M. D. Anderson Cancer Center violated professional norms as well as its own policies regarding academic freedom and tenure in failing to renew two long-term professors. That’s the upshot of a report out today from the American Association of University Professors on the nonrenewal of Kapil Mehta and Zhengxin Wang from 2012-13. Like all professors at M. D. Anderson, Mehta and Wang were employed on a seven-year “term tenure” contract, and were not renewed after having each been granted tenure in previous cycles. Both received unanimous faculty recommendations for their tenure renewals, but they were denied at the institutional level and never provided reasons why in writing, according to the report. Their appeals -- to the same office that denied them tenure in the first place -- were rejected.
The A.A.U.P. expressed significant concern about the idea of temporary tenure, which it called a contradiction in terms, last year in an article on the cases in Inside Higher Ed. In its full investigative report, A.A.U.P. says that University of Texas-affiliated cancer center -- like many other research institutions -- is facing decreased funding opportunities and so putting greater pressure on the faculty to do more with less. But M. D. Anderson is unusual and in violation of the principles of tenure in making its faculty reapply for tenure every seven years under the guise of accountability, the report says. It’s also unusual in that it didn’t follow its own procedures for transparency regarding the two tenure decisions. A.A.U.P.’s report also suggests procedural irregularities in the review of a third, pretenure professor who was demoted to a classified position. The investigating committee noted additional concerns about shared governance and the overall climate for academic freedom at M. D. Anderson, especially under President Ronald DePinho, who began in 2011.
Mehta is finishing out the end of his term at M. D. Anderson and pursuing other opportunities. He said the A.A.U.P. investigation so far hasn’t changed his situation but he hopes it will prevent other scholars from being treated similarly in the future. Wang found a faculty position at Clark Atlanta University.
Via email, an M. D. Anderson spokesman said the institution had "many serious issues" with the report, especially its focus on DePinho, who did not initiate the term tenure policy, which has been in effect for decades. The spokesman also questioned A.A.U.P.'s assertions that both professors hadn't been given reasons for their tenure denial, since the provost told Mehta in writing that he'd been denied because he was not expected to meet his funding target. In an official letter of response to A.A.U.P., M. D. Anderson said its current tenure renewal rate remains high, at 97.7 percent.
If you have a deep interest in natural history, then chances are Caitlin O’Connell’s name is already familiar. And if not: simply put, she’s like Jane Goodall, but with elephants.
The author’s note for Elephant Don: The Politics of a Pachyderm Posse (University of Chicago Press) identifies O’Connell as author of “the acclaimed science memoir The Elephant’s Secret Sense,” from the same publisher, “and the Smithsonian channel documentary 'Elephant King,’” which I am going to watch just as soon as this column is done. For in fact the topic was of no particular interest to me before noticing Elephant Don, with its arresting and beautifully composed cover photo of several tuskers gathered on a dusty plane in Namibia -- a portrait of “the boys’ club,” as O’Connell dubs a roving group she’s studied in the wild for many years.
Portions of the book are adapted from postings to the New York Times’s Scientist at Work blog that the author wrote while also publishing more technical presentations of her findings in Ethology Ecology & Evolution, American Zoologist and other peer-reviewed journals. When not doing fieldwork in Namibia, O’Connell is an instructor at the Stanford University School of Medicine. Her vita also lists her as co-author (with Donna M. Jackson) of The Elephant Scientist -- an award-winning children’s book -- to which Elephant Don is something like the grown-up’s sequel.
O'Connell's earlier writings, both scientific and popular, reported on research into elephants’ ability to communicate through their feet, via seismic waves. A bull in heat can “hear” the distinctive stomps of an amorous female and make his way in her direction. Elephants do not have a herdwide mating season. Mature individuals of either sex go into heat on their own cycle, for periods of four to six weeks, every five years or so. Without the earthshaking mating call, they might never hook up.
Why not? It’s a matter of gender politics: male offspring have a place in the herd until they reach sexual maturity. The surge of hormones turns the male calf into enough of a pest that the matriarchy pushes him out to fend for himself in a world full of predators and loneliness. (The men’s rights movement would be hard-pressed to adduce a more pitiful injustice.)
Elephant Don chronicles the life and times of a group of adult males who come to Mushara -- the watering hole where the author and her coworkers have established their observation post -- during several summers, beginning in 2005. The size and composition of the cohort change over time, but researchers can distinguish the animals by variations in size, tusk length and ear characteristics -- identifying them by nicknames that seem to become more comical from one year to the next, including Luke Skywalker, Keith Richards, Rocky Balboa and Captain Picard.
The de facto leader of the group -- the one who gets the best spot at the watering hole and decides when it’s time to leave -- is an old bull called Greg, also known as “the don,” for reasons that become clear after he takes his place:
“[The] subordinates line[d] up to place their trunks in his mouth as if kissing a Mafioso don’s ring…. Each bull approached in turn with trunk outstretched, quivering in trepidation, dipping the tip into Greg’s mouth. It was clearly an act of great intent, a symbolic gesture of respect for the highest-ranking male. After performing the ritual, the lesser bulls seemed to relax their shoulder as they shifted to a lower-ranking position within the elephant equivalent of a social club.”
The don bellows and flaps his ears to signal that it’s time to roll, and his loyal subordinates bellow in reply while making sure that the younger bulls don’t fall behind.
Hierarchy and communication are well-established aspects of life in the matriarchal herd, but O’Connell indicates that social order among exiled males is a much less studied topic. She observes other behavior that seems to express or maintain the leadership arrangement, such as one bull turning his back to acknowledge his subordinate position to another, or holding his trunk over a younger or smaller bull’s head, which seems to express camaraderie.
Another set of signs accompany the onset of musth, the mating phase, when a bull’s testosterone level shoots up to 20 times normal. He walks around in a state of constant arousal, dribbling urine and ready for action. Once in an all-male group, a young bull’s musth-driven aggression (fighting and mounting everyone in sight) will be met by shoves and head butting from his elders. O’Connell hypothesizes that such disciplinary action may cause “socially induced hormone suppression,” as happens with other species.
It doesn’t always work, and a couple of the book’s most dramatic chapters describe challenges to the don’s authority by low-ranking but high-testosterone young bulls. There is also a period when most of Greg’s entourage disintegrates under the stress of a drought, partially reassembling around his leadership when conditions improve later.
Giving the elephants human names, while a matter of convenience in recording their behavior, is already a step towards anthropomorphizing them, and the process is irreversible once you add narrative. That’s fine in popular exposition, since the stories O’Connell has to tell -- both about the elephants and about life in the field, with poisonous snakes and infrequent access to a shower -- are certainly absorbing.
But I wondered for a while if the ascriptions of personality and motive to her “pachyderm posse” might not embellish things beyond credibility. Only halfway through the book do we get a chapter reviewing scientific findings about elephants’ cognitive powers -- pages that put the question in a new light.
Seismic communication itself is pretty impressive, but elephants also have the capacity to solve problems (say, by throwing rocks or an uprooted tree onto an electrified fence to disable it) and to fine-tune tools: “In one study, for example, elephants were shown to use their highly muscular prehensile trunks to modify branches for optimum use as switches to repel flies.” Their proverbial memory may be superior to that of humans, and experiments have shown them to be able to understand iconic symbols and to remember distinctions for long periods.
So the possibility that they have rituals and a social order is not, on the whole, that much of a stretch. It’s enough to make you wonder what they think of us, assuming they even bother.
Defenders of higher education are on the ramparts. Again. This time, the ivory tower is under assault from a pitchfork-carrying crowd marching under the banner of reducing the cost of baccalaureate degree programs via the use of new technologies, especially online learning.
Predictions of the demise of the traditional baccalaureate program, especially at residential liberal arts colleges, have resonated through a spate of books and articles over the past few months. The planned closure of Sweet Briar College amplified the message that our institutions of higher learning are on the brink (and this at the height of the college acceptance/rejection season).
But are things really so dire for traditional undergraduate education? Are we really looking at The End of College, as Kevin Carey insists? As we consider the impact of new technologies on higher education, must college be “unbound,” “disrupted” or “unbundled” in order to best serve this generation of students?
It will be several years before we are able to assess the long-term viability and validity of an unbundled college program, but I believe unbundling is a fatally flawed approach. Rebundling is my rallying cry.
Many proposals to unbundle traditional higher education advocate a complete reinvention of the undergraduate experience. These proposals often dismiss or fail to make best use of excellent resources within existing institutions. Moreover, those wishing to unbundle the traditional baccalaureate degree program haven’t adequately considered the way teenagers entering college would experience an unbundled education. They overlook the fact that achieving success in an unbundled degree program requires a level of cognitive and developmental maturity that teenagers often don’t possess. (Adult learners, on the other hand, more often have the level of executive functioning necessary to successfully complete an online program, which is one reason why online learning has become such a useful option for this demographic.)
Finally, advocates of unbundling have not solved the dilemma of accreditation. For employers and graduate schools, established colleges and universities have long played an important role in certifying the meaning and value of the degrees they confer. In my opinion, there are two inviolable tenets of American higher education: to make students smarter and to recognize them as “certified smart.” What institution or agency will provide comparable certification for a degree from the “university of everywhere” (to use Kevin Carey’s term), a degree that is the aggregate of course components from diverse sources?
Under the leadership of Senator Lamar Alexander, a congressional committee is considering this issue. However, if a push to embrace unbundled degree programs results in a number of new agencies to accredit those programs, such a proliferation will likely diminish the current value of accreditation. Second, even if the number of new accrediting bodies is limited, any newly created agencies will have to establish track records of reliability over time in order to be viewed as comparable to the certification offered by existing colleges and universities.
As a response to these challenges, my proposal to rebundle college preserves the primacy, integrity and identity of existing institutions. Rebundling college will benefit students, reduce costs and provide the necessary certification of a given program of study by a college or university faculty.
This model will require many existing institutions to reorganize so that they, in effect, become the curators of an education for each enrolled student.
Individualized degree programs will be culled and created from many sources, much in the way an art exhibit is curated so that separate pieces come together to form a coherent, integrated whole. With oversight from their enrolling institutions, students will select from a variety of traditional and emerging pedagogies as well as other academic and co-curricular resources that existing institutions provide.
My model for rebundling college has three parts:
Part One: Educational and Financial Commitment
The first part involves the student and family making a commitment to planning a course for an individual’s education from (ideally) middle school through college. Planning could be initiated and overseen at the school district or the state level, perhaps through a mechanism similar to the Achievement Compacts developed by the Oregon Education Investment Board. Trust me: I do not underestimate this challenge given the current cultural patterns of limited or no forethought to developing a plan for postsecondary education among scores of families. Financial planning support must be made available to families through guided online learning modules, or where resources permit, group or individual counseling sessions that begin (again, ideally) in middle school, with special incentives for the lowest-income families.
And the individual plans -- digitized and kept within the control of the student and family -- can be updated periodically.
Part Two: Curriculum
The second part involves customizing a curriculum required for a student to complete a degree program. The institution at which the student eventually enrolls will support and oversee this process, curating a student’s education according to its own distinctive mission and goals.
The courses needed to complete the degree program may be taken at a home campus, or, where necessary, outside classes (reviewed and approved in advance by the home campus) would be purchased for the student. This process, similar to cross-registration protocols currently employed by collaborating institutions, would also encompass the purchase and delivery of online course content. This model reduces the need for a single campus to provide highly specialized but low-enrollment courses, thereby improving efficiency and reducing costs.
Part Three: Co-curricular Experiences
The third part focuses on co-curricular educational experiences. Participation in study abroad programs, intercollegiate athletics, or work with a faculty member on a specific research project, for example, can be layered into this model according to individual student interests and aspirations. These options would be priced separately and reviewed with an eye toward the overall financial strategy in place for the student. While these opportunities add significantly to the educational experience of each student, this model accepts that institutions may not be able to provide all opportunities for all enrolled students. Therefore, great care must be taken in order to avoid exacerbating the equity divide in higher education. This will require additional financial aid to low-income students, aid that is likely to be campus based. Moreover, it is not expected that students coming from wealthy families will uniformly engage in all options for high-impact co-curricular experiences.
This tripartite model for rebundling college has distinct advantages when compared to models of an unbundled education.
First, this model specifically addresses issues of student readiness for, and access to, higher education. Most importantly, this model directly engages students and their families in a beneficial, comprehensive academic and financial planning process that is currently lacking among students of traditional college-bound age, but is so critical for student persistence and success in a degree program.
Second, the curated, individualized educational program provides necessary structure and guidance for students as they develop the cognitive, personal and technological skills needed to earn a degree. This model integrates new technology and online learning opportunities as appropriate for individual students -- opportunities that are brokered, reviewed and recommended by faculty at the home campus. Ultimately, the curated educational program will reflect the distinctive ethos of a specific college or university faculty dedicated to a complete and cohesive vision of what a graduating student should know and have experienced. This model for rebundling college, therefore, offers a means of quality control and reliable certification of all degrees granted. The degrees earned by students retain an institutional imprimatur, which is significant for employers and graduate schools.
While this model addresses issues of equity and access in higher education, it does not assume public investment in a full residential college experience for every traditional student. Instead, this model advocates that institutions do as much as they can for as many as can afford the opportunity, while still being cost-effective.
These evolving dynamics and demands on institutional leadership and faculty will lead to changes to our traditional models, and debate about the effect of disruptive technology on higher education is in the early stages. Those on the ramparts of the ivory tower and those carrying pitchforks are set for a long battle. The best way forward is the détente proposed for rebundling college.
Larry D. Large is president of the Oregon Alliance of Independent Colleges and Universities.
Most of us read that Sweet Briar College, a small, private women’s liberal arts college in rural Virginia, announced it would close this summer. The closure can be explained through various factors and reasons: ever-growing deferred maintenance, lack of internship options for students, a rural setting, diminishing public interest in liberal education and single-sex education, an endowment made up of mostly restricted funds, and the simultaneous effects of decreasing enrollments resulting in higher rates of tuition discounts and years of dipping into the unrestricted endowment to cover operating costs.
To be sure, Sweet Briar is not closing due to an absence of quality. Indeed, Sweet Briar was one of the colleges in Project DEEP (Documenting Effective Educational Practice), run by the N.S.S.E. (the National Survey of Student Engagement), which identified institutions excelling at education. Sweet Briar’s fate should worry anyone concerned with maintaining a high quality of undergraduate education in America because some of Sweet Briar’s peers are endangered.
Of the 2,353 Title IV four-year public and private postsecondary degree-granting institutions in the United States listed by a 2013-14 report from the National Center for Education Statistics, liberal arts colleges comprise about 4 percent. And yet research indicates that these institutions do extraordinary things typically not found in any other institution type.
Data supporting this claim of quality can be found in multiple studies (outlined and hyperlinked below), and it deserves some attention because such dedication to uncompromised quality in a close academic community falls on deaf ears in our national conversation that focuses primarily on quantity, scale and technology.
In an address to the American Council of Learned Societies, George Kuh, director of the National Institute for Learning Outcomes Assessment at Indiana University at Bloomington as well as the founder of N.S.S.E., described these colleges as “built to engage.” Kuh found that students attending these institutions tended to not just obtain new knowledge but also “tend to gain more in intellectual and personal development.” Likewise, graduates of these institutions also tended to be more civically engaged later in life. In other words, liberal education’s commitment to educating the whole person, at least in these contexts, represents both an ideal and an actual reality.
Accordingly, liberal arts colleges also have the highest rates of alumni satisfaction when compared to other institution types in studies by the Annapolis Group and the Carnegie Foundation for the Advancement of Teaching, respectively. Students graduate from these colleges feeling positive about their educational experience, the attention from faculty and staff, and their overall development as adults. Alumni are satisfied despite attending institutions that typically carry the highest price tag in America.
Given such positive experiences in undergraduate education, it is no surprise then that on a per capita basis there are more liberal arts college graduates obtaining advanced degrees and doctorates than other institution types, according to Kuh (see also a report from the College Solution for a list of specific institutions). Some may interpret such data to indicate that these graduates need advanced degrees to find employment. Another interpretation would be that these colleges better prepare students for the levels of thinking required for completing advanced degrees of study. While both may have some truth, these data indicate that such graduates are then obtaining jobs requiring more advanced degrees as well.
Another best practice of undergraduate education associated with positive student outcomes relates to student experiences with diversity. A study by Paul Umbach, a professor of higher education at North Carolina State, and Kuh found that liberal arts college students “are significantly more likely than their counterparts at other types of institutions to engage in diversity-related activities and to report greater gains in understanding people from diverse backgrounds.” The research linking best practices of education and liberal arts colleges makes sense given that these schools intentionally cultivate small, engaging academic communities with single-mission commitments to undergraduate education in the liberal education paradigm.
To date, the most thorough summary of the research on both liberal arts colleges and liberal education may be found in "Liberal Arts Colleges and Liberal Arts Education: New Evidence on Impacts." While this report remains too large to summarize in the current article, the authors raise an important distinction based on findings that both confirm and challenge the notion that liberal arts colleges are the best at undergraduate education. The confirming data indicate that students at liberal arts colleges typically experience high-quality teaching and an engaging institutional climate through best practices. This makes sense for these institutions, as they also typically spend more on students than other institution types. Yet it challenges this notion insofar as attending these schools does not guarantee that a student experiences such high quality, therefore these institutions were not found to guarantee better student outcomes (e.g. grades, higher scores on standardized learning assessments). After all, just as a professor cannot force a student to learn, an institution simply being a liberal arts college does not ensure quality. The evidence, however, remains that these colleges typically embody the best of undergraduate education.
Despite all of these indicators of quality, these institutions are disappearing. In his 1994 "Liberal Arts Colleges: Thriving, Surviving, or Endangered," David Breneman determined that there existed 212 institutions that qualified as true liberal arts colleges. To define liberal arts colleges, Breneman first utilized the Carnegie Foundation’s previous classifications of liberal arts colleges I and II and then added his own educational and economic criteria. Educationally, colleges must have few or no graduate programs and must award at least 40 percent of their degrees in the liberal arts and sciences.
These criteria effectively eliminated small comprehensive universities as well as professional or preprofessional colleges. Economically, colleges required similar financial models of revenue and cost in order for Breneman to compare institutions. Vicky Baker, Roger Baldwin and Sumedha Makker reran Breneman’s study and found that after 18 years, 137 institutions remained. For my own dissertation research on liberal education under the mentorship of Breneman, I also reran the study using Baker et al’s sample two years later in 2014 and found that only 103 qualified. After Sweet Briar’s closing, 102 will remain.
While some liberal arts colleges with sizable endowments -- Amherst, Swarthmore and Wellesley Colleges, among others -- will be able to weather storms better than others, I expect this trend will continue in the foreseeable future. Colleges will either close, transform into professional schools, or become small comprehensive universities. In the meantime, we need to study these institutions while we still can so that our understanding of the best model of undergraduate education does not in turn disappear. Further research is needed to explore what precisely faculty and staff do to bring out these positive outcomes, what forms of assessment might be best suited for such intense and nuanced communities of learning, and how essential human-to-human interaction is the learning and development process.
The uncertain future of the liberal arts model serves to bring its most valuable and essential components into clear focus. The foundations of mentorship-style learning with faculty and staff through a breadth and depth of study, community engagement, and residential living on which the model is built must not be allowed to fade along with the popularity of liberal arts colleges. It should, at least, set our standard for undergraduate education as well as inform and enrich our work in other sectors of education, be it other institution types or emerging postsecondary models. After all, how else will we know if other models of undergraduate education can measure up to the high ideals and practices associated with liberal arts colleges?
Jason Jones, a Ph.D. candidate at the University of Virginia’s Center for the Study of Higher Education, is completing a dissertation on liberal education.