Academia: February 2004 Archive Page

Games Galore

Two interesting Slashdot threads... one is "Gaming Academia Gets More Mainstream Press", a response to the recent NY Times article on the upcoming Princeton conference, and another is discussion of Magic Words: Interactive Fiction in the 21st Century, a beautiful nine-part article on interactive fiction, featuring interviews with Emily Short, Stephen Granade, Andrew Plotkin, Adam Cadre, and IF Competition winners Dan Rapivinto & Star Foster.

Update: I just noticed that The Onion has a favorable review of Nick Montfort's Twisty Little Passages: An Approach to Interactive Fiction. (The link will expire soon.)

"Games are big, big objects," said Barry Atkins, who teaches in the English department at Manchester Metropolitan University in England. "The days when you could play a couple of hours of Myst and write about it are over." | Dr. Atkins admitted that he didn't finish Half-Life before writing about it in his 2003 book, "More Than a Game: The Computer Game as Fictional Form," (Manchester University Press), and only later realized he was two minutes from the shocking plot reversal at the end when he stopped. "I am very nervous that I got it wrong," he said. --Michael Erard --The Ivy-Covered Console (New York Times)

I knew this article was coming because the author e-mailed me late Tuesday in order to ask whether I knew anything more about Mary Ann Buckles, who wrote her 1985 Ph.D. thesis on "Adventure." (I tried tracking her down a few years ago, and found someone who thought she might be a relative, but I didn't go further than that.)

This is an excellent article... the author notes that Espen Aarseth, whose book Cybertext is a seminal work in studying games as games (rather than as kinds of literature or film) is only 38. Erard really manages to capture the newness and multidisciplinarity of the field with the following description of next week's Princeton conference ("Form, Culture and Video Game Criticism"):

A lawyer, a journalist, a composer, two professors, two lecturers and six graduate students will present papers with titles like "Musical Byproducts of Atari 2600 Games" and "But Our Princess Is in Another Castle: Towards a 'Close-Playing' of Super Mario Brothers."

It's very exciting to be part of such a young field (though I count three professors on the videogame conference program, not two).

My job description, as a generalist at a small liberal arts school, rather than a specialist at a research institution, simply doesn't leave room for the kind of intense research that I was able to do as a grad student (oh, those 16-hour days in the library). My dean didn't actually burst out laughing when I mentioned a desire to get a course release so I could play more computer games, or funding to purchase a game console and some of the latest titles -- which would, of course, be part of the new media lab, and which I would let students check out, for academic use. ;)

I used to do a much better job keeping up with interactive fiction, but I find that this year I'm so busy that I'm waiting for the XYZZY Awards to be announced, so that I can catch up on the winners I haven't played yet. Fortunately I found CliFrotz, which lets me play Z-machine games on my new PDA, so I've been working on some of the multiply-nominated games already.

--Netstore USA (opengroup.com)

Buy my book, Technology in American Drama, 1920-1950... Priced at just $197.70! Outside of the US, that's $216.60, or about a dollar a page! Order now!

Sheesh! At that price, with the royalties I've earned so far, I could buy THREE WHOLE COPIES! Oh, wait, they already charged me for the advance copies I purchased, I guess I could buy just two more copies.

Thanks for the so-disturbing-you-just-have-to-laugh link, Rosemary. (It's much cheaper at Amazon, but if you ask your local university library to buy a copy, they'll be able to get it for less, and more people will get to read it.)

"He had a maturity beyond his age." -- security guard Jason Armstrong --Man dies in 11-storey fall (Ottawa Sun)

The quote above is applied to a university student who accidentally hurled himself over a balcony. The student was an engineering major, who apparently wasn't clear on the concept of momentum, as he charged a balcony railing in order to spit farther than his friends. It's little surprise to learn that alcohol was involved.

The reporter is walking a fine line in writing a story that won't be offensive to grieving relatives, but still highlights the ironies that will probably make this guy a Darwin Award winner.

I can still taste the beer.

I say this is a whole new kind of tired not because of the physical effects of my hangover. Believe me, that's not new at all. What's new is that I'm tired of this kind of tired. I'm tired of being fuzzy for the first half of each day. I'm tired of feeling like hell and looking out at a class full of students, wondering how I'll be able to pull off a lecture. I'm tired of a routine of drinking that I no longer enjoy, but feel compelled to do anyway. And I'm tired of throwing away my career a pint at a time.

At this point, you're probably thinking that this essay is another self-indulgent litany bred by our current culture of confession. And that's fine. Maybe it is. But there's a point to what I'm saying that bears directly upon the world of academe. --"James Waite" --Hung Over Again (Chronicle)

I don't know what I think about this article... it certainly got my heart pounding, but someone who can write so eloquently about his problem, yet who still feels helpless about it, is probably in some degree of denial.

Seton Hill University doesn't have a reputation as a party school, which is something that attracted me to it... it's hard to do my job when the students come to class hungover or drunk -- and if that does happen here at SHU, the students are discreet enough that it hasn't yet disrupted my classroom.

But this article examines what happens when the professor is the one going through the day in a haze. I personally don't drink; I never did in college because I was too busy, and I don't now because I'm too busy. But I have gone to class sick and sleep-deprived -- sometimes from cleaning up baby vomit (good excuse) and sometimes from becoming obsessed about a software bug (bad excuse). I really miss programming, but I really haven't had time for it at all (especially now that scholarship in both weblogs and game studies has taken off -- there's too much for me to keep up on).

As for the hungover professor, I think some students would jokingly say, "Well, as long as he gives As, that's fine with me," but "Waite" admits his ability to teach is suffering. Hmm... maybe the next time I'm really ill, I'll call in sick. I tell myself that if I cancel a class, both the students and I will have even more stress trying to catch up. And with two small kids at home, it's often more relaxing for me to come in to the office -- but maybe that's just the workaholic in me making excuses.

At any rate, I hope Waite writes again with an update.

Computers and Composition Online is the refereed online companion journal to Computers and Composition: An International Journal, now in its 21st year and published by Elsevier. Our goal is to be a significant online resource for scholar-teachers interested in the impact of new and emerging media upon the teaching of language and literacy in both virtual and face-to-face forums. As part of this goal, we wish to foster a sense of community and collegial sharing of ideas by providing an online space where select features, announcements, and community resources work together to promote a virtual exchange for the latest and best work in the field. --Computers and Composition Online Weblogcandconline.org)

Found via KairosNews. Not a whole lot of action on this site yet... and the mission statement I quoted above reeks of administrativeese. Is this part of an effort by Elsevier (publisher of C&C) to respond to boycotts and other acts of rebellion over the control it wields over academic publishing?

I'm a bit suspicious, but I did contribute a long comment to C&C Online a few minutes ago. Overall I think it's good it's great to see yet another effort to rethink scholarship in light of new technology.

Conference ConundrumsJerz's Literacy Weblog)

Hooray... I just heard that I got near-full funding for both Princeton videogame conference (where I'll be presenting a paper on Will Crowther's original "Adventure") and the San Antonio 4C-s (where my paper topic is "Forced Blogging: Students' Emotional Investment in their Academic Weblogs"). Because the 4C's is a long conference in an expensive city, I might not be able to afford to go to the whole thing, but I present early and there's that blasted "stay overnight on a Saturday and get a cheaper airfare," so I'm going to have to wrestle with this one a bit. I'm hoping to share a room with a former colleague from the University of Toronto, but he may have had to book already... we'll see what happens. I've got the next six hours of my day booked absolutely solid...

Students typically search only the most obvious parts of the Web, and rarely venture into what is sometimes called the "Dark Web," the walled gardens of information accessible only through specific databases, such as Lexis-Nexis or the Oxford English Dictionary. And most old books remain undigitized. The Library of Congress has about 19 million books with unique call numbers, plus another 9 million or so in unusual formats, but most have not made it onto the Web. That may change, but for the moment, a tremendous amount of human wisdom is invisible to researchers who just use the Internet.

"For a lot of kids today, the world started in 1996," says librarian and author Gary Price. --Joel Achenbach

--Search For Tomorrow: We Wanted Answers, And Google Really Clicked. What's Next?  (WashPost)

Of course, the archives of the Washington Post are part of the "dark net" -- most of the articles disappear behind a pay-per-view firewall after a few weeks.

Most of my students are working on their short midterm papers now, and a few have complained about the research exercises I have asked them to complete. I'm asking them to supply, in varying combinations, a sample thesis statement, quotations from their primary sources, a brief annotation of and quotations from secondary sources, a bibliography, and a revised thesis statement (showing how they have incorporated their research into their thesis statement). While students in my freshman comp class can expect me to read and comment on a complete rough draft, I can't supply that service to all my classes -- but the one- or two-page research & thesis exercise is still an excellent opportunity to provide feedback.

I have seen far too many student papers ruined by students who mistakenly trusted bad sources; some students first write an essay based on what they already believe, then they treat the research phase as if their goal is simply to "find quotes that support my opinion." Hint: if you've already written your opinion before you looked at outside sources, then you're not writing a research paper.

Writing is not easy.

She asked how I was adjusting to the "difficult" corporate world after coming from the "less stressful" academic world. It was all I could do to keep from bursting out laughing.

Let's see: I'm only working five days a week. At night, I am not furiously preparing a lecture for the next day. And I actually enjoy weekends without the nagging feeling that I should be working on more revisions and resubmissions. Yeah, I think I've adjusted just fine, thanks. --Robin Moriarty --Finding Nonacademic Work Overseas (Chronicle)

I'm actually quite happy as a college professor, but there were brief moments during the dot-com craze when I wondered why I didn't feel compelled to head for Silicon Valley and see what happens. Actually, the fact that my wife doesn't want to live anywhere near the San Andreas Fault pretty much solved that career crisis, but it was still interesting to daydream, and it's somehow comforting to remind myself that I'm not the only academic who brings home bookbacks bulging with homework. For me tonight, it's about a four-inch stack of papers to grade, a teaching demonstration, and about 20 e-mails connected to a research project that just hit a major setback. Such is the life of an eternal student.

I can't wait until Spring Break -- when I can really get caught up on my work.

Some of the new questions in a very young field: How do you judge a game? As you would a novel? Should we think up a whole new vocabulary for evaluating games? What do the social dynamics of online worlds — those massively multiplayer games — tell us about human behavior?

In Copenhagen, Denmark, the IT University has established the Center of Computer Games Research, which just graduated its first Ph.D., Jesper Juul.

Juul appears to be the first person anywhere to ever get his doctorate exclusively in video game studies. His dissertation "Half-Real: Video Games Between Real Rules and Fictional Worlds" seeks to define what video games are, and how academics ought to go about studying them.

"There is an interesting naughtiness in taking something that many people consider unimportant and frivolous and then creating very detailed theory about it," Juul said. But, he added: "I would say that video games merit much more analysis than novels or movies simply because they are less understood." --Nick Wadhams --Academics get serious about video games (Mercury News/AP)

It's not news that academics have been studying computer games, but it is news that the study of computer games is developing into a scholarly field of its own (rather than being situated within existing fields, such as literature, cinema, artificial intelligence, and so forth).

Besides Juul, this article also mentions Janet Murray, Espen Aarseth, Henry Jenkins, and Gonzalo Frasca. It also mentions next month's Princeton conference on Form, Culture, and Videogame Criticism.

When the newest cheating scandal surfaces at some prestigious southern university known for its military school style "honor code," the headlines leap across the tabloids like stories on child molestation by alien invaders.

It's almost never suggested that all this might be something other than a disaster for higher education. But that's exactly what I want to argue here. -- Russel Hunt --Four Reasons to be Happy about Internet Plagiarism  (St. Thomas University)

Found via the Plagiarism Resource Site.

--A Scheduled Quiz on As You Like It Sprang (New Media Journalism @ Seton Hill University)

A scheduled quiz on As You Like It sprang
And caught some students unprepar'd today.
Soft-hearted me! I bargained with them thus:
They'll blog in verse (as Shakespeare would have done),
And I will grant them an exten-si-on.

Rebellion in American Lit Class!Jerz's Literacy Weblog)

I've got a tough crowd in my American Literature class.

When I opened the discussion of The Great Gatsby with the question, "How was Gatsby great?" the students in their small groups overwhelmingly decided that he wasn't great at all. A few mentioned favorably his love for Gatsby DAISY [Duh! --DGJ], but even then they thought his fixation on her was kind of creepy. Then we went to the computer room and I let the students blog. We're talking about the same book next week, so their homework is simply to blog about it.

If you'd like to participate, please stop by the New Media Journalism website, see what the students are blogging about, and weigh in with your opinions. (You might search the site for "Gatsby" if there aren't any Gatsby postings immediately visible.)

I'm planning to say as little as possible about the subject because I don't want my opinions to sway the students too much, but if nobody brings up the points I was hoping they would discuss, I'll mention them in class next week.

(You might also find posts on The Love Song of J. Alfred Prufrock, Bernice Bobs Her Hair, and A Jury of Her Peers.)

Rant or Remark? Invective or Discussion?Jerz's Literacy Weblog)

Doesn't this just make your blood boil?

Writing

Instructor Loses Job for Discussing Iraq War in Class
WINSTON-SALEM, NC—Forsyth Technical

Community College (FTCC) writing instructor Elizabeth Ito has been dismissed for taking a brief part

of her class to discuss the war in Iraq. Ito criticized the Iraq war in a writing class on March 28,

2003, while the ground invasion was still underway. Her remarks, which later served as the basis for a writing assignment, lasted only ten minutes, but as a result administrators at the college decided not to renew her contract.

If it doesn't make your blood boil, then it's not doing its job. The dateline at the beginning makes it look like a news article, but it's actually a press release from the "Foundation for Individual Rights in Education." Sounds like a noble organization with a respectable mission... but I can't help feeling annoyed by the clumsy attempts to "spin" the facts in Ito's favor. How many rules of basic journalism does the headline alone violate? A journalist needs an open mind, but has to stick to facts. Consider the AP version of the story:

College teacher

believes views on Iraq cost her a job

WINSTON-SALEM, N.C. - A former English teacher at Forsyth Technical Community College is appealing

the school's decision not to renew her contract, which she claims is the result of her political

views about the war in Iraq. | Elizabeth Ito accepts criticism of her professional demeanor for

railing against the war during a business-writing class one day last spring. | But she says the

firing was a punishment for her political views.

While FIRE puts in the lead that Ito "has been dismissed for taking a brief part of her class to

discuss the war in Iraq," the AP story more accurately identifies that as a claim -- one that

the school contests. Whereas the press release says Ito was "dismissed," the news article gives the wordier but more neutral "the school's decision not to renew her contract."

While the press release uses the word "discuss" to describe Ito's handling of the political material, the AP story says "Ito accepts criticism of her professional demeanor for railing against the war" and describes the incident as follows:

Ito walked into her business-writing class, closed the door and said, "I guess we're going to liberate the Iraqis
even if it means killing every damned one of them."

"You could call it a rant, you could call it in an invective," Ito acknowledges. "I admitted I didn't do a good job. That's not a point of contention."

Two students walked out of class that day and complained to Susan Keener, the chairman of the humanities and communication department. At least one said that Ito had shouted down any student
with a viewpoint different from her own.

The press release refers to "remarks, which later served as the basis for a writing assignment," but
the idea for the assignment came only after Ito realized she "may not have given the subject a
balanced hearing," and in the AP story, Ito herself supplied "invective" and "rant" to describe what

the press release characterizes as "discussing".

Another passage from the press release is worth a mention:

President Green did not respond to FIRE's letter, instead choosing to explain FTCC's actions in a public statement posted on FTCC's website. Green accused Ito of, among other things, "a lack of competence." The college could provide no support for this accusation, however, and the statement was eventually removed from FTCC's website.

We can safely ignore FIRE's attempt to insert itself into the story here... but let's look at the rest of this excerpt. By placing in close proximity the statement that the school did not support its claims that Ito was incompetent and the observation that the statement was removed from the website, the press release may give the illusion of an association between those details -- the kind of potential misunderstanding a trained journalist would actively work against. Simply because the college has not offered proof does not mean that there is no proof. I am not a lawyer, but it doesn't seem to me that the college is under any obligation to divulge the contents of a private personnel file. Note that in both versions of the story, Ito accepts partial responsibility -- the press release only challenges the college's inability to come up with evidence of her incompetence.

Although the college's statement has been removed from the web, a Google search returns the URL http://www.forsythtech.edu/welcome/pressconf.html for the document. Given that the article was stuffed in the "welcome" directory (rather than a dated archive) and given the generic name "pressconf.html" one should probably not be surprised that this document has been moved. I can't find any trace of it online (which helps Ito in her effort to paint herself as an ideological victim), but Google yields a cached copy.

The "other things" with which Ito is accused include the following:

First and foremost, this is not about freedom of speech, academic freedom, politics, or the war. This is not about a single incident. Frankly, the college and I do not care whether she supports or opposes war in Iraq. This is about a lack of competence, professionalism, and ability to meet standards of professional behavior. It is about a first-year probationary teacher who did not do her job adequately.

Elizabeth Ito was at times unprepared to teach class, dismissing her class early because of failure to prepare. She spent time on issues outside of the regular class content, failing to relate the issues to the curriculum, and did not permit students to express their opinions. She failed to respect diverse ideas of students and in their own words, “shouted them down” when their views differed from hers. It’s important to note that the complaints of her own students brought much of this to our attention. When her supervisors tried to address these problems with her, she would not accept their valid constructive criticism.

If FIRE makes the appeal to silence -- arguing that, since the college hasn't provided evidence of her incompetence, it must not have any -- then perhaps we should note that FIRE does not say that the college has no evidence to support its claims that Ito lacked professionalism and professional behavior (terms mentioned in the same sentence as "lack of competence"); nor does FIRE object to the college's claims that Ito was "at times unprepared," that she did not respect diversity of opinion or relate material to the syllabus.

The administrator who defends the college's actions by saying "We're not here to spin out theories and sit around and blather about the world" is not exactly demonstrating intellectual curiosity; the quote makes me clutch at my heart and suck air in through my teeth. I don't see him winning any "educator of the year" awards, though he might have a career in politics. Ito fits pretty neatly into the stereotype of the out-of-touch campus radical consumed by an irrational passion for one ideological issue -- I'm trying to keep an open mind, but I've seen nothing so far that suggests otherwise.

Teaching is not easy work; I have made more than my share of mistakes, and I'm sure I'll keep making them.

Still, I can think of all kinds of ways to combine a technical writing

curriculum with a critical discussion of the military/corporate/political/legalistic complex -- and

one of the ways I did that was by

href="http://jerz.setonhill.edu/design/jupiter/jup-crit.htm">critiquing press releases.
I introduced the iteration and testing of psychological warfare

documents (surrender leaflets) dropped behind enemy lines. You may remember the story of a large Iraqi family gunned down in their vehicle because the driver didn't stop at a checkpoint -- because, according to an army specialist, the family misunderstood the meaning of a leaflet that was intended to instruct them to stay in their homes. I also used a document, full of passive

verbs and nominalizations, written by a Nazi engineer recommending improvements in the efficiency of

a gas chamber. I was conscious of the fact that I often had students who were freshly out of the

military and sometimes still in the reserves, and one of my former students was actually in psychological operations. Ultimately, I tried to argue language has the power to heal and the power to destroy.

Update: Oops, corrected the link to the AP story. Thanks, Mike.

Update: CommonDreams has a much more persuasive, much more effective press release... if I had read "North Carolina Teacher Fired for Antiwar Remarks" first, I probably wouldn't have been motivated to write this blog entry. The press release is marked as coming from the "Ito Defense Fund," so the bias in the headline is perfectly expected. I heard a warning bell when I noticed that the author refers to Ito as "Elizabeth," and John Slade, Dean of the College of Arts and Sciences, as "Dean Slade" rather than "John". That's a rhetorical strategy, designed to personalize Ito and emphasize her powerlessness in comparison to the administration -- but unlike the FIRE article's rhetorical efforts, this one works, and I suppose it's very possible that the article simply records an existing power imbalance on the campus; but as a writing teacher I am probably so sensitized to the use parallel structure and gender issues that I wouldn't take my reaction as typical. Nevertheless, the "Ito Defense Fund" release doesn't characterize Ito's classroom action as either a "rant" or a "discussion," but instead says Ito "spent ten minutes at the beginning of her business writing class voicing her concerns." I see nothing duplicitous or dishonest about that phrasing. The author of this piece describes Ito writing numbers on the board and inviting the class to respond to them. This is a good instance of showing details that lead the reader to make a conclusion -- in this case, Ito was not a ranting nutcase, but was instead using current events to spark a discussion. (I take back what I said earlier about not seeing anything that works against the image of Ito as a stereotypical ranting radical -- this was all I needed, and I was surprised that FIRE didn't do a better job of describing the controversial event.)

The article doesn't include any of Ito's statements indicating that she is willing to share the blame, but rather notes that one of the students who complained about Ito "did not think Elizabeth should have been fired for her remarks". None of this really examines the economic factors involved -- was Ito, as a new hire, simply at the bottom of the totem pole during a time of budget cutbacks, or were there newer, less experienced (and less vocal) people hired the semester after her contract wasn't renewed?

I'm going to hold onto these documents, and Mike Arnzen's thoughtful response to this blog entry, for the next time I teach journalism.

I recently posted a comment on Mike's blog in praise of "risk" as a criteria for grading student writing, and I feel I took a bit of a risk myself in writing this blog entry... but it's been an exhilarating couple of hours.

Oh, gaack... it looks like the curricular weblogs are down. Well, I hope it's just temporary. I'd better cut this off now...

My mother taught me many things -- how to make wonderful Italian food, how to tend a garden, how to love one's family -- but during the last 48 hours of her life, she taught me the greatest lesson of all: how to die. -Paula A. Treckel --The Taking of My Leave (Chronicle)

While the quote sounds like something schmaltzy out of Reader's Digest, the essay doesn't dwell on the sentiment: "'Go and dig up the f-ing bleeding heart!' he yelled at me from Canada."

A good reminder of our mortality -- and why I should log off my computer now and go home to my family.