Will Universities Survive?

 
Believe it or not, there are supposedly intelligent people out there who think the internet will replace universities.¹ It didn't take Sean Caroll very long to come up with some excelent reasons why this ain't gonna happen [Will the Internet Replace Universities?].

Let me add one more—research experience. You can't learn what it's like to work in a research lab if you're sitting at your desk in the suburbs.

Why do I get the feeling that most people don't understand what a university is supposed to be like? Is it true that most people think of universities just as places where you come and listen to lectures and then go home?

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1. Back in 1970 their parents were convinced that television would mean the end of universities as we know them.

What's the best way to describe a graduate student?

 
The controversy over the 1952 Nobel Prize reminds me that we haven't had a poll in a long time. Check out the poll in the left-hand sidebar. How would you describe a graduate student?

You must answer by April Fool's Day.

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Dropping Courses

 
Chad Orzel of Uncertain Principles has started a discussion about when students should be allowed to drop courses [Academic Poll: Drop It Like It's Hot?].

Why not visit his blog and share your thoughts? I think this is an important issue. Universities may need to make changes.

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The Profzi Scheme

 
This cartoon is making the rounds. It's from PHD Comics.

I've been associated with four universities in my career and I've never seen anything that even remotely resembles this. In my experience, departments recruit outstanding junior faculty who may, or may not, work in a field similar to current faculty members. Usually not. No single Professor makes the decision to recruit new scholars to the department.

In my experience, when funding gets tight it is often the senior faculty members who lose and the productive junior faculty survive. Is my experience that unusual?

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Depth vs Breadth

 
A University of Virginia press release announces ...

A recent study reports that high school students who study fewer science topics, but study them in greater depth, have an advantage in college science classes over their peers who study more topics and spend less time on each.

I have no idea if the results are reliable but it does highlight an issue that needs to be addressed. Is it better to learn a single subject in some depth than several subjects at a more superficial level? One can make a good case for both sides.

This is an important question here at the University of Toronto because we are in the middle of a huge shift away from in-depth studies to more breadth. For example, there were 50 students who enrolled in our enhanced biochemistry program a few years ago but last year that number dropped to 17. There's no indication that we have bottomed out.

Instead of taking an honors biochemistry program with advanced labs, research projects, and 4th year honors courses, our students are opting for a lighter biochemistry program that whey can combine with other programs, like economics, psychology, or physiology. This breadth can only be achieved by taking a higher percentage of lower level introductory courses.

Is this a good idea? Our students seem to think it is, and so far the university is doing everything to encourage them to abandon the rigorous honors programs. (Part of the problem is that all our students graduate with "honors" no matter what program they take and what grades they achieve.)

Is this happening at other universities? Is it better to have a broad general education in science than a specialized one? Personally, I think that specialization in one subject is essential for critical thinking and for understanding scholarship. I don't care which subject a student chooses but they should pick one and take the most advanced undergraduate courses.

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"A" for effort

Anyone involved in teaching has heard the sob story. One student works really, really hard in the course but only gets 65% on the final exam. Another student gets 95% without breaking a sweat.

The "C" student thinks this is very unfair. They should get a much higher mark because they put so much effort into the course.

The issue is addressed in the New York Times a few days ago [Student Expectations Seen as Causing Grade Disputes].

In line with Dean Hogge’s observation are Professor Greenberger’s test results. Nearly two-thirds of the students surveyed said that if they explained to a professor that they were trying hard, that should be taken into account in their grade.

Jason Greenwood, a senior kinesiology major at the University of Maryland echoed that view.

“I think putting in a lot of effort should merit a high grade,” Mr. Greenwood said. “What else is there really than the effort that you put in?”

“If you put in all the effort you have and get a C, what is the point?” he added. “If someone goes to every class and reads every chapter in the book and does everything the teacher asks of them and more, then they should be getting an A like their effort deserves. If your maximum effort can only be average in a teacher’s mind, then something is wrong.”

Michelle Cottle has a comment in The New Republic [An A for Effort? Talk About a Lousy Idea]. Now, this isn't a publication that I routinely look to for views that are similar to my own¹ but her comment below pretty much hits the nail on the head as far as I'm concerned.

No, Jason. What would be wrong is if a university trained its students to believe that they were excellent simply for getting up off their futons and doing what was expected of them. Did the reading? Attended class? Stayed up late working on a paper? Good for you, puppy! Sure, you did a craptastic job on that paper--not to mention the final--suggesting that you have no more than a fourth-grader's grasp of the material. But what the hell!? You worked hard. You showed up--even when you had that reallllly bad hangover. You may not have learned much, but you sure did try. Have a nice fat A. And here's hoping it comes in handy when your first employer fires you for not being able to tell your ass from your elbow when it comes to doing your job.

Sweet Jesus, where did such dizzying nonsense come from? Sure, it's easy to blame today's youth for being whiny, spoiled, and entitled. But the kids had to get these delusional ideas from somewhere. I suspect at least part of the blame lies with all those well-intentioned self-esteem-boosting messages that anxious parents, educators, and coaches feel compelled to spout in this era of making every child feel like a winner all the time. You know, the cheery, you-can-do-it mantras along the lines of, "All that matters is that you tried," "The only way to fail is not to try at all."

Um. No. While I understand the self-defeating doubt that we're trying to short-circuit here, there are, practically speaking, lots of ways to fail--much less fail to get an A. One of those is by not having much of an aptitude for a particular area of study. Not all of us are equipped to be rocket scientists, economists, or playwrights, just as not all of us are equipped to be actors or professional basketball players. If anything, a student who tries really, really, really hard at something and still repeatedly falls short might benefit from realizing that his talents lie elsewhere. (As could the rest of us: Not to state the obvious, but I don't want a brain surgeon who graduated at the top of his class because he had perfect attendance. I want one who is an artist with a scalpel.) Go ahead: Aim for the stars. Don't let anyone tell you you can't do something. But if you actually try that thing and it turns out that you're not so hot at it, don't whine about unfair grading. Acknowledge that you have major room for improvement and decide where to go from there. The sooner kids learn how to deal with failure and move on, the less likely we are to have a bunch of whiny, fragile, self-entitled, poorly qualified adults wandering around wondering why their oh-so-stellar efforts aren't properly appreciated in the real world.

Alternatively, now might be a good time to revisit my dream of becoming a concert pianist. I've never had much of an ear for music, but I bet if I quit my day job and worked at it really, really hard--or at least showed up at all my lessons and did the homework--someone would eventually reward my "excellence."

Hopeful Monster has something to say over on Chance and Necessity [Student effort ≠ high grades].

I want students to recognize that part of what we're testing is innate ability, or intelligence. There's no getting around it. If you are smart and you work hard you are going to get a higher grade than a student who works hard but isn't very smart. It's unfortunate that there are very smart students who don't have to work hard to get an "A," but that's life. What should count in university is how well you understand the material, not how much effort you put in while trying to understand.

By the way, I think that university Professors have to shoulder a great deal of the blame for the current sad state of "higher" education. It's not just the students. We Professors have always had the power to fix the problems but for the most part we have done nothing about it. Many of us have actually contributed to the problems by giving out marks for attendance and allowing "extra" assignments to raise your grade.

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1. By this, I don't mean to imply that The New York Times is any better.

Fire the Professors!

 
Colleges and universities in Georgia (USA) have faculty members who are experts on human sexual behavior. Horrors!

Here's what one state legislator thinks they should do about it. Wait 'till Ben Stein hears about this!

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[Hat Tip: Reed Cartwright on De Rerum Natura]

Shame on The University of Vermont

 
The University of Vermont will be awarding an honorary degree to Ben Stein, the man behind the movie Expelled. Here's the press release from the University of Vermont [Ben Stein to Deliver Commencement Address]. Notice that they don't mention the movie. That's no excuse.

The multi-talented Ben Stein, actor/comedian/lawyer/economist/presidential speechwriter/filmmaker, will address the graduates and receive an honorary degree at the University of Vermont's 205th commencement ceremony on Sunday, May 17.

Popularly known as the host of Comedy Central's seven-time Emmy award winning game show, "Win Ben Stein's Money," and for an iconic classroom scene in the film Ferris Bueller's Day Off, Stein is also an accomplished writer who has published 30 books and written for publications ranging from the Wall Street Journal and The New York Times to E! Online and New York Magazine. Stein earned his undergraduate degree with honors in economics from Columbia University and went on to graduate as valedictorian of his class from Yale Law School. He has taught at American University, the University of California at Santa Cruz and Pepperdine University in subjects ranging from political and social content of mass culture to securities law. Along with his academic and entertainment achievements, Stein has as served as a trial lawyer for the Federal Trade Commission and as White House speechwriter for presidents Nixon and Ford.

The University of Vermont offers a Major in Biochemistry. Before enrolling, students need to check out the courses to see if they encourage critical thinking and to see how evolution is presented.

The University of Vermont has every right to award honorary degrees to anyone they want. That's what academic freedom is all about. The downside is that the University of Vermont will be judged by who they choose to get an honorary degree. That judgment is not going to be favorable.

UPDATE: Ben Stein has decided that he has another commitment that will prevent him from receiving the honorary degree from the University of Vermont [Stein backs out].

Having been involved in selecting honorary degree recipients, I can assure everyone that you don't make public announcements until the candidate has agreed. Thus, it looks very much like Ben Stein and the university have made a joint decision that inviting Stein to accept an honorary degree was a mistake.

I'm glad the University of Vermont came to its senses.

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Are You as Smart as a Second Year University Student? Q5

 
Are You as Smart as a Second Year University Student?

Question 1
Question 2
Question 3
Question 4
When you ask my students to remember some important facts about evolution and biochemistry, 98% of them get it right. This question was way too easy. How do Sandwalk readers do?

The evolutionary approach to biochemistry is often called “comparative biochemistry” because it involves comparing enzymes and pathways in different species. The objective is to recognize the fundamental principles that apply to all living organisms. Which of the following insights gained from such an approach is WRONG?

a) the enzymes of the gluconeogensis pathway evolved before
      those that are specific for the glycolytic pathway
b) not all species have a citric acid cycle
c) you can have membrane-associated electron transport
      without oxygen
d) the plant photosynthesis pathway arose from combining two
      different photosystems
e) the P/O ratio is the same in all species

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Are You as Smart as a Second Year University Student? Q4

 
Are You as Smart as a Second Year University Student?

Question 1
Question 2
Question 3
My students love doing problems. 91% of them got this one right.

In a typical bacterial cell the membrane potential across the inner membrane is –0.15 V. The protonmotive force is –21.2 kJ mol^-1 at 25°C . If the pH in the periplasmic space is 6.35 what is the pH in the cytoplasm?

a) between 6.40 and 6.69
b) between 6.70 and 6.99
c) between 7.00 and 7.29
d) between 7.30 and 7.59
e) between 7.60 and 7.89

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Are You as Smart as a Second Year University Student? Q3

 
Are You as Smart as a Second Year University Student?
Question 1
Question 2
Biochemistry is a three-dimensional subject and one of the things we concentrate on in our introductory biochemistry course is understanding what molecules look like in three dimensions. In many cases we are forced to depict these molecules in two dimensions just for simplicity. There are rules about how to do this, especially when it comes to describing carbohydrates.

My students have copies of the names and structures of the standard aldohexoses (see below). I give them three views of an aldohexose and ask them to identify the sugar. On Tuesday's test 85% of my students got the right answer.

How would you do?




Are You as Smart as a Third Year University Student?
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6Some of them are a bit more difficult. In this case (below) you have to be much more specific in naming the structure. In these examples only about 50% of the students get them right. Can you name this molecule?

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Advice for Prospective Graduate Students: Letters of Recommendation

 
Mark, of Cosmic Variance has some advice about Letters of Recommendation. There's lots of useful information in the posting but here's something that bears repeating.

Perhaps the most important thing for prospective graduate students in particular to keep in mind is that admissions committees, while certainly holding great power over individuals’ futures, are in fact desperately seeking good candidates, and are willing to overlook all kinds of blemishes, indiscretions, and specific weaknesses if they feel that they’re getting a fundamentally good candidate. A single specific fact about an application is very unlikely to ruin a person’s chances (you’d be amazed at the GRE scores of some students admitted to even the top programs). Rather, the committee tries to get an overall picture of the candidate, and then to rank them relative to other candidates (also taking into account the department’s research needs at a given time). Only then are admissions decision taken.

I have certainly missed some issues and subtleties here. But the basic idea should be clear and, if my own experience is anything like typical, then it should help some of you, particularly prospective graduate students, to understand what really goes on with letters. It is quite terrifying to ask people for letters and not to know precisely what’s said in them. Hopefully it helps to know that mostly, by far, you can rely on people to do what they can for you, without being dishonest (and this is important - you can’t expect them to write that you’re one of the best students they’ve ever seen if they don’t think that is the case).

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When TAs Go on Strike

 
York University is the "other" large university in Toronto. The university has been closed since November 5th when members of the Canadian Union of Public Employees Local 3903 (CUPE Local 3903) went on strike.

The situation is a bit complicated because the union has three different groups and there are separate contracts for each group, even though the contracts are all part of the same negotiation package. The three groups are:

Unit 1 if they have a teaching contract (note - teaching includes demonstrating, tutoring, and marking) and they are a full-time graduate student.

Unit 2 if they have a teaching contract and are not a full-time graduate student.

Unit 3 if they have a graduate assistantship or research assistantship and are a full-time graduate student.

What I'm mostly interested in is the graduate students in Units 1 & 3.

After several months of fruitless negotiations, the university exerted its legal right to call for a ratification vote when the union negotiators turned down the latest offer. The vote will take place later this week and, as you might have guessed, the CUPE 3903 leaders are urging their members to "Kill the Rat."

What is the role of a faculty union in situations like this? It's really not complicated. Sister unions will invariably support the right to collective bargaining and demand that both sides negotiate in good faith. Faculty unions tend to tilt in favor of the TA union simply out of solidarity but also because both groups often have common grievances against the administration.

Here's where things get messy. As reported in several newspapers, a group of 300 faculty members recently signed a letter urging CUPE 3903 members to ratify the latest offer by the university administration. Here's how it was reported in the National Post.

Another group urging the union to vote yes is nearly 300 faculty members who signed their names to a letter urging CUPE to accept the current contract proposal.

The signees of the letter are also members of the York University Faculty Association (YUFA).

YUFA president Arthur Hilliker said while he does not endorse the letter, he does not condemn it or believe it to be illegal either, according to Eric Lawee, a York humanities professor and one of the letter’s signees. YUFA maintains it wants a fair and equitable offer for CUPE.

“We, the undersigned retirees and full-time faculty members of York University, urge our colleagues in CUPE 3903 who have been on strike since November 6, 2008, to end their labour action by accepting the current contract offer of the York University administration,” the letter begins.

The letter addresses specific concerns if the strike were to drag on, including the potential loss of the summer term, which not only would hurt the school’s undergraduate students, but would affect CUPE as well, with possible job losses due to the elimination of the summer term.

“In their own interest and that of the entire university community, we urge CUPE members to end their labour action and help the university resume expeditiously the provision of its full academic programs,” the letter concludes.

Mr. Lawee said that there were two main reasons behind the letter. The first was due to “a strong sense that the strike has dragged on too long and that the rights and needs of students must now take priority over all else,” he said. “And ... that this should be an easy settlement to endorse because the offer is very fair.”

Why is this a problem? Well, for one thing, it's a problem because these 300 faculty members are going against the advice of their own union.

The York University Faculty Association (YUFA) issued a press release today in which they reiterated their position.

Press Release

These are our principles with respect to the CUPE 3903 forced ratification vote. They are motions passed unanimously at the YUFA Executive meeting of 12 January 2009:

1. YUFA Executive re-affirms its support of free collective bargaining and does not endorse a ratification vote of CUPE 3903 members as forced by the Employer.


2. YUFA Executive strongly urges all YUFA members to respect individual CUPE 3903 members’ rights in the forced ratification vote to vote freely and according to their conscience. We urge all YUFA members to respect CUPE members’ rights to vote freely.


3. YUFA Executive, recognizing the power relations implicit in the roles of YUFA members and CUPE 3903 members, does not endorse any YUFA member attempting to influence how a CUPE 3903 member might vote in the forced ratification vote.

We recognize the serious problems the strike is causing for the students and for York. We also recognize that the issues of this strike need to be resolved for the future of York University.

The second and third points are very important. Faculty members are often the bosses of teaching assistants and they need to be very careful to remain neutral in situations like this. Because they are in a position of authority over graduate students they should not be urging these students to vote one way or the other. You can see why this is a problem. If Professors tell their graduate student to vote for ratification when the student wants to vote the other way, then this sets up a dangerous conflict for the student. What can be gained by doing that?

This is not a new problem. It's been around for decades and faculty unions in dozens of countries have learned to deal with it by urging individual members to avoid taking sides. I'm surprised that there are nearly 300 retired and active Professors at York University who don't get it.

Some of these faculty members have been writing letters to the editors of various newspapers in defense of their position. Here's one from Bernard Lightman, a Professor of Humanities. It appeared in today's Toronto Star.

Professor Berland has claimed that the open letter by full-time faculty and retirees to striking members of CUPE 3903 is in direct defiance of motions passed by the faculty union's executive. The signees have never claimed to speak on behalf of, or to represent, the faculty union.

Professor Berland interprets the motions of the faculty union's executive as saying that faculty are not free to express their opinions on the strike. I do not believe that that is the correct interpretation. However, if Professor Berland's interpretation were correct, then I would have to defy the faculty union.

It is not the business of a faculty union to gag its own members. One of the most important priorities of a university is to encourage free discussion and expression. That priority is not suspended during a strike, especially when the fate of more than 50,000 students hangs in the balance.

Let's be clear about one thing. YUFA was offering advice to its members based on decades of experience. The advice was to keep your mouth shut because you are in a position of authority over your graduate student TAs.

Every Professor has the right to ignore that advice and try to influence the decision of their graduate students. That's what academic freedom is all about. Whether it's a smart thing to do is another question.¹ I don't think it is.

Graduate students are smart enough, and mature enough, to make up their own minds. They don't need advice from their supervisors and bosses.

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1. It may be illegal as well, but that's another thing entirely. I doubt that any Professor would be prosecuted for pressuring their graduate students unless that Professor holds a prominent administrative position where the potential for retaliation against a student is much more likely.

More Ph.D.s?

 
There's an interesting commentary in the latest issue of Nature. Apparently the UK goverment has plans to train 2,000 new PhDs in physics and engineering.

The UK's Engineering and Physical Sciences Research Council (EPSRC) is set to spend £250 million on creating 44 centres to train 2,000 PhD students over the next 5 years.

The interdisciplinary Centres For Doctoral Training will focus on areas including climate change, sustainable energy, healthcare technologies and nanotechnology. All of the new centres will be spread across 22 UK universities, and 17 will also have strong ties with businesses.

Businesses will also contribute some cash, EPSRC says, but how much is not clear.

The new centres will accept their first batch of students in October 2009. The students will have four years of funding for their PhDs — more than the roughly three years that most PhDs receive — and will spend up to 75% of their time training with the industrial partners.

Here at the University of Toronto we've been having a discussion about increasing the number of graduate students. The goal of the university is to increase the number of graduate students by 30% over the next few years. The objective is supposed to be achieved by providing extra money to fund graduate students.

Science departments here have cautioned the university not to expect much of a change. By and large, the number of graduate students we accept is not limited by funding. We are making offers of acceptance to every qualified student who applies and we still have excess capacity. More money isn't going to help because it's the qualified students who are limiting, not the ability to fund them.

Is the situation different in the UK? Are physics and engineering departments turning away good students because they don't have the money? Wouldn't that have to be the case is this plan is going to work?

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Closed for the Winter

 
We've just had our first significant snowfall in Toronto and the campus maintenance people have sprung into action. The main ramp leading into my building from the subway station has been closed for the winter. You may recall that this is the entrance where the expensive stone walkway is useless [If you build it, will they follow?].

Toronto is in Canada. In Canada we have real winters, with snow and ice. You may be asking yourself why anyone would build an entrance that has to be shut down for five months of the year. That's a very good question.

This entrance was constructed a few years ago when the Terrence Donnelly Centre for Cellular and Biomolecular Research (CCBR) was built. The ramp consists of wood slats with about one centimeter spaces between them. I'm told that a special kind of wood was used and it's very expensive.

Here's the problem as it was explained to me. First, it is difficult to clean ice and snow from a wooden walkway without damaging it. Second, when this kind of wood gets wet it becomes very slippery. That means you can't use salt to get rid of the ice without creating dangerous conditions in the winter.

I'm told that the university and the architects have been unable to reach agreement on who should fix this problem.

CCBR was designed by the architectural firms of Alliance & Behnisch Architekten. The architects won the Royal Institute of British Architects Awards (RIBA) in 2006 for this building [RIBA 2006]. They also won the Governor General's Medal in Architecture for 2008 for this building.

Here's part of the press release from the University of Toronto.

The Governor General's Medals in Architecture recognize outstanding achievement in recently built projects by Canadian architects. These awards are administered jointly with the Canada Council for the Arts, which is responsible for the adjudication process and contributes to the publication highlighting the medal winners. The recipients of the 2008 Governor General's Medals in Architecture were selected by a jury of distinguished architects.

Elizabeth Sisam, assistant vice-president (campus and facilities planning), said buildings like the Donnelly CCBR are very complex and boast many notable features.

"The CCBR is a very clever design that knits the Medical Science Building to the CCBR while being respectful of the heritage buildings and at the same time maintains and enhances pedestrian routes and entrances through to the campus," Sisam said. "Below grade, there are research laboratories that extend all the way to the sidewalk. The inside of the building in the area of the laboratories is a flexible design allowing the research teams to expand and contract. The exterior has a very unique treatment, a 'double façade' which is an excellent example of sustainable design."

The original design did not "knit the Medical Science Building to the CCBR." That was only added after many of us complained about the original design and the Dean of Medicine (David Naylor) intervened to provide extra funding to build the proper connection. In the original plan the buildings would have been quite separate.

The end product does not "maintain and enhance pedestrian routes and entrances through to the campus." The entrance off College St. requires that you climb up an annoying two flights of steps inside the building before gaining access to the lobby where the cafeteria is located. The direct entrance to this lobby from the other side (see photo above) could only be considered an "enhancement" by someone with a wicked sense of humour.

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Students and a Sense of Entitlement

 
A recent study by Greenberger et al. (2008) looked at student's sense of entitlement in order to see where it comes from. Here's the abstract ...

Abstract Anecdotal evidence suggests an increase in entitled attitudes and behaviors of youth in school and college settings. Using a newly developed scale to assess ‘‘academic entitlement’’ (AE), a construct that includesexpectations of high grades for modest effort and demanding attitudes towards teachers, this research is the first to investigate the phenomenon systematically. In two separate samples of ethnically diverse college students comprised largely of East and Southeast Asian American, followed by Caucasians, Latinos, and other groups (total N = 839, age range 18–25 years), we examined the personality, parenting, and motivational correlates of AE. AE was most strongly related to exploitive attitudes towards others and moderately related to an overall sense of entitlement and to narcissism. Students who reported more academically entitled attitudes perceived their parents as exerting achievement pressure marked by social comparison with other youth and materially rewarding good grades, scored higher than their peers in achievement anxiety and extrinsic motivation, and engaged in more academic dishonesty. AE was not significantly associated with GPA.

I don't put a lot of credence in these studies but I thought it was interesting that the problem was at least being investigated. The survey results, below, are interesting.

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[Hat Tip: Musings of the Mad Biologist]

Greenberger, E., Lessard, J., Chen, C. and Farruggia, S.P. (2008) Self-Entitled College Students: Contributions of Personality, Parenting, and Motivational Factors. Journal of Youth and Adolescence 37:1193-1204 [Springerlink]

Ignore, Reject, Answer? What to Do about Student Email Messages

 
Some of my colleagues are running courses where they ask students to write essays on science subjects. Part of the assignment is to contact a Professor in the discipline and get them to help with the scientific content of the essay. The idea is for the students to make sure they have their facts correct. A side benefit is that it gets the students in touch with active researchers.

Some of us object to this procedure on the grounds that if it became widespread there would be hundreds of students looking for Professors to help them on their assignment. Most Professors have other priorities, like teaching their own classes. To some extent, our colleagues who engage in this practice are downloading their teaching responsibilities onto others.

From 1992-2000 I ran a molecular biology course where the students had to write a major essay. They were told to do the research themselves but the instructors would be available if they need help with the interpretation of some papers. If necessary, we would put them in touch with an expert but only after the student had done enough work to ask intelligent questions on difficult material.

Here's an email message that was sent to my Sandwalk address last night. How should I respond? I don't feel comfortable ignoring the message. I will feel awkward if I refuse to help. I don't had time to answer the question—it's complicated and, besides, it's not my area of expertise.

Dear Professor Moran,

As part of a University assignment, I have been asked to email a group of experts to request their professional opinion on a particular question.

I have come to understand that a child with Dyspraxia should supplement their diet with a high dose of essential fatty acids. However, as non-Dyspraxic people age it is advised that they also should supplement their diet with these oils to combat age-related memory loss. Does this mean that people with Dyspraxia should augment their intake yet again when they age? If so, could this have an adverse effect on their health?

As your organisation came up in an internet search as being reputable, your answer to this question would be much appreciated.

I would like to thank you for taking the time to read this email and I hope to hear from you soon.

Yours sincerely,

This makes me angry. No matter what I do, I'm going to be disappointing a student who might really benefit from a reply. In my opinion the student's Professor is at fault for assigning such a task to the students.

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Anonymous Students and Their Grades

 
In Ontario we have to conform to the Freedom of Information and Protection of Privacy Act (FIPPA). What this means is that we cannot publish student names and grades. The University of Toronto guidelines are very clear on this matter [Q and A for Instructors under FIPPA]. We shouldn't even be publishing student numbers with grades.

I just checked with one of my colleagues to find out what the policy was when she graduated in 1949. She showed me the booklet put out by the university in 1949. Her name and grades were listed there. Furthermore, the names and rankings of all student were published in the newspaper.

I asked one of my students who attended high school in Europe. Her name and grades were published in the newspaper. I'm told that this practice continues in some European countries. Another of my colleague learned his medical school grades by reading the Glasgow newspaper in the early 1950s.

Assuming that FIPPA does not apply to the publication of university grades (an invalid assumption), should we publish student names and grades? What are the non-legal arguments for and against this policy?

I like the idea of publishing student's names and grades because it helps make them take responsibility for their activities at university. Very few people agree with me. They all think that a student has a right to privacy. Most of these people don't have a problem with publishing Professor's salaries and course evaluation results because the public has a right to know this information.

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[Photo Description: This is a photograph of the wall on the ground floor of my building. You can see the names and photographs of every student in the medical school graduating class.]

Please Help Me with My Homework

 
I get email messages like this on a regular basis ...

Hi Mr. Moran, My name is XXX and I am a student at YYY and I would like your help in my English Research Paper.

My task is to write a research paper about something that matters in America today, and I believe the situation surrounding the ID movement is something that really matters. I was wondering where would I be able to get the best information pretaining to the anti-ID, and I thought, why not get it from talk origins?

So Mr. Moran, I would greatly appreciate you helping me in my research paper by outlining and detailing why ID should not be allowed in classrooms or directing me to some one who can.

Thank you for your time, it is greatly appreciated.

I wonder how his teachers define "research"? Back in the olden days we used to read books and articles in order to prepare to write a research paper. Some of you may be familiar with books.

Why have things changed? Why do today's students think they can ask someone else to do all the work for them? Has it got something to do with entitlement, or is it more closely related to intelligence?

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Knowing How to Learn

The August 9, 2008 issue of New Scientist contains an important commentary by A.C. Graying on The importance of knowing how.

The key point is in the third paragraph ...

So although everyone coming out of an educational system should at least know the periodic table, the salient dates of world history, the fundamentals of geography, and other kinds of basic information, they are much more in need of knowing how to find things out, how to evaluate the information they discover, and how to apply it fruitfully. These are skills; they consist in knowledge of how to become knowledgeable.

I agree with this statement. The most important goal of a university education is, in my opinion, to teach students how to think. An important part of that goal is teaching students how to acquire reliable information.

Knowing how to evaluate information, therefore, is arguably the most important kind of knowledge that education has to teach. Some schools offer courses in it, and there are a number of books about it on the market. But only the International Baccalaureate makes critical thinking ("theory of knowledge") a standard requirement, and in this as in so many ways it leads the field, because critical thinking and evaluation of claims to knowledge should always be right at the centre of the educational enterprise.

I'm not so sure that the IB program is the only one that teaches critical thinking but I agree with the general idea here. I think every university should require that students take certain courses on logic and knowledge. These courses should be taught by philosophers.

I wonder whether the need for critical thinking lessons is more urgent in the humanities than the sciences because the latter, by their nature, already have it built in. The science lab at school with its whiffs, sparks and bangs is a theatre of evaluation; the idea of testing and proving is the natural order there, and the habits of mind thus acquired can be generalised to all enquiry.

When we talk of scientific literacy, one thing we should mean is acquisition of just this mindset; without it, too much rubbish gets through.

Hmm ... I don't think I would have had the gumption to claim that science students may be better at critical thinking than humanities students. I may think it, but writing it is a different story.

If true, the problem may be related to what passes for "postmodernism" in the humanities. Believe it or not, there are humanities Professors whose ideas about critical thinking are quite bizarre. I've met some of them. They think it's wrong to pick a side in an intellectual dispute because all sides are equally valid. They think that we can't really "know" anything. For them, I guess "knowing how to learn" is an oxymoron.

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[Photo Credit: Professor A.C. Grayling, Professor of Philosophy, Birkbeck, University of London UK.]