Tag Archives: Higher Education

News: Israel and Academic Freedom – Inside Higher Ed

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The Committee on Academic Freedom of the Middle East Studies Association, the largest interdisciplinary society of scholars studying the Middle East and North Africa, has protested the expressed intention of Ben Gurion University to discipline one of it’s faculty members for an opinion expressed in an editorial in the Los Angeles Times.

Neve Gordon has no illusions about the ability of Palestinian terrorists to harm Israelis. In 1986, while serving as a paratrooper on Israel’s border with Lebanon, he suffered severe injuries from hand grenades and bullets.
These days, Gordon is under a very different kind of attack — one that he and other Israeli academics say endangers the state of academic freedom in their country. Gordon is the chair of politics at Ben-Gurion University. He earned his Ph.D. at the University of Notre Dame and publishes widely in Israel and the United States — with much of his writing critical of his country’s government. Ten days ago, he published an op-ed in the Los Angeles Times in which he called Israel an “apartheid state” and called for an international boycott of Israel to push the creation of a Palestinian state.
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But in a move that stunned and outraged many Israeli academics (including many who disagree with Gordon’s analysis), the university also said it was looking for legal ways to discipline him. Scholars like Gordon have long criticized Israel’s policies — from their home country, the United States and elsewhere — without being disciplined, so the reaction to this essay is seen as significant far beyond Gordon’s op-ed.
via News: Israel and Academic Freedom – Inside Higher Ed.

International Admissions Fall – Inside Higher Ed

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For the first time since 2004, admission of international students to U.S. graduate schools has declined, and students from India and South Korea are applying in significantly fewer numbers as well, according to a report (pdf) released today by the Council of Graduate Schools.
Admissions from prospective international students declined by 3 percent from 2008 to 2009, and applications from India and South Korea fell by 12 percent and 9 percent, respectively.
“The entire global economy has got to have played a part in what’s happening for fall of ’09,” said Nathan Bell, the council’s research director.

Virginia Tech in Blacksburg is still doing well, in spite of the negative publicity generated by the terrible mass shootings there in 2007.  The university
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saw increases or less significant declines in applications from areas of the world that have declined overall in application numbers. The university had an 8 percent increase in South Korean applications, for instance, besting the average by 17 percentage points.

via News: International Admissions Fall – Inside Higher Ed.
The breakdown of the statistics is particularly interesting.  Applications were up by 4% for the 2008-09 Academic Year, whereas offers where down by 3%.  Moreover, he applications are broken down regionally and in no region did the percentage change in number of applications correspond with the percentage change in the number of offers.   For example, for the 2008/09 academic year, applications from China were up by 14%, but applications from S. Korea the were down by 9%.  On the other hand, offers to Chinese students were up by 13%, and to Indian students they were down by 16%.
The really The biggest discrepency is between applications and offers to scholars from the Middle East and Turkey.  In 2008/09, applications were up by 22%, but admissions only by 10%.  I have no explanation.

Quick Takes: The Cost of Journals — and Their Future

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A new report from the National Humanities Alliance finds that the average cost per page of a sample of eight humanities and social sciences journals is $526, almost twice the costs for science and technology journals. The analysis of the eight journals was conducted to help disciplinary associations get a better understanding of the economics of their publishing ventures, at a time of increasing pressure to embrace the open access movement, in which research is available online and free. The humanities alliances report finds that open access would not be a “sustainable option” for the journals studied. At the same time, the report suggests that a more complete study — going well beyond the eight journals — is needed. Such a study might better examine differences among journals in the humanities and social sciences disciplines, the current report says. The new report may be found here. Analysis of it from the American Historical Association may be found here.

via Quick Takes: The Cost of Journals — and Their Future – Inside Higher Ed.

So how’s that for a shocking little piece of information?  What’s even more tragic is that the readership of those journals is often quite small.  Being published is the ultimate goal in academia and when it happens it can represent many months, sometimes even years of work beginning with research, defining and argument, writing, editing, submitting and to journals, bringing it into line with their editorial expectations, and then simply waiting.  And yet once the article comes out, it is met with little reaction or even deafening silence.  Few people read academic journals until they themselves have to write articles.
But there’s the rub.  The system is not suited to the times and it hasn’t been for some time.  For the most part traditional academia and the processes through which it grants diplomas to students and tenure and promotion to faculty is geared toward print and different time when the book and the printed word were the be all and end all.  Not only did you have to understand an idea or an argument and the processes by which one arrived at a conclusion, but you had to have memorized all the supporting evidence.  Knowledge wasn’t a few mouse clicks away, so we had to store massive amounts of it in our heads.
Most importantly, the printed word was immutable.  It was not easy to publish a book and it was not cheap either.  So if something went into print and was made public, it had to be worth it.  The book and writing have been sacred in almost every culture at some point and to some degree.
And so our system has us write papers.  I wrote my first research paper in 8th grade.  We took field trips to the city library to do the research, turned in note cards at steps along the way, then a draft, and then finally a 8-10 page paper.
There were more in high school and college.  I generally got very good grades on them, but no one read them but me and my teachers, or sometimes peers in the more humanities oriented classes where we did peer correction.  Technology now offers lots of strategies to break out of this pattern, but that’s for another day.   Then, of course, there is the Master’s Thesis and the Ph.D. Dissertation.
My job has shielded me for the pressure of “Publish or Perish” academia, but I do have a number of articles floating around out there.  I’m proud of them and they represent a lot of work.  I’ve received responses on them from people I don’t know who found them useful and interesting, but no one has every disagreed with me.
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Depending on how content is made available (free or to subscribers, password protected or open access, etc), the internet make every single connected computer a potential reader for your work.  A journal, only those readers who are subscribed to the journal, who access it at their library, or who have access to a journal database that contains it.  Of course academic journals are not found in your average public library.
The real dirty little little secret is that many academic journals serve little other purpose and to provide scholars with publication vehicles.  Because if they didn’t, there would be no way for scholars to advance.  The really important “journals of record” simply do not have space for all the research at the produced, especially in the digital age.  That is not to say the research published in these other journals is necessarily second rate.  It may well be, third rate even.  But it could also be better.
And that brings me to my final point, which is the utility of the research.  Let’s suppose for a moment that I am a Shakespeare scholar and I have a particularly interesting and provocative way to looking at his work, a startlingly original way that elucidates the text and from which we can extrapolate a whole new school of literary criticism.
Which is really the more desirable approach.  That I go on leave next year and sit in the library writing up my argument in meticulous detail so that by the end of my leave year I have an article submitted to a handful of journals that I will hear back from several months later, or that I harness my excitement and take it public immediately in my blog.  Maybe I begin teaching my students the text using this approach and they engage the texts using lesson plans I share.  Others share theirs too, and we set up a wiki, diigo group, etc.
This is scholarship in action, scholarship the contributes, and scholarship that allows the academic to play the role of public intellectual, so desperately needed in todays bleak media landscape.
But now you will ask me about assessment and evaluation. How do we judge performance in such a system?  How do we evaluate an online resource?  I didn’t say I had answers.  Besides, it’s late in the day and this is is my random thoughts and ideas.  So what do you think?

Doctoral Students Think Teaching Assistantships Hold Them Back

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A new survey of recent Ph.D. recipients has found that more than four out of five of those who received paid teaching assistantships believe that having them prolonged their doctoral education, though not enough to keep them from completing the programs in a timely manner.
The perceived impact of research assistantships on doctoral students’ progress, on the other hand, varied by academic field, according to a report on the survey’s findings being released Tuesday by the Council of Graduate Schools. Ph.D. recipients in mathematics, engineering, and the sciences generally reported that having research assistantships actually helped them get through doctoral programs more quickly, while just over half of Ph.D. recipients in the social sciences and humanities said that having research assistantships lengthened the time they needed to complete their doctoral studies.

via Doctoral Students Think Teaching Assistantships Hold Them Back – Faculty – The Chronicle of Higher Education.
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These are not experiences I regret.  Indeed, I seized the opportunities.  But there is no doubt that I would have finished earlier had I not been obliged to take assistantships.  On the other hand, I’d have finished with fewer skills.

Amid Calls for Change, College Majors Seem Fixed – Curriculum – The Chronicle of Higher Education

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A couple of interesting articles about curriculum reform have recently appeared in The Chronicle of Higher Education.  The first is about the remarkable stability of the university curriculum, for better or worse.

Remarkably little about this system has changed during the last 60 years. Bachelor’s degrees, regardless of the field of study, are almost all based on four years in the classroom. A handful of new majors are beginning to emerge on college campuses, and interdisciplinary programs like women’s studies and environmental science have found a niche, but the basic constellation of college majors has been highly stable.
At community colleges and in graduate schools, new specialized degrees come and go all the time in response to market demands, scientific innovations, and emerging social problems. Baccalaureate majors are much more firmly fixed. (According to federal statistics, the top 10 bachelor’s-level fields of study in 2006-7 were the same as those of 1980-81, albeit in a different order.)

The article then goes on the survey movements for curricular change and finds a growing realization of the importance of as well as the interest in more interdisciplinary studies.  Enrollment in interdisciplinary programs is increasing exponentially.
Equally intriguing is an article about five up-and-coming interdisciplinary programs that are seeing growth.
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Wellesley College teams with Olin, Babson to offer new curricula – The Boston Globe

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This an interesting story about a collaboration between three colleges in Wellesley, MA.  This is how institutions with complementary strengths consolidate them to the advantage of the group.  It so happens that these three colleges are in close geographical proximity but with very distinct academic programs.

WELLESLEY – Wellesley College will launch a unique collaboration this fall with two neighboring schools with very different missions, as part of an effort to offer students from each of the colleges a more diverse educational experience at little additional cost.
At a time when many colleges have been forced to cut back and reevaluate what they offer, the elite liberal arts school for women has found common ground with Franklin W. Olin College of Engineering, a tiny school just 7 years old, and Babson College, a business school with an entrepreneurial bent.
Under the new partnership, faculty will jointly develop programs designed to equip students to tackle major world problems, such as energy supply and national security, from different academic perspectives, said Wellesley’s president, Kim Bottomly. The triumvirate will give undergraduates expanded educational opportunities through new academic programs that none of the schools could afford on its own.
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Amid bleak economic times, the new model is drawing the attention of higher education officials and policy makers concerned about rising tuition costs, said Richard Doherty, president of the Association of Independent Colleges and Universities in Massachusetts.

via Wellesley College teams with Olin, Babson to offer new curricula – The Boston Globe.

Why Online Schools Are Booming

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Here is a provocative paragraph from a Newsweek article on the growth of online education.

Online offerings these days can sometimes even surpass the classroom experience. Aaron Walsh, a professor at Boston College and a former videogame designer, has pioneered Immersive Education, a method of teaching through virtual worlds. Meeting in Second Life instead of a physical classroom, says Walsh, allows for some feats that gravity renders impossible, like having art-history students fly to the ceiling of the Sistine Chapel or biology majors to take a Magic Schoolbus–like trip through the human body. Using videos, podcasts, live chats, Webcams, and wikis, educators increasingly see online learning as a way to engage the videogame generation with pedagogy that feels more like entertainment than drudgery. Students in the new homeland-security master’s degree program at the University of Connecticut this fall, for example, will have coursework that resembles Grand Theft Auto: dwelling in a cybercity called San Luis Rey plagued with suicide bombers, biochemical attacks, and other disasters. At Arizona State, students in an Introduction to Parenting class raise a “virtual child.” They have to post the progress of their online charge through all the phases of childhood. “The classes are so much more interactive, and I can log on when I’m most ready to learn,” says Jaquelyn Holleran, a junior majoring in family and human development at ASU. “I like that so much better than having to rush to class or sit through a lecture that’s boring.”

Technology and the distance learning it enables opens up so many possibilities for extending the university, and that is incredibly exciting.  The new methodologies and pedagogies it allows, like those listed above, are also reason for educators to rejoice.  I certainly have no doubt that online offerings these days can surpass the classroom experience.
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It isn’t always an either or proposition, either.  The hybrid course is often the site of the most exciting and innovative teaching.  More on that another day.

Special Topics: Teaching Tools for the Global Age

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National Institute for Technology and Liberal Education

National Institute for Technology and Liberal Education

Special Topics: Teaching Tools for the Global Age
National Institute for Technology and Liberal Education
This series addresses a critical challenge for higher education: to prepare graduating students to cope in a world that is at once increasingly globalized and increasingly fragmented. To meet this challenge, colleges and universities must help students understand other languages, cultures, and societies, as well as the relationships that connect them. International education is an expensive and complex undertaking; however, technology–the harbinger and engine of modern globalization–offers a number of cost-effective tools that can be used in the classroom to facilitate teaching about the peoples of the world and the relationships between and among them. Each session listed is priced at 1 program unit.
If you have questions about this series or would like to propose a topic for presentation, please contact Michael Toler at michael.toler@nitle.org.
* Technology and Less-Commonly Taught Languages, March 19, 2009, 4:00 – 5:15 p.m. Eastern. Featuring Hiroyo Saito (Director of the Language Learning Center, Haverford College) and Rachid Aadani (Assistant Professor of Arabic, Wellesley College). Registration Deadline: Friday, March 6, 2009.
* Virtual Voyages: Using Technology to Convey a Sense of Place, April 9, 2009, 4:00 – 5:15 p.m. Eastern. Featuring Martyn Smith, Assistant Professor of Religious Studies at Lawrence University. Registration Deadline: Friday, March 27, 2009.
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* Video Conferencing for Global Education: Tools for Teaching and Administration, August 13, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Todd Bryant (Language Technology Specialist, Dickinson College), and David Clapp (Director of the Office of International Students and Off-Campus Studies, Wabash College). Registration deadline: Friday, July 31, 2009.
* Internationalizing Curricula in the Sciences: Uses of Media and Technology, September 10, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Mark Stewart (Chair of the Department of Psychology) and Stas Stavrianeas (Professor of Exercise Science), both of Willamette University. Registration deadline: Friday, August 28, 2009.
* Models for Collaborative Teaching in Cultural Studies: Working Across Campuses, October 8, 2009, 4:00 – 5:00 p.m. Eastern. Registration deadline: Friday, September 25, 2009.
* Global Knowledge through Gaming: Teaching about the Real World through Virtual Ones, November 12, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Chris Boyland, Director of the Language Learning Center at Bryn Mawr College. Registration deadline: Friday, October 30, 2009.

U.S. court reverses ruling barring Muslim scholar

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This happened while I was overseas, so I didn’t get a change to post it here, but it is progress and I wish to acknowledge it.  Ramadan in an eminent, astute and highly respected scholar.  In fact he has been recently appointed a new Islamic Studies Chair at the University of Oxford.  He has done a great deal of meritorious scholarly work on Islam and the West and I was shocked that my country would deny him a visa.

NEW YORK (Reuters) – A U.S. federal appeals court on Friday reversed a lower court ruling that had upheld the U.S. government’s right to bar Swiss Muslim scholar Tariq Ramadan from entering the United States.
The ruling boosts the hopes of Ramadan and U.S. civil rights groups who argue that the U.S. government had unlawfully revoked Ramadan’s visa several times in 2004. The case was sent back to a lower court for further consideration.
Civil rights groups had appealed a federal judge’s ruling in 2007 that upheld the government’s right to ban Ramadan.
The U.S. government initially gave no reason for the ban but government lawyers later said he was barred because he gave 1,670 Swiss francs, then worth $1,336, to a Swiss-based charity, the Association de Secours Palestinien, or ASP, from 1998 to 2002.
Washington listed ASP as a banned group in 2003, saying it supported terrorism and had contributed funds to the Palestinian Islamist group Hamas.
On Friday, the U.S. Second Circuit Court of Appeals said it was unclear whether the consulate officer who considered Ramadan’s case had given the professor the opportunity to answer whether he knew he had contributed funds to an organization designated a terrorist organization.
The consulate officer “was required to confront Ramadan with the allegation against him” and let him explain whether he knew “the recipient of his contributions was a terrorist organization,” the ruling said, adding that “the record was unclear whether the consular officer had done so.”
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via U.S. court reverses ruling barring Muslim scholar | U.S. | Reuters.
The fact that I had not responded to this ruling came to mind today because I read a thought provoking piece that Ramadan wrote in response to Obama’s speech in Cairo early this summer.  It is worth reading and begins

We are used to nice words and many, in the Muslim majority countries as well as Western Muslims, have ended up not trusting the United States when it comes to political discourse. They want actions and they are right. This is indeed what our world needs. Yet, President Obama, who is very eloquent and good at using symbols, has provided us with his speech in Cairo with something that is more than simple words. It has presented an attitude, a mindset, a vision.
In order to avoid shaping a binary vision of the world, Barack Obama referred to “America”, “Islam”, “the Muslims” and “the Muslim majority countries”: he never fell into the trap of speaking about “us” as different or opposed to “them” and he was quick to refer Islam as being an American reality, and to American Muslims as being an asset to his own society. Talking about his own life, he went from the personal to the universal stating that he knows by experience that Islam is a religion whose message is one of openness and tolerance. Both the wording and the substance of his speech were important and new: he managed to be humble, self-critical, open and demanding at the same time in a message targeting all of “us”, understood as “partners”.
The seven areas he highlighted are critical…

via Tariq RAMADAN.

Study Abroad Blogs

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Recently I was asked for information on blogs associated with abroad programs. I’m posting the information here in case it is useful to anyone else. It’s just a few links that came to mind. I know there are many others and I will post them when I remember them. Please, also, post them in the comments if you know of any.
Student blogging from abroad, in a structured manner, is common. What is less common is innovative or pedagogically sound uses of it. There is a very interesting project supported by National Geographic called Glimpse. This is a user-generated, professionally edited website in which students and others post blogs, images, travel tips, etc. In addition to the site, there is a magazine that you can pick up a newsstands here and there. It’s a handsome, glossy publication.
One of the earliest projects of this sort (2005-2006) that I am aware of was the Blogging the World project involving Middlebury, Haverford and Dickinson.
Some International Education offices use a blog for practical reasons, simply to post news, such as this from my undergraduate alma mater, VCU.
Others, like Bucknell, consolidate student postings into a central blog.
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There are some study abroad podcasts, too. Here’s the Japan Study Abroad podcast.
I haven’t listened to it because I don’t speak Japanese, so I can’t tell you what is it about.
Here are Pacific University’s Study Abroad Podcasts.
There are more study abroad podcasts in the iTunes podcast directory, if you go to iTunes and simply search on “study abroad.”