The issue of whether this principle applied to the public sector arose in the case of Ontario v. Quon. The answer: Your public college administrators can read your email, texts, and see who you have called. Melancton Smith has a good blog on the case over at Beacon.

It amazes me how few people realize this basic fact. On a college campus, the IT personnel have to be busy sniffing out the bandwidth hogs who are torrenting illegal movies, spreading malware, etc. They are good at monitoring the system — probably better than most employers.

For more on the limits of campus privacy, see my two-part Big Brother and U, Part I: Is Your University Reading your Email?

From a prominent woman who fled Islamic death threats:

“‘South Park’ and the Informal Fatwa”

In a profile of cowardice, Comedy Central responded to a recent death threat by censoring the image of Mohammed on South Park

You can “piss Christ,” bash Buddha, mock the Pope, but humor is apparently not in the hadith.

Read:

http://www.guardian.co.uk/tv-and-radio/2010/apr/22/south-park-censored-fatwa-muhammad

http://article.nationalreview.com/432601/self-censoring-isouth-parki/nina-shea

And here is the image (censored) that Comedy Central now allows:

http://en.wikipedia.org/wiki/File:SP-s10e04-censor.jpg

When Danish cartoonists published cartoons of Mohammed, Islamic extremists rampaged worldwide and killed 100 people. Those who published the cartoons in the “land of the free” (USA) lost their jobs or were forced to grovel with apologies. Others had to go into hiding.

Academics, of course, led the way by rotting out the foundations of any reasoned defense of a free and civil society.

“Hey, hey, ho, ho, Western Civ has got to go” was the chant during the culture wars. There isn’t much left of “Western Civ” or any civilization, unless it is Nihilism with cowardly fear (but not reverence) for Islam.

Case in point: Years ago, Yale University admitted “Yale Taliban”--the propaganda minister for the Taliban–despite the fact he had only a fourth-grade education. Then, when Yale University Press published a book on the cartoon controversy, they censored the images for fear of death threats.

Now it is another sniveling retreat in popular culture (South Park).

“Land of the free”? “Home of the brave?

More of the same.

Shame on you Comedy Central!

http://chronicle.com/article/Bad-WritingBad-Thinking/65031/?sid=ja&utm_source=ja&utm_medium=en

In two decades of teaching, I’ve worked with exceptionally bright undergraduates. Once they enter graduate school, however, they conform to the “smelly little orthodoxies” of theory and the jargon-ridden writing of their discipline. I’ve always despised jargon that deadens prose and will be passé by the time these young conformists hit old age. Future generations will have to decipher why words and phrases such as “subaltern,” “post-structuralist,” “late capitalism” meant to the scribbling class of early 21st century academics.

The advice Orwell gives is very similar to advice Winston Churchill gave on good writing. This passage says it best (from Orwell, “Politics and the English Language”):

“Orwell leaves us with a list of simple rules:

* Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.

* Never use a long word where a short one will do.

* If it is possible to cut a word out, always cut it out.

* Never use the passive where you can use the active.

* Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.

* Break any of these rules sooner than say anything outright barbarous.

I am posting this for my own students and as a reminder to myself (fallen creature that I am).

My university is also part of the growing movement to “educate” through “Tunnels of Oppression.”

Alas, benighted Lithuania hasn’t caught up with U.S. “higher” education. They actually have a tunnel of oppression that deals with communism under Soviet rule. In the U.S. academy this is known as “historical communism” (to distinguish it from the Real Thing).

At any rate, those of us stuck in the “late stage of capitalism” are disadvantaged by our freedom, yet we may experience “historical communist oppression” through this Communist Theme Park (trip to Lithuania not included):

While direct appropriations to state universities have foundered, the state and federal money spent on students increased. This follows public choice theory: politicians spend money to gain the greatest number of votes. There are far more students (and their parents) who vote than there are institutions who want government money.

This is good for those students who use the money wisely and it is good for “school choice”: unlike K-12, students can choose their state college or university. Universities with declining enrollments moan and groan when students head to their competitors. To wit: my own university consists of two campuses: one with skyrocketing enrollment, the other in perpetual decline.

No doubt the news for those wedded to the status quo is bad. Nevertheless, recent trends in nontraditional education have taken off during this crisis. Even before the fiscal bust, Steve Jobs, Bill Gates and many others noted that colleges had gotten flabby–not with money but with their way of delivering education in the 21st century.

Campuses facing fiscal difficulty need to get aggressive with educational innovation. Online learning is up (again). Philanthropist Bill Gates is expressing interest in putting his money into improving online education. For the first time, I am using a free online textbook funded by the federal government and distinguished foundations.

Institutions with enrollment and/or funding shortfalls are turning to for-profit alliances. One of the biggest surprises: the National Labor College has formed a for-profit joint venture that retains faculty unionization (NLC is dedicated to promoting unionism). “Bread-and-butter” union faculty ought to take notice: Change or die.

Here’s to a new year hoping that my own institution (Southern Illinois University) starts lighting candles rather than cursing the darkness.

There are exceptions, but this is a problem. Parents and school boards need to demand more writing and research.

As an aside, the Concord Review publishes some of the best high school essays produced nationwide. Check it out here.

Tony Wagner, Harvard School of Education
The Global Achievement Gap
New York: Basic Books 2008, pp. 101-102

College Ready?

A few years ago, I was asked by the leaders of one of the most highly regarded public high schools in New England to help them with a project. They wanted to start a program to combine the teaching of English and history because they thought that such a program would give their graduates an edge in college-and more than 90 percent of their students went on to college. They thought that teaching the two subjects together would help students gain a deeper understanding of both the history and literature of an era. Yet when I asked them how they knew that this would be the most important improvement they might make in their academic program, they were stumped. They’d just assumed that this innovation would be helpful to students.

Personally, I think interdisciplinary studies make a great deal of sense, but I also know that schools have very limited time and resources for change and so must choose their school and curriculum improvement priorities with great care. I proposed that we conduct a focus group with students who’d graduated from the high school three to five years prior, in which I would ask alums what might have helped them be better prepared for college-a question rarely asked by either private or public high schools. The group readily agreed, though, and worked to identify and invite a representative sample population of former students who would be willing to meet for a couple of hours when they were back at home during their winter break.

The group included students who attended state colleges and elite universities. My first question to them was this: “Looking back, what about your high school experience did you find most engaging or helpful to you?” (I would ask the question differently today: “In what ways were you most well prepared by high school?”) At any rate, they found the topic quite engaging and talked enthusiastically and at length about their high school experiences.

Extracurricular activities such as clubs, school yearbooks, and so on topped the list of what they had found most engaging in high school. Next came friends-there were no cliques in this small school, they claimed, and so everyone got along well. Sports were high on the list as well: Because the school was small, nearly everyone got a good deal of playing time.

“What about academics?” I asked.

“Most of our teachers were usually available after school to help us when we needed it,” one young man replied. Several nodded in agreement, and the the room fell silent.

“But what about classes?” I pressed.

“You have to understand, ” a student who was in his last year at an elite university explained to me somewhat impatiently. “Except for math, you start over in all your courses in college-we didn’t need any of the stuff we’d studied in high school.” There was a buzz of agreement around the table. Then another students said, with a smile: “Which is a good thing because you’d forgotten all the stuff you’d memorized for the test a week later anyway!” The room erupted in laughter.

I was dumbfounded, not sure what to say next. Finally, I asked: “So, how might your class time have been better spent-what would have better prepared you for college?”

“More time on writing!” came an immediate reply. I asked how many agreed with this, and all twelve hands shot up into the air. And this was a high school nationally known for its excellent writing program! “Research skills,” another student offered and went on to explain: “In high school, I mostly did ‘cut and paste’ for my research projects. When I got to college, I had no idea how to formulate a good research question and then really go through a lot of material.”

*********************

“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
fitzhugh@tcr.org; www.tcr.org
Varsity Academics®

“A cursory look at the data is not encouraging. Although 41 percent of America’s college-bound students enter community colleges each year , only 28 percent of this cohort actually complete their studies and earn a degree , an even more dismal outcome than that displayed at the nation’s baccalaureate colleges, where 56 percent manage to graduate . These depressing statistics haven’t dampened the general consensus favoring support of community colleges because proponents appear to believe that college “access” trumps successful college completion and that “some college is better than none.” Refuting the latter point, U.S. community college non-graduates have only marginally higher earnings and lower unemployment rates than high school graduates and do far less well than their counterparts that manage to complete their studies. The disappointing outcomes at community colleges are to some extent hard-wired into four aspects of their design. These institutions are proudly and aggressively “open admissions” which means that there are no academic criteria to get in except, in most places, a high school diploma. . . .”

Readers interested in learning the graduation rates (and other vital statistics) of any college in America can find it at http://nces.ed.gov/collegenavigator/ Will financial aid be tied to merit rather than a free lunch for everyone, regardless of performance? The political incentives work against any such reform. After all, the citizens of Entitlement U.S.A. believe it is their unalienable right to a discounted (or free) college education. Furthermore, politicians count votes and “something for nothing” is always popular. On we go . . .

First, it is no accident that online courses aren’t full of the trendy postmodern nonsense that dominates campus offerings. Nonsense flourishes where it is not transparent to the larger world. Online education operates by making itself transparent and open to that larger community.

Second, many institutions face stiff financial challenges. While I work at a state university, the online education division is entirely self-financed: not a single taxpayer dime, all revenue comes from tuition of students who sign up for courses. It is no accident that this division is the most entrepreneurial of all our divisions, and most no-nonsense with its offerings (Foucault 101 wouldn’t “sell” to our students in the military, single parents working during the day, high school teachers expanding their content knowledge, etc.).

Online education can be done badly. There is a possible “race to the bottom” in terms of quality but, as the work of the NAS amply demonstrates, this is also a problem on campus. If anything, the market reality provides a test of what people–not tenured radicals–want from a college education.

As an advocate for online education at my university, I submitted the following presentation to my college of liberal arts. For those unsure about online education, I also recommend an excellent 20-minute video presentation that I have posted online (with the permission of the professor).

The timing couldn’t be worse for those who would cripple economies with the plaintive cry: “Do as we say or we all die!” Worldwide there is growing skepticism about the benefits of micromanaging every aspect of daily life while measuring “carbon footprints.” The Wall Street Journal even contributed to this Nanny Project with a long piece measuring the carbon footprint of various common products. I was relieved to see that beer had the lowest carbon footprint.

How far have we gone when we decide whether or not it is “good for the planet” to drink beer? Now we must ask: Did German scientists manipulate the beer data to preserve their national beverage? (I’m kidding). It’s a good cause (beer drinking) but who studies this stuff? And when is enough enough?

To read more, click here.

During the 1990s, many upscale universities had students who said “Enough!” and established newspapers to advocate for academic freedom, mock the Mickey Mouse courses taught on campus, and generally play the role of watchdog. Needless to say, those newspapers were not welcomed by administrators or the PC thugs who “police” what happens on campus. Blessed by administrators who looked the other way, the thugs stole newspapers en masse and otherwise bullied these reporters in a style worthy of the Ku Klux Klan.

Flash forward ten years: the Internet offers students, alumni and faculty the opportunity to watch and report on the crazy shenanigans of those in power and those who feel empowered to act as foot soldiers in the “long march through the institutions” that has done so much damage to academic rigor and freedom.

(Disclosure: I have my own blog, FreeU, focusing primarily on Illinois issues).

Here I’d like to profile one excellent student blog: ClaremontConservative.com

Issues of interest to NAS readers include the following:

*Thought reform

*Expulsion for the “wrong” views

*Racial segregation promoted by the administration.

The military bloggers have a central directory; perhaps it is time to gather a EDUblogging directory? Meanwhile, search and you will find someone blogging about your campus, whether the pooh-bahs approve or not.

Postscript: Alumni need to get into the act. They have nothing to fear–and administrators sometimes listen to them. Using the web, I got alumni at my alma mater to pressure the administration and get rid of a mandatory “white guilt” seminar for freshmen.