Dean prospectus omissions

After 6 years in various administrative roles, I’ve become a Usual Suspect for a certain slice of dean searches, mostly smaller private and regional public colleges/universities. At one point rumors were apparently circulating that I was interviewing, and I’m glad that a colleague told me so I could point out that, no, I’m pretty happy in my current position, and if you knew me well enough, you’d know why I wasn’t likely to be looking around. But I receive a few contacts every year, and from the standpoint of someone who is not looking, it is pretty easy to see what the various executive-search prospectus narratives typically miss with the colleges of education I tend to receive search information on:

  • Trends in enrollment, budgets, and hiring
  • Fundraising profile of the institution, especially emphasis among areas (athletics, financial aid, health sciences, other sciences, everything else)

On the whole, the last fifteen years have not been very kind to these colleges, and I understand why this information would not be front and center. Yet, at the same time, a prospectus typically tries to signal the type of person the college or university is looking for. And for some people, specific challenges are attractive… and a provost at these institutions should want someone who looks for that challenge. Yes, everyone wants to be higher-ranked in [name your ranking magazine], have more grant funding, have a broader impact, and so forth. We all know this language, and you don’t call forth the Potential Miracle Dean by pointing out your needs in a way that cries, “Please, apply. We’re desperate.” But is there a middle path?

Continue reading “Dean prospectus omissions”

Laptops and knitting in class

Twitter is burning up with discussion of Sue Dynarski’s November 22 NYT column on laptop use in class. Dynarski summarizes some of the research on how laptops affect students in classes heavy in formal presentations (such as many economics classes) and explains why she generally bans electronic device use in her classes as a result. Loads of discussion has focused on the needs of students with disabilities,1 current/former student descriptions of how they (benefitted from) taking notes in certain ways, and discussions of how general classroom policies such as on notetaking affects the relationships between faculty and students.

Continue reading “Laptops and knitting in class”

Notes

  1. Dynarski does make exceptions to her general policy []

Credentialism and its discontents

McMillan Cottom, T. (2017). Lower ed: The troubling rise of for-profit colleges in the new economy. New York, NY: The New Press.

The Lower Ed project

In Lower Ed, Tressie McMillan Cottom explains how the recent boom and bust of for-profit higher education has been a direct result of economic dislocation. Public policy has responded to economic anxieties with one clear message: the primary and often only solution to your potential unemployment is to borrow money to go to college. For millions since 2000, that has meant enrollment in for-profit colleges and universities, and Lower Ed has a unique, persuasive portrait of the phenomenon.

As a sociologist, McMillan Cottom approaches for-profit higher education with broader questions: why would Americans take on thousands of dollars of loans to attend programs that others see primarily as disreputable and debt-inducing?

Continue reading “Credentialism and its discontents”

Boundaries and presence

This morning, Inside Higher Ed reported on the resignation of Terrell Strayhorn from his faculty position at Ohio State University, after he was dismissed from a center director position. Strayhorn is well-known in higher-ed research,1 and his administrative dismissal and then faculty resignation is a startling end to what had been a rocketlike career trajectory.

Continue reading “Boundaries and presence”

Notes

  1. i.e., the research community that focuses on higher education []

Bill Sanders, evangelizing expert

About a month ago, Kevin Carey wrote a eulogy for the late Bill Sanders in a New York Times’ Upshot column. Sanders was a statistician at the University of Tennessee-Knoxville, someone who among other things had contributed to a mixed linear model procedure in the SAS statistical system1. In the 1980s and early 1990s, he worked to persuade the state of Tennessee that they could use a statistical approach to measuring teacher effectiveness, one flavor of what we now know as value-added modeling.

Continue reading “Bill Sanders, evangelizing expert”

Notes

  1. PROC MIXED []