Education – Page 18 – artdiamondblog.com

Incentives Matter, Even in Refereeing Articles for Journals

(p. 678) A natural experiment in an economics fleld journal afforded time-series observations on payments to referees for on-time reviews. The natural experiment yielded 15 months’ worth of data with no payments and about two subsequent years of data with payments. Using referee and manuscript-specific measures as covariates, hazard models were used to gauge the effects of payments on individual referee’s review times. All models indicate statistically significant reductions in review times owing to referee payments. Reductions in review times translate into significant reductions in first-response time (FRT). Median FRT was reduced from 90 to 70 days, a 22% reduction in the presence of payments. With payments, only 1% of the FRTs exceeded six months; without payments, 16% of the FRTs exceeded six months.

For the full article, from which the above abstract is quoted, see:
Thompson, Gary D., Satheesh V. Aradhyula, George Frisvold, and Russell Tronstad. “Does Paying Referees Expedite Reviews?: Results of a Natural Experiment.” Southern Economic Journal 76, no. 3 (Jan. 2010): 678-92.

“A Place of Hypocrisy and Fear, Where Tenured Professors Proclaim Empty Solidarity with Exploited Workers”

Source of book image: http://c481901.r1.cf2.rackcdn.com/wp-content/uploads/2012/08/victims.jpg

(p. 20) A couple of years ago, Bawer made a trip home to see what’s happened to the academic world he left behind. He attended a few conferences for women’s studies, black studies, queer studies and Chicano studies, where he heard plenty of cant, as when a participant at a “Fat Studies” conference explained her veganism by declaring: “Dairy is a feminist issue. Milk comes from a grieving mother.” He found, in abundance, what he’s looking for: jargon-spewing careerists posing as radicals, semiliterate professors of literature and widespread condemnation of reason itself as a hoax perpetrated by the powerful on the powerless. Based on this sample, he concludes that the contemporary American academy is a place of hypocrisy and fear, where tenured professors proclaim empty solidarity with exploited workers, and Take Back the Night rallies promote the idea that “male students metamorphose, werewolf-like, into potential rapists” every night.
. . .
The humanities and “soft” social science departments that Bawer mocks are sinking into insignificance — partly, to be sure, because they have purveyed the kind of buffoonery he decries.

For the full review, see:
ANDREW DELBANCO. “Back to School.” The New York Times Book Review (Sun., August 26, 2012): 1 & 20.
(Note: ellipsis added.)
(Note: the online version of the article is dated August 23, 2012 and had the title “Academic Battleground; ‘The Victims’ Revolution,’ by Bruce Bawer.”)
(Note: in the print version, the review started in the left column of the first page under the title “Back to School.” The title was shared by a review of another book, that started in the right column of the first page.)

The full reference for the book under review, is:
Bawer, Bruce. The Victims’ Revolution: The Rise of Identity Studies and the Closing of the Liberal Mind. New York: Broadside Books, 2012.

Decouple Learning from Credentialing

“JOHN HENNESSY: ‘There’s a tsunami coming.’ [At left] . . . , John Hennessy & Salman Khan.” Source of caption and photo: online version of the WSJ article quoted and cited below.

(p. R8) Is there anything to be done about the rising price of higher education? That was the question posed to John Hennessy, president of Stanford University, and Salman Khan, founder of Khan Academy, a nonprofit online-learning organization. They sat down with The Wall Street Journal’s Walt Mossberg to discuss how technology might be part of the solution.

Here are edited excerpts of their conversation.
. . .
MR. MOSSBERG: You have a lot of money at Stanford. I’ve been, until recently, a trustee of Brandeis University. It’s a very good university. It charges about what you do. But it doesn’t have your money, and there are a lot of colleges like that.
MR. HENNESSY: Agreed, and if you look at the vast majority of colleges in the U.S., there are way too many that are [dependent on tuition to fund their budgets]. That is not sustainable. We have to do something to bend the cost curve, and this is where technology comes in.
MR. KHAN: On the sustainability question, I agree. I think the elites will probably do just fine, but for the bulk of universities, nothing can grow 5% faster than inflation forever. It will just take over the world, and that’s what’s happening now.
There is a fundamental disconnect happening between the providers of education and the consumers of education. If you ask universities what they are charging the $60,000 for, they’ll say, “Look at our research facilities. Look at our faculty. Look at the labs and everything else.” And then if you ask the parents and the students why they are taking on $60,000 of debt, they’ll say, “Well, I need the credential. I need a job.”
So one party thinks they’re selling a very kind of an enriching experience, and the other one thinks that they’re buying a credential. And if you ask the universities what percentages of your costs are “credentialing,” they say oh, maybe 5% to 10%. And so I think there’s an opportunity if we could decouple those things–if the credentialing part could happen for significantly less.
MR. MOSSBERG: What do you mean by the credentialing part?
MR. KHAN: If you think about what education is, it’s a combination. There’s a learning part. You learn accounting, you learn to write better, to think, whatever. Then there is a credentialing part, where I’m going to hand you something that you can go take into the market and signal to people that you know what you’re doing.
Right now they’re very muddled, but this whole online debate or what’s happening now is actually starting to clarify things. At Khan Academy we’re 100% focused on the learning side of things. And I think it would be interesting [if credentials could be earned based on what you know and not on where you acquired that knowledge].

For the full interview, see:
Walt Mossberg, interviewer. “Changing the Economics of Education; John Hennessy and Salman Khan on how technology can make the college numbers add up.” The Wall Street Journal (Mon., June 4, 2012): R8.
(Note: bracketed words in caption, and ellipses, added; bold and italics in original.)

Simple Algorithms Predict Better than Trained Experts

(p. 222) I never met Meehl, but he was one of my heroes from the time I read his Clinical vs. Statistical Prediction: A Theoretical Analysis and a Review of the Evidence.
In the slim volume that he later called “my disturbing little book,” Meehl reviewed the results of 20 studies that had analyzed whether clinical predictions based on the subjective impressions of trained professionals were more accurate than statistical predictions made by combining a few scores or ratings according to a rule. In a typical study, trained counselors predicted the grades of freshmen at the end of the school year. The counselors interviewed each student for forty-five minutes. They also had access to high school grades, several aptitude tests, and a four-page personal statement. The statistical algorithm used only a fraction of this information: high school grades and one aptitude test. Nevertheless, the formula was more accurate than 11 of the 14 counselors. Meehl reported generally sim-(p. 223)ilar results across a variety of other forecast outcomes, including violations of parole, success in pilot training, and criminal recidivism.
Not surprisingly, Meehl’s book provoked shock and disbelief among clinical psychologists, and the controversy it started has engendered a stream of research that is still flowing today, more than fifty years after its publication. The number of studies reporting comparisons of clinical and statistical predictions has increased to roughly two hundred, but the score in the contest between algorithms and humans has not changed. About 60% of the studies have shown significantly better accuracy for the algorithms. The other comparisons scored a draw in accuracy, but a tie is tantamount to a win for the statistical rules, which are normally much less expensive to use than expert judgment. No exception has been convincingly documented.

Source:
Kahneman, Daniel. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux, 2011.
(Note: italics in original.)

Dyslexics Better at Processing Some Visual Data

(p. 5) Gadi Geiger and Jerome Lettvin, cognitive scientists at the Massachusetts Institute of Technology, used a mechanical shutter, called a tachistoscope, to briefly flash a row of letters extending from the center of a subject’s field of vision out to its perimeter. Typical readers identified the letters in the middle of the row with greater accuracy. Those with dyslexia triumphed, however, when asked to identify letters located in the row’s outer reaches.
. . .
Dr. Catya von Károlyi, an associate professor of psychology at the University of Wisconsin, Eau Claire, found that people with dyslexia identified simplified Escher-like pictures as impossible or possible in an average of 2.26 seconds; typical viewers tend to take a third longer. “The compelling implication of this finding,” wrote Dr. Von Károlyi and her co-authors in the journal Brain and Language, “is that dyslexia should not be characterized only by deficit, but also by talent.”
. . .
Five years ago, the Yale Center for Dyslexia and Creativity was founded to investigate and illuminate the strengths of those with dyslexia, while the seven-year-old Laboratory for Visual Learning, located within the Harvard-Smithsonian Center for Astrophysics, is exploring the advantages conferred by dyslexia in visually intensive branches of science. The director of the laboratory, the astrophysicist Matthew Schneps, notes that scientists in his line of work must make sense of enormous quantities of visual data and accurately detect patterns that signal the presence of entities like black holes.
A pair of experiments conducted by Mr. Schneps and his colleagues, published in the Bulletin of the American Astronomical Society in 2011, suggests that dyslexia may enhance the ability to carry out such tasks. In the first study, Mr. Schneps reported that when shown radio signatures — graphs of radio-wave emissions from outer space — astrophysicists with dyslexia at times outperformed their nondyslexic colleagues in identifying the distinctive characteristics of black holes.
In the second study, Mr. Schneps deliberately blurred a set of photographs, reducing high-frequency detail in a manner that made them resemble astronomical images. He then presented these pictures to groups of dyslexic and nondyslexic undergraduates. The students with dyslexia were able to learn and make use of the information in the images, while the typical readers failed to catch on.
. . .
Mr. Schneps’s study is not the only one of its kind. In 2006, James Howard Jr., a professor of psychology at the Catholic University of America, described in the journal Neuropsychologia an experiment in which participants were asked to pick out the letter T from a sea of L’s floating on a computer screen. Those with dyslexia learned to identify the letter more quickly.
Whatever special abilities dyslexia may bestow, difficulty with reading still imposes a handicap.

For the full commentary, see:
ANNIE MURPHY PAUL. “The Upside of Dyslexia.” The New York Times, SundayReview Section (Sun., February 5, 2012): 5.
(Note: ellipsis added.)
(Note: online version of the commentary is dated February 4, 2012.)

A “Boring” and “Excellent” Business Education

(p. 34) Most of what they taught us in those days was functional. This was before they added “entrepreneurship” to business courses. It was all about manufacturing, marketing, and personnel. I found that somewhat boring. I had two favorite courses. The first was Small Business. It was the only course where all the pieces carne together. The other was Computing, which was the first computer course that the Michigan Business School had ever taught. I had a feeling that this was the big new thing. But, more important, it was what IBM did. I had never seen a computer lab before. This was soon after Remington Rand made headlines with its UNIVAC I, the world’s first commercial computer.
. . .
(p. 59) The University of Michigan is an excellent school. I loved being there and I am proud to have earned an MBA. When I was there, I noticed that the fìve-and–ten-cents-store founder, Sebastian S. Kresge–the man who invented the Kmart chain–had given them Kresge Hall. When I could afford to, I figured, why not do the same? I have always been so grateful for what I learned there. In 1997 I gave the school funding for a Sam Wyly Hall. (A few years earlier, Charles and I had helped to build Louisiana Tech’s 16-story Wyly Tower of Learning.) It’s fulfilling to me that today Paton Scholars study at Sam Wyly Hall on the Ann Arbor campus.

Source of both quotes:
Wyly, Sam. 1,000 Dollars and an Idea: Entrepreneur to Billionaire. New York: Newmarket Press, 2008.
(Note: ellipsis added.)

Harvard and M.I.T. Free Online Courses May Disrupt Mid-Tier Universities

(p. A17) In what is shaping up as an academic Battle of the Titans — one that offers vast new learning opportunities for students around the world — Harvard and the Massachusetts Institute of Technology on Wednesday announced a new nonprofit partnership, known as edX, to offer free online courses from both universities.
Harvard’s involvement follows M.I.T.’s announcement in December that it was starting an open online learning project, MITx. Its first course, Circuits and Electronics, began in March, enrolling about 120,000 students, some 10,000 of whom made it through the recent midterm exam. Those who complete the course will get a certificate of mastery and a grade, but no official credit. Similarly, edX courses will offer a certificate but not credit.
But Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.
. . .
Education experts say that while the new online classes offer opportunities for students and researchers, they pose some threat to low-ranked colleges.
“Projects like this can impact lives around the world, for the next billion students from China and India,” said George Siemens, a MOOC pioneer who teaches at Athabasca University, a publicly supported online Canadian university. “But if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”

For the full story, see:
TAMAR LEWIN. “Harvard and M.I.T. Join to Offer Web Courses.” The New York Times (Thurs., May 3, 2012): A17.
(Note: ellipsis added.)
(Note: the online version of the story is dated May 2, 2012, and has the title “Harvard and M.I.T. Team Up to Offer Free Online Courses.”)

Climate Scientists “Conspiring to Bully and Silence Opponents”

(p. A15) [In November 2011], 5,000 files of private email correspondence among several of the world’s top climate scientists were anonymously leaked onto the Internet. Like the first “climategate” leak of 2009, the latest release shows top scientists in the field fudging data, conspiring to bully and silence opponents, and displaying far less certainty about the reliability of anthropogenic global warming theory in private than they ever admit in public.
The scientists include men like Michael Mann of Penn State University and Phil Jones of the University of East Anglia, both of whose reports inform what President Obama has called “the gold standard” of international climate science, the Intergovernmental Panel on Climate Change (IPCC).
. . .
Consider an email written by Mr. Mann in August 2007. “I have been talking w/ folks in the states about finding an investigative journalist to investigate and expose McIntyre, and his thus far unexplored connections with fossil fuel interests. Perhaps the same needs to be done w/ this Keenan guy.” Doug Keenan is a skeptic and gadfly of the climate-change establishment. Steve McIntyre is the tenacious Canadian ex-mining engineer whose dogged research helped expose flaws in Mr. Mann’s “hockey stick” graph of global temperatures.

For the full commentary, see:
JAMES DELINGPOLE. “OPINION; Climategate 2.0; A new batch of leaked emails again shows some leading scientists trying to smear opponents.” The Wall Street Journal (Mon., November 28, 2011): A15.
(Note: ellipsis added.)

Wilson’s Advice to Conservative Academics: “Be Twice as Productive and Four Times as NIce”

(p. A13) Pat Moynihan once reportedly told Richard Nixon (who was known for his disdain for intellectuals), “Mr. President, James Q. Wilson is the smartest man in the United States. The president of the United States should pay attention to what he has to say.”
. . .
At one point in my academic career, I called Jim for advice about how best to navigate the waters of liberal academia when one is openly conservative. “Simple,” he told me lightheartedly, “Be twice as productive and four times as nice as your colleagues.” It was a formula he himself had followed.

For the full commentary, see:
ARTHUR C. BROOKS. “OPINION; Social Science With a Soul; Life for James Q. Wilson was like a roadside curio shop, full of hidden and unrecognized intellectual treasures..” The Wall Street Journal (Sat., March 3, 2012): C4.
(Note: ellipsis added.)

“Scratch a White Liberal and You’ll Find a Bigot”

Source of book image: http://www.mediabistro.com/fishbowldc/files/2011/10/my-long-trip-home.jpg

(p. C1) As a social studies major in his junior year at Harvard, Mark Whitaker attended a debate on the subject of ethnicity. One participant was the chairman of the department. Mr. Whitaker stood up to raise some questions.

“What would you tell someone who didn’t have a clear ethnic identity?” he asked. “For example, what would you tell someone who had one parent who was black and another who was white? Who had one parent who was American and another who was European? Who had moved dozens of times as a child and didn’t have a specific place to call home?” Everyone in the room knew that Mr. Whitaker was talking about himself.
“I guess I would say that that’s too bad,” the professor answered. “In the future I hope we don’t have too many more people like you.”
Mr. Whitaker recounts this story in “My Long Trip Home,” a book filled with as much family tumult as Jeannette Walls described in “The Glass Castle” and a racial factor to boot. It’s a story that registers not only for its shock value but also for the perspective and wisdom with which it can now be told.
The episode did not anger him, he said. He saw it as his professor’s Freudian slip, “exposing a wish to hold on to a sense of certainty about his roots in the face of a gathering demographic storm that threatened to wash them away.” But Mr. Whitaker’s troubled and combative black father, who is the book’s central figure through sheer force of personality, had a more heated reaction. “As I always say, scratch a white liberal and you’ll find a bigot,” Cleophaus Sylvester Whitaker Jr. told his son.

For the full review, see:
JANET MASLIN. “BOOKS OF THE TIMES; Born Along the Racial Fault Line.” The New York Times (Mon., November 7, 2011): C1 & C4.
(Note: the online version of the review is dated November 6, 2011.)

The book under review is:
Whitaker, Mark. My Long Trip Home: A Family Memoir. New York: Simon & Schuster, 2011.

“Mark Whitaker” Source of caption and photo: online version of the NYT article quoted and cited above.