Is higher education improving or going down hill?
Interview with: Barry Schwartz (Swarthmore)
Q4Colleges.com exclusive interview with Barry Schwartz.
We spoke with Barry Schwartz, who is a Professor at Swarthmore College, author of The Paradox of Choice and Practical Wisdom, and frequent TED speaker.
Q4Colleges: Barry, thank you for taking the time to talk with us. I would like to use Q4Colleges as a way of getting higher education back on track on track with regard to the narrative. The questions I had when taking my kids around visiting colleges were, “Who is running these places?” “What are these people like?” “What are they trying to do?” Continue reading “Colleges are Becoming Summer Camps with Libraries”
Are our students the customers, the product, or something else?
by Leonard Schlesinger (Babson)
Schools that identify students as customers are missing the essential reciprocal nature of the educational relationship. As someone who has spent most of his adult life running service enterprises that were truly taking care of customers, the use of that word for what is essentially a partnership relationship demeans the work that faculty do. You would not “flunk” your customer because you don’t want to make him or her unhappy.
The customer mode generally implies a transactional encounter. So, when they’re in line at the dining hall or bookstore or engaging in the administrative functions on campus, then, absolutely, students are customers.
However, what goes on in the classroom is not transactional. When they’re in the classroom, each student is a PILE—a Partner in the Learning Enterprise. A Partner in the Learning Enterprise recognizes that each of us has a set of Continue reading “Students are Not the Customers – Or the Product – But Our Partners”
Are colleges doing research the right way?
By Jesse Schell (Carnegie Mellon)
This is a transcript of a presentation by Jesse on March 6, 2012 at the Game Developer’s Conference in San Francisco. It was part of a panel entitled Game Educators Rant.
Hi everybody. I have a special kind of rant today.
It is directed to a certain segment of the audience. I realize a number of you are here by mistake. There’s a certain percentage of the audience who wandered in here mistakenly reading the session title as “Game Educator Grants.” So this I dedicate to you. We’ll call it my G-Rant. Continue reading “The G-Rant: Please Stop Being Evil and Incompetent”
How can students and faculty improve their interaction?
by Gwendolyn Toth (Montclair State)
When I attended college in the 1970s, it was clear that we were there to learn from our brilliant professors. However, as I look back with 35 years hindsight, I realize that learning occurred not only in the classroom, the laboratory, the rehearsal hall, the dorm rooms, the rec rooms, and late-night bars (we could drink in those days).
We also learned in the dining hall.
Over food we met new friends with new points of view. Discussions started in late-morning classes continued at lunch with both students and teachers.
We all ate together every day.
Fast forward to 2012. Continue reading “Bring Back Meals Together NOW.”
Are too many students going to college?
by Walter E. Williams
Too much of anything is just as much a misallocation of resources as it is too little, and that applies to higher education just as it applies to everything else. A recent study from The Center for College Affordability and Productivity titled “From Wall Street to Wal-Mart,” by Richard Vedder, Christopher Denhart, Matthew Denhart, Christopher Matgouranis and Jonathan Robe, explains that college education for many is a waste of time and money. More than one-third of currently working college graduates are in jobs that do not require a degree. An essay by Vedder that complements the CCAP study reports that there are “one-third of a million waiters and waitresses with college degrees.” The study says Vedder — distinguished professor of economics at Ohio University, an adjunct scholar at the American Enterprise Institute and director of CCAP — “was startled a year ago when the person he hired to cut down a tree had a master’s degree in history, the fellow who fixed his furnace was a mathematics graduate, and, more recently, a TSA airport inspector (whose job it was to ensure that we took our shoes off while going through security) was a recent college graduate.”
The nation’s college problem is far deeper than Continue reading “Too Much Higher Education”
Are we preparing students for the professional world?
By Carol Geary Schneider (AAC&U)
Envision this: You’re an employer, interviewing a candidate for an entry-level position in your unit. The applicant is very direct.
“I’m in it for the money,” she explains. “I make all my choices on the basis of how much I can expect to earn. I chose my major based on earnings reports. I applied for this particular position because you pay more than any other company in the region. Actually, I’m a bit sorry that I didn’t stop with a two-year degree, since I read in the newspaper last week that I could have made almost as much in my first job with half the time spent on college. I hate thinking about all the time I wasted.”
You have no difficulty deciding not to hire this new graduate. The job applicant who arrives talking money first, money only, lacks common sense, and career sense, too.
And yet our candid candidate did Continue reading “The Narrowing of the American Mind”
Do we need to pay for knowledge?
By Zick Rubin (Harvard, Brandeis)
Last month, as college students across the country prepared to head back to campuses, my fax machine coughed out my annual “Request for Permission” from the Copyright Clearance Center, the corporation that is one of the world’s largest brokers of licenses to copy other people’s work.
As in past years, the center asked me how much I wanted to charge to permit Middle Earth College to include a copy of Chapter 5 of my book, Liking and Loving: An Invitation to Social Psychology, in a course pack for the 18 students enrolled in Professor McClain’s Management 710 this fall. (I’ve changed the names of the college, the professor, and the course.)
If past experience were a guide, I could name Continue reading “Photocopy My Book Chapter? You Don’t Even Have to Ask”
Do we have a moral obligation to care about our students’ futures?
By Leonard Cassuto (Fordham)
We can all agree, I expect, that the practical goal of graduate education is placement of graduates. But what does “placement” mean? Academics use the word without thinking much about it.
We can learn a lot about a practice by looking closely at how we describe it. Bruce Burgett and Glenn Hendler, editors of the 2007 book Keywords for American Cultural Studies, say the study of such words shows “the way we think about the work we do.” Looking at the “genealogies” of keywords then, we can see not only where those words come from but also how they structure fields of inquiry, and where future thinking may go in those fields.
“Placement” is a great keyword for Continue reading “Keyword: Placement”
by Judith Pace (U of San Francisco)
The Educational Testing Service report on the correlation between income and education and levels of political and civic engagement (“Education and Income Levels Are Key Predictors of Civic Involvement, Report Says,” The Chronicle, May 23) is not news. Educational researchers call this the civic empowerment gap, or democracy divide, and trace it not only to sociological factors but also to unequal democratic learning opportunities in secondary schools. Students in higher-track classes, who are disproportionately European- or Asian-American from middle-class or affluent families, enjoy more discussions of important public issues and experiential curricular activities than do students in lower-track classes, who are disproportionately Continue reading “To Encourage Civic Engagement, Start in Elementary School”