Wouldn't You Really Rather Have a Professor?

May 13, 2009
Posted by Jay Livingston

I was grading exams yesterday and missed the Inside Higher Ed story on the continued adjunctification of our world. The data come from an AFT report.





Unfortunately, the report does not give data on the number of courses taught by each category of employee, just the numbers of people in each category. We don’t know whether all those grad students in research universities were teaching a course or two on their own or whether they were TAs doing a discussion section.

The trend is clear, though less so at research universities than at public colleges: the full-time, tenured or tenure-track professor is becoming the Buick of academia. You can still find them, but they’re gradually being replaced by non-union-made models that are easier to maneuver and far less costly to buy and maintain.

Multiple Choice - What Is It Good For?

May 12, 2009
Posted by Jay Livingston

Multiple-choice tests are
a. a convenience for students
b. a convenience for teachers
c. a quick way to test knowledge of facts
d. a travesty of education

It’s All of the above. Students often do prefer multiple-choice items. Less time and effort – circling a letter or blackening a Scantron box as a opposed to writing an essay.

For the teacher, they are easier to grade (the computer does it for you), and you don’t even have to compose your own test. Most textbooks come with prepackaged “test banks” of questions. The questions are often bad. They ask about unimportant things, and they often violate rules of good test construction. Some have more than one right answer

• A and C
• B and D
• A, B, and D but not C

Others have non-parallel choices:

It’s hotter in
a. the summer
b. the city.

It’s tempting for students and teachers to collude in this conspiracy and act as if some body of ideas and evidence, a set of complex thoughts, can be represented in a few dozen smudge marks. It reminds of the old Soviet factory workers’ joke: “We pretend to work, and they pretend to pay us.”

Once, many years back, as I began the intro to the unit on Freud, a student asked, “Hasn’t Freud been pretty much disproved?” I don’t remember what I answered, but later it occurred to me that perhaps what the student wanted was to reduce the entirety of Freudian thought to a single question: Freud – True or False. Answer: False.

There is a use for these items – as teaching tools. I used to make the test bank available to students so they could check on their reading of the textbook. But I would add that more important than getting the right answer was understanding why it was right, why the others were wrong, and why the question was at all important. What more general ideas did it relate to?

I’ve also used multiple choice quizzes as a teaching device in class. After I give the quiz, I don’t collect it but let the students get together in groups to figure out the right answers. It’s encouraging how thoroughly they will parse the answers, exploring the implications of each choice, going back and checking in the reading. These discussions also alert me to problems with the questions – ambiguous wording, more than one valid choice, etc. – so that I can correct them if I ever do decide to use them on a real exam.

I do use them – to accommodate student preferences and to avoid complaints about subjective grading. But for the most part, I dislike the idea of multiple-choice tests. I also find it ironic that the teachers who rely on them are also often the teachers who see education as preparing students for the real world. What in the world (the real world) will students ever be asked to do that resembles a multiple-choice test?

Sociology Blogging - Never Too Soon

May 8, 2009
Posted by Jay Livingston

I’m thinking of assigning blogs as coursework next time around. Jenn Lena at Vanderbilt created a sort of group blog, My Sociological Imagination, with different teams of students posting each week. Students were also required to comment regularly on other’s posts. (The seven percent solution – 7% of the final grade for the blog post, 7% for comments.) Jenn says that the blog posts were better than what students in past semesters wrote when she gave the same assignments as papers. Maybe it was because students knew that their work was going to be read carefully by their classmates, not just the teacher. (Read Jenn’s evaluation here, specs for the assignment here – both useful.)

I was impressed by the Vanderbilt students. But if I do shift to blogs, it will probably be because of the kids in Mrs. Castelli’s class in a high school outside Chicago. I can’t remember how I happened on Mrs. Castelli’s blog, but it has links to her students’ blogs, so I browsed through them.

I’m guessing that blogging was optional since barely a dozen a kids in two periods have blogs, but the ones that did create their own blogs seem to have fun with them. A couple of the kids just seem to like writing as a kind of public performance. All the bloggers seemed to enjoy the visual aspect – playing around with the different Blogger formats and including pictures (one kid illustrates nearly every post, regardless of topic, with a picture of a sleek car). I think the most successful assignment was the one that apparently asked them to compare photos from two eras and look for changes in cultural ideals. The boys mostly chose athletes, the girls preferred models or actresses.

So, at least when it comes to blogging, the kids are all right. And maybe I shouldn’t be surprised. After all, these kids have never known a world without the Internet. Putting your ideas about sociological concepts out there in a blog for the world to see isn’t much different from creating and customizing your page on MySpace or Facebook. Now if only they could learn to use their spell-checkers.

Slow Food Nation

May 5, 2009
Posted by Jay Livingston

An hour a day. That’s how much more time the French spend à table compared with Americans.

(Click on the chart for a larger view.)

The title on the chart (it’s from the OECD) is misleading. It’s not that the French need the extra time because they actually eat so much food. In fact, they eat less. French visitors to the US are often surprised (if not appalled or overwhelmed) by the huge portions in American restaurants. What the French are doing is not so much eating as having a meal. (OECD spreadsheets often provide the same data on two different sheets, one in English, the other in French. The French title for this same chart is, “Durée quotidienne moyenne des repas.” Eating is a necessary activity for getting nutrients into your body. A meal is an occasion, an end in itself.)

Americans seem to take a utilitarian view of eating. It’s something to be done as quickly as possible so that you can get on to more important things. Better yet, eat while you’re doing those other things. The great advantage of the Egg McMuffin is that you can hold your entire breakfast (egg, cheese, bacon, English muffin) in one hand while you drive to work. Your coffee rests securely in the cup holder – a device as indispensable in American cars as the automatic transmission. In New York, I see people walking down the sidewalk eating – a slice of pizza, a sandwich, a bag of fries – something you just don’t see in France. There, you sit down with others and have a meal.

It’s not just a matter of individual preferences. Americans who want “slow food” run into cultural and structural obstacles. It starts in school, where lunch period is usually less than a half hour, and the last kids in line may have less than ten minutes before their next class starts. And for adult workers, how many workers get a “lunch hour” that’s really sixty minutes? How many eat a sandwich at their desks while continuing to work?

But in France . . . On my first trip to Paris, I would sometimes compare notes with other Americans I met. Often, they were infuriated by the “fermature,” the midday closing of stores for two hours or more. They couldn’t understand why a commercial establishment would forgo a chance to make money just so that the owner and employees could eat a leisurely lunch. It was downright inconsiderate, not to mention inconvenient for Americans, who didn’t want to spend two hours in a restaurant.


(HT - PollyVousFrancais, who also prints the chart showing that the French sleep more than do people in other countries. And as with the repas, they may also pay more attention to who they are doing it with.)