Recently in the Academia Category

I remember the Biden law school incident. Not long after that, during the Clarence Thomas hearings, I remember reading that law school students were secretly photocopying homework assignments submitted by their arch enemies, in the hopes of one day using that information to torpedo a big political appointment.

By choosing Joe Biden as his running mate, Barack Obama has insulted academics -- students and teachers alike -- a constituency that was significant in bringing him the nomination of his party. Especially in a year that has seen two prominent political careers hamstrung by sex scandals, and in an era where choosing vice presidential candidates seems to be foremost an exercise in avoiding skeletons in the closet, it's surprising that Biden's record of plagiarism did not disqualify him from Obama's consideration.

Joe Biden, you will remember, ran for president in 1988. He delivered a speech that presented the thoughts of British Labour Party Leader Neil Kinnock is if they were his own, and was slow to explain or apologize for this transgression. The ensuing scrutiny of Biden's record revealed that he had also plagiarized in law school, failing a course for doing so. Shortly after these revelations, he dropped out of the race. -- Jonathan Beecher Field

From a recent study of university libraries. There's plenty in this report on digital scholarship, print journals, and comparative approaches of the various disciplines.

Neither faculty members nor librarians expect e-books to constitute a viable substitute for print books; they are more generally seen as complementary.

Somewhat oddly given this low level of faculty interest in e-books, many librarians consider the provisioning of e-books an important role, and substantially more expect it to be one in five years (see Figure 16). This enthusiasm is notably higher at the largest institutions, with one-quarter of librarians anticipating a transformative role and two-thirds believing that licensing and making available e-books is an important library function, both numbers well above those of smaller schools. Librarians' enthusiasm in the face of a relative lack of interest from faculty may indicate that librarians are responding to student demand or expecting future faculty demand.

It is also possible that librarians believe wider use of e-books will improve their ability to provide library services in a cost-effective manner, and are interested in driving the transformation of the book medium.

Our provost sent this link to English faculty members this morning.

One of my recent juniors was particularly eloquent on the subject. After having sat in my classroom for a year forcefully projecting his boredom, he started an e-mail dialogue with me over the summer. "The reason for studying fiction escapes me," he wrote. "Why waste time thinking about fabricated situations when there are plenty of real situations that need solutions? Cloning, ozone depletion, and alternate fuels are a few of the countless problems that need to be addressed by the next generation, my generation."

Okay, you may think, this is a kid geared to excel in history and science, not literature. But read his closing words: "Granted fiction has a place in this world, but it is not in the classroom. It is beside the night lamp next to your bed, the car ride to the beach, the soft glow of a fireplace. Fiction is about spending beautiful days indoors because you can't wait to get to the next page. Because I like science fiction, my Shakespeare, my Fitzgerald, my Dickinson are Haldeman, Asimov, Herbert. They dare me to think and question my beliefs."

So there you have it: A smart teen and motivated reader goes to high-school English class and discovers that the classics have nothing to offer him. "The reason I did not participate in class," he admitted, "was that I found the reading a chore." -- Nancy Schnog, The Washington Post

While I think it's an important part of a liberal arts education that a student know something about the great, formative stories of his or her nation and/or tongue, I can sympathize with Schnog. Several students in my "History and Future of the Book" course last term reported that school made them fall out of love with reading. And I'm not surprised, when I see how many English majors arrive on campus with the idea that studying a work means memorizing the contents of the Big Dusty Book of Literary Meanings (you know, the one that says blue symbolizes peace, and that if you can match up a detail in the story with a detail from what Wikipedia says about the author's life, then your job interpreting the text is done).  I realize that high school students generally aren't ready for college-level critical thinking, but I'm still surprised at how tightly some students cling to the expectation that my job is to tell them what a passage means, and that their job is to memorize what I say and spit it back.

I enjoy teaching "Introduction to Literary Study" and "Writing about Literature" because I'm free to sample different time periods, genres, and geographical zones.  Likewise, I get a lot of flexibility when I teach "Drama as Literature" -- I can cover anything that counts as drama.  I always hope that somewhere along the way students will encounter a text that inspires them to dig beneath the surface. 

Mike Arnzen writes about the thinking behind his decision to revise his syllabus to include a statement on the use of electronic devices in class.

In some ways, there's no difference between a student texting and a student flipping through a magazine in the back row of a class, but there are times when we use technology to multitask and this is where the issue gets thorny and complex. What if we're discussing Foucault's "Panopticism" in the classroom and a student wants to quickly do some web research on a referenced person in the article, like Jeremy Bentham? I wouldn't want to ban such ambitious impulses to learn more, so long as it pertained to the subject at hand or contributed to the collaborative learning of the class.

What I'm really concerned about is multitasking that puts personal interest above the class interest, and the fetishism of technology that reinforces gizmo play for its own sake. My hope is that I can help students consciously rethink their gizmos as tools for learning and research and communication, and to respect the social space and dynamic of the classroom.

Mike does a great job putting forth the thinking behind his new policy, which carefully instructs the students with examples of what counts as an actionable offense. My own syllabus, rather than listing sample infractions, refers more generally to common sense and common courtesy.

I've considered having students in each class come up with their own policy on the use of electronic devices, since, for instance, students in "New Media Projects" will be sitting at machines programming in Flash or working on 3D animations, and I hope the in-class activity will be challenging enough that they'll want to spend class time on the course material. But in that class I'll be asking them to follow online tutorials, and to use the online user forums and tutorials (as well as my personal feedback) to find answers to their technical problems, so I would expect them to be online.

Our dependence on electronic gadgets -- hand-held yesterday, ear-mounted today, cranially implanted tomorrow -- makes classroom manners a moving target.  Manners depend on perception and context.  Several years ago, when I was experimenting with using a PDA to do all my in-class housekeeping (such as taking notes on class participation and oral presentations), a student was offended because, as he saw it, I was playing with my gadget instead of paying attention.  And once during an inspiring faculty workshop, I was pouring out my brainstorming into a word processor file, when the leader interrupted her presentation to ask, "Could the typing please stop?"  Whenever my preferred method of staying on task is perceived as rude, it stings a little.  But manners are socially constructed tools, and manners differ as contexts differ.  At academic conferences, I regularly see more than half the audience tapping or thumbing away; yet when a rising freshman asks, during a summer orientation, "Should I bring my laptop to class?", I reply that each professor's preference will vary. The student using technology during class may, of course, simply be wasting time. But as long as the technology does not disrupt anyone else, I tend to give the student the benefit of the doubt.

It's downright rude when students entertain themselves instead of listening to their peers reciting their work, and really it's no different if they choose to ignore me when I introduce a new concept or the next assignment. I try to work around this by promising that I'll give students some in-class writing time in the last 15 or so minutes, but that for now they need to pay attention to this next topic. (Is that bargaining? Conceding too much power over how to spend our limited time together? Are my expectations too low?) 

Somewhere I heard of a professor whose policy is that if a phone goes off in class, he will answer it. I can't imagine myself doing that. Not only am I concerned about appearing to be heavy-handed, and I'm also not sure that I need a separate policy for technological distractions.  Do we have or need to articulate a policy to deal with the student who sits, with arms folded, refusing to take notes (ever!) ?

Many years ago (not at SHU) in a technical writing class, a student who sat in about the second row often fell asleep leaning her head against the wall.  I had the fleeting thought that I should pretend to fall asleep during her final report, but rejected the idea. (Yes, she would have remembered the event, but for all I know she had narcolepsy, was up all night working a night-shift job to pay for her education, etc. etc.)  Instead I just spent more time right in front of her row, more time making eye contact with her.  She was actually a very good writer who made substantial, lasting contributions to the class. I'm not sure that shaming her in class would have helped. (Had she started to snore soporifically, so that other students also dropped off one by one, that would have been different.)

Another time, at the same school, I taught a class with a student who kept her chair aligned so that she was directly behind another student, no matter where I was in the room. She frequently talked with that student during class at inappropriate times, and when I looked up, I'd see the student in front whispering a reply, so I always assumed that the visible student was the troublemaker.  One day the fall guy was absent, so the ventriloquist sat in another chair so that she could pull the same routine on someone else.  At the end of the year, when I didn't give the ventriloquist her full marks for class participation, she argued with me on the grounds that she never missed a class. 

Such cases of deliberate, immature, low-tech rudeness are rare, but the common technological infractions are often the result of simple carelessness. It's happened more than once that a student who was in the front of the room had to interrupt her own presentation, walk back to her desk, get her bleeping phone out of her purse, and shut it off.  If I taught lectures with 100 students, where phones rang several times during each class period and the offenders were always anonymous, I might get more upset about the use of electronic gadgets. But so far, I find that the self-moderating social system functions fairly well, and what goes around comes around.

An Ohio State press release discusses how a student's psychological profile correlates to academic integrity. An interesting study in rhetoric, focusing on promoting a cultural identity for the "academic heroes" who do honest work, rather than hunting and trapping those whose behavior is less exemplary:

The students completed measures that examined their bravery, honesty and empathy.  The researchers separated those who scored in the top half of those measures and contrasted them with those in the bottom half.

Those who scored in the top half - whom the researchers called "academic heroes" - were less likely to have reported cheating in the past 30 days and the last year compared to the non-heroes.  They also indicated they would be less likely to cheat in the next 30 days in one of their classes.

From The Washington Post:

It hit Mark Gruntz all at once, while he was sitting flat-broke in an airport in Greece: He had lost credit for three summer courses, wasted $11,474 in student loans and gotten kicked off a boat. All because he hadn't cited Wikipedia enough in a paper about a movie.

Last week, he and another college student, Allison Routman, were expelled from the Semester at Sea program for violating the University of Virginia's honor code. The expulsions raised questions for some students about whether the school's more than 150-year-old tradition is too harsh -- and for others, whether students have a different understanding of plagiarism and research now that online resources make it easy to find information.

The headline is misleading. The problem here isn't that the students didn't cite Wikipedia enough... they included direct quotations from their sources without using quotation marks or paraphrasing. This has little to do with online sources, other than the simple notion that because so many facts are available in a few mouse clicks, a new generation of students devalues the work that goes into attaining (and verifying, and documenting) those facts.

An Associated Press article repeats the three sentence fragments that student Allison Routman says she included in her paper without citation.  They're not deep, meaning-laden passages, but they're all from the same source, and as I see it the paper was intended to be a reflection paper -- students were supposed to watch a movie and then relate the movie to their experience during their travels. Not an intellectually heavy task, but Routman says nobody had ever defined "paraphrasing" for her before (which, even if true, suggests she was too helpless to find the definition on her own), and Gruntz, in an interview from the airport in Greece, told the Washington Post "I got in trouble for not citing it enough, I guess" and "I think I was supposed to put quotations around it" and "I don't really think I did anything wrong" (and this is after the students have spent at least a full year at their home college, before signing up for Semetser at Sea; and after a librarian on the ship gave a presentation on proper academic research methods, and after the guilty students sat through a meeting with a panel of five faculty members that picked his paper apart... somewhere along the line, I'm sure all the students were told exactly what's expected in an academic essay).

Yes, the University of Virginia's single-sanction honor code is strict, but it's supposed to have bite. I remember having to write an essay about the honor code when I applied to U.Va., and I remember every year some students would start a motion to lighten up the honor code by instituting a wrist-slapping punishment, but if it ever made to a student body vote, the students would always vote to keep the honor code as-is.

If U.Va. is sponsoring Semester at Sea, and students from other schools who sign up for the program have to agree to abide by the U.Va. honor code, which is clearly explained in the Semester at Sea handbook (PDF).

Teaching a large first-year course at a British university, I am fed up with correcting my students' atrocious spelling. Aren't we all!?

But why must we suffer? Instead of complaining about the state of the education system as we correct the same mistakes year after year, I've got a better idea. University teachers should simply accept as variant spelling those words our students most commonly misspell. -- Ken Smith, Times Higher Education Supplement

I sympathize with Ken Smith's frustration, but not the solution he proposes.

There's a good case to be made for being flexible with language. Text-message abbreviations and chat-room shortcuts are not simply degraded forms of idealized English. They are a set of conventions that serve a purpose, such as improving the efficiency of two-thumb typists, or letting members of a group focus on the free flow of ideas (or gossip, or vitriol, or whatever) rather than on the more rigid and time-consuming conventions of standard prose.

Professionals and educators have little to gain by belittling or ignoring the accomplishments of youngsters who are skilled in these kinds of communication, just as today's college students have much to lose if they don't take advantage of their time at university to develop the intellectual habits that are necessary for the reading and writing of complex, well-organized, authoritative texts.

Ken, I'd suggest that you let students know that certain assignments, such as in-class essays or overnight reflection papers, will be evaluated only on creativity, or the student's ability to apply a key concept or to spot the methodological error in a case study.

But for an assignment in which the student has access to a spell-checker, or where the point of the assignment is to model professional behavior (writing reports that could be used to determine a defendant's guilt or innocence, for example), to encourage this kind of compositional sloppiness would be a crime.

I'm not exaggerating when I say that I think the lack of respect for math and science is one of the largest unacknowledged problems in today's society. And it starts in the academy -- somehow, we have moved to a place where people can consider themselves educated while remaining ignorant of remarkably basic facts of math and science. If I admit an ignorance of art or music, I get sideways looks, but if I argue for taking a stronger line on math and science requirements, I'm being unreasonable. The arts are essential, but Math Is Hard, and I just need to accept that not everybody can handle it.--Chad Orzel, Inside Higher Ed

When I teach "News Writing," I include a brief unit on reporting with statistics and percentages, and the "New Media Projects" seminar exposes upper-level students to various computer programming tasks.

I wonder whether Orzel would feel comforted to know that I regularly encounter people who laughingly dismiss their self-proclaimed inability to master the (heart-breakingly simple) rule about when to use "its" and when to use "it's."

From a 2007 report on liberal education, by the Association of American Colleges and Universities.

Knowledge of Human Cultures and the Physical and Natural World

• Through study in the sciences and mathematics, social sciences,
  humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary
and enduring

Intellectual and Practical Skills, Including

• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Quantitative literacy
• Information literacy
• Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of
progressively more challenging problems, projects, and standards for performance

Personal and Social Responsibility, Including

• Civic knowledge and engagement--local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Integrative Learning, Including

• Synthesis and advanced accomplishment across general and
  specialized studies

Demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problems

In today's landscape, defining "the media" isn't nearly as clear-cut as it used to be. Big-name newspapers and networks mingle with cable channels, all-purpose Web sites and blogs in the minds of the average news consumer, and for good reason: They are, in many cases, converging, with widely read blogs run by newspapers and online Web stories originating from cable networks. Meanwhile, a number of relatively new outlets have become powerful forces in their own right, taking advantage of the speed and connectivity of the Internet to scoop the mainstream media and blur the distinction between the producer and the consumer.

Moreover, much of the new media eschews precisely the kinds of journalistic conventions still taught in school, preferring instead to apply pressure to ideological opposites, using blogs, crowdsourcing and other citizen media techniques to gather raw material for the next humorous or polemical viral video.

Maybe that's the point.  -- Andy Guess, Inside Higher Ed

It was intersting to see online political discourse (with a case study on the Kerry-Edwards attempt to build a blog presence in 2004) and a history of the internet filtered through a folklorist's lens. I'm saving this in case I need ever need to update some of the insights found in the older, classic, historical studies of cyberculture (such as Buckles's dissertation on Adventure, or Levy's Hackers, or Kidder's The Soul of a New Machine).

While mass-mediated communication technologies have empowered the institutional, participatory media offer powerful new channels through which the vernacular can express its alterity. However, alternate voices do not emerge from these technologies untouched by their means of production. Instead, these communications are amalgamations of institutional and vernacular expression. In this situation, any human expressive behavior that deploys communication technologies suggests a necessary complicity. Insofar as individuals hope to participate in today's electronically mediated communities, they must deploy the communication technologies that have made those communities possible. In so doing, they participate in creating a telectronic world where mass culture may dominate, but an increasing prevalence of participatory media extends into growing webs of network-based folk culture. -- Robert Glenn Howard, Journal of American Folklore 121(480): 192-218 (PDF)

Jimmy Maher offers a provocative editorial in the latest issue of the Society for the Promotion of Adventure Games newsletter.

Galatea excites admiration, interest, even a certain amount of awe, and all of it richly deserved.  However, it seems to excite very little love.  Nor does it seem to inspire its player to grapple with anything more universal than the design of good IF conversation systems.

Is this a problem?  Not really, I think, when taken in isolation.  I think that Emily Short, whom I have immense respect for as a writer, creator, and tireless agent for positive change in IF, intended her work as an experiment and even possibly a bit of a provocation, an illustration of what might be possible.  But where is the game that takes Galatea's formal and technical innovations and uses them in the service of crackerjack story with a fascinating setting and compelling, believable characters?  Eric Eve's recent works come close, but how many others do?  Galatea sits out there in splendid isolation.  People play it, they tell themselves and each other how interesting it was, what potential for IF it demonstrates, and then they move on.  It's not up to Emily to build on Galatea's foundation; if she retires from IF tomorrow, she's done more for the form than I or 99% of you will ever manage.  It's up to us.  Where are we?

Some of us who are very, very good are writing games like the generally acknowledged best game of 2007: Lost Pig.  On the one hand, Lost Pig is nothing to disparage.  It's hilarious; it's great fun; it's honed and polished to the most beautiful shine.  Admiral Jota deserves tons of praise and respect for his creation.

Also of note, A Blind Man's Take on Interactive Fiction:

Most gaming opens worlds for people. Interacting with characters and role-playing a career or life that they do not have in the real world allows people to imagine themselves in certain situations, or challenges the person to make certain decisions.  It is that aspect of gaming, along with the writing,  descriptions of scenes and the possibility of interacting with characters that make interactive fiction so special. As a blind person, most mainstream role-playing games are unplayable. Interactive fiction is then the bridge that allows me as a blind person, who also would like to participate in the joys of relaxing with a role-playing computer game, to step into an imaginary world.

When you die, would you rather be remembered as a technology hack who annoyed millions and forced them to waste time by weeding through torrents of junk e-mail, or a brilliant teacher who inspired millions to treasure every moment of the time they have left?

According to police, Edward Davidson, the "spam king" whose wife helped him break out of a minimum security prison, has killed himself, his wife, and a child yesterday. He was famous for getting rich off of the stupid people who respond to unsolicited bulk e-mail advertisements.

According to various news reports, Randy Pausch, whose "Last Lecture" at Carnegie Mellon University became a YouTube sensation, has run out of time in his battle with pancreatic cancer today. He was famous for giving the rest of us a model for how to face our final days.

Thanks for the link, Neha. Inside Higher Ed has a good article on the place of composition within the field of English studies.

I have no interest in the now clichéd grumblings over English departments and their esoteric if not onanistic engagement in high-octane literary theory. I will only say that there is merit to the criticism. On the whole, however, such censure really isn't going anywhere; these exercises in cryptic marginalia are simply what we do, much in the same way that hyenas eat carrion. Both have their place, and whether one is more useful than the other is a matter for disputation.

My questions are more practical, if not more overtly political: Why is the teaching of writing so readily given over to the novitiate? If writing is that important as a university and life skill, why do we assign its teaching to graduate students and part-time instructors? Where are the associate and full professors of English, for it is exceedingly difficult to find them in writing classrooms?

[...]

Teaching writing -- and doing it well -- is a taxing business. It means thinking about course objectives and how to achieve them in a very practical way. It often means our learning how to impart skills that may come naturally to people whose inclinations and talents lie elsewhere. As a graduate student, my initial experiences in the composition classroom were marked by confusion and fear. I had a general inclination about what a good paper looked like -- having written a few -- but I also had almost no idea how I did it. My process had been to write and rewrite until it felt about right. How and what I was supposed to impart to others out of my intuitive sense of what worked and what didn't escaped me completely. I began to think that I was there because no one else wanted the job. --William Major

Every year, the Army recruits, at great expense, tens of thousands of young men and women. Given the costs of recruitment (and the dearth of eligible recruits), the Army cannot afford to lose many of these new soldiers. Army training is designed to take recruits who may know nothing about military life, discipline, or maneuvers, and mold them into warriors. Likewise, my task is to mold nascent scholars out of the under-performing, ill-prepared students who frequently show up in my community college classroom. I've found three Army practices most useful: making expectations explicit, the "crawl-walk-run" methodology, and formal evaluation of training. --Martha Kinney

The military has a fairly simple evaluation scale -- "go" or "no go."  In practice, that means means "success" or "do it again."  When I teach writing for the internet, one sequence of assignments culminates in the students having to create a website (a series of interconnected web pages with appropriately credited images) according to my specifications, in the space of a single class period. I gave very general guidelines -- "A client who loves the color green and who is obsessed with cheese."  Obviously the point of that exercise is not polished prose, but rather a knowledge of the HTML-authoring tools, CSS, filepaths, and basic online courtesy (giving credit where credit is due).

A student in my basic composition class who misplaces a quotation mark can still get partial credit, since I can still read the rest of the paragraph despite the technical error. But a student who misplaces a quotation mark when creating a hyperlink might create a technical error that prevents users from getting to the rest of the site's content.  So I recognize the need to walk students through the whole process carefully, even though I typically get at least a few students who are already accomplished web authors, who might find this process tedious. (I'll have to let them start working ahead if they do well on the authoring exercise.)

I'm glad Kinney acknowledged that the army teaching model is not designed to foster creativity, but there are certain basic skills --not just HTML authorship but also peer-critiquing, close reading, and literary critical analysis -- that have a technical component with very specific requirements. Students who haven't mastered those technical requirements can be extremely frustrated when they notice their end result doesn't meet the advanced requirements (where creativity is more important).

You won't find this sort of thing on the TV news shows. Stanley Fish:

Milton's poetry never lets you relax. Even when one of the famous similes wanders down what appears to be a desultory path of mythical allusions and idealized landscapes, it always returns you in the end to the moral perspective that had only apparently been suspended. So after rehearsing the story of Mulciber's leisurely fall from heaven "like a falling star," Milton's narrator says, "thus they relate, erring," with the harsh judgment of "erring" now attached to any reader who had been entranced by the "fable" put forth by the devils. ("Paradise Lost, I", 740-747).

Leigh Alexander makes some good points in this GameSetWatch article.

Most lifetime gamers, then, have a built-in bias engine, whether they acknowledge it or not. For some, it's much more conscious and overt - hence the "Fanboy" network of platform-specific sites, hence forum flamewars, hence almost frighteningly irrational ire over certain reviews. Most reviewers dread having to evaluate a new flagship Nintendo title of the Mario or Zelda heritage; while the PlayStation 3 struggled to gain traction in the market early on, every new release was viewed as a flashpoint as fans were desperate for a killer app, and detractors were eager to see it fail.

I'm conscious that some students who sign up for a course on video games may expect to get credit for their skill at videogames they already know and love, rather than experiencing new genres and at least sampling the classics that established conventions that echo through the years.

Active verbs form more efficient and more powerful sentences than passive verbs. This document will teach you why and how to prefer active verbs. (Active and Passive Verbs)

I'm slowly rolling out a new template for my online handouts.

For years, I've been using Dreamweaver to manage my academic website, but I don't have a copy of the program on my laptop, so I can only update my handouts when I'm in the office. Plus, now that MovableType is open source, I'd like to use it.

I love the idea of letting visitors post comments to my handouts, but I'm having trouble figuring out how to keep all the URLs. the same.  MT automatically removes dashes and underscores when it creates URLs, and all my index files are index.html (rather than .htm). I'm sure there's a way to use .htaccess to solve the problem with redirects, but I ran into a brick wall.

Wilfred M. McClay:

The humanities are imprecise by their very nature. But that does not mean they are a form of intellectual ­finger-­painting. The knowledge they convey is not a rough, preliminary substitute for what psychology, chemistry, molecular biology, and physics will eventually resolve with greater finality. They are an accurate reflection of the subject they treat, the most accurate possible. In the long run, we cannot do without ­them.

But they are not indestructible, and will not be sustainable without active attention from us. The recovery and repair of the ­humanities--­and the restoration of the kind of insight they ­provide--­is an enormous task. Its urgency is only increasing as we move closer to the technologies of a posthuman future, a strange, ­half-­lit frontier in which bioengineering and pharmacology may combine to make all the fearsome transgressions of the past into the iron cages of the future, and leave the human image permanently ­altered.

The mere fact that there are so many people whose livelihood depends on the humanities, and that the humanities have a certain lingering cultural capital associated with them, and a resultant snob appeal, does not mean that they are necessarily capable of exercising any real cultural authority. This is where the second sense of burden comes ­in--­the humanities as reclamation task. The humanities cannot be saved by massive increases in funding. But they can be saved by men and women who believe in ­them.

Online University Reviews has posted an entry guaranteed to generate some in-bound link traffic. There are many sites I'd never heard of before.

Academics are flocking to the Internet like never before, particularly to start a blog. Faculty members in colleges across the world are connecting with people on a whole new level. Let's face it - academia can actually be very lonely at times. Not only can a blog be cathartic for professors, it can allow for valuable feedback from students and/or colleagues.

Liberal arts subjects are wildly varied. From art to science, the major disciplines have long been considered part of the liberal arts. Below are 100 of the most interesting and popular blogs written by liberal arts professors. They have been divided into subject and alphabetized, as it would be virtually impossible to arrange them according to importance.

I'm flattered to be included on the list (along with my colleague Mike Arnzen, who writes Pedablogue). Nevertheless, I'd say it's about five years too late for the "gosh, lots of academics are starting to blog" story, but it's always interesting to look at someone else's summaries of sites that I read on a regularly basis.

Well, it's usually interesting, if the summaries reflect a particular perspective or world view.  Unfortunately, I didn't always find the summaries particularly insightful or informative.

• Matthew G. Kirschenbaum - The author is an associate professor of English the University of Maryland.
• Pedablogue - This blog is described as a "personal inquiry into the scholarship of teaching."
• (In the "History" category) Scattered & Random - This is a - you guessed it - scattered and random blog written by a history professor.

As for the list itself, what were the criteria for inclusion? Erin O'Connor's Critical Mass is a great blog, but O'Connor recently left academia.  Why does the list include 30 blogs grouped under "English," with no dual-language or ESL categories? Why is Cronaca identified as the lone art blog (when its content is so eclectic)? There's a 2005 in the URL -- is this list three years old? Why did I just get an e-mail about it?

BoingBoing offers a cruel fisking of a similarly sketchy article on a different topic: "GRADED: The Worst '10 Worst Consoles' List of All Time." 

I've certainly posted blog entries that I've tossed out quickly, without much forethought or analysis, but I do think this Top 100 list would have benefited from a clear statement of selection criteria and a bit more proofreading -- there are two blogs listed under #73, so this is actually a Top 101 list.  It would serve me right if my blog were cut to make it 100, but I'm just doing what Online University Reviews says is my thing -- "Jerz's Literacy Weblog - Learn plenty of useful writing tips from this professor's blog.")

I'm not a big fan of SHU's content-management system, Jenzabar, but because the service was recently overhauled and upgraded, I thought I'd give it another chance.

How frustrating -- the site breaks the "go back" button.  Every time you try to go back, it dumps you into a general screen, and of course then you can't "go back" to where you were before.



If the site has to break the go back button, wouldn't it be kinder to completely block the action, so at the very least you stay where you are (a minor disappointment) rather than dumping you back into the main menu (a significant usability hit).

Inside Higher Ed goes to hell.

Job Listing #666. University of Hell at Seventh Circle. Visiting Assistant Professor, two years (with possibility of converting to tenure-track position at culmination of two-year appointment). Beginning September 2009. Teaching load of forty-three courses per semester, with no more than thirty-nine preparations (i.e. instructor will teach more than one section of some courses). No official committee duties, but will be expected to contribute occasionally to departmental administrative work. Competitive salary, given local economy. Candidate must exhibit evidence of strong potential for both research and teaching, and significant flexibility in his/her expectations. For further information, repeat the name "Mizrakreth, Chair of Hiring Committee" three times.

Raymond stroked his chin thoughtfully. After a minute he began chanting "Mizrakreth..." After all, it couldn't hurt just to get a bit more information.

A good overview of the issues relating to using Wikis in the classroom. From the NCTE Inbox Blog:

The benefits for collaborative writing should be obvious. Wikis allow multiple authors to edit a text easily. While the video doesn't discuss it, wikis include tracking information so anyone can look at who makes changes to the texts and compare the different versions at different points in its creation. Try to do that with a collaborative paper written in Word.

From a University of Minnestoa press release:

"What we found was that students using social networking sites are actually practicing the kinds of 21st century skills we want them to develop to be successful today," said Christine Greenhow, a learning technologies researcher in the university's College of Education and Human Development and principal investigator of the study. "Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential."

Greenhow said that the study's results, while proving that social networking sites offer more than just social fulfillment or professional networking, also have implications for educators, who now have a vast opportunity to support what students are learning on the Web sites.

"Now that we know what skills students are learning and what experiences they're being exposed to, we can help foster and extend those skills," said Greenhow. "As educators, we always want to know where our students are coming from and what they're interested in so we can build on that in our teaching. By understanding how students may be positively using these networking technologies in their daily lives and where the as yet unrecognized educational opportunities are, we can help make schools even more relevant, connected and meaningful to kids."

Interestingly, researchers found that very few students in the study were actually aware of the academic and professional networking opportunities that the Web sites provide. Making this opportunity more known to students, Greenhow said, is just one way that educators can work with students and their experiences on social networking sites.

Inside Higher Ed:

Student newspaper advisers are something of an endangered species these days. They often get caught in the middle when administrators and student journalists clash over content, and in more than a few cases on college campuses in recent years, advisers -- sometimes faculty members with tenure or tenurelike protections, but often vulnerable staff members -- have found themselves losing their jobs. (High school newspaper advisers are even more vulnerable.)

"All you have to do is look around the country to see how many conflicts there are," said Mark Goodman, the Knight Chair of Scholastic Journalism at Kent State University and former executive director of the Student Press Law Center. "This has really gained steam."

It was with several recent such controversies in mind, and numerous instances of censorship at high schools in California, that the state's Legislature overwhelmingly approved legislation this month that would prohibit a college or school district from firing, suspending or otherwise retaliating against an employee for acting to protect a student's free speech. Last week, with the measure, SB 1370, sailing for passage and a trip to the governor's office for Arnold Schwarzenegger's hoped-for signature, the University of California quietly revealed its opposition to the bill.

In a letter to State Sen. Leland Yee, the legislation's sponsor, a lobbyist for the university system "respectfully" warned Yee that the university did not expect to abide by the requirement if it was enacted.

Although the First Amendment doesn't apply to Seton Hill because we are a private institution, I'm happy to work under an administration that upholds the principle of academic freedom.

Chair: Ken Anderson (University of Colorado at Boulder, USA)
Enhancing Access to Open Corpus Educational Content: Learning in the Wild (Long Paper)
Seamus Lawless, Lucy Hederman and Vincent Wade

Lack of relevant and accessible digital content hampers the implementation of e-learning. As these eLearning tools begin to try to offer personalization, the tools require access to an increasing amount and variety of content. eLearning educators are compelled to generate their own content, which can be an excessive workload.

Trends --content creation moving from the linear authoring of publication to the aggregation of existing; rise of the prosumers, who produce an consume content in increasing volumes.

WWW already holds content useful for incorporation in eLearning options, but the issues of content discovery, repurposing, mean that even WWW content isn't an easy solution.

Address the reliance of eLearning systems on bespoke proprietary content. Open content availability reduces the need for educators to reinvent the wheel every time they create a course. Addresses the information overload in eLearning experiences. Help students identify what is actually relevant ot them in their specific educational context.

Open Corpus Content Service -- OCCS -- WWW and selected digital content repositories. Discovery and harvesting of content -- open-source web crawler, JTCL and Rainbow classification.  Indexing with NutchWAX. Visualization -- didn't catch the acronym.

Train the Rainbow text classifier - this dictates what gets included in the cache of content.

[My humanities-trained mind is crying out for examples! I'm putting a lot of conceptual information in temporary storage caches, but the buffer is running out of room.  The speaker is actually very good -- but I'm waiting for the payoff that I'm conditioned to expect a humanities presenter would have started to deliver by now. I'm learning just how important the little chart with inputs and outputs is as a convention in scholarly presentations in this genre. We're spending a lot of time on the left-most edge of a rich flowchart that I gather will start moving across the page... we're still on "Training." there we go, now we've got the "Crawling" section. Steve sitting next to me is looking up terms the speaker is using... I'm net yet sure I need to put that level of new information in my neural net until I've seen what it all adds up to.]

Okay -- now we're being walked through an example crawl --

The educator prepares the crawl by identifying the subject area, with seed file generation and training set generation Ran for almost 2 days, found 370,000 + URLs, passed some 67,000 on for further processing, judged 36,000 at 90%.  Had human subject matter experts evaluate the returned content to find out how well the computer's predictions mathed the human expert decisions.

[Drat... at this point the Seamus says he's not going into heavy detail -- yet this is exactly content I was waiting for.  This is the material I'd like to have seen so that I understand what the system is designed to do, but it's what he rushed through because he judged it as less important.  Steve just shut his laptop. Coincidence?]

U-CREATe interface integrates a link to OCCS.

[Okay.. I think I've finally made the phase shift.  I came to this talk expecting to read a book. Instead, I got a very meticulous description of new tools for constructing books. Or, to pick a different metaphor, I came expecting to watch a dance, and I got an detailed analysis of how muscles work on the cellular level.  Now we're getting usability results -- the convention of the scienctific research paper is to deliver the conclusion last, but humanities papers start with the thesis (the answer to the research question).]

Social Web Applications in the City: A Lightweight Infrastructure for Urban Computing (Short Paper)
Frank Allan Hansen and Kaj Grønbæk

Allan says his work focuses on linking physical places. How to do digital physical linking using 3D barcodes. Present programs built with this infrastructure.

Background -- trying to use ubiquitous hypermedia to support urban web applications -- want to let users brows and create and share information while they are mobile in an urban environment. Not just browsing, but browsing information related to the urban environment where they are.

Anchor information in the physical world; identify aspects of the physical world that we can use to anchor our links. GPS offers one sensor useful for anchoring links.

Ubiquitous link anchors: ID Mapping. Not a static model; we specify an anchor value and the system finds resources that match that anchor value. The 2D barcodes [a pattern of squares, not bars -- that name 2D barcode seems oxymoronic -- new to me, but an established term.] provide a visual anchor for the link. A URL can be converted in to the 2D barcode, scanned by a cell phone, and used to deliver a resource.

Examples... TagBlogger -- 2007 Arhaus festival, lets users access official location-sensitive information; create and share digital overlays. Had to develop the software and deploy 2D codes in the city. Tags on official festival posters; also tags along a route [pedestrian, I presume].

[I wonder... did the barcodes get vandalized? At any rate, sounds like an interesting project, and far more workable than the old CueCat debacle, which would have required people to carry a specialized device around and tether it to a computer.]

A State