From the category archives:
Academia
Last year, I wrote a couple of posts defending historical presentism, that is, the view that we should examine events and actors in history (at least in modern history) in the light of our current concerns, rather than treating them as exempt from any standards except those that prevailed (in the dominant class) at the time.
Those posts referred to controversies within the history profession. Unsurprisingly, given the current state of the US, they have now been embroiled in the culture wars. Rightwing critics of wokeism have now added presentism to the list of evils against which they are fighting, along with critical race theory, cancel culture and so on.
I sometimes employ an undergraduate to observe my teaching, and criticize what I do. I’ve learned a lot from them over the years, but I really employ them, these days, to hold me accountable to the standards I set myself and to tell me what is happening in the room (this is especially valuable in large classes) more than with the expectation that I’ll learn something brand new.
Anyway, last week my new observer, Allyson, solved what has been a longstanding problem for me. In my large classes students get antsy in the last ten minutes, and start, slowly, and discreetly, to put their stuff away and get ready to go. Each individual student is not disruptive, but having most of them doing this over a 7 minute period is very distracting (for them and for me). Its especially bad in winter because they have lots of clothes to put on. [1]
And I am not blaming them for this. My campus is large, and there is a 15 minute gap between classes. Unless they are ready to go the second class ends many of them will be late for the next class.
Allyson pointed out the antsiness, and suggested the following: 7 minutes from the end of class tell them that they are not leaving till the end of the class, but that I am giving them one minute to get their stuff together.
So, I did it on Monday. It was magical, in something like the way that Think Pair Share is magical: one minute of total disruption, followed by 6 minutes of complete focus. Wednesday was the same. What I really noticed on Wednesday was the different noise at 3.45; I dismissed them and the class went from silence to all the noise happening at once, briefly, as they departed much more quickly than I’ve ever seen.
Obviously, what happens in that last 6 minutes is different from before. They can’t take notes, so the 6 minutes has to be stuff that they don’t feel the need to take notes on: last week it was Q&A (and the questions were great), but I can imagine setting up a 5 minute video, or a brief Pair Share about what they have learned in that day. I haven’t read about this before, and when I asked Allyson whether she’d seen this work in other classes, she said no, she just thought it up as a possible solution to a problem she’s seen in all her classes (and almost all of her classes have been large — she’s an Industrial Engineering major). I’m not the least surprised that she is imaginative, but still it was a stunning success. If you try it, or have seen it work already, I’m curious what your experience is/has been.
[1] This is hardly ever a problem in my smaller classes. Indeed in the class Allyson is actually taking from me this semester, which is the last class of the day, it is clear that I could keep them back for an hour and half of them would be happy. Its also not a problem even in the large class if I am in the Tues/Thurs 11-12.15 slot, because nobody who is in a class in that slot has another class till 1. But I try to teach smaller classes in that slot because I know that students in smaller classes are much more likely to hang around chatting for a long time after class, and that is the one slot in which I can guarantee that will be possible because nobody else will need the room till 1.
I had promised you a series on “The Little Things That Restore Your Faith in Humanity,” but then failed to deliver for months after the first item. It wasn’t because I forgot about it, got too busy or distracted, or saw no reason for optimism around me. It’s rather because the things that have caught my attention since are on the “big” side of the spectrum. This one probably is, too, but…oh, well.
It’s the changing public opinion attitude towards strikes, and industrial action more generally, in the UK. Well, even more than that it’s the sheer fact that industrial action is back in the toolkit of political action, and with a vengeance at that – but there is no reasonable way this could be called a “little thing,” so late me make a separate post about it.
I live in Manchester, in a neighbourhood with a very high number of public sector workers, and whose nickname is “The People’s Republic of Chorlton.” So sure, the level of support – indeed enthusiasm – that I witness around me is most probably not representative. Still, it’s not only an echo chamber effect. Public opinion is by and large in favour of the current wave of strikes in the public sector (and in some areas of the private sector). Striking is no longer seen as a privilege which only public sector workers can afford engaging in without serious repercussions, and a nuisance for everybody else. Of course, the level of support is also a contributing factor to the level and spread of industrial action to begin with. This is especially true because the support seems to be resilient over time, even as some disputes in some crucial sectors stretch out; and because it seems to be correlated to beliefs about fairness, not to whether a particular set of strikes is disruptive or not. So, yeah, point taken: definitely not a little thing. Watch this space.
While we are on the subject of universities, it’s worth noting the likely acquisition of the so-called University of Phoenix by the University of Arkansas System.
After a string of similar acquisitions, closures and conversion to non-profit status, this is pretty much the end of explicitly for-profit university education in the US. It’s a striking development given the strong support the sector got from Betsy de Vos in the Trump Administration, which turns out to have merely staved off the inevitable. The boom in online education during the lockdown phase of the pandemic seems only to have increased the marketability of for-profits to public universities looking to expand their options.
In retrospect, the whole for-profit boom was not an upsurge in enthusiasm for the free-market but a straightforward regulatory scam, exploiting public aid to low-income students. Australia had an almost identical experience with for-profit vocational education. As Richard Mulgan observed, this is a predictable outcome of introducing the profit motive into a system built largely on assumptions of professionalism and trust.
That’s true of contracting out of public services in general. Without tight regulation (which may or not be feasible) contracts will go to those who’ve worked out clever ways to rort the system[1], not those able to provide a better service at lower costs.
fn1. This Australianism roughly translates as “game the system”.
Sandy Baum and Michael McPherson recently published a book, Can College Level The Playing Field?: Higher Education in an Unequal Society, which I’d recommend to anyone who wants to understand the structural position of higher education in the US. Spoiler alert here: Their answer is “No”. Most of the book is taken up with explaining why, by showing the multiple ways in which background inequalities and inequalities in the pre-college education system constrain any efforts higher education might make to level the playing field, and showing how unequal the higher education system is anyway, including – and this seems not to be well understood by politicians or a lot of commentators – how unequal the public sector itself is.
Full disclosure: I’m close friends with both of the authors, and read at least 3 versions of the manuscript before it was published and, I just realized by looking at its Princeton University Press page, wrote a blurb for it. The producer of the CEE podcast series is putting the finishing touches on an interview that we’ve done with them, and as soon as it is published, I’ll post about it encouraging you to listen and, again, encouraging you to read the book.
This (extremely long) post, though, is only secondarily about the book. My main interest is in a genuinely awful review of it, and of another book by Gary Orfield (which, I will emphasize several times, I have not read yet), in Boston Review by Christopher Newfield. I’m writing about it partly because it so irritated me that I want to get my irritation out of my system, but also partly because it illustrates some of the failings that are common to many of the books and commentaries I read about higher education.
Apologies for the brief photo hiatus. Stuff going on. Anyway, here are some cranes.
Over the past past few years we’ve had to deal with all sorts of new or resurgent evils, including climate catastrophe, Covid and the global assault on democracy. That’s been made harder by the fact that our political leaders (and plenty of their supporters) have either failed to respond effectively, or have actively promoted these evils. Yet there’s nothing positive about giving in to despair, either politically or personally.
In trying to respond, I’ve started thinking about the idea of ‘mitigated disaster’. Despite our collective failures on all of these issues, there’s still a good chance that the worst of the catastrophe will be staved off. And individually, we need to find ways to act responsibly and to resist the call of despair.
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A new Twigs and Branches post, open for comments on any topic. Please take long side discussions on other posts here. The usual rules on civil discussion apply.
The goal of Net Zero emissions by 2050 has had a remarkable rise to the forefront of climate politics. Governments and corporations are falling over one another to commit to it. That in itself might sow some suspicion about how firm or flexible a target Net Zero is. In a recent piece with Duncan McLaren, we try to show that the flexibility of the goal is a real danger. We might be tempted to think that, once we all agree on Net Zero by 2050, we can breathe a collective sigh of relief (so long as we…ah…actually implement our various commitments).
But things are not so simple. Net Zero is an important part of the solution. It would involve any carbon emissions being balanced by carbon removals, and that should allow the climate to stabilise (i.e to stop warming further). But the precise temperature it stabilises at will depend on how much carbon we emit before 2050, and that is a question about which the Net Zero goal is, of course, silent.
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In celebration (?) of my book’s recent Kindle release, today’s post aims to make the connection between my interest in generational conflict and technological progress more explicit.
(In case anyone came here just to get mad about the title, let me emphasize that this is a follow-up to Why I am (Still) a Liberal (For Now). I am less invested in defending a single theoretical or political tradition than in re-evaluating these traditions—indeed, in re-evaluating everything—in light of contemporary technology, and especially media technology.)
The traditional justification for conservatism is based in epistemic humility: there is only so much knowledge that we can accumulate within our lifetimes—especially about life-changing events like marriage or raising a child—so we should defer to the condensed knowledge of the past, condensed in the form of traditions, norms and institutions. The challenge for any reasonable person is to evaluate the tradeoff between tradition and progress, and the conservative is simply someone who puts more weight on the former.
(iPhone photo)
A grad student advisee of mine who had previously been a high school teacher introduced me to the Structured Academic Controversy when I observed her teaching a class for future secondary social studies teachers. I’d never seen it used before in class, and have to come to find a variant of it — but not the actual variant she used — a very useful strategy in quite specific conditions. Here’s roughly how she did it:
Students were given a controversial proposition. They were divided into groups of 4, and each of those groups was further divided into pairs.
Within each group one pair received materials favoring the proposition; the other pair receives materials opposing it. Students read material and discussed the most salient points of the argument to present.
Students presented their argument. Each pair had three minutes to present their ideas. After 3-minute presentations, each pair had a minute to rebut.
Then they swapped sides. So the favoring pair now had the opposing materials, and vice versa, and they went through the whole process again.
Then students reported back to the whole class.
The way the exercise is described above assumes that the students have not done any prior relevant reading or research. And its purpose when used in high school is really to get students to see all sides of the issue, and internalize the reasons that are given in the supporting and opposing material. It worked pretty well when my graduate student did it in my class, partly because we hadn’t, in fact, assigned material pertaining directly to the proposition that we were asking them to consider. But when I tried it s a couple more times it didn’t work so well.
A new Twigs and Branches post, open for comments on any topic. Please take long side discussions on other posts here. The usual rules on civil discussion apply.