Today, The Chronicle posted a short story about a Ph.D. candidate who was shocked by the fact that college students were less plugged in than he was (video of the lecture is included and I think it's pretty interesting). I'm more saddened than shocked. More students are online than ever, but so very few seem savvy about what they can do with the web. None of the students in the lecture had blogs. None seemed to know what RSS was. The students expressed doubt about the importance of web entities like Second Life. How creative will the next generation of marketers be if they question the importance of the web?
A few years ago, an absolutely brilliant engineering student at one of my former institutions came to see me. He nervously clutched a spindle of blank CD-Rs and shifted his weight from one foot to the other. I couldn't imagine what was making him so anxious. He softly asked "Dean J...could you teach shins to me?"
I was almost in shock. "Shins" is how a certain type of file extension (.shn) is pronounced by those who use it. Along with FLACs (.flac files), they are used by tapers and traders of live music. Trading live music, encouraged by a whole range of bands, changed from mail based to Internet based in the late 90s. I assumed that all teenagers were familiar with .shn and .flac files and converting them to audio (.wav) or MP3s. The fact that my extremely savvy engineering student didn't know about these simple files or how to get them through Bit Torrent (which, unfortunately, has since become popular with sharing copyright protected music and movies) was pretty shocking.
That little incident made me realize that while students are more "plugged in" than ever, many are only familiar with technology that's packaged in easily digested bits. It used to be that social interaction on the web was done by newsgroup and IRC (Internet Relay Chat). I believe listserves came along next, making messages come to the user instead of requiring the user to go to the messages. Then Prodigy and AOL came along and created "environments" that sat on the web, but didn't require users to actually go to the web. Around that time, I remember seeing a lot of students writing down their email addresses without an "@domain.com" because they only interacted within AOL, where that wasn't required.
I could go on and on with the time line, but as I stated earlier, what we arrive at is a time when the majority of students are online, but the minority of students are truly savvy about the web. Ask a student to personalize their MySpace page and they can put together a page full of bells and whistles. Ask them to create a website and many would need explicit instructions for registering a domain name.
Students, for a while, were the teachers when it came to the web. Perhaps we're approaching a reversal of that.
Wednesday, November 29, 2006
Friday, November 17, 2006
Standardized testing frustration
Standardized testing instills anxiety in even the smartest of students. Okay, that's a lie...I was a good tester and never really felt nervous walking into a test after my first foray into the SAT world as a seventh grader. However, I'm feeling that anxiety now, as an adult. My feeling is that the testing has become less and less reliable, despite supposed improvements.
Last year, months after the first widespread administration of the "new" SAT (the new format included a writing section), ETS announced that a large number of test results were flawed. The problem: the score sheets had been exposed to extreme humidity which made the machine that read the sheets unable to scan them correctly. ETS notified us of about 70 scores that were higher than previously reported after they found their error. However, they decided it wouldn't be fair to correct scores that had been higher before the error was found. Hm.
So, a year later, I feel the need to tell every student who asks about our SAT score averages about the data possibly being bad. They all seem surprised, which makes me think very few, if any, schools are saying the same. Bad data = bad statistics.
Now, on top of that, I've been keeping any eye on the scores for the essay in the new section of the exam. The essay is scored by two readers, who rate it on a 1-6 scale. The two scores are added, so the highest score possible is a 12. In a year of reading essays (and some of the essays I see are beautifully done), I saw one 12, a few 10s and 11s, and a slew of scores from 6 to 8. I also saw a few 4s. What does this tell me? That most students can throw enough on paper for 25 minutes to get an average score, but that few students can put together a brilliant essay in that amount of time. This makes it hard to spend much more than a second or two glancing at that score.
Cut to present day. We're hearing that there are many, many problems being reported with the October administration of the SAT. Colleagues from the high school side are saying their students are seeing scores cancelled or reports that they ordered sent to colleges not being sent, and some complaints about the actual testing environment at a few schools.
For the first time in my career, I had ETS call me to ask if they sent us some scores! When I questioned the person who called me about what prompted the call, she danced around the fact that they had complaints about schools not receiving scores that were sent.
This post is deliberately disjointed. It seems as there are problems in almost every area of operation at ETS. What is going on? How can a company with so much money and so many resources make so many errors?
Last year, months after the first widespread administration of the "new" SAT (the new format included a writing section), ETS announced that a large number of test results were flawed. The problem: the score sheets had been exposed to extreme humidity which made the machine that read the sheets unable to scan them correctly. ETS notified us of about 70 scores that were higher than previously reported after they found their error. However, they decided it wouldn't be fair to correct scores that had been higher before the error was found. Hm.
So, a year later, I feel the need to tell every student who asks about our SAT score averages about the data possibly being bad. They all seem surprised, which makes me think very few, if any, schools are saying the same. Bad data = bad statistics.
Now, on top of that, I've been keeping any eye on the scores for the essay in the new section of the exam. The essay is scored by two readers, who rate it on a 1-6 scale. The two scores are added, so the highest score possible is a 12. In a year of reading essays (and some of the essays I see are beautifully done), I saw one 12, a few 10s and 11s, and a slew of scores from 6 to 8. I also saw a few 4s. What does this tell me? That most students can throw enough on paper for 25 minutes to get an average score, but that few students can put together a brilliant essay in that amount of time. This makes it hard to spend much more than a second or two glancing at that score.
Cut to present day. We're hearing that there are many, many problems being reported with the October administration of the SAT. Colleagues from the high school side are saying their students are seeing scores cancelled or reports that they ordered sent to colleges not being sent, and some complaints about the actual testing environment at a few schools.
For the first time in my career, I had ETS call me to ask if they sent us some scores! When I questioned the person who called me about what prompted the call, she danced around the fact that they had complaints about schools not receiving scores that were sent.
This post is deliberately disjointed. It seems as there are problems in almost every area of operation at ETS. What is going on? How can a company with so much money and so many resources make so many errors?
Friday, November 10, 2006
Casualties of Election Day
There were plenty of casualties on election day this year. Among them, a slew of programs in the state of Michigan that are going to be illegal because voters struck down affirmative action.
When most people think about affirmative action in education, they think about race being considered in admission decisions. What they often miss is that there are programs aimed to affect all sorts of students that are also included in affirmative action.
A few months ago, I came across a very interesting study put together by the Center for the Education for Women at University of Michigan about proposition 209, which ended affirmative action in California, and the potential effects on Michigan once a similar measure goes through. Those who want the Readers' Digest version can see a summary of the report.
In a nutshell, a slew of special programs are on the chopping block right now. Camps aimed to get kids interested in math & science, special programs that provide college prep for inner city kids, shadowing initiatives meant to give students of color mentors in business and industry...all at risk, according to the report.
While special consideration for race has been removed from the admission process, considerations for athletes, legacies, and development cases hasn't been touched.
When most people think about affirmative action in education, they think about race being considered in admission decisions. What they often miss is that there are programs aimed to affect all sorts of students that are also included in affirmative action.
A few months ago, I came across a very interesting study put together by the Center for the Education for Women at University of Michigan about proposition 209, which ended affirmative action in California, and the potential effects on Michigan once a similar measure goes through. Those who want the Readers' Digest version can see a summary of the report.
In a nutshell, a slew of special programs are on the chopping block right now. Camps aimed to get kids interested in math & science, special programs that provide college prep for inner city kids, shadowing initiatives meant to give students of color mentors in business and industry...all at risk, according to the report.
While special consideration for race has been removed from the admission process, considerations for athletes, legacies, and development cases hasn't been touched.
Friday, November 03, 2006
Another TV Alert
ABC News is taking The Price of Admission to 20/20. Tonight's edition of 20/20 deals with "The Priviledge of Education". The write up on the station's website talks specifically about Duke and mentions some Ivy League schools, but I imagine that over the course of two hours, the show will go into more detail.
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