Showing posts with label Community College. Show all posts
Showing posts with label Community College. Show all posts

Sunday, February 2, 2014

Students Who Take Longhand Lecture Notes Do Better Than Laptop Transcribers

Not mentioned here is that those using a laptop are easily distracted by opportunities for web surfing. I'd rather my students had their textbooks out, leafing through pages, while I cover material on the whiteboard and engage students in discussion. Indeed, I get less eye contact and material awareness from students who use computers. I don't like them in the classroom at all.

Professor Dan Drezner tweets this PuffHo piece, and from the article:

The findings, which Mueller and Oppenheimer describe in a forthcoming issue of the journal Psychological Science, were a bit surprising. Those who took notes in longhand, and were able to study, did significantly better than any of the other students in the experiment -- better even than the fleet typists who had basically transcribed the lectures. That is, they took fewer notes overall with less verbatim recording, but they nevertheless did better on both factual learning and higher-order conceptual learning. Taken together, these results suggest that longhand notes not only lead to higher quality learning in the first place; they are also a superior strategy for storing new learning for later study. Or, quite possibly, these two effects interact for greater academic performance overall.

The scientists had an additional, intriguing finding. At one point, they told some of the laptop users explicitly not to simply transcribe the lectures word-by-word. This intervention failed completely. The laptop users still made verbatim notes, which diminished their learning. Apparently there is something about typing that leads to mindless processing. And there is something about ink and paper that prompts students to go beyond merely hearing and recording new information -- and instead to process and reframe information in their own words, with or without the aid of asterisks and checks and arrows.


Saturday, December 7, 2013

Professor Shannon Gibney Reprimanded for Singling Out White Students During 'Structural Racism' Lecture

This story broke earlier this week, and what a doozy.

You have to watch the video interview with Professor Gibney get the full frontal-force of the left's obscene cult of racial victimization. See Joanne Jacobs, "Racism talk leads to reprimand." I watched. A little long, but you'll be shaking your head, if not outright ROTFLYFAO.

And it turns out that Professor Gigney's been doing a whole shakedown racket on campus to force "diversity" on the institution, including the school's student newspaper, where she attacked the white student journalists "for not doing enough to eliminate bias from the organization." The student newspaper! See Campus Reform, "College accuses black professor of racial harassment against white students."

Pat Dollard has more, "White Students Fed Up With Black Professor’s Racist Bullshit Rants":
The politics of faux victimization are spiraling out of control at a community college in Minneapolis, Minnesota, where several white students, their black professor and irritated administrators have one-upped each other with complaints, reprimands and now a lawsuit.

The trouble began in English professor Shannon Gibney’s Introduction to Mass Communications class at Minneapolis Community and Technical College. Though the class ostensibly has little to do with race, Gibney considers herself an activist on racial issues, and frequently invokes white privilege and oppression during class time, according to her students. (She has previously taught classes on race and gender.)

Recently, several white students announced that they had had enough with Gibney’s incessant racial screed. They interrupted her during a lecture, and said, “Why do we have to talk about this in every class? Why do we have to talk about this?” according to Gibney’s account of the incident, which was recorded by the City College News.
This lady's extreme, but she's hardly a lone example at community colleges, to say nothing of the elite universities.

Monday, December 2, 2013

Essex County College Outlines 5-year Road Map: School Ranked Lowest 2-Year Campus in New Jersey

Well, it's rough all over, ain't it?

See, "Essex County College president outlines 5-year road map, aims to improve lowest in state rank":
“We recognize that our students are not coming to us prepared. I’m not here to resolve Newark Public Schools’ issues. That’s not my job,” [Essex County College President Gale] Gibson said. “This is a college, it’s not the 13th grade, it’s not the 14th grade.”
Hat Tip: Chris Wysocki, "Essex County College graduates a whopping 5% of their 100% taxpayer-subsidized students."

Saturday, September 7, 2013

Electronic Eitquette in the Classroom

On the first day of classes I post the department's policies on electronic equipment on the projection screen during classes. (I didn't write the policies and I don't make students apologize to class if their cellphones ring.) It helps keep kids focused, or at least for a time. I've already had a few of the more "popular type" of young ladies texting and goofing off in class. And it's only been two weeks!

Last semester I had a woman who looked at her phone all semester, had it stashed right behind her purse on the top of her desk. I don't think she was doing well in class, and I probably docked her some "progressional points" on her semester grades (which are basically freebie extra credit points for students who behave themselves).

In any case, technology in the classroom's a net negative in my experience. Some students will used their laptops appropriately, taking notes and accessing their textbooks during lectures. But otherwise I've long railed against the distractions of cellphones. It's interesting how many students have to "go to the bathroom" these days, or those who just step out routinely to take a call. Most of all, though, the focus of the students is not on what's being taught but on their social lives. And for young students around 18 and 19 years-old, that social life obsession --- fueled by ubiquitous social media applications --- is the bane of their personal and professional development.

In any case, there's more on this from Evan Selinger, at the Wall Street Journal, "Should Students Use a Laptop in Class?":
There's a widely shared image on the Internet of a teacher's note that says: "Dear students, I know when you're texting in class. Seriously, no one just looks down at their crotch and smiles."

College students returning to class this month would be wise to heed such warnings. You're not as clever as you think—your professors are on to you. The best way to stay in their good graces is to learn what behavior they expect with technology in and around the classroom.

Let's start with the million-dollar question: May computers (laptops, tablets, smartphones) be used in class? Some instructors are as permissive as parents who let you set your own curfew. Others are more controlling and believe that having your phone on means your brain is off and that relying on Google for answers results in a digital lobotomy.

Professors are united, though, in the conviction that the classroom is a communal space and that students share the responsibility for ensuring that nobody abuses it by diminishing opportunities to learn. An instructor who lets you squander your tuition by using class time to fuss with your iPhone is likely to have zero tolerance for distracting activities that make it hard for the rest of the class to pay attention.

One of my colleagues has resorted to a severe policy that he calls the "Facebook rule," which turns the classroom into a wild west of bounty hunters and social media outlaws. Students are encouraged to earn extra credit by busting classmates who use their computers for activities like social networking, shopping or gaming during his lectures.

Other professors prefer imposing the scarlet letters themselves. One colleague became so fed up with a student who played games whenever the class went to a computer lab that he installed speakers on the offender's machine. Halfway through the class, the speakers got turned on and everyone stared as the post-apocalyptic sound track started blaring.

Ultimately, rule-breakers are their own worst enemies. Students may be savvy enough to text the occasional query to partners-in-crime during exams. But it is only a matter of time before the mute button isn't pushed and the whole class gets to hear your "I'm sexy and I know it" ringtone.
This guy's a riot.

Continue reading.

The part about student emails is hilarious, but I cut my students a lot of slack there. Learning professionalism takes time. I just draw the line on excessive distractions and disruptions in the classroom.

Thursday, August 15, 2013

Obama's Department of Education Throws Lifeline to San Francisco City College

Well, you gotta love this.

Remember, SFCC is wholly owned by the hip urban diversity interests, and they weren't going to stand for an outside accreditation agency's adverse evaluation. So what to do? Go right to the race-obsessed Obama administration for a bailout, what else?

At LAT, "U.S. faults panel that criticized City College of San Francisco." And see KTVU San Francisco (also known as the "Ho Lee Fuk" broadcasting corporation), "CCSF teachers laud Fed's letter questioning ACCJC."

I read the initial, disastrous accreditation report. The college is f-ked up. So what did you union do? It alleged that there wasn't enough "diversity" on the accreditation visiting team, for one thing. (Too many administrators and not enough faculty members, who would no doubt be union hacks quick to ram through a positive evaluation.)

In any case, here's my initial report, "City College of San Francisco, Nation's Largest Two-Year College, On Brink of Closure."

Tuesday, July 23, 2013

Accreditation Warnings at Many California Community Colleges

I didn't know so many colleges were risking sanctions.

At LAT, "More community colleges facing accreditation problems":
A warning to Los Angeles Mission College to correct a number of academic and administrative deficiencies didn't come as a great surprise to Daniel Campos.

The former student body president had long been frustrated with campus infighting, perceptions of cultural insensitivity and inadequate counseling and other student services.

All of these issues and others were cited recently by the Accrediting Commission for Community and Junior Colleges when it put the Sylmar campus on notice that it must make improvements.

"Most students in general are not aware of the impact of accrediting decisions," said Campos, who also served as student trustee for the Los Angeles Community College District. "If the college loses accreditation, I'll lose transfer credits, so I'll need to find a way to line up everything in one year in case that happens."

The warning issued to Mission is the mildest of the possible penalties. The college will remain accredited pending a follow-up report due by March 2014.

But in a raft of actions earlier this month, the panel made the rare decision to revoke accreditation from City College of San Francisco in July 2014 (the college is appealing) and issued warnings to Los Angeles Valley, Orange Coast and six other campuses. Sanctions were removed from West Los Angeles and Harbor colleges and seven other campuses.

Of California's 112 community colleges, one, College of the Sequoias in the Central Valley town of Visalia, is operating under the most serious penalty — "show cause" — meaning the college is substantially out of compliance with requirements and must correct deficiencies to remain accredited. Five other colleges are on probationary status, and 13 have been given warnings.
Continue reading.

I'm surprised OCC is on the list, since it has such a great reputation. But things that you wouldn't expect can get a college in trouble. You have to meet schedules determined from outside the institution and community colleges are extremely cumbersome places. Things don't move quickly. A lot doesn't get done. I've written about San Francisco CC before, and it's even deeper than that for that college. The place resembled more like a political machine with handouts to all kind of connected constituencies, minority constituencies. That's really corrupt.

Thursday, June 13, 2013

How Unions Are Strangling Achievement

From Andrew Stiles, at NRO, "New Study Blames Collective Bargaining for Education Stagnation":
Over the past several decades, American teachers’ salaries and benefits have increased steadily, while the academic performance of the nation’s students has stagnated. In a new paper released on Wednesday, Sally Lovejoy and Chad Miller of the American Action Forum argue that teachers unions’ and their collective-bargaining policies are at least partly to blame for both issues.

The authors cite an array of studies examining the impact of teachers’ unions and their negotiating strategies. The majority of these studies have found that collective-bargaining agreements typically focus on higher teacher pay and benefits and greater job security, with little consideration given to student performance. In fact, teachers’ unions have historically resisted most efforts to hold teachers accountable for the academic performance of their students, and have succeeded consistently. Tenure policies, for instance, make it virtually impossible to fire unqualified or ineffective teachers. Most states award tenure automatically after about three years, and do not test a new teacher’s mastery of even the most basic reading and math skills. Perhaps not surprisingly, this has had a largely negative impact on the students themselves, especially those in large urban school districts with a high percentage of black and Hispanic students.
Continue reading.

Sunday, June 9, 2013

Death Toll Climbs in Santa Monica Shooting Massacre

At the Los Angeles Times, "Santa Monica shootings: Death toll rises as fifth victim dies."

Also, "Santa Monica shooting: Police still trying to reach gunman's kin," and "Santa Monica shootings: Students and staff struggle to cope."

Here's ABC News with the suspect's photo:



Saturday, June 8, 2013

Suspect Had 1,300 Rounds of Ammo During Santa Monica Shooting Rampage

More details coming out.

At LAT, "Santa Monica shooting was premeditated, police say."

Friday, June 7, 2013

The Perp-Whisperer: Inspirational Speaker Dyana Valentine Sends Love to Mass Murderer in Santa Monica Shooting Rampage

Unreal exchange on Twitter this afternoon.

It's Dyana Valentine, who calls herself an "oracle," a "Finder and Creator of SuperConditions for Greatness."

Well, I guess this mass murderer was just another "great guy."


Some of the responses:

Shooting at Santa Monica Community College

Man, these shootings keep coming closer to home.

At the Los Angeles Times, "Three wounded during shooting in Santa Monica."

Also at KABC-TV Los Angeles, "Santa Monica College on lockdown after alleged shooting":
President Barack Obama was en route to Santa Monica to attend a Democratic National Committee fundraising event. The Secret Service has also been notified...
Developing...

More:

Vine videos here:

Tuesday, April 9, 2013

How Teachers Unions Hurt Schools

From Prager University:


But see Althouse:
"'Since Wisconsin stopped forcing public employees to pay union dues against their will...

... union membership in that state has plummeted," writes John Hinderaker'."

Thursday, April 4, 2013

Doug Robert Figueroa, Student Body President at Riverside Community College, Outed as Registered Sex Offender

Saw this last night on Twitter:


There's video at the link, and see the San Bernardino Press Enterprise, "RIVERSIDE: RCC student body president is registered sex offender."

More here: "California Sex Offender Archive Record For: Doug Robert Figueroa." Well, from here on out associated student government campaigns won't be complete without the requisite Google records searches. It's a shame too. This guy looks like a diligent radical left-wing apparatchik. Amazing. And those flyers went out anonymously. Somebody wasn't about to let this criminal get a pass by the campus mobs of political correctness.

Tuesday, February 26, 2013

'Dr. Douglas is a bit of a drag as a professor. He does not provide study guides for the test which means you must study the book VERY well...'

I cribbed the title from the first entry at my Rate My Professors profile:
Loved the class material and enjoyed reading the book. However, Dr. Douglas is a bit of a drag as a professor. He does not provide study guides for the test which means you must study the book VERY well. Not a lot of class work, and no homework. I would recommend you take someone else if you are a polsc major or wish to gain from the course.
I haven't checked the evaluations over there in a couple of years. They're largely useless from the instructor's perspective. (Or at least from my perspective.) And they have no impact on me professionally, so I ignore them. I've always thought students are poorly equipped to evaluate the quality of teaching, and not just because they have a vested interest in a good grade. Students don't have training in pedagogy and most of them haven't the foggiest idea of what constitutes excellent instruction. As for the student's evaluation above, I'm sorta tickled by that review. Sure, the student didn't like my class, but only because I didn't make it easy for her. I made her read the book "VERY" well, which is exactly as planned. That the student thoroughly enjoyed the material is only added positive feedback. Moreover, I do provide study guides --- just not the photocopied handouts that many faculty members provide to students. My class textbook (which the student enjoyed) comes with a tremendously helpful companion website that features online practice tests, glossaries of all the key terms and concepts, electronic flashcards and fill-in-the-blank exercises, problem simulations based on the readings, and more. Students have access to the material. It's up to them to make use of it. I don't spoon feed, and for a lot of students, that makes me a "poor quality" instructor.

C'est la vie.

What got me going on this is Janice Fiamengo's piece at PJ Media, "How Well Does ‘Rate My Professors’ Rate?"

It doesn't rate very well, obviously, but let's hear it from Professor Fiamengo:
No one, likely, will be surprised to discover that students are critical of instructors who have a high standard and mark them down when they fail to reach it: “A sweet person who seems to really care about her students,” runs a typical comment attached to an “Average Quality” ranking, “but don’t expect an A, even if your [sic] sure you aced the test.” Statistical researcher Valen Johnson has demonstrated in Grade Inflation: A Crisis in College Education (2003) that student responses to their university experience have been corrupted by an entitlement mentality about grades. Because students tend to excuse poor performance by pointing to external factors, they often blame their teachers when marks are lower than expected — when, as one student wrote on the site, they are “completely blindsided by a bad grade.” The problem is acute in the grade-inflating Humanities disciplines, where an element of subjectivity is always present and where one instructor’s decision to give higher marks than the material deserves — whether from pedagogical principle or to grease the wheels of a happy classroom — creates pressure on other instructors to do the same, and leads to negative evaluations of those who will not. As even a cursory perusal of Rate My Professors uncovers, “Very hard marker” almost always equates to a “Poor Quality” evaluation. This fact alone, as Johnson concludes and as many thoughtful observers can attest, makes teacher evaluations, which are widely used as a ranking method in the modern university, next to meaningless.

In such a context, it might seem that the most valuable commendations are those — and they are certainly the most heartening — that warn against the professor’s difficulty or dryness while still recommending him or her. “Sure, he’s tough, even mean. But he is also brilliant.” “You’ll find no great excitement in her lecture room, but you will have the chance to hear tremendously intelligent and thoughtful ideas on life and literature that will stay with you outside the classroom.” For a student to find a professor’s teaching valuable despite the instructor’s refusal to provide esteem-boosting marks or a jazzy presentation speaks to some other quality that has touched the student. But what is the quality, exactly? Can it be distinguished from personal charm, winsomeness, superficial articulateness, or an engrossing manner? Can the vast majority of students tell if an instructor actually knows his subject or has wisdom to impart?

Not very likely. Given that a significant percentage of students, according to a recent National Post article based on a study by a Memorial University (Newfoundland) professor, cannot locate the continent of Africa on a world map or even identify the Atlantic Ocean, how can they possibly locate their professors on the scale of intelligence and knowledge? Too frequently, the most enthusiastic declarations about an instructor’s “amazing lectures” and “brilliance” also dwell on the sexy looks and other forms of personal appeal that make him or her so easy to listen to. “Never worked so hard for an A. Loved the material, and his lectures were stimulating and hilarious. He’s hot too, great outfits.”

This, really, is what Rate My Professors most consistently highlights, that physical attractiveness, a magnetic style, and the ability to relate good stories, deliver witty one-liners, or toss off nuggets of seeming profundity (with today’s short attention spans, they can only be nuggets, usually liberally interspersed with jokes, chitchat, and sentimental fluff) have come to define “good teaching” — and make it nearly indistinguishable from a diverting performance — for the majority of students. In the main, such teaching does not meet the standard that David Solway defined in Education Lost (1989), where he analyzed education as a performative co-encounter in which the teacher “performs” the “initiating presence” and the student “impersonates his ideal or projected self” in a complex drama taking full account of the “prolonged” and often “agonistic” process of learning.
That sounds about right, but it's nothing new to me. Websites like RateMyProfessors.com can be actually painful for instructors who're worried about their evaluations. Rumor has it that administrators read the evaluations --- a horrifying thought in light of the criticisms mentioned above. But again, I personally don't care. But part-timers or probationary faculty members probably check their ratings --- I did --- because some of the same kind of comments are submitted by students on the college-sponsored teaching evaluations that are required periodically. So this stuff matters. (Note that RateMyProfessors can be gameed easily and legitimately, simply by asking the students who do well in classes, the ones who've developed relationships with their instructors, to post their own evaluations. Indeed, the RateMyProfessors feedback page suggests just that to instructors who're unhappy with their rankings.)

In any case, here's the remainder of my ratings from the front page:
Talks a lot about current events during class, sometimes leaves little time for lecture. Only writes titles of sections on board. Writing notes is useless. Have to read book. Grade consist of 5 tests and one report.
*****
I wish Dr. D would give more time to discuss the lesson than talk about current events. And I wish that he will give study guides, so that the students will know what he expects from them. Dr. D is a nice professor, though.
*****
GOOD TEACHER. SHOW UP TO CLASS, TAKE NOTES, PAY ATTENTION, AND YOU SHOULD BE FINE.
*****
He is a very good teacher. You must attend class because he notices and will call you out on it. There's two books required for this class. He only goes over one and the other you have to read on your own. He is available during office hours and tells you where your [sic] at and what you need to do to pass the class.
And by the way, the student rankings are 2 "poor quality," 1 "average quality," and 2 "good quality" --- which is pretty interesting, quite balanced, actually, and useful! The students here are expressing straight evaluations rather than trying to attack the professor and harm his ratings in revenge for a poor grade (something that's pretty common with this kind of thing).

In any case, there's still more at PJ Media, at the link.

Tuesday, January 29, 2013

Gov. Jerry Brown Looks at Reshaping California's Higher Education

I wrote on this previously, "Governor Brown Seeks Dramatic Community College Makeover."

And now at the New York Times, "In California, Son Gets Chance to Restore Luster to a Legacy":
LOS ANGELES — During a 1960s renaissance, California’s public university system came to be seen as a model for the rest of the country and an economic engine for the state. Seven new campuses opened, statewide enrollment doubled, and state spending on higher education more than doubled. The man widely credited with the ascendance was Gov. Edmund G. Brown, known as Pat.

Decades of state budget cuts have chipped away at California’s community colleges, California State University and the University of California, once the state’s brightest beacons of pride. But now Pat Brown’s son, Gov. Jerry Brown, seems determined to restore some of the luster to the institution that remains a key part of his father’s legacy.

Last year, he told voters that a tax increase was the only way to avoid more years of drastic cuts. Now, with the tax increase approved and universities anticipating more money from the state for the first time in years, the second Governor Brown is a man eager to take an active role in shaping the University of California and California State University systems.

Governor Brown holds a position on the board of trustees for both Cal State and UC. Since November, he has attended every meeting of both boards, asking about everything from dormitories to private donations and federal student loans. He is twisting arms on issues he has long held dear, like slashing executive pay and increasing teaching requirements for professors — ideas that have long been met with considerable resistance from academia. But Mr. Brown, himself a graduate of University of California, Berkeley, has never been a man to shrink from a debate.

“The language we use when talking about the university must be honest and clear,” he said in a recent interview. “Words like ‘quality’ have no apparent meaning that is obvious. These are internally defined to meet institutional needs rather than societal objectives.”

California’s public colleges — so central to the state’s identity that their independence is enshrined in its Constitution — have long been seen as gateways to the middle class. Mr. Brown said his mother had attended the schools “basically free.” Over the last five years tuition at UC and Cal State schools has shot up, though the colleges remain some of the less costly in the country.

Governors and legislatures are trying to exert more influence on state colleges, often trying to prod the schools to save money, matters that some say are “arguably best left to the academic institution,” said John Aubrey Douglass, a senior research fellow of public policy and higher education at Berkeley. So far, Mr. Brown has not taken such an aggressive approach, but half of the $250 million increase for the university systems is contingent on a tuition freeze.

“He’s creating stability, but basically he’s looking at cost containment with an eye on the public constituency,” Mr. Douglass said. “But the system has been through a very long period of disinvestment, and this may meet an immediate political need, but it is not what is going to help in the long term.”
I think he could do more for education --- and for the state as a whole --- by expanding economic growth and opportunity. It would take pressure off the higher education system, for one thing. As it is now the colleges and universities are expected to be saviors for all manner of societal failure, especially crime, poverty and social breakdown. A strong economy, through deregulation and business expansion, would help create a rising tide to lift all boats. I hope that doesn't get overlooked amid all the hoopla about increasing tax revenues. People need to learn the lessons of the past decade.

More at that top link, plus interesting photos.

And from some not unrelated thoughts, see Joel Kotkin, at the O.C. Register, "California Is Becoming Less Family-Friendly."

Monday, January 21, 2013

Governor Brown Seeks Dramatic Community College Makeover

There's a lot coming down the pipeline, and much of it good, although community colleges just won't be anything like they used to be. And that's a little sad if you've ever been around one for any length of time.

At the Los Angeles Times, "Brown seeks to reshape California's community colleges":
With a slate of bold and controversial budget proposals, Gov. Jerry Brown has placed a renewed focus on the state's struggling community colleges, the world's largest system of two-year schools that are often overshadowed by the University of California and Cal State systems.

The governor's recommendations are aimed at keeping community colleges affordable, keeping classes accessible and moving students faster through the system to allow them to graduate or transfer to a four-year university at higher rates. Brown's spending plan must clear the Legislature, and some college officials have vowed to oppose — or at least try to modify — some portions.

These proposals are among the most significant policy shifts in years and could reshape many campus operations.

"It's a courageous plan," said Eloy Oakley, president of Long Beach City College. "The governor is focusing on policy issues we've been talking about for many years but dancing around the margins. A lot of this has been on the table in statehouses throughout the nation, but we're addressing these issues in California in a meaningful way."

Community colleges play a vital role in California's higher education system, training large segments of the state's workforce. But the 112-college system has strained under the pressure of huge funding cuts and increased demand. Thousands of courses have been slashed and enrollment has been shrunk by more 500,000 students in recent years.

Most of the schools' 2.4-million students are unprepared for college-level work: 85% need remedial English, 73% need remedial math and only about a third of remedial students transfer to a four-year school or graduate with a community college associate's degree.

Education leaders praised the governor's efforts to follow through on his commitment to voters to restore education funding through the passage of Proposition 30, the school tax initiative —- even while expressing misgivings about aspects of the plan. The budget includes nearly $200 million in additional funding for the colleges.

"It's wonderful to have an environment where we're going to have some provocative conversations about policy," said community colleges Chancellor Brice Harris. "We're not going to shy away and [we] actually look forward to the discussion."

State officials said the plan is meant to build on changes proposed last year by a statewide task force charged with improving the colleges. Measures approved by the Legislature and Board of Governors establish registration priorities, including preventing students from repeating courses to improve their grades and allowing students who participate in orientation and academic assessment programs and have 100 units or less to enroll in classes first. Students also would have to maintain satisfactory grades to continue to qualify for fee waivers.

Brown goes further toward moving students through the system. He is seeking to limit the number of credits students can accumulate. Beginning next fall, he suggests a cap on state-subsidized classes at 90 units, requiring students who exceed that to pay the full cost of instruction, about $190 per semester unit versus $46 per unit. In the 2009-10 academic year, nearly 120,000 students had earned 90 units or more.

Students said they are particularly concerned that the unit cap is punitive for those who have a double major, who may be returning to college to train for a new job or who want to explore their interests before deciding on a field of study.

"We're going to work very hard to get rid of this," said Rich Copenhagen, a College of Alameda student who is president of the Student Senate for California Community Colleges. "The governor does seem to be interested in pushing through a lot of policy in this budget. He's in a position to say I got you more money, now you need to make your system better."

Perhaps one of the more controversial elements of Brown's plan is to change the funding formula for community colleges to pay schools for students who complete courses. Funding is now based on the number of students enrolled at the third or fourth week of the term.

The goal, said state officials, is to provide incentives for colleges to improve.
That's my college president, Eloy Oakley, interviewed for the article. And the piece mentions both of the key reforms coming down the pike, the cap on the number of credits students can accumulate at 90 (without losing subsidized tuition rates) and the shift in how colleges are paid by the state, to apportionment by how many students complete classes rather than by the number still attending at the fourth week of classes. That second reform would be devastating to community college funding, because so many students are remedial. But it's a good reform. All of these are good if they force people to wake the f-k up. The two-year colleges could make a small step toward being real colleges teaching real college-level academics. As it stands now a lot of what we do is a joke. We have a decent number of students who would excel at any college or university, but the great majority aren't ready to do the work. Things do need to change.

Saturday, January 19, 2013

ObamaCare Slams Part-Time College Professors

Well, I wonder if part-timers will rail against their "unjust" college administrators cutting them loose, or the clusterf-k administration in Washington causing a wave of layoffs and cutbacks around the country. Actually, I don't wonder. Obama walks on water, even for the idiot progressive educators paying the price for the health care monstrosity.

At the Wall Street Journal, "Health Law Pinches Colleges: Some Schools Cut Hours of Hard-Pressed Adjuncts to Avoid Rules on Insurance":
The federal health-care overhaul is prompting some colleges and universities to cut the hours of adjunct professors, renewing a debate about the pay and benefits of these freelance instructors who handle a significant share of teaching at U.S. higher-education institutions.

The Affordable Care Act requires large employers to offer a minimum level of health insurance to employees who work 30 hours a week or more starting in 2014, or face a penalty. The mandate is a particular challenge for colleges and universities, which increasingly rely on adjuncts to help keep costs down as states have scaled back funding for higher education.

A handful of schools, including Community College of Allegheny County in Pennsylvania and Youngstown State University in Ohio, have curbed the number of classes that adjuncts can teach in the current spring semester to limit the schools' exposure to the health-insurance requirement. Others are assessing whether to do so, or to begin offering health care to some adjuncts.

In Ohio, instructor Robert Balla faces a new cap on the number of hours he can teach at Stark State College. In a Dec. 6 letter, the North Canton school told him that "in order to avoid penalties under the Affordable Care Act…employees with part-time or adjunct status will not be assigned more than an average of 29 hours per week."

Mr. Balla, a 41-year-old father of two, had taught seven English composition classes last semester, split between Stark State and two other area schools. This semester, his course load at Stark State is down to one instead of two as a result of the school's new limit on hours, cutting his salary by about a total of $2,000.

Stark State's move came as a blow to Mr. Balla, who said he earns about $40,000 a year and cannot afford health insurance.

"I think it goes against the spirit of the [health-care] law," Mr. Balla said. "In education, we're working for the public good, we are public employees at a public institution; we should be the first ones to uphold the law, to set the example."

Irene Motts, a spokeswoman for Stark State, a two-year community college, said the new rules were necessary "to maintain the fiscal stability of the college. There are a lot of penalties involved if adjuncts go over their 29 hours-per-week average. The college can be fined and the fines are substantial."

Nationally, colleges through trade groups such as the American Association of Community Colleges are asking the Internal Revenue Service to write special rules for adjuncts. The IRS recently acknowledged the issues in higher education, but so far hasn't agreed to take further steps.
That's a slap in the face for Professor Balla, who sounds pretty idealistic about the role that professors are supposed to be playing. He's probably a progressive. What a harsh awakening for the dude. And isn't it funny that community colleges are looking to get a waiver from the IRS, only so far to be blown off by this president's administration, which has ruthlessly exploited community colleges as part if its jobs and retraining agenda?

But progressives still love him. We could have hundreds of thousands of layoffs from ObamaCare ---- and we probably will ---- and Democrats will still worship this gobsmacked idiot presidential freak. I'm looking ahead to 2016. The pendulum may well swing back to the GOP, and with a vengeance.

Wednesday, December 26, 2012

Is Hate a Liberal Value? Reflections on Newtown

From Glenn Reynolds, at USA Today:
1. When Twenty Minutes Is Forever. According to the CNN timeline for the Sandy Hook tragedy, "Police and other first responders arrived on scene about 20 minutes after the first calls." Twenty minutes. Five minutes is forever when violence is underway, but 20 minutes -- a third of an hour -- means that the "first responders" aren't likely to do much more than clean up the mess.

This has led to calls -- in Texas, Tennessee, Virginia, St. Louis -- for armed officers or staff at schools. Some object. But we have people with guns protecting airports, hospitals and politicians. And leading anti-gun crusaders like New York's billionaire Mayor Mike Bloomberg and press lord Rupert Murdoch are protected by armed security teams that could probably topple some third-world governments. Why are our children less worthy of protection?

Then there are our homes. If police took twenty minutes to respond at a school, how likely are they to get to your house in time? For those of us without "security teams," the answer isn't reassuring.

2. Is Hate A Liberal Value? A 20-year-old lunatic stole some guns and killed people. Who's to blame? According to a lot of our supposedly rational and tolerant opinion leaders, it's . . . the NRA, a civil-rights organization whose only crime was to oppose laws banning guns. (Ironically, it wasn't even successful in Connecticut, which has some of the strictest gun laws in the nation.)

The hatred was intense. One Rhode Island professor issued a call -- later deleted -- for NRA head Wayne LaPierre's "head on a stick." People like author Joyce Carol Oates and actress Marg Helgenberger wished for NRA members to be shot. So did Texas Democratic Party official John Cobarruvias, who also called the NRA a "terrorist organization," and Texas Republican congressman Louis Gohmert a "terror baby."

Nor were reporters, who are supposed to be neutral, much better. As The Atlantic's Jeffrey Goldberg commented, "Reporters on my Twitter feed seem to hate the NRA more than anything else, ever. "
Well, left-wing "tolerance" at work. Continue reading at that top link.

PREVIOUSLY: "Erik Loomis' Twitter Timeline Available Dating Back to June 2012."

Monday, December 24, 2012

Erik Loomis' Twitter Timeline Available Dating Back to June 2012

I wrote earlier, quite seriously, of Professor Erik Loomis:
No one's as stupid to violently rattle off the death chants while still an untenured assistant professor at a research university. "Dim bulb" is charitable.
Thinking back now, that's even an understatement, a big one. It's possible that no one --- no academic faculty member at a major college or university --- has ever acted as stupidly vis-à-vis his or her own viability as an employee. Loomis is behaving stupidly and recklessly, as if he's got a "termination wish" (like a death wish, but meaning instead a pathological need to get fired in pursuit of romantic martyrdom in some larger cause of crusading labor unionism, perhaps harking back longingly to an earlier, valorized era of violent class struggle).

In any case, see Robert Stacy McCain's report, "The Vocabulary of Professor Erik Loomis: ‘Motherf–ing F–kheads F–king F–k’."

Folks should be sure to read the whole thing at The Other McCain. Read it carefully. And then check the full Twitter timeline (available in pdf). Note especially how Loomis indulges in using the f-word quite a bit. Indeed, "overindulge" might be the better verb form (his f-bomb usage is clearly overdone and all too frequent, transparently uncomfortable as if a poorly-offered cover for insecurity). But it's always the context of things that's even important (an importance Loomis' defenders have proved beyond a reasonable doubt with their systematic omission of any of Loomis' statements outside of the key "metaphor" at issue). Rattling off death chants as an untenured faculty member isn't smart. But it's as dumb as one can possibly be to diss your own job responsibilities --- more so with so much obvious contempt for your institution and its structure of hierarchical authority. Here's a surprisingly revealing tweet as to Loomis' state of mind:
ErikLoomisCommittees

Again, read the full timeline for the context.

Committee service is a major part of serving as a professor --- and of the collegiate life of a university more generally. It's an especially important function to untenured faculty members because such work is a key manner in which unfamiliar and untested colleagues pay their dues. And it should be obvious, but when you're dissing committee work as pointless you are dismissing as useless the work of a great many of the leaders on a given campus, people who have put in enormous numbers of hours in attempting to have a voice in the institution's decision-making --- and to hopefully have a greater voice in final outcomes affecting the institution, the faculty, students, and the curriculum. Some faculty members earn most of their professional self-esteem through the work they provide on committees. It's a deeply embedded aspect of the academic culture. So, the kind of opposition to the norms of collegiality that Loomis demonstrates is utterly astounding --- even exponentially astounding, again, given that Loomis lacks the security of tenure. He is demonstrating that he is, by definition, as dumb as an ox. The problem with that, clearly, is that research universities are supposed to be populated with smart people. Really smart people. And a public university such as the University of Rhode Island is tax payer supported, so there's a particularly high level of public accountability. People on the outside, taxpayers as well as moneyed players supporting campus foundations, and so forth, want to think their support is in furtherance of an elite and respected body of scholars and practitioners. Educators at these places are cut tremendous independence because they are society's most esteemed role models. They are the masters of the (knowledge) universe who're transmitting society's essential values and learning to the next generations. But there are limits.

For someone like Loomis to show such outward contempt for all of this is simply mind-boggling. It's even more astounding given that Loomis spends so much time online. He should know better. The norms of academic hiring and promotion may have changed since 2005 when Daniel Drezner was denied tenure (largely on the suspicion that blogging was taking up too much of his time). But they haven't changed that much. It's just not well-advised to be so outspoken --- virtually all the time --- on social networking sites and on widely-read partisan blogs. For a lot of elite power-brokers in academe, such patterns of behavior are unscholarly. And to be so stridently unscholarly goes 100 percent against what the ideal candidate for tenure is supposed to be like. I would personally advise anyone entering the job market or working on becoming tenured to avoid hard-core partisan blogging and tweeting. To do otherwise is to court trouble, the kind of trouble that could ruin one's career. This is why I sense that what Loomis lacks in brains he more than equals in social insecurity. All that tweeting, and blogging too, is designed to buff this guy's creds among the hard-left commentariat. But for what? So the communist freaks at Crooked Timber will post a couple of huzzah! blog posts in solidarity. That's manifestly not worth it.

In any case, if anyone were really, truly looking to get Loomis fired this is the argument they'd want to make to the administration of the University of Rhode Island. One could contact the university and make the case that is isn't a matter of freedom of speech, or of academic freedom. It's a matter of basic professionalism toward one's vocation and the standards of institutional and professional decorum. Loomis reflects badly on the university. He reflects badly on the hiring committee that brought him there in the first place. Folks on the outside, the tax payers and other supporting constituencies will ask, "How could they have possibly hired this idiot? He's making the university look like a bloody circus." And they'll be well warranted to ask such questions. A lot of money goes into to recruiting and investing in productive academic colleagues. These are people who're expected to be teaching, publishing and performing community service. There are very high standards involved, or there should be. Which is why if people of professional standing raised these points to university president Dr. David Dooley it's quite possible the administration will reflect even more deeply on the problem in the days and weeks ahead. I mean, it's been well over a week since this story first broke and the university now has a huge and extremely prominent posting of the administration's condemnation of Professor Loomis. And looking at this again, President Dooley has updated the language since I last check over at the university's homepage:

DavidDooleyURI
Statement from URI President David M. Dooley

Over the past several days we have heard from many individuals concerning statements made or repeated by Professor Erik Loomis. Many writers forcefully expressed serious concern about his statements and many others expressed very strong support for Professor Loomis, especially in regard to his First Amendment right to share his personal opinions. In the statements at issue, Professor Loomis did not make it clear that he was speaking solely as an individual, and that the views he expressed were his alone and did not reflect the views of the University of Rhode Island. This was the rationale for our original statement.

The University of Rhode Island strongly believes that Constitutionally protected rights to free expression are the foundation of American democracy, and central to our mission of imparting knowledge and promoting the exchange of ideas. It is our conviction that Professor Loomis's personal remarks, however intemperate and inflammatory they may be, are protected by the First Amendment, as are the views of those who have contacted us in recent days.
Here's the link to the scanned document now available at the website.

I quoted and screencapped the president's initial comments at the time, dated December 18th, "University of Rhode Island Condemns Violent Labor Historian Erik Loomis." No doubt the backlash escalated enormously since then. In no time the Chronicle of Higher Education reported on the story, "‘Head on a Stick’ Tweet Lands U. of Rhode Island Professor in Hot Water." And Inside Higher Ed also took it up, "Who's Overreacting? Professor's tweet and university's reaction stir debate on academic freedom."

So my sense is that this issue is far from over. It's Christmastime. That's the slowest time at the university. And if the administration feels it needs to have its statement placed so largely and prominently at the website, it's clear that the backlash isn't close to subsiding. People on campus will be dealing with these matters when business gets going again in the new year. Opponents of Loomis' tenure bid might not relent in their vocal outrage at this man's outward violence and incivility. But the more troublesome issue, on a practical working level, is Loomis' clear propensity toward uncollegialty and unprofessionalism. All together, the profanity-laced death chants, etc., and the dissing of the university's committee service responsibilities, could very well create a picture for outside constituencies of unworthiness for the honorific of academic tenure. As I've said, Loomis is really dumb. He's joking all about it over at Lawyers, Guns and Money, but when your professional future is so seriously on the line, this is hardly a laughing matter.