The Campus in October

I snapped this picture on my way back from class. That's the science library on the left and the Medical Sciences Building on the far right. The tall buildings in the background are at the corner of College and Yonge in the heart of downtown Toronto.

I love being on a university campus.

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What Would Jerry Coyne, Daniel Dennett, and Richard Dawkins Do at Ball State University?

I'm trying to understand how the rules announced by President Jo Ann Gora would work in practice.

Let's think about how they might affect three prominent atheists. Jerry Coyne is an evolutionary biology professor at the University of Chicago. He is a prominent atheist and he defends the position that science and religion are not compatible. He does not have to adhere to the Ball State University rules because the University of Chicago is a private school.

Daniel Dennett is a philosopher at Tufts University (private). He is a prominent atheist and no friend of religion.

Richard Dawkins was a professor and evolutionary biologist at Oxford University in the UK. He did not have to worry about following the Ball State University rules because they don't apply outside of the USA.

Let's imagine that all three became professors at Ball State University. They would have to pay attention to the rules outlined by President Jo Ann Gora. Here are the relevant passages from her recent message.

Creation science, intelligent design, and other worldviews that focus on speculation regarding the origins of life represent another important and relevant form of human inquiry that is appropriately studied in literature and social science courses. Such study, however, must include a diversity of worldviews representing a variety of religious and philosophical perspectives and must avoid privileging one view as more legitimate than others.

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As a public university, we have a constitutional obligation to maintain a clear separation between church and state. It is imperative that even when religious ideas are appropriately taught in humanities and social science courses, they must be discussed in comparison to each other, with no endorsement of one perspective over another.

All three professors have written extensively about religion and their views are widely known. They attend conferences and give public lectures. They do not pull any punches when they talk about the evils of religion. Nobody would ever say that they go out of their way to avoid endorsing one perspective over another. Academics have opinions and they are not afraid to express them.

Most professors have graduate students. They do not hide their opinions from their graduate students. Nor do they hide them from their colleagues or the administrators in their university.

These professors aren't shy about expressing their points of view on blogs, twitter, Facebook, newspapers and just any other means of communication.

Now let's imagine that they are teaching an undergraduate course about atheism and religion in a humanities department at Ball State University. How is that supposed to work? Are they supposed to go out of their way to avoid "privileging one view as more legitimate than others"? And if so, are any of the students going to be fooled? They can all access the internet.

It's clearly a ridiculous rule unless it also applies outside of the classroom. Does it mean that professors at a public university must avoid criticizing religion at all times?

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President of Ball State University Forbids Teaching Intelligent Design

A few months ago Jerry Coyne learned that an astronomy professor (Eric Hedin) at Ball State University (Indiana, USA) was advocating an intelligent design perspective in his course on "The Boundaries of Science." Jerry contacted the Chair of the department to request that the administration intervene to prevent this professor from expressing his personal opinion in class. Jerry also contacted the Freedom From Religion Foundation and the FFRF lawyers sent a letter to Ball State University threatening them with a lawsuit for exposing students to intelligent design creationism in science class. Jerry Coyne, FFRF, and a host of others, think this course is forbidden by the US Constitution.

Should Trinity Western University Law School Be Granted Accreditation?

Trinity Western University is located in Langley, British Columbia, Canada. It wants to have a Law School so it has applied for accreditation from the Federation of Law Societies of Canada. Many people are opposed, including The Globe and Mail: Trinity Western should emulate its U.S. equivalents.

The Federation of Law Societies of Canada should not accredit a new law school at Trinity Western University. Doing otherwise would be to endorse the university’s discrimination against gays and lesbians. The FLSC should also use this occasion to follow the lead of its American counterpart and adopt anti-discrimination standards for all law schools seeking accreditation.

What's the problem? The problem is that Trinity Western University is a Christian college that requires that all students and staff adhere to certain "Christian" principles. Here's what they say in their Community Covenant.

This covenant applies to all members of the TWU community, that is, administrators, faculty and staff employed by TWU and its affiliates, and students enrolled at TWU or any affiliate program. Unless specifically stated otherwise, expectations of this covenant apply to both on and off TWU’s campus and extension sites. Sincerely embracing every part of this covenant is a requirement for employment. Employees who sign this covenant also commit themselves to abide by TWU Employment Policies. TWU welcomes all students who qualify for admission, recognizing that not all affirm the theological views that are vital to the University’s Christian identity. Students sign this covenant with the commitment to abide by the expectations contained within the Community Covenant, and by campus policies published in the Academic Calendar and Student Handbook.

...

People face significant challenges in practicing biblical sexual health within a highly sexualized culture. A biblical view of sexuality holds that a person’s decisions regarding his or her body are physically, spiritually and emotionally inseparable. Such decisions affect a person’s ability to live out God’s intention for wholeness in relationship to God, to one’s (future) spouse, to others in the community, and to oneself. Further, according to the Bible, sexual intimacy is reserved for marriage between one man and one woman, and within that marriage bond it is God’s intention that it be enjoyed as a means for marital intimacy and procreation. Honouring and upholding these principles, members of the TWU community strive for purity of thought and relationship, respectful modesty, personal responsibility for actions taken, and avoidance of contexts where temptation to compromise would be particularly strong.

In other words, gays and lesbians are not going to be welcome at the Law School.

It seems pretty straightforward to me. As Veronica Abbas points out "FLSC doesn’t need to need to emulate or follow the precedents of any other countries¹ law schools, it should insist that Trinity Western University follow the Canadian Human Rights Act and BC Human Rights Code as a prerequisite for accreditation" [No Gays Need Apply].

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1. If I were interested in correcting her spelling and grammar, I might suggest "country's"—but I would never do that, it would get me in big trouble!

Education Is a Two-Way Street

I recently met Melonie Fullick and I've been reading her blog: Speculative Diction. Here's another post that really hits the nail on the head: Can education be sold?. As usual, you have to read the whole post but this is the part that resonates with me ...

Education works in much the same way: it is a process, one in which the student plays a necessary part, and an experience, in which the student plays a major role in the “outcome”. In fact every student actually receives a different “education”, with different outcomes, even if they’re all paying the same amount. What you pay for with tuition money is not “education”, but access to resources–libraries, expert staff, teaching and mentorship, even social contact–and access to a formal credential. Even the credential isn’t guaranteed, since students must complete academic requirements in addition to paying tuition and fees.

The assumption that education itself can be sold seems in part like a conflation of “education” and “credential”, and also an assumption that education never required anything from the student in order to be education. The idea that in the past students were not “engaged” with material is closely related to this. Of course students in the past were engaged to learn–they had to be. Otherwise they couldn’t have learned anything, because that’s how learning works. This is why “education” cannot be “delivered” like the daily paper.

The concept of education as an object is also present in debates about online learning, particularly in the recent massively hyped corporate and Ivy League versions of MOOCs. Driven as they are by the non-pedagogical need to find economies of scale, these projects envision students quantitatively, from the calculation of enrollment to the use of “learning analytics” to track behaviour (and the monetization of data). This fragmentation turns education into a series of discrete services, interactions, and measured outcomes.

Such a view of education–as something that can be delivered, sold, packaged–is part of a schema that includes the overly-simplistic “sender-receiver” model of communication, and the objectification of knowledge. These ideas are present in much of the criticism of, and commentary about, higher education; and they are pervasive in the rhetoric of education marketing and policy. The marketization of education, its presentation as simultaneously a product and a service, its increasing necessity in a difficult economy, and the financial burden placed on students through increasing tuition and fees, have all contributed to our understanding of what education is. Objectification and commodification go hand in hand; treating students as consumers means encouraging them to see education as something to be consumed–not created. Of course this is much easier than saying, “you’ve paid $6,000–now you have to do the work”, because that arrangement simply doesn’t fit with consumerist logic.

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Teach Students How Universities Work

I recently met Melonie Fullick and I've been reading her blog: Speculative Diction. Melonie is a graduate student at York University in Toronto (Canada). Her main interest is universities and how they work.

I highly recommend her blog and I'm going to highlight a few of her posts. The first is Mixed Messages where she talks about what students know about universities and what they should know. Here's how she begins ...

A central part of my research project is the way organizations communicate, and the organizations I focus on are universities. So when it comes to undergraduate education and university experience, an important question I think we need to ask is this: what’s the message that students receive from universities? I’ve been thinking about this lately, and was discussing it again last week with students in one of my tutorials. Here are a few of the thoughts that came out of that discussion.

You should read her entire post but here's the bottom line ...

So what’s the message that students receive from universities? From asking undergraduates, it sounds like oftentimes it’s an incoherent, authoritative, and monologic one. This tone and delivery in and of itself can be off-putting enough that students might feel uncomfortable seeking help. For example, being told “that information was/is available to you” (i.e., “you should have known better”) is not a helpful approach when students may be confused and in the middle of a crisis, seeking support. One thing that’s missing is the understanding that rather than just providing students with lists of available services, we need to de-mystify the university itself; instead of trying to create the perfect bureaucratic system (which is impossible in any case), we could show students how systems work. This is also part of the “tacit” knowledge that students gain from being in university; to help students understand the institution, we need to make that knowledge explicit–to communicate it.

I've often thought that we must not be doing a good job of education if we are graduating students with a bachelor's degree who don't understand the basics of how a university works. These are the students who will go on to decide the future of universities even if it's only because they vote. How do we "de-mystify" the university?

This reminds me of a Forbes article published last January by Susan Adams [The Least Stressful Jobs Of 2013]. You may recall that there was a bit of a kerfluffle about it in the blogosphere (e.g. I Have the Least Stressful Job!!!]. Melonie Fullick also wrote about it in More (higher ed) media madness!. Let me remind you of what Susan Adams said in her article ...

University professors have a lot less stress than most of us. Unless they teach summer school, they are off between May and September and they enjoy long breaks during the school year, including a month over Christmas and New Year’s and another chunk of time in the spring. Even when school is in session they don’t spend too many hours in the classroom. For tenure-track professors, there is some pressure to publish books and articles, but deadlines are few. Working conditions tend to be cozy and civilized and there are minimal travel demands, except perhaps a non-mandatory conference or two. As for compensation, according to the Bureau of Labor Statistics, the median salary for professors is $62,000, not a huge amount of money but enough to live on, especially in a university town.

In an ideal world, every single university graduate should know that this is ridiculous. They should know what professors really do because they have spent four years at university and they learned how the system works. How is it possible that we are graduating students who would believe something like this?

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Guelph Biology Students

Here are the biology students at the University of Guelph (Guelph, Ontario, Canada) dancing and singing to "Anna Sun" by Walk the Moon.

I love this stuff. Some of these students are going to be scientists some day.

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[Hat Tip: Ryan Gregory, Professor, University of Guelph.]

Why You Should Become a Postdoc Instead of Taking a Job in the Private Sector

Eric Lewellyn is an enthusiastic postdoc in the Drubin/Barnes Lab at US Berkeley. (They work on membrane trafficking.)

Eric tries to convince you to stay in university using song and dance. He describes all the good things about slaving away enjoying science in a research lab. I don't know Eric but I have met his mother—she's the cousin of one of our best friends.

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I Have the Least Stressful Job!!!

According to Careercast.com, I have the least stressful job of all jobs.¹ Here's how it's reported in Forbes magazine by web staff writer Susan Adams: The Least Stressful Jobs Of 2013.

University professors have a lot less stress than most of us. Unless they teach summer school, they are off between May and September and they enjoy long breaks during the school year, including a month over Christmas and New Year’s and another chunk of time in the spring. Even when school is in session they don’t spend too many hours in the classroom. For tenure-track professors, there is some pressure to publish books and articles, but deadlines are few. Working conditions tend to be cozy and civilized and there are minimal travel demands, except perhaps a non-mandatory conference or two. As for compensation, according to the Bureau of Labor Statistics, the median salary for professors is $62,000, not a huge amount of money but enough to live on, especially in a university town.

Another boon for professors: Universities are expected to add 305,700 adjunct and tenure-track professors by 2020, according to the BLS. All of those attributes land university professor in the number one slot on Careercast.com’s list of the least stressful jobs of 2013. The ranking comes from an annual best and worst jobs list that began in 1995 under the auspices of the Wall Street Journal.

Ironically, this article comes out just as some of my colleagues are getting the bad news about their grant applications. Those who weren't funded face the end of their research career while they are still in their 40s. It also comes out at a time when two of my colleagues are starting to think about their applications for tenure. If they are unsuccessful, they will be out of a job in their late 30s with a family to support.

None of my colleagues took a month off at Christmas and I can assure you that all of my colleagues are here for almost the entire summer running a lab full of graduate students, post-docs, technicians, and summer students. The stress of running what amounts to a small business and getting papers published on things that nobody else has ever discovered is a lot more than most people could stand.

Read to the end of the Forbes article to see how the author responds to the many comments she received. The real problem here is that a prominent journalist could actually believe what she wrote in the first place!

I love the comment from Thomas Epps ...

Given your comment above indicating that you realize the source of your article was poor at best. I think you should consider retracting this article. I know that I would be severely sanctioned for writing this type of article with such questionable sourcing in my academic job. If the same is not the case in your job, then clearly your career is not a terribly stressful one. Maybe, "web staff writer" should be on the top of the "least-stressful jobs" list?

See ...
Do College Professors Have Less Stress?
Top 10 Reasons Being a University Professor is a Stressful Job
Before Professor comes Postdoc: Lower career rung, just as much job stress

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1. I have no intention of supplying specific information about MY job but I'm happy to explain why every one of my younger colleagues is under a tremendous amount of stress every single day.

What's Happened to Universities?

The latest issue of Academic Matters has a provocative article by Ken Coates on The Quiet Campus: The Anatomy of Dissent at Canadian Universities.
Here's the opening paragraphs ...

The remarkable—a word that can be read in many different ways—2012 student protests in Quebec have stirred memories of the activist campuses of yesteryear. For faculty members introduced to the academy in the era of student activism, anti-Vietnam War protests, and general social unrest, the recent quietude of the Canadian university system has been disturbing. Universities had been transformed in the 1960s from comfortable retreats into agents of intellectual foment, social change, and political action. For a time, it appeared that the imperatives of the academy had aligned with a commitment to social justice to create a system almost ideally set to lead Canada’s transformation.

Universities had long stood apart intellectually from the Canadian mainstream, but finally, in the 1960s, began to reflect society at large. The humanities and social sciences expanded rapidly. Women, minorities, immigrants and working class Canadians came to campuses in record numbers and, later, showed up at the front of the classroom. They brought new perspectives on the issues of the day, challenging the patriarchal, middle-class hegemony that had dominated Canadian universities for generations. With some exceptions, faculty members and administrators stood behind student radicals and protestors. Many faculty members used the classroom and their writing to support hitherto unpopular causes. Universities were often at the vanguard of protests against the Vietnam War and in favour of the rights of women, Aboriginals, LGBT individuals, and minorities.

I was a student in the 1960s. Universities are no longer like that. What happened?

Canadian campuses have become distressingly quiet. It is not that the universities are without dissenters from all points on political and social spectrums. Many of the country’s most radical, creative, and outspoken commentators work or study at universities and use the campus as a pulpit. This is how it should be. But the preoccupation with practicalities—work, careers, salaries, and the commercialization of research—has transformed Canadian universities into calm, largely dissent-free places, with the greatest debates often saved for battles between faculty and students and the campus administrators. There are no structural or legal impediments to greater engagement. There is nothing stopping students and faculty from speaking out, no grand tribunals determined to impose punishments on those who challenge the status quo. We have self-regulated ourselves into near silence, and our students and the country suffer from the quiet as much as university faculty. It is more than nostalgia that brings one to yearn for days of activism and protest; it is, instead, the realization that the ideas, talent, energy and resources of the academic could and should be used to change our country and our world for the better.

Nostalgia, yes that describes my feelings exactly.

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Why Do Students Skip Lectures?

There's an interesting article on student attendance at lectures in the latest issue of BAMBED (Biochemistry and Molecular Biology Education): Engagement of students with lectures in biochemistry and pharmacology.

The authors surveyed students to find out why they skipped classes at Monash University in Melbourne, Australia. The answers they give are not surprising, especially for the 8AM biochemistry lecture. However, the really interesting finding is that there's hardly any correlation between the number of lectures attended and a student's final grade in the course. The slight difference could easily be due to motivation and not ability to master the material.

This is a common finding in studies like this and the paper provides several references to the pedagogical literature. (In fairness, there are some studies that show a more significant correlation—students who skip classes get a much lower grade than those who attend.)

Here's my take on the issue of skipping lectures. If the lecture doesn't provide any value in terms of your final grade then why waste time going to class? Why bother giving the lecture?

I'd like to see a study comparing attendance in a course that has adopted student-centered learning where the class time is devoted to explaining difficult concepts and helping students think critically. The exams and assignments would have to measure whether students have mastered the concepts and learned how to think critically about the subject. In an ideal course, a student shouldn't be able to pass if they've skipped most of the lectures. What would attendance look like in such a course?

If students are skipping your lectures and still getting good grades then it's time to change your course. If you can't, or won't, do that then just cancel the lectures. You could record them and put them online if it makes you feel better. Your students are clearly not getting anything of value from sitting in the classroom.

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Online Training of Competent, Employable, Bioinformatics Professionals

I think that undergraduate education at most universities is done very badly. There are far too many courses that consist of professors giving standard lectures to large classes with evaluations focused on "memorize and regurgitate" exams. Most courses pay no heed to student-centered learning even though there has been sound pedagogical research showing that student participation leads to better learning. Most courses and programs provide no "value-added" component that takes advantage of being physically located in an enriched scholarly environment. Most courses do not teach critical thinking.

Given the horrible status of most university courses, it's not surprising that they can be replaced by online courses where the student never needs to set foot on a university campus to get the same quality of education. This is not an endorsement of online courses, it's a comment on the poor quality of campus-based courses.

David B. Searls is an "independent consultant" who published an article in PLOS Computational Biology: An Online Bioinformatics Curriculum.

Thinking Like an Administrator

A few years ago my university (University of Toronto) decided to take a look at student evaluations. A committee was formed and this was its terms of reference.

In recognition of the need to periodically revisit practices related to the evaluation of teaching, the Course Evaluation Working Group was formed in the Fall 2009 (Appendix B) and was asked to:

1. Review current course evaluation practices across the University of Toronto and at peer institutions;
2. Review current research on course evaluation policies and practices;
3. If necessary, make recommendations to improve existing policies and practices.

This sounds like a good idea. As you know, I am very skeptical about student evaluations [On the Significance of Student Evaluations]. It's abut time that universities took a long hard look at the process with a view to abolishing student evaluations or drastically revising them and reviewing their importance in promotion and tenure decisions. It's even more important to revise the policy on using student evaluations to judge the effectiveness of part-time lecturers and teaching assistants. At the very least, their role in determining teaching awards should be critically examined.

If I were in charge of this project I would pick a committee composed almost entirely of the following groups:

• front-line lecturers in introductory classes, including tenured faculty, untenured faculty, full-time lecturers, and part-time lecturers
• teaching assistants (graduate students)
• undergraduates

There would have to be substantial representation from undergraduates since they feel strongly about the issue and any drastic changes would require their consent and cooperation.

I would avoid having any administrators on the committee since the purpose of the committee was to evaluate existing university policy. In general, administrators are reluctant to make radical changes and they have trouble thinking outside the box. Furthermore, most of them don't have time to think seriously about the issue.

Administrators think differently than I do. Here's how they constructed the committee (see Course Evaluation Working Group.

• Edith Hillan (Vice-Provost, Faculty and Academic Life; Co-Chair)
• Jill Matus (Vice-Provost, Students; Co-Chair)
• Grant Allen (Vice-Dean, Undergraduate, Faculty of Applied Science and Engineering)
• Gage Averill (Dean and Vice-Principal, Academic, UTM)
• Cleo Boyd (Director, Robert Gilliespie Academic Skills Centre, UTM)
• Corey Goldman (Associate Chair [Undergraduate], Department of Ecology & Evolutionary Biology, Faculty of Arts & Science)
• Pam Gravestock (Associate Director, Centre for Teaching Support & Innovation)
• Emily Greenleaf (Faculty Liaison & Research Associate, Centre for Teaching Support & Innovation)
• Jodi Herold-McIlroy (Wilson Centre, Faculty of Medicine)
• Glen Jones (Associate Dean, Academic, OISE) Helen Lasthiotakis (Director of Academic Programs and Policy)
• Marden Paul (Director, Planning, Governance & Assessment)
• Cheryl Regehr (Vice-Provost, Academic Programs)
• Carol Rolheiser (Director, Centre for Teaching Support & Innovation)
• Jay Rosenfield (Vice-Dean, Undergraduate Medical Education, Faculty of Medicine)
• John Scherk (Vice-Dean, UTSC)
• Elizabeth Smyth (Vice-Dean, Programs, School of Graduate Studies)
• Suzanne Stevenson (Vice-Dean, Teaching & Learning, Faculty of Arts & Science)

No students. No teaching assistants. No part-time lecturers. Very few people who are currently teaching large undergraduate courses. Almost every person has an administrative positions of some sort—most of the positions take up a considerable portion of their time and some of them are full-time jobs.

That's what thinking like an administrator looks like.

I don't think my university is unusual. We have thousands of very smart students and teachers but all the important committees seem to be composed of people with heavy administrative responsibilities. Does anyone understand the logic here?

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Where Are the Best University Teachers?

Much to my embarrassment, the University of Toronto is promoting online courses, or MOOCs [Online courses for anyone, anywhere]. These courses seem to be for information only—you can't get a university credit for them.

I'm not opposed to offering free "courses" for people who don't have easy access to a university campus. In fact, I think it's a good thing. But let's make sure we distinguish between public lectures and serious education. In my opinion, if the quality of an online course is equal to the quality of a course given on campus then all that says is that the campus-based course is lousy. We should not refer to these online examples as "university courses." They should be labelled as "public lectures."

I'll have more to say about this later but today I want to return to an issue I raised before. Is it true that the "best" universities also do the best teaching? I have suggested that the answer to this question is probabyy "no" [On the Quality of Online Courses] [Is Canada Lagging Behind in Online Education?].

University Tuitions in Canada and the United States

The University of Toronto is the largest university in North America (70,000 students) and one of the top 20 universities in the world¹ [The World University Rankings 2011-2012]. It ranks near the top among the group of very large public universities [World University Rankings].

The University of Toronto is a public university. A large percentage of its operating budget comes directly from the provincial government. In that sense, it is comparable to many of the large state schools in the United States. When we're judging ourselves,² we use a list of nine American state schools of comparable size and quality.

Tuition costs have been in the news in Canada recently since there have been vocal student protests in Quebec over government plans to raise tuition costs in Quebec schools. The combination of tuition and fees will increase from $2,890 per year to $4,700 per year over a five year phase-in period.

What is the average cost of tuition plus fees at the University of Toronto and how does this compare with similar American schools? President David Naylor gives us the answer on his website where he discusses the problem of student debt in Canada and the United States [Student Debt Redux].

If you're an American, consider sending your children to a Canadian university. You'll save a lot of money and there's an added bonus—we get to show them what a real "socialist" country looks like.

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Note: One of the signs in the protest says, "Marx is dead, God is dead, and I don't feel so good."

1. There are many problems with these ranking but the bottom line is that the University of Toronto is a pretty good university as judged by outsiders.

2. Which we do obsessively every few months.

Sebastian Thrun Will Change Education

John Hawks is a big fan of online education. He posted a link to a Wall Street Journal article about online education [Online education and Silicon Valley]. The article, Sebastian Thrun: What's Next for Silicon Valley?, is mostly about a Stanford professor and Google employee, Sebastian Thrun.

The entrance to his building is littered with the gaudy red, blue, yellow and green bicycles that Googlers tool around on. I'm at the secret headquarters of the not-so-secret Google X, where the way-out-there projects of the search giant turn into reality. The gregarious play master, Sebastian Thrun, leads us into a well-worn conference room. The chairs are a shade of green not found in nature and the disrupting clang and cheers from a rousing foosball game waft in through the door. Mr. Thrun, 45 and slight in stature, is sporting a gray T-shirt of a local start-up and speaks softly with German-English diction.

Thrun and his Google colleague, Peter Norvig, taught an online course on artificial intelligence that attracted a huge number of students. Apparently there were 23,000 students who completed the course. That's amazing. But there's more ...

Mr. Thrun's cost was basically $1 per student per class. That's on the order of 1,000 times less per pupil than for a K-12 or a college education—way more than the rule of thumb in Silicon Valley that you need a 10 times cost advantage to drive change.

So Mr. Thrun set up a company, Udacity, that joins many other companies attacking the problem of how to deliver the optimal online education. "What I see is democratizing education will change everything," he says. "I have an unbelievable passion about this. We will reach students that have never been reached. I can give my love of learning to other people. I've stumbled into the most amazing Wonderland. I've taken the red pill and seen how deep Wonderland is."

How in the world do you pay attention to 23,000 students and give them a grade that reflects what they learned for only $23,000? The only way you could do that is to have all assignments and tests evaluated electronically and that's no way to teach properly. (You also need very cheap servers, internet access, and software and Thrun and Norvig have to work for free.)

Udacity is a for-profit company. How will it make money? [Ex-Stanford Teacher’s New Startup Brings University-Level Education To All].

Classes are currently focused on computer science since that’s what the team already knows how to teach. Examples include: Building a Search Engine and Programming a Robotic Car. As one of the inventors of Google’s self-driving car, Sebastian is perfectly suited to teach a class on how to program one. Udacity plans to expand to other subjects with the goal of building a full university online.

All classes are currently free, and the goal is to keep it that way. When asked how it will make money, Sebastian pointed out that recruiting good technical talent is something that companies pay for. Udacity knows who the best students are and could pass them along to companies looking for new hires.

Somehow I doubt that Udacity will be offering courses in philosophy, French, or art history. I don't even think they'll be teaching biochemistry since very few of our undergraduates move directly from a Bachelor's degree to jobs in biotech or pharmaceutical companies.

Sebastian Thrun thinks he's going to "democratize" education but, if he succeeds, what he's really going to do is dumb down and cheapen education. The only thing in his favor is the fact that today's universities are doing the same thing so creating online courses is probably no worse that what students are currently getting in the classroom. If someone can offer the same quality of "education" for much less money then what's the point of attending classes?

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Graduation Day

June is graduation month at the University of Toronto. There are various classes graduating every morning and afternoon for several weeks. (We have more than 70,000 students on three campuses, counting undergraduates, graduates, and enrollment in professional faculties.)

Today it's the turn of medical students. About 215 students just received their M.D. degrees. I'll be glad when it's all over 'cause the lineups at Tim Horton's¹ are horrible.

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Starbucks too, but I don't care about them.

Searching for a Chair

Universities are very complex institutions. I'm sure the average person doesn't understand how they are run. The reason I'm so sure of this is because the average professor doesn't know either! In fact, I'm not sure anyone knows.

A typical large university is divided into several faculties like law, medicine, engineering, arts & humanities, science etc. Each faculty has a Dean who is head of the faculty. Large faculties contain many departments; for example, a faculty of science might have departments of physics, geology, chemistry, and biology. Each department has a chair who is responsible for the administration of the department and for making decisions about hiring, firing, promotions, salary increases etc.

My department is the Department of Biochemistry in the Faculty of Medicine. The position of departmental chair is a five year appointment that is renewable once for a total of ten years. The ten years are up for our current chair so we have to find a new one. This is always a traumatic time for a university department.

The process begins with an addvertisment that's placed in prominent science journals and distributed to various other departments in Canada.

Chair, Department of Biochemistry
University of Toronto, Faculty of Medicine
Toronto, ON
Posted: December 5th, 2011

Applications are invited for the position of Chair, Department of Biochemistry, Faculty of Medicine, University of Toronto, for a 5-year term on or before January 1, 2013.

The Department of Biochemistry at the University of Toronto is a diverse and highly-productive department with a broad range of research areas including protein structure and folding, cell biology, computational biology, and genomics/proteomics. The department has 60 faculty members located at the university’s St. George campus, The Hospital for Sick Children, Princess Margaret Hospital, Mount Sinai Hospital, and other sites in the University of Toronto community. The department is an important component of the University of Toronto academic health science complex, which is among the largest in North America. The department offers programs leading to MSc and PhD degrees, as well as a strong undergraduate program in biochemistry.

The University of Toronto academic health science complex is among the largest in North America. The Faculty of Medicine (http://www.facmed.utoronto.ca) and its nine fully-affiliated hospitals receive over CAN $700 million per annum in research funds.

In addition to a record of academic excellence, the successful candidate will possess outstanding leadership, administrative management, and communication skills to direct a geographically-dispersed department. The individual will bring entrepreneurial vision and execute strategies to enable the Department to build and to sustain effective partnerships. Candidates should have a track record of successful and innovative leadership in education and research. The successful candidate should be eligible for tenured academic appointment at the rank of full professor in the Department of Biochemistry. The next Chair must have the vision and ability to take the Department of Biochemistry to a new level of international recognition and achievement.

Applications consisting of a letter of interest and CV may be submitted online at www.jobs.utoronto.ca/faculty (Job # 1101059) or by sending to:

Prof. Catharine Whiteside, Dean
c/o Anastasia Meletopoulos, Academic Affairs Specialist
Office of the Dean, Faculty of Medicine, University of Toronto
Room 2109, Medical Sciences Building
1 King's College Circle
Toronto, Ontario M5S 1A8, CANADA
Fax: 416 978 1774
anastasia.meletopoulos@utoronto.ca

The closing date for this position is January 31, 2012, or until filled.

For detailed information on the department, visit its Web site at http://www.biochemistry.utoronto.ca.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, members of sexual minority groups, and others who may contribute to the further diversification of ideas. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

The applications are reviewed by a search committee chaired by the Dean. Other ex officio members are; a Vice-Dean of the Faculty of Medicine, a representative of the Graduate School, and the chair of a cognate department. The committee has an undergraduate from our department and a graduate student in the department. In addition, there are seven professors from our department on the committee. The departmental representatives are split between those in the academic core (on campus) and those who are employed by hospital research institutes but have an academic appointment in our department.

After reviewing all the applications, the search committee draws up a short list of suitable candidates. These candidates are then invited to visit the department and give a seminar on their work. After the seminar they meet with members of the department, faculty, staff, and students in a 45 minute forum where we can ask questions.

This is the stage we're at right now. The candidates will be arriving in a couple of weeks. We have two from Toronto and two from other cities in Canada.

During their visit, the candidates meet with the search committee where they will be asked a series of prepared questions. Each candidate will be asked the same questions. After all four candidates have been interviewed, the search committee will make a recommendation to the Dean. The Dean is not obliged to offer the job to the recommended candidate but it would be highly unusual if she were to ignore the recommendation by the search committee. The committee may decide that none of the candidates are suitable for the job.

Once a candidate has been recommended, the Dean negotiates a deal that the candidate is willing to accept. (Salary, research space, and various benefits to the department are usually on the table.) Negotiations can fail if the demands of the candidate aren't met. In this case, the offer will go to the second choice of the search committee, if there is one.

How does this process compare to other departments and universities?

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Online Courses: The Great Courses

John Hawks has recently blogged about My foray into online education. He's posted videotapes of the lectures in his anthropology course: Principles of Biological Anthropology.

It's interesting to watch his lectures but I think he's avoiding the key question that concerns me about online courses. The question is, should we be delivering traditional "lectures" to students in our classrooms?

I would never allow anyone to videotape my classroom time and post it on the web. That's because my goal is to involve the students in the class and generate discussion. I don't want them to be intimidated by a camera and I certainly don't want the camera to record for posterity the interactions between students as they discuss the basic concepts and principles that come up in class. Sometimes I have to tell a student that there question was interesting but not on topic or, even worse, that it revealed a serious misunderstanding. Do we really want that posted on the course website?

Sometimes (often?) I say something really stupid. It's part of the risk we take when we have a course like the one I'm describing. These are not prepared and rehearsed lectures.

The Business of Online Education

John Hawks is interested in putting his lecture on the internet [My foray into online education]. I'll eventually get around to discussing whether this is a good idea or not. Today I want to question his sources.

John Hawks quotes an article by someone named Robert Tracinski as evidence that online education is the wave of the future. Let''s look at that article.

Robert Tracinski writes for The Intellectual Activist, which describes itself like this ...

The Intellectual Activist is especially dedicated to understanding and promoting the revolutionary ideas of the 20th-century novelist and philosopher Ayn Rand — the great champion of the power of reason, the supreme value of the individual, and the unfettered liberty of a capitalist society. TIA serves as a forum for those who are working to gain a deeper understanding of Ayn Rand's fiction and philosophy and applying her ideas to gain new insights in every field of human knowledge.

Rober Tracinski has been called The Intellectual Leader of the Tea Party.