Over the Transom

People have sent me this stuff for posting, and I’m most happy to oblige because it’s all good stuff:

Adriana Tapanes-Inojosa sent:

~One for the Tenure Track and Adjunct people about service to the college and that balance between too much so that you can’t do your work and too little so that you are not a contributor to the college life.

~One on common core standards and their assessment (and how both challenge American educational “intuitions”

~A link to this report from the Department of Education on Arts Education (hint: it’s dismal out there), which also led me to this blog that has a lot of great stuff and to finding out that tomorrow, in addition to being tax day, is also Arts Advocacy Day.

Michael Heathfield sent:

~This look at a new book on the pay and purchasing power of the professoriate as compared globally.

~And this one on the (since suspended) proposal in California to have multi-tiered tuition, charging more for high demand classes. Michael writes, “One aspect of the business model in education==that we need to avoid like the plague! From what I see of our new registration process, we still believe in equality of access – just more sensibly geared to our newer completion agenda…

And my dad sent this one about the wild and wooly world of college chess.

Over the Transom

Some more stuff that came in this week:

~Adriana Tapanes-Inojosa sent this link on the relation of online classes and completion from the Chronicle;

~Matt Shevitz sent an email with a link to this piece from NPR’s Science Friday. He writes:

I heard this conversation about STEM and employment  on Friday on NPR. Very interesting stuff, especially considering everything that has been going on at CCC (with all due respect to Mike Davis). The most interesting part to me: one of the interviewees emphasized that an education that includes STEM does not have to lead to employment in one of the areas directly related to it. Rather, the skills acquired (qualitative and quantitative reasoning and analysis, for instance), are beneficial no matter what job someone holds.

Sounds like the same approach for justifying for the arts in education…..Once again proving that everything has value (even underwater basket-weaving).

~And John Hader sent in a link to this piece on the Great Books Curriculum and Community Colleges.

h/t’s to all three!

Over the Transom

Though she’s rocking a sabbatical, Adriana Tapanes-Inojosa hasn’t forgotten about the rest of us. This week she sent along a bunch of stuff to check out:

~This about Digital Scholarship and the Humanities


~This research on school reform from the CPS Teacher’s Union called, “The Schools Chicago’s Students Deserve”

PLUS, I received this link featuring AACU published research on VALUE rubrics (for Valid Assessment of Learning in Undergraduate Education) from Rock’in Tha Shoe, who writes, “Sadly, you can see that all research references are done by the Lumina foundation (mmmh??- here we go again with the business trying to dictate educational parameters).”

PLUS, Matt Usner sent this link awhile back on the power of nudges toward environmentally responsible behavior.

PLUS, while getting ready for the archiving, I found this email from Michal Eskayo from last November which had a link to this great article about students from China.

Enjoy, and h/t’s to all for the pointers.

Over the Transom

A few suggestions from regular readers flew in  “over the transom” as they used to say in publishing circles (at least those in old buildings with transoms):

From Rock’inthashoe: A piece from Truthout.org about what Jill Biden ought to be saying about Community Colleges.

From Assessment Chair Michael Heathfield: An article from Salon that takes a look at Michelle Rhee, business oriented educational reform, perverted incentives, and gives a thorough scolding to just about everyone, including national media (but not, for once, the teachers!).

From Don’s Desk: More good stuff at the President’s Blog, including this interesting research about the effectiveness of lecture for learning (as measured by standardized tests), and an interesting question for those of us committed to active learning techniques. (If I were forced to pose an hypothesis about they whys and wherefores of the research, I’d point to the effectiveness of the technique for that particular measure (tests) and suggest that maybe much that is valuable about the learning (and ancillary benefits–curiosity cultivation/reinforcement, independence, process awareness, etc.) that occurs as a result of other sorts of teaching strategies is missed by that particular measure. I don’t think that most of us would say that lecturing is bad or ineffective, but rather that it is one way, among others, to help students learn and that lecturing is most effective when students have well developed academic and cognitive skills and habits (e.g., note-taking, critical awareness, metacognition) that are better developed through technique rehearsal in structured activities. But that’s me. Maybe you have a different solution? Post it there. And be sure to check out the link on quantum teleportation, too. We live in a miraculous time…

And don’t miss the great stuff that Avramakis has been posting (like this and this and this); thanks, Avramakis!

And there was this one from PEARL, too, on Academic Freedom.