The University of Oregon has rejected a professor’s proposal to conduct a campus climate survey to obtain data about sexual assault on campus, The Register-Guard reported. Jennifer Freyd, a longtime Oregon professor of psychology, said she asked the university for $30,000 to pay 1,000 participants for their time and for student email addresses to distribute the survey. She and several graduate students would have completed the project over the summer for free, to meet an internal reporting deadline for a faculty body and in response to recent calls from the White House for colleges and universities to collect such data.
Freyd, who studies sexual violence and has worked with members of Congress on military sexual trauma policy, says the Oregon administration expressed early enthusiasm about her project. So she was surprised last week to discover the university had rejected the proposal, she said, noting that she was shocked by the university’s “tone” in the Register-Guard report. Robin Holmes, vice president for student affairs, was quoted as saying she worried that the survey could produce “confirmation bias in the results." Freyd said she has been publicly critical of Oregon’s response to a high-profile sexual assault case on that campus, and filed a federal complaint. But she said she is a scientist and her survey tool is similar to one the White House recommends.
Via email, a university spokeswoman said the university would carry out the research, but that it could be "best be accomplished" by outside experts working in conjunction with university staff. Freyd says she’s not opposed to the university conducting its own study, since more data makes for a better understanding of what’s going on at Oregon – but she also wants to carry out her own project.
Two Temple U. professors are under fire for allegedly not disclosing in a working paper and in newspaper op-eds that their private prison-friendly research findings were funded in part by the private prison industry.
While looking around for scholarship on witchcraft trials just the other day (not in connection with current events, though with American politics you never know) I stumbled across Crime: A Batch From The Journal of Interdisciplinary History, an ebook in a new series from MIT Press that launched in May.
It reprints Edward Bever’s "Witchcraft Prosecutions and the Decline of Magic” from 2009, plus nine other articles on crime across the past few centuries. As far as I can tell, Batches is the first of its kind, at least in ebook format: a series of thematic anthologies drawn from the back files of scholarly journals that MIT publishes. Two other titles have appeared so far, Spies: A Batch from the Journal of Cold War Studies and The United States and China: A Batch from International Security. They’re all in an attractive and sensibly designed format, at the modest price of $6.99. (If an ebook series along the same lines as Batches does exist, I'll undoubtedly hear about it, and in that case will update this column with the pertinent information.)
Describing so ethereal an artifact as “attractive” may sound strange, but plenty of titles coming across my ereader have been real eyesores. (Both unnavigable and un-proofread, they've seemed overpriced even when free.) The MIT volumes have functional tables of contents, available both at the start of the file and via drop-down menu. Not only are there links between the text and endnotes but they work in both directions.
That is something you ought to be able to take for granted, but can't. No major investment of resources is required — just a little attention to detail when preparing the text. It’s time for readers to become a lot more aggressive about demanding adequate production values from the ebooks they bring out.
That's not to say that publishing volumes of papers selected from a specific journal is a new idea, even in digital format. For example, there is Classics from IJGIS: Twenty years of the International Journal of Geographical Information Science and Systems and ISO Science Legacy: Reprinted from "Space Science Reviews" Journal, V.
Apart from being specialized and quite expensive -- even by hardback standards, let alone for an ebook — they differ from the Batches collections by being stand-alone works, rather than part of a series. The title of SO Science Legacy: Reprinted from "Space Science Reviews" Journal, V would seem to imply that volumes I-IV are available to download by anyone with lots and lots of money, though in fact there’s just the one.)
And of course material from JSTOR and other repositories can be stored and read on a handheld device. Such material is almost always in PDF, however, which has limited flexibility compared to text in an ereader-specific format (e.g., mobi or epub). The latter allow the user to adjust the size of the type, and in my experience the option to highlight articles in PDF is luck of the draw, while that is less of a problem in the other formats.
A small but expanding array of scholarly periodicals now appear in ebook editions, including the American Academy of Arts and Sciences flagship Daedalus and the American Economic Association’s quarterly Journal of Economic Perspectives. Likewise with a number of law reviews, including many of the most prominent ones. Diverse as these journals are, they all routinely publish material of potential interest to non-specialist readers. Selling individual issues online gets the journal in front of a wide public without the hazards of newsstand distribution.
The new series from MIT is a synthesis of all the developments just listed — and, in some regards, an improvement on them. While reading around in the debut volumes, I was impressed both by the range of issues covered in each volume and by how well the selections complemented one another. For that, too, cannot be taken for granted. Collections of scholarly papers are often forced together rather than edited, much less integrated into a cohesive volume. Reading one is like attending a shotgun polygamous marriage among strangers, albeit not so memorable.
Jill Rodgers, marketing manager for MIT Press, made time to respond to my questions about the series by email. Her answers went some way toward explaining why the collections hang together better than compilations often do.
For one thing, the press monitors how its journals are being used. "We have access to traditional reports like article downloads and citations,” Rodgers told me. "Using Google Analytics and Altmetric.com, we also get a lot of information about what sites are bringing traffic to our website, who’s talking about our articles on blogs and in media outlets, how many people are bookmarking articles in Mendeley, who’s sharing abstracts via Twitter, etc.”
The possibility of using all that data to brainstorm ideas for ereader collections came up during a retreat late last year. The gestation time for the series was just six months.
"To create a Batch,” she said, "we first identify an article or topic that is getting a lot of play. We move to our archives and do some searching to see if we have enough content ... then reach out to the journal editor to see if he/she agrees the topic is skillfully covered by the journal and is willing to curate a final [table of contents].” Ideally the collection will include 6 to 10 papers; the titles now available contain 10 each.
While the marketing department’s data generated the topics, the collections' salience comes from the work of the journal editors who, "besides weighing the hundreds or thousands of articles available, will also compose an introduction” that explains "the impact of the articles within the field and their importance to the journal.”
The collection then goes into the digital production pipeline. “The first round of three Batches took 3-4 months from proposal to loading on Amazon,” Rodgers noted, "but I think that time period will shorten now that we’ve got the hang of it.”
Three more collections are nearly ready to go -- although they aren’t yet listed by online vendors, nor has any other information about them appeared. In other words, you read it here first. They are Gender and Sexuality: A Batch from TDR. (i.e., The Drama Review), Broadening the Domain of Grammar: A Batch from Linguistic Inquiry, and Responding to Terrorism: A Batch from International Security.
Rodgers indicated that the press has "another half dozen or so 'half-baked batches' that are in various stages.” She and her colleagues are now "also talking about taking requests for new Batches from readers.”
Other university presses are bound to follow MIT’s lead. For one thing, there is the appeal of being able to make use of material already accumulated by the publisher in its stable of journals. A proposal that involves getting content out of the digital warehouse and into revenue-generating circulation seems likely to enjoy the benefit of the doubt. But presses following the model of the new series really should mimic its standards as well.
And if they don’t…. well, let’s take up that topic later, in another column.
In today’s Academic Minute, Dennis O'Rourke, professor of anthropology at the University of Utah, hunts for clues that might indicate a people indigenous to this area. Learn more about the Academic Minute here.
Two websites -- here and here -- have been set up to raise money for Mary-Faith Cerasoli, a homeless adjunct who has been on and off a hunger strike to draw attention to issues facing those off the tenure track. Cerasoli has serious health issues that have many of her supporters worried about her well being, and that prompted the fund-raising drives.
The teaching of introductory economics at the college level remains substantively unchanged from the college classroom of the 1950s, more than 60 years ago. The teaching of other introductory courses, from psychology to biology, has changed dramatically -- with new knowledge and, more importantly, new pedagogical techniques. Today's students are also very different, not accustomed to sitting through 50-minute lectures, taking detailed notes of material and techniques, the value of which has yet to be demonstrated to them.
Thus, it is little wonder that more students do not elect introductory economics or, following the course, do not take more economics. Grades tend to be lower in introductory economics, discouraging many students from taking additional courses. The concern is paramount. In today’s complicated world, the design of sound policy requires an understanding of economic principles. Yet, so many who are deciding on policy, particularly voters, as it is they who elect policymakers in democracies, are frequently ignorant of economic principles. Now many students do major in economics, but frequently for what is perceived to be enhanced employment practices in the business world. Love of the study of economics does not seem to be manifested by many students. If a school has an undergraduate business major, the number of economics majors fall precipitously. Fewer and fewer graduates of liberal arts colleges go on into economics Ph.D. programs that are increasingly populated by very able international students.
Also, our traditionally underrepresented groups are truly underrepresented as students of economics. Women, though more than a majority of today’s college students, still shy from economics, as shown by a recent study done by Professor Claudia Goldin of Harvard University. African Americans and Latinos also are not well-represented in college economics classrooms. Why? Different hypotheses, each of which probably has some significance, include a particular alienation from the teaching methods, lack of role models in the classroom, difficult material and low grades combined with the additional challenge of being a minority student or a first-generation student. Also, normative issues such as poverty and discrimination are frequently marginalized, reducing the relevance of the course to many students.
Recently I chaired a meeting that had faculty members from over 60 undergraduate economics programs to discuss both Advanced Placement economics and the future of the college introductory course. There was consensus that the course seemed to be structured and taught, consistent with the first edition of Paul Samuelson’s famous and dominating textbook, Economics: An Introductory Analysis in 1948 (to continue toward 20 editions!). Texts and the course seem to mirror the major theoretical components of basic microeconomics and macroeconomics. Much has been added (e.g., game theory and rational expectations) with little subtracted (maybe labor unions and Keynesian fixed price case). The result is a rather encyclopedic textbook with 30 or more chapters.
Faculty race through as much of this material as is possible. With such breadth of material, depth is frequently sacrificed. Students are more frequently memorizing and not as frequently learning. Grades tend to be among the lowest in introductory college courses and student satisfaction highly variable. Most distressingly, students are not necessarily learning to think like economists and understand the power of economics as an explanatory tool for human behavior.
Thus, there is momentum to address the deficiencies of this extraordinarily important introductory course. More faculty are aware of these problems and recognize some lack of student enthusiasm. The College Board has initiated the discussion that I mentioned with groups conveyed to look at both introductory microeconomics and introductory macroeconomics. Under the guidance of respected economist John Siegfried (of Vanderbilt University) and a blue-ribbon committee of university economists, the National Council for Economic Education has developed 20 standards for economic understanding and literacy, applicable to differing levels of education. Textbook companies are now offering customized books so that a faculty member need not present 30-plus chapters to a student, but rather can customize 10 or 20 that will form the basis of a streamlined course, one in which students can truly learn economic concepts.
With such positive momentum, will the worthy objective of a newly inspired and improved economics courses become a reality any time soon? Obstacles still exist. Tradition and lethargy can be powerful brakes on new methods and ideas. Also, a course with less breadth means the elimination of some topics. Which will they be? For some economics faculty, labor markets can be eliminated; for others, labor markets form the heart of both microeconomics, and certainly macroeconomics. Yet the payoff is potentially so high.
From my perspective, students who take introductory economics should complete the course with some understanding of 1) why income inequality exists and how to address it, 2) the means by which negative externalities like pollution should be addressed, 3) international economic exchanges can be mutually beneficial, 4) what were causes of our most recent Great Recession, 5) how to address long-term unemployment, and 6) the causes of global inequality. Such a course would be of greater interest to our students in 2014.
In a world full of excruciatingly complex and dangerous problems (from income inequality to environmental degradation), economics, as a discipline, must be a central player as orderly resolution is sought. As mentioned, students might actually study in an economics course the causes and consequence of the Great Economic Recession of 2008. Today, such a topic is often too esoteric and not part of the mainstream cannon of economics. A generation of students, from varying backgrounds and experiences, should be taught to appreciate and even admire the power and the logic of economic analysis. Parents, students, and voters, you all must help to ensure that this opportunity for important educational analysis is not lost.
Clark G. Ross is Johnston Professor of Economics and dean of faculty emeritus at Davidson College.