Interesting array of articles, this time drawn heavily from InsideHigherEd.
–Could this be a “game-changer,” as they say? Not sure: Academics Launch Torrent Site to Share Papers and Datasets. Could definitely lead to some interesting legal situations.
–Perhaps THE most interesting and read article from this past week: “Keep the ‘Research,’ Ditch the ‘Paper,” by Marc Bousquet, from Feb 10. He makes a lot of valid points, including some that I’ve noticed over the years in teaching history-based writing courses. If I had more leeway in terms of assigning homework and making demands on my students’ time, I would try more of his and Rebecca Schuman’s suggestions for making students’ efforts worth their while.
–Interesting article about issues in Canada’s newspaper digitzation initiatives.
–Great article, as always, from the Dean: if you see a search is running again, after you’ve already been rejected once, don’t hesitate, apply to the job: When Searches Fail.
–Purdue University’s IMPACT site, Scholarship of Teaching and Learning (SoTL) page and resources.
–Really good article by Elizabeth H. Simmons from Friday the 14th, “A Scholarly Approach to Your Career.” I think the bottom line of the article is “figure out what you need to be successful, and then go make it happen.” Common sense, but still, you’d be surprised how many people go to grad school without realizing they’re responsible for their own professional development.
—“Let’s Scramble, Not Flip, the Classroom,” by Pamela E. Barnett. We shouldn’t make every class a discussion-based, interactive format. Lecture has a place as well. Good to hear that–there is a tendency among pedagogy folks (including SoTL enthusiasts, I’ve sensed) to roll the eyes at the thought that lecture could be an effective teaching/learning tool. Given that a lot of schools do not have the luxury of making every section a seminar-sized one, I’m glad there’s recently been a push to show that lectures are effective learning tools.
—The University of Maine at Presque Isle is dropping “grades” and moving to “proficiencies” in its curriculum. Look forward to seeing how this works.
–Post from GradHacker: “Maximizing Methods Courses.” Good advice: you don’t want to come out of these feeling that you lost time.
—“How Should Big-Time College Sports Change?” Good grief, don’t get me started…
–Thoughtful article, “There Is No Demand for Higher Education.” Key quote toward the start of the article, about the assumption that there is a huge demand for education (and hence the need for MOOCs, etc.):
[T]he more I think about MOOCs and consider the nature of this demand, the more I come to believe that there is no inherent demand for education, and definitely not for the education they’re peddling as a possible substitute for the traditional system of higher education.
Because the demand isn’t for education, per se. It’s for what we believe education can provide: a secure, stable life. This narrative may not even be true, as Freddie DeBoer argues in a recent post, but we cling to it anyway, because what choice do we have? If we instead believed that painting ourselves purple from head to toe had the same effect, we’d all be walking around looking like Barney the dinosaur.
Have a great week, everyone.