Quick Takes

December 10, 2009

Heckling Incident Raises Questions at Dartmouth

Dartmouth College leaders are issuing apologies and talking about making use of a "teachable moment" following ugly fan behavior directed at members of Harvard University's squash team, The Boston Globe reported. Cheering at a squash match between the two institutions' teams turned into personal name-calling by some Dartmouth fans, using language seen by many who were there as sexist, homophobic and anti-Semitic. Women on the Harvard team were called "whores" and "sluts" and men had their sexuality called into question with crude shouts. Many comments were directed against Franklin Cohen, the captain of the men's team from Harvard. He was asked whether he likes bagels, and one witness told the Globe that a student shouted: "Cohen, do you cheat in business, Cohen?"

Why Students Leave College

Young adults who attended college but left without graduating are likelier to attribute their departure to the need to work and make money than to the price of college. They also say that to get students like them to go to college, colleges and policy makers should focus as much on flexible scheduling and financial aid for part-time students as on cutting college prices, according to a survey released Wednesday by Public Agenda and the Bill & Melinda Gates Foundation. The survey aims to inject the views of students into a set of policy discussions around college access and completion that are often dominated by higher education officials and policy makers, said Jean Johnson, who directs Public Agenda's education efforts. The survey compares responses of 22- to 30-year-olds who earned a postsecondary degree or certificate with those who did not, on a wide range of questions about their educational backgrounds, aspirations and experiences, and finds that the need to work and support themselves and their families often overwhelmed their desire to stay in school. More than a third of students who had left college and wanted to return said they would not be able to even if scholarships covered their tuitions and books.

House Subcommittee Pushes for College Football Playoff

A subcommittee of the House Committee on Energy and Commerce passed legislation Wednesday that would prohibit the promotion of any post-season National Collegiate Athletic Association Division I contest “as a national championship game unless such game is the culmination of a fair and equitable playoff system.” The bill, introduced by Republican Rep. Joe Barton of Texas, passed the Subcommittee on Commerce, Trade and Consumer Protection by a voice vote. According to an Associated Press account of the vote, only Democratic Rep. John Barrow of Georgia dissented. The Football Championship Subdivision (formerly Division I-AA) crowns its champion following a 16-team playoff, whose title game is next week, putting it in compliance with the legislation. The Football Bowl Subdivision (formerly Division I-A), however, crowns its champion via the Bowl Championship Series, an arrangement among the wealthier conferences in the subdivision, whick picks two teams to play in a title game. Republican Sen. Orin Hatch brought Congressional attention to the controversy surrounding the BCS this summer, when he pushed the Justice Department to investigate it for antitrust violations at a packed Senate subcommittee hearing. To date, no action has been taken on Hatch’s request. Of the latest attempt by Congress to force college football to accept a playoff system, Bill Hancock, executive director of the BCS, did not mince words, saying in a statement before the House subcommittee vote, “With all the serious matters facing our country, surely Congress has more important issues than spending taxpayer money to dictate how college football is played.”

New Round of California Protests

Students took over a building at San Francisco State University Wednesday morning and have held several days of non-disruptive protests at the University of California this week, the Associated Press reported. The protests are over both budget cuts and tuition increases (called fee increases in California).

Hunger Strike at Vassar

Three students started a hunger strike at Vassar College Tuesday, while other students organized a sing-in -- all designed to get the institution to reverse a decision to eliminate the jobs of 13 staff members, The Poughkeepsie Journal reported. The students say that the jobs can be preserved. College officials said that staffing reductions are necessary due to endowment losses, and that those whose positions are being eliminated have received first chance at other jobs that have opened up.

Webster, Eden Seminary Plan Collaboration, Merged Library

Webster University and Eden Theological Seminary, its neighbor in St. Louis, announced an agreement Wednesday that is designed to dramatically step up the collaboration between the two institutions. Under the arrangement, Webster will pay Eden $5.3 million in exchange for a 5.5 acre parcel of land and three buildings, including its library. The seminary's holdings will then be integrated into Webster's library, to which Eden students and employees will have access. Webster will also lease Eden's athletics fields and, in exchange, give seminary students and staff access to its fitness center. Many religious seminaries have faced increasing financial stress in recent years, and Eden was among the postsecondary institutions that received letters last year after failing on a series of measures designed to gauge financial health.

Ottawa Is First Canadian University in Open Access Group

The University of Ottawa has become the first Canadian institution to join the Compact for Open Access Publishing Equity, in which five leading American universities in September pledged to develop systems to pay open access journals for the articles they publish by the institutions' scholars. Ottawa has also pledged to make its scholarly publications available online at no charge, to create a fund to support the creation of digital educational materials organized as courses and available to everyone online at no charge, and to support the University of Ottawa Press in publishining a collection of open access books.

Another Step for Antioch College

Antioch College's continued rebirth took another step forward Wednesday with the naming of an interim president, Matthew Derr, who has been serving as chief transition officer. Derr, formerly vice president for institutional advancement at the Boston Conservatory, will now oversee the restoration of the facilities, the hiring of key staff members, and fund-raising efforts.

Unexpected Shift in Saint Benedict's Presidential Search

The College of Saint Benedict has called off its presidential search, because it doesn't need one any more. The Minnesota college had been searching for a leader because MaryAnn Baenninger said she needed to move East because her husband was facing a serious health issue. Following surgery, her husband received a clean bill of health, and so the board went back to Baenninger, who has agreed to stay for another five years.

Oklahoma State Wins Eminent Domain Case

The Oklahoma Supreme Court has ruled that Oklahoma State University was within its rights to use eminent domain to obtain the last piece of land needed to build a new athletic complex, the Associated Press reported. The case was remanded, however, for hearings on how much the university must pay two brothers who own the land, and who sued to block the use of eminent domain.

Research Trumps Teaching at British Universities

New research has found that British universities favor research over teaching when evaluating candidates for promotion, The Times Higher reported. In many cases, the research found that universities don't even consider teaching in a substantial way or document how it is evaluated.

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Comments on Quick Takes

  • Gates Study Omits Lifestyle Choices
  • Posted by Roger , Director Financial Aid at Louisiana Tech University on December 10, 2009 at 10:15am EST
  • A cursory scan of the Gates study regarding why students leave college indicates that need to work is a significant factor. It would have been more illuminating to address the lifestyle associated with the students in the study. Often I deal with students that are sorely in need of additional funding. After discussing their costs with them, I find that they have not considered lowering their level of consumption. Cell phones, texting options, cable TV with the full sports options, dining out, less costly vehicle, fewer clothing purchases and numerous other items that to them are "needs" rather than "wants". Of course there are students who are truly in need of additional funds to continue in school. This is where I think the study fell short in discriminating among these students.

  • Posted by Judith on December 10, 2009 at 11:00am EST
  • Thank you, Roger. When students tell me they "can't afford" a $35 textbook (yes, I do keep them as inexpensive as I possibly can), I have to wonder why they wear brand-name clothing, smoke $60+/carton cigarettes, and drive better cars than I do.

  • lifestyle choices
  • Posted by Gary Davis , Principal at Board Solutions on December 10, 2009 at 11:15am EST
  • There ARE solutions to the lifestyle problem and most of them involve a reordering of one's social network. Most of us can remember that the pain of poverty was lessened when we learned to socialize with people who were in the same "fix" as we were. We joked as we learned to like cheap beer, macaroni and cheese, and parties on the floor of crowded "married student" housing. When a friend decided to serve gourmet mac and cheese to his grown sons on a recent Thanksgiving eve, even his kids lamented the fact that the dish didn't come out of the "old blue (Kraft) box. It cost seventy-nine cents and served four. Would we have developed a taste for such a spare lifestyle if we had to do it alone? I don't think so. Community colleges provide little if any social life for adult students who need to reorder their social network. Isn't that a major oversight?

  • Posted by Ryan Mushrush on December 10, 2009 at 11:45am EST
  • Have to agree with prior post. A lot of influence from pop culture and the american ideal of a good life have a lot to do with that. And I am not speaking as an outsider. I gathered and spent a lot of loan money through 8 years of education and am now seeing the payments come through. Not that I hadn't seen it coming, I'm a little OCD with the stuff. But when surrounded by a population, half of which seems to have an unending bank account through their parents, it's hard not to live in the now. Not that I was completely egregious, but living off loans for 8 years while trying to maintain at least a semblence of living like the child of a middle income family (which I was not; though the definition of middle income confounds me) gets pretty expensive, even while working a part/full time through 90% of that time. I also have a beef with the figures that come out about average debt...think we should look more at the full stratum such as percentage that gets very little loans; then those from 50,000 to 100,000 then a 100,000 and above to get a clearer picture on how much debt students really are in. Not that it's not mostly our fault, but some could be blamed on the rising costs of tuition and the culture universities are providing which mimic most of what pop culture has to say leads to a happy life. By the end of my law schooling, I am definitely in the higher end of those ranges listed before...and while I lived at least somewhat normal for those 8 years...the thought of having a middle-income type job (not Biglaw; giving my entire life to work) means 30 years of loans taking up a quarter of my income. Know I had the choice but somewhere feel like the punishment doesn't quite fit the crime. Maybe because after principal, Citibank is going to get 250,000 of my money because of the loan they give me from the money that got essentially interest free. Or maybe just because now that I spent it; I don't see the value anymore. Basically everything is influenced by human behavior/emotion on all sides. I just want honesty and justice to be the emotions that fuels the conversations surrounding loan indebtedness and forgiveness.

  • Right!
  • Posted by Comm Prof on December 10, 2009 at 12:00pm EST
  • Roger & Judith have it exactly right. Students are completely unable to differentiate between wants and needs. These misplaced priorities -- leading to those excessive work hours -- will be reflected in the grades I turn in in eight days.

  • Seeing Values
  • Posted by Hannah , Ex-Adjunked on December 10, 2009 at 1:30pm EST
  • I've taught at a CC in a wealthy area, in which the student parking lot was crammed with Rovers, $80K SUV's, and Hummers (begging the question of why they were attending a CC and not a private university). You could tell where we adjuncts parked by the ten-year-old Civics. The rich students demanded A's without doing the work and got their helicopter parents to get deans to pressure chairs to pressure vulnerable adjuncts to raise anything lower than an "A."
    My best students were those who worked sometimes two jobs, had family obligations, and managed to do their studying on work breaks or in the middle of the night, between work shifts and kids. I tried to keep textbook prices down by putting desk copies on reserve in the library and not ordering a new edition that was onl a chapter different from the old one. Still, I had many very smart and devoted students drop out because their boss changed their shift or they got laid off and had to scramble for a new job.
    When kids are handed things without having to work for them, they don't value them. Many take classes at CC's with the main intention of a) getting out of having to get a full-time job and b) getting a degree so they can earn enough money to buy a lot of material goods--an outcome which is becoming less and less of a certainty in this economny. When I asked my clesses if anyone saw any value in learning and the learning process itself, the one or two students who raised their hands were always the ones who stuck the class out, even through initial failing grades.
    As long as the "good life" in US culture is synonymous with having a certain amount of material goods (and also looking a certain "perfect" way) the value of critical thinking, the humanities, and any coursework not directly linked to future earnings gets lost--witness the current debates in IHE about the "value" of putting lots of money into preserving the humanities. As long as learning involves lots of slow "unpeeling the onion," impatient and indulged students will continue to drop out.

  • +1
  • Posted by Psych prof , Professor of Psychology at Flagship State U. on December 10, 2009 at 1:30pm EST
  • Another hearty "amen!" to the above. In addition to the cars, clothing, cable, etc. there is the issue of housing itself. Undergraduates today simply refuse the less expensive housing options. (Anybody remember the dorms of days past, with two or more students crammed in a tiny room and upwards of 20 students sharing a bathroom way down the hall?) Students today want private bedrooms AND bathrooms, and they'll go into debt to have it.

  • Thanks Ryan
  • Posted by Belinda on December 10, 2009 at 2:15pm EST
  • Ryan, thank you for your honest post on this topic. I think your statement of "Or maybe just because now that I spent it; I don't see the value anymore. " is really telling.

    How many other grads are now faced with student loan payments and just don't see the value? I think much of the grumbling over student loans is from those that borrowed too much money for too little value.

  • Graduation Social Stratification
  • Posted by David A. Boyles , Professor of Chemistry at SDSM&T on December 11, 2009 at 4:15pm EST
  • Conclusions of the Public Agenda report greatly concern everyone. Having taught chemistry courses for some 30 years, the minimal expectation for these courses--as well as for courses within the university system--is enunciated by policies and practices to be "2 hours out of class for each hour in class." Does this mean that only those with time to actually devote themselves to being largely full-time students will survive to graduate? If so it appears that there is a selection process at work which has an economic basis. How to keep education rigorous in the physical sciences, how to create competitive graduates with peers nationwide not to mention globally while at the same time not failing those who, along the way, invariably short-change their chances at graduation by working beyond the time-limits that the "two hour out of class" rule demands--is this a double-bind that has no answer, no middle ground, but is rather an either-or proposition that indeed selects the economically advantaged? I would like to hear more on this.