make porn interesting.  But you should be very alarmed by this trend!  Academic research on porn will take over our universities!  This research is trivial and therefore all higher education is unworthy of public support.  All college students should watch porn, just not for college credit.

I don’t carry any water for porn studies here, but I also don’t think it’s the most irrelevant thing ever studied in an academic setting.  (Because the internetContinue Reading »

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March 7th 2014
How doth the little crocodile improve his shining tail? The “big questions” and women’s history.

Posted under American history & Gender & jobs & students & the body & women's history

alicecrocodile“How doth the little crocodile improve his shining tail, and pour the waters of the Nile on every golden scale?” It’s that time of the year, friends. Why does every spring semester feel so damn busy? Is it the graduate exams, the lectures and colloquia, or the inviting, deep, deep snow in the mountains? All of the above? Other concatenations of obligations, pleasures, and near-disasters?

I was chairing a Master’s exam committee yesterday, and my student (who did brilliantly, natch) made a comment about the ways in which women’s history was always viewed as narrow or of limited relevance to the rest of the profession, when traditional topics in men’s history (the new imperial history, for example, which seems almost exactly like the old imperial history) are viewed as “big” topics of universal importance. Size matters, right? So why do male topics always seem bigger than women’s histories, even when they’re based on a much narrower source base written only by a tiny sliver of elites? (Bonnie Smith’s arguments in The Gender of History seem inescapable.) Continue Reading »

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March 3rd 2014
Stop making sense! Or, our common Jonathan talks about MOOCs.

Posted under American history & art & class & students & technoskepticism

Well done! You can discuss Jonathan’s comments here or over at his place, which is where I found the video. Continue Reading »

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February 25th 2014
MOOCs vs. House of Cards smackdown

Posted under American history & art & happy endings & jobs & students & technoskepticism

Robin Wright as Claire Underwood

Robin Wright as Claire Underwood

The usually techno-utopian Joshua Kim is channeling our pal, MOOC skeptic Jonathan Rees!  It’s almost unbloglich!  (I’ve jumped on Kim before and was kind of a jerk, but he was a thoroughly decent guy about it all, contacting me in a personal email.)  In a post published yesterday at Inside Higher Ed, Kim reports that he was doing so well watching recorded lectures in three different MOOCs when Netflix released the entire new season of House of Cards recently, enabling Kim’s penchant for immersive binge-watching.  In “How House of Cards killed my MOOCing,” Kim writes:

Access to media, from games to videos, is now as close as our smartphones.

The quality of compelling content available on our phones is only increasing.

House of Cards comes from Netflix.  Amazon is releasing original programming. Some folks are lucky enough to have passwords to HBO Go accounts.

And this is only video. The real action is probably in mobile games and mobile social media platforms.

As higher education content migrates to our smartphones, as it surely will, this educational material will be competing with entertainment available on the very same platform.

The answer, of course, is that I was not really missing out on an education by missing out on my MOOCs.  

An open online course is a wonderful thing for many many reasons, but participating in a MOOC is not the same thing as investing in an education.   Continue Reading »

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February 18th 2014
Shocking news: grades, not test scores, more predictive of college success.

Posted under American history & captivity & childhood & class & happy endings & students & technoskepticism

Historiann1990Can we all just hold hands and shout “DUHHH!!!!” together?  NPR reports on a new study this morning:

Today, some 800 of the roughly 3,000 four-year colleges and universities in America make SAT or ACT submissions optional. But before a new study released Tuesday, no one had taken a hard, broad look at just how students who take advantage of “test-optional” policies are doing: how, for example, their grades and graduation rates stack up next to their counterparts who submitted their test results to admissions offices.

.       .       .       .       .       .

[Former Bates College Deanof Admissions William] Hiss’ study, “Defining Promise: Optional Standardized Testing Policies in American College and University Admissions,” examined data from nearly three dozen “test-optional” U.S. schools, ranging from small liberal arts schools to large public universities, over several years.

Hiss found that there was virtually no difference in grades and graduation rates between test “submitters” and “non-submitters.” Just 0.05 percent of a GPA point separated the students who submitted their scores to admissions offices and those who did not. And college graduation rates for “non-submitters” were just 0.6 percent lower than those students who submitted their test scores.

How now?  It turns out that “high school grades matter–a lot:”  Continue Reading »

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February 16th 2014
Poor management at CSU-Pueblo means work speedup for the proles

Posted under American history & class & jobs & local news & students & unhappy endings & wankers

You might well think that.

Jonathan Rees at More or Less Bunk publishes CSU-Pueblo President Leslie Di Mare’s letter explaining that professors who teach a 3-3 now will be teaching a 4-4 load in 2014-15.  He also links to this article in the Pueblo Chieftan which publishes Professor William Brown’s analysis of the situation:

“On this new 4-4 plan some of us would go from teaching nine (credit) hours a semester to 12 hours a semester and as a result, we would be paid the same small amount,” Brown said.

“If you do the math it turns out that we would be getting a 25 percent pay reduction.”

Brown said the school’s managers, who he said were responsible for the budget crisis, are not taking pay cuts.

“I don’t know why we as faculty members and teachers, who have had no part whatsoever in this financial problem, why we should have to pay the primary price,” Brown said.

Go back to that link at More or Less Bunk to Di Mare’s letter.  It’s very strange.  The almost exclusive use of the passive voice and the subjunctive tense is striking:  faculty “are requested to teach a 12/12 credit hour load.”  Requested, not ordered?  Not required?   She continues:  “Contact hours relating to labs and clinicals should be taken into consideration in determining the 12/12 workload. Faculty may be assigned by their respective chairs to teach US 101, recitation sections, or general education courses, etc., when necessary.”

But wait–there’s still more indecision and doubt!  Continue Reading »

16 Comments »

February 13th 2014
Free speech and bad art at Wellesley

Posted under American history & art & Gender & students & the body & weirdness & women's history

Wake up!!!

Wake up!!!

Have any of you been following the fracas over the temporary installation of Tony Matelli’s “Sleepwalker” statue on the Wellesley College campus?  Lenore Skenazy published a faux-outraged commentary in the Wall Street Journal that summarizes the controversy and predictably makes fun of the campus feminists who object to the statue, rather than questioning the aesthetic judgment of the art museum director who decided to put up this crummy piece of art in the first place:

“Wellesley should be a safe place for their students, not a triggering one,” wrote one petition-signer, as if the statue actually made the campus dangerous. That’s a brand-new way of looking at—and trying to legislate—the world. So I checked in with Robert Shibley, senior vice president at the Foundation for Individual Rights in Education, about the Wellesley panic. “It’s the idea that any kind of discomfort is a form of assault,” he noted.

Once we equate making people feel bad with actually attacking them, free expression is basically obsolete, since anything a person does, makes or says could be interpreted as abuse.

Lisa Fischman, director of the art museum on campus, wrote an open letter to students explaining that, to her, the Matelli statue depicts a vulnerable, pathetic stranger. (He’s sleepwalking in his skivvies in the snow, after all.) But to the petition-signers, her point of view is apparently not worthy. One wrote that Ms. Fischman’s letter, like the sculpture itself, “should occupy a less intrusive place.”

Yet another wrote: “A school endorsing the decision to expose its female students to this . . . violates civil rights laws.” I’ll stop quoting these petition-signers now—their words are triggering some of my own fears.

Since when is it a “civil right” not to feel disturbed by a piece of art? And who gets to decide which art we chuck? You don’t like the “Sleepwalker,” but I don’t like “Winged Victory.” It stirs scary thoughts of decapitation. Dear Louvre, please stash that headless gal in the attic.

Yes, it’s over-the-top to describe an inanimate piece of sculpture as an assault.  But it’s also ridiculous to say that questioning Fischman’s judgment assaults liberty of speech as well.  (They submitted a petition; they didn’t occupy the museum and hold her at gunpoint in her office until she had the sculpture removed.  What the hell–it was a good effort to try to sell more copies of Skenazy’s four-year old book!) Continue Reading »

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February 5th 2014
Mooks talking MOOCs: Our AHA MOOC panel comments are now online at Perspectives

Posted under American history & class & European history & jobs & publication & students & technoskepticism

cowgirlropeAnd guess how I learned this?  Through the Twitter machine, when I saw Jonathan Rees tweet a link to his contribution, “The Taylorization of the Historians’ Workplace.”  (Regular readers will recall that Jonathan put together a panel on “How Should Historians Respond to MOOCs” at 2014 annual conference of the American Historical Association in Washington, D.C., last month.)

Our panel comments–slightly tweaked and edited–are now available at Perspectives.  Many thanks to editor Allen Mikaelian for his patient editing and great title suggestions for my contribution, “Can Teaching Be Taken ‘to Scale’?”  (Check it out–I quote William F. Buckley approvingly!)  I also quote one of you I saw at AHA who said to me something like Continue Reading »

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January 30th 2014
I think I’m a little bit in love

Posted under American history & book reviews & class & happy endings & jobs & students

Meredith Broussard

Meredith Broussard

with Meredith Broussard, a data journalism professor at Temple University in Philadelphia.  Get this:  she bans the use of e-books in her classes although she teaches courses in digital journalism (h/t to commenter Susan.)  As Broussard explains on her syllabus:

You must bring a print copy of the texts to class. While I understand that e-books are convenient, and I enjoy reading them myself, our class depends on face-to-face interaction. Print is the absolute best interface for what we do in this class. The myriad interruptions and malfunctions of electronic readers tend to interfere with class conversation and distract you from being able to refer quickly to a passage in the text. So: read on whatever you like at home, but bring a book or a printout to class.

Why?  It turns out that in her experience, our so-called “digital native” students don’t always plan ahead.  (Surprise!  Or not, for anyone accustomed to working with late adolescents and young adults.)  Also, as I have argued here in the past, she notes that codex technology is unsurpassed for her teaching style and goals:

I really do believe that print is the ideal interface for a classroom. I used to allow e-readers in class. For a couple of semesters, I patiently endured students announcing their technical difficulties to the entire class: “Wait, I’m out of juice, I have to find a plug.” “What page is that on? My Kindle has different pages, so I can’t find the passage we’re talking about.” “Professor, do you have an iPad charging cord I could use?” After a while, I realized that I was spending an awful lot of class time doing tech support. The 2-minute interruptions were starting to add up. E-readers were a disruptive technology in the classroom—and not in a good way. Continue Reading »

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January 24th 2014
Friday round-up: It’s What You Want!

Posted under American history & Gender & jobs & local news & students & technoskepticism & unhappy endings & wankers

Booted and rarin' to go!

Booted and rarin’ to go!

Who’s knows what you want, what you really really want?  I do, and what you want is a round-up, of course.  It’s been too long.  Take a gander, friends:

  • MOOC meltdown!  (Quelle suprise!)  It’s almost as if I know what I’m talking about!  From Inside Higher Ed:  “A professor’s plan to let students in his Coursera massive open online course moderate themselves went awry over the holidays as the conversation, in his words, “very quickly disintegrated into a snakepit of personal venom, religious bigotry and thinly disguised calls for violence.” But some students have accused him of abusive and tyrannical behavior in his attempts to restore civility.”  Cue Nelson Muntz.  I suppose there’s something to be learned from internet hatefests, but I don’t think it should be for college credit.
  • Speaking of college credit:  check out this experiment in using Twitter to engage students in survey classes run by my colleague Robert Jordan.  He writes, “The students, primarily freshman, have formed groups of 10-15 individuals tasked with the goal of a producing and publishing a work of digital public history via Twitter over the course of the semester. . . . [S]tudents quickly learn to discern an academic from a non-academic source; work collectively to determine the best narrative structure for the publication of their particular topic; develop an awareness of the opportunities and challenges inherent to communicating information through digital media; utilize digital and physical library resources; construct Chicago Manual of Style-formatted bibliographies for their sources; and become “knowledgeable users” of several digital technologies.”  I’d say that’s pretty darn good for students in a 100-level survey course.  You can find Robert on Twitter at @rjordan_csu–this semester he’s offering a new undergraduate course in digital history that will in part be co-taught by my colleague, Sarah Payne, who’s teaching a digital history methods course at the graduate level.
  • As my late high school French teacher used to say, run, don’t walk over to Vanity Fair to read Joshua Prager’s portrait of Norma McCorvey, the “Jane Roe” behind the key Supreme Court decision on abortion 41 years ago in Roe v. Wade.  I’ve heard the moral of this story before–about McCorvey’s ideological flip-flop from pro-choice to anti-abortion, and the argument that McCorvey isn’t so much a political activist as an opportunist.  That’s probably not new to most of you either–and really, I don’t blame McCorvey for attempting to profit from her own exploitation, considering that she doesn’t have a lot else going for her.  No, I was more interested Continue Reading »

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