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Tag Archives: college

My favorites from the New York Times. This last couple weeks have been pretty transitional, so I’ve been slow—you’ll probably need a NYT account (free) to view the archived articles.

Phys Ed: Can Exercise Make Kids Smarter?

Previous studies found that fitter kids generally scored better on such tests. And in this case, too, those children performed better on the tests. But the M.R.I.’s provided a clearer picture of how it might work. They showed that fit children had significantly larger basal ganglia, a key part of the brain that aids in maintaining attention and “executive control,” or the ability to coordinate actions and thoughts crisply. Since both groups of children had similar socioeconomic backgrounds, body mass index and other variables, the researchers concluded that being fit had enlarged that portion of their brains.

Documentary? Better Call It Performance Art

At least one element in the film was genuine, Mr. Affleck said. That was a snippet of a home movie that showed Mr. Phoenix and his very young siblings performing, Jackson Five style, on the streets of Los Angeles.

The rest, Mr. Affleck said, clearly requires a bit more understanding than he has allowed the viewers to date. “It is a hard movie to watch,” he said.

A Dictionary of the Near Future

DENARRATION The process whereby one’s life stops feeling like a story.

CLOUD BLINDNESS The inability of some people to see faces or shapes in clouds.

Take a Look at Him Now: Questions for Phil Collins

But now you’re divorced from her. Did I read somewhere that your divorce settlement was $50 million and, at the time, the largest paid by an entertainer in British history?

I think Paul McCartney’s was the largest.

Ditch Your Laptop, Dump Your Boyfriend

Chances are, if you are taking the time to read this advice, you already have the quality necessary to undertake the intellectual challenges of a college education — a seriousness of purpose.

Carrot Talk

In the study, children from the ages of 3 to 5 tasted five pairs of identical foodstuffs (including, as it happens, carrots). In each pair, one item was offered in plain, unmarked packaging — and the other was in McDonald’s packaging. The kids, on average, said they preferred the stuff they thought came from the fast-food chain, which of course is one of the most recognizable brands in the world. They thought McDonald’s fries tasted better with branded packaging than without it; they preferred milk in a McDonald’s cup to milk in a plain cup. This, the study noted, “was true even for carrots,” a food they are unlikely to have experienced at the fast-food chain.

The Empowerment Mystique

“Free to Be” was foremost about vanquishing gender stereotypes. By choosing girls to liberate from the tyranny of antimaterialism, Target implied that buying its wares was part of thevictory. That’s part of a trend I’ve noticed across a whole range of sectors over the last several months from big-box stores to high-end fashion to wireless-phone services to politics: all have discovered the sales potential in female pride.

Phys Ed: Looking at How Concussions When Young Influence Later Life

But when researchers looked at the electrical activity of the students’ brains, they found that the concussed athletes showed noticeably less activity in portions of the brain associated with attention. ‘‘They had suppressed attentional resources,’’ said Steven Broglio, a professor of kinesiology and community health at the University of Illinois. He and his colleagues speculated that, as a result, the injured athletes most likely were devoting a greater percentage of their total mental reserves to each task than the uninjured athletes in order to achieve similar intellectual results. The effort wasn’t obvious. ‘‘These were high-performing college students,” Dr. Broglio said. ‘‘They were succeeding in school.’’

Time Is Money

Maybe I’m the only one who still sees time-shifting as all upside — working your own hours, reading a news story two weeks late, watching TV and movies only on disk, DVR or download. Time-shifting is the enemy of advertising, after all; it may also be the enemy of communal experience.

The Ethicist: Father Exposure

Here’s the key question: Would your acquaintance want to know about the affair? Some children crave a deep understanding of their late parents; some cling to an idealized version. If your acquaintance is among the former, give him the letter. If not, or if you are simply unsure, consign it to the flames. Or frame it on your bedroom wall as a reminder of the labyrinthine recesses of the human heart.

Kafka’s Last Trial

During his lifetime, Franz Kafka burned an estimated 90 percent of his work. After his death at age 41, in 1924, a letter was discovered in his desk in Prague, addressed to his friend Max Brod. “Dearest Max,” it began. “My last request: Everything I leave behind me … in the way of diaries, manuscripts, letters (my own and others’), sketches and so on, to be burned unread.”

A New Kind of Cineaste

Over the past quarter century or so, Assayas has emerged as a mainstay of what might be called the middle generation of post-New Wave French auteurs — filmmakers who still labor in the shadow of a heroic band of ancient young rebels, many of whom have shown remarkable, even maddening longevity. Erich Rohmer and Claude Chabrol, part of the groups that burst out of Cahiers in the late 1950s and early ’60s, died this year, at 89 and 80. Jacques Rivette, Agnès Varda and Alain Resnais are all still around, in their 80s, as is Jean-Luc Godard, perpetual imp and inscrutable sage of le cinéma français, who may or may not show up to collect an honorary Oscar in November.

They Did What?

“All the self- examination in the world isn’t going to help anyone bent on self-deception,” she writes, “which is no doubt true of any of us at least some of the time.”

When Life Gets in the Way of Art

But beyond issues of personal betrayal, the news raised much more difficult and fundamental questions — ones central to photography and documentary work but to the history of art and popular culture as well — about artistic intent, about the assumptions and expectations of the viewing public and about the relationship between artists and their work.

The Temporary Vegetarian: Roasted Mushrooms With Goat Cheese and Grits

A Teenager Flying Over a Cuckoo’s Nest

WHEN thinking of the directors Ryan Fleck and Anna Boden, light comedy may not be the first thing to come to mind. The team’s first movie, “Half Nelson,” examined the life of a drug-addicted schoolteacher, while the follow-up, “Sugar,” tracked the trials of a Dominican baseball player who joins a minor-league team in Iowa. But the filmmakers have a message for audiences: They do have a sense of humor. And they love John Hughes.

Enter the Void (2009)

More specifically, “Enter the Void” is the latest from the never uninteresting, sometimes exasperating Mr. Noé, whose films, like “Irrevérsible” (2002), skew toward provocations, filled with flashes of genius and irredeemable nonsense. The title of “Enter the Void,” which sounds like both a dare and a fun-house attraction, makes sense in a work about death and other hard times, but it also expresses Mr. Noé’s bad-boy, punk attitude, which can be hard to take seriously. His insistence on representing ugly extremes (incest, rape, murder) can be especially wearisome, coming across as weak bids to shock his audience (épater la bourgeoisie, as the French poets once said), which, already expecting (perhaps eagerly) a Gaspar Noé freakout, is unlikely to have its world genuinely rocked. But bring it on, Gaspar!

Sunday Book Review: Fairer Deal

Reich insists instead that American consumers, and particularly the middle class, have been buying too little. For years, the United States has consumed more than it has produced; the excess demand has sucked in products from abroad, which is why the nation has run a trade deficit. The idea that the economy has suffered from a lack of demand is, shall we say, eccentric. But Reich declares repeatedly that the stagnation of middle-class buying power has been a drag on growth. “If earnings are inadequate,” he asserts, “an economy produces more goods and services than its people are capable of purchasing.” If that sentence described the American condition in the 1990s and the period leading up to the crash, Reich’s predicted excess output would have gone abroad and the United States would have run a trade surplus.

Festivals Grow Up, Even as Screens Grow Small

It may be that the Toronto International Film Festival has emerged as one of the biggest, most influential festivals in the world specifically because it learned how to bridge that art-cinema world and those conglomerate-owned movie studios we nostalgically refer to as Hollywood. (Other factors doubtless have played a role, including support from the Canadian government and the festival’s location: it’s an easy flight for New York journalists.) To judge from the Lightbox, this balancing act has paid off nicely. It remains to be seen whether the Lightbox, like the new film complex at Lincoln Center, can fill its theaters year-round with viewers who are as eager to dig into cinema’s past as they are to take part in its uncertain future.

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Link: What Happened to Studying?

tobia:

via youmightfindyourself:

They come with polished resumes and perfect SAT scores. Their grades are often impeccable. Some elite universities will deny thousands of high school seniors with 4.0 grade point averages in search of an elusive quality that one provost called “intellectual vitality.” The perception is that today’s over-achieving, college-driven kids have it — whatever it is. They’re not just groomed; they’re ready. There’s just one problem.

Once on campus, the students aren’t studying.

It is a fundamental part of college education: the idea that young people don’t just learn from lectures, but on their own, holed up in the library with books and, perhaps, a trusty yellow highlighter. But new research, conducted by two California economics professors, shows that over the past five decades, the number of hours that the average college student studies each week has been steadily dropping. According to time-use surveys analyzed by professors Philip Babcock, at the University of California Santa Barbara, and Mindy Marks, at the University of California Riverside, the average student at a four-year college in 1961 studied about 24 hours a week. Today’s average student hits the books for just 14 hours.

The decline, Babcock and Marks found, infects students of all demographics. No matter the student’s major, gender, or race, no matter the size of the school or the quality of the

SAT scores of the people enrolled there, the results are the same: Students of all ability levels are studying less.

“It’s not just limited to bad schools,” Babcock said. “We’re seeing it at liberal arts colleges, doctoral research colleges, masters colleges. Every different type, every different size. It’s just across the spectrum. It’s very robust. This is just a huge change in every category.”

The research, accepted to be published in the Review of Economics and Statistics, has already sparked discussions in faculty lounges and classrooms across the country. Some question whether college students ever could have studied 24 hours a week — roughly three and a half hours a night. But even if you dispute the historical decline, there is still plenty of reason for concern over the state of 21st-century study practices. In survey after survey since 2000, college and high school students are alarmingly candid that they are simply not studying very much at all. Some longtime professors have noted the trend, which rarely gets mentioned by college admissions officials when prospective students visit campus.

But when it comes to “why,” the answers are less clear. The easy culprits — the allure of the Internet (Facebook!), the advent of new technologies (dude, what’s a card catalog?), and the changing demographics of college campuses — don’t appear to be driving the change, Babcock and Marks found. What might be causing it, they suggest, is the growing power of students and professors’ unwillingness to challenge them.

Whatever the reason, one thing is clear: The central bargain of a college education — that students have fairly light classloads because they’re independent enough to be learning outside the classroom — can no longer be taken for granted. And some institutions of higher learning have yet to grapple with, or even accept, the possibility that something dramatic has happened.

Studying has long been considered a key part of a college student’s growth, both as a means to an end — a deeper understanding of the subject matter — and as a valuable habit in its own right. A person who can self-motivate to learn, academics argue, is not only more likely to be a productive worker, but more fulfilled citizen. As a result, universities for decades have stated — sometimes officially — that for every hour students spend in class each week they are expected to be studying for two hours on their own.

“So if students are taking a full load of 15 credit hours, they should be studying for 30 hours,” said Jillian Kinzie, the associate director of the National Survey of Student Engagement, a nonprofit at Indiana University. “Clearly, that’s not happening.”

One problem is that they’re arriving in college with increasingly troubled study habits. According to survey data gathered by the Cooperative Institutional Research Program, or CIRP, the largest and longest-running study of higher education in the United States, incoming college freshmen have reported declining study habits for at least two decades. By 2009, nearly two-thirds of them failed to study even six hours a week while seniors in high school — a figure that has risen steadily since 1987.

Once they get to college, the figure improves, but there are many students today who appear to be doing very little whatsoever. In one CIRP survey subset last year, analyzing predominantly private institutions considered to be mid-level or high-achieving colleges, some 32 percent of college freshmen somehow managed to study less than six hours a week — not even an hour a day. Seniors studied only slightly more, with nearly 28 percent studying less than six hours a week. And other surveys of today’s students report similarly alarming results. The National Survey of Student Engagement found in 2009 that 62 percent of college students studied 15 hours a week or less — even as they took home primarily As and Bs on their report cards.

“Are students just that much more efficient that more than 60 percent of students study less than 15 hours a week and still earn As and Bs?” Kinzie asked. “Or are we really preparing students for the world of work if they’re able to get by spending that many hours studying and preparing for class?”

Critics say it’s misleading to measure today’s students by the number of hours they spend studying. Students live very different lives than they once did. They are more likely to hold down jobs while attending classes.

John Bravman, vice provost for undergraduate education at Stanford University, said that what he worries about these days is not that students are lazy, but that they are too busy — busier than previous generations of Stanford students.

“Much busier,” Bravman said, describing the “on-demand” world that students work in today. “I was a student here from ’75 to ’79. I was reasonably engaged in things. But I had so much free time compared to students today. They do so many things — it’s amazing.”

According to the skeptics of the findings, there is one other notable change: Today’s students are working with more efficient tools when they do finally sit down to study. They don’t have to bang out a term paper on a typewriter; nor do they need to wander the stacks at the library for hours, tracking down some dusty tome.

“A student doesn’t need to retype a paper three times before handing it in,” said Heather Rowan-Kenyon, an assistant professor of higher education at Boston College. “And a student today can sit on their bed and go to the library, instead of going to the library and going to the card catalog.”

That’s true, Babcock and Marks agree. But according to their research, the greatest decline in student studying took place before computers swept through colleges: Between 1961 and 1981, study times fell from 24.4 to 16.8 hours per week (and then, ultimately, to 14). Nor do they believe student employment or changing demographics to be the root cause. While they acknowledge that students are working more and campuses attract students who wouldn’t have bothered attending college a generation ago, the researchers point out that study times are dropping for everyone regardless of employment or personal characteristics.

“It’s pretty shocking,” said Marks, who is concerned about the trend.

Hours spent studying is not the end goal of an education, of course, nor the only way to determine if someone is learning or will land a job after college. Marks herself points out that employers don’t generally care about the content of job applicants’ classes; they’re more interested in whether an applicant graduated, was able to meet deadlines, and work within a bureaucracy.

But one sign that studying still has value is that students themselves are concerned about it. In a 2008 survey of more than 160,000 undergraduates enrolled in the University of California system, students were asked to list what interferes most with their academic success. Some blamed family responsibilities, some blamed jobs. The second most common obstacle to success, according to the students, was that they were depressed, stressed, or upset. And then came the number one reason, agreed upon by 33 percent of students, who said they struggled with one particular problem “frequently” or “all the time”: They simply did not know how to sit down and study.

So what now? Given Babcock and Marks’s findings, what should universities be doing to improve study habits? It’s an answer that depends, first, on understanding why students are studying so little these days. And on this point, there is little agreement.

One theory, offered by Babcock and Marks, suggests that the cause, or at least one of them, is a breakdown in the professor-student relationship. Instead of a dynamic where a professor sets standards and students try to meet them, the more common scenario these days, they suggest, is one in which both sides hope to do as little as possible.

“No one really has an incentive to make a demanding class,” Marks said. “To make a tough assignment, you have to write it, grade it. Kids come into office hours and want help on it. If you make it too hard, they complain. Other than the sheer love for knowledge and the desire to pass it on to the next generation, there is no incentive in the system to encourage effort.”

The problem dates back to the 1960s, said Murray Sperber, a visiting professor in the graduate school of education at the University of California Berkeley. Sperber, at the time, was a graduate student at Berkeley and was part of an upstart movement pushing for students to rate their professors. The idea, Sperber said, was to give students a chance to express their opinions about their classes — a noble thought, but one that has backfired, according to many professors. Course evaluations have created a sort of “nonaggression pact,” Sperber said, where professors — especially ones seeking tenure — go easy on the homework and students, in turn, give glowing course evaluations.

In response to these concerns over course evaluations — and the state of collegiate studying in general — some universities are making changes. Some administrators in recent years have been putting less weight on course evaluations when making tenure decisions. Professors are being told to give explicit tasks to students. Just telling them to read these days is often considered “too generic, too general of a request,” said Kinzie. And many professors today are using Internet-based systems, like Blackboard, where students are required to log on and write about the assigned reading for all of their classmates to see.

Dan Bernstein, director of the Center for Teaching Excellence at Kansas University, said such assignments can help ensure that students are reading and will come prepared for class. But as the Babcock/Marks survey shows, universities aren’t coming close to meeting their own expectations for what should be happening on campus. “That,” said Bernstein, “is one of our dirty little secrets.”

It’s possible that college administrators simply don’t know what’s happening — or rather, not happening — in their dormitories, libraries, and classrooms. The decline in study hours, according to the new research, has happened gradually over decades. Perhaps, some professors argue, colleges simply don’t know the extent of the problem — and perhaps a discussion of the new research will lead to positive changes. But there is also a more troubling reason why the study habits of today’s students remain a discussion held in private, or not at all.

“If we let it be known that they’re not doing their part, that they’re not the students of yore, that makes everybody uncomfortable,” said Bernstein, a professor of psychology who’s been teaching for 35 years. “Our constituents — our stakeholders, as they call them — would be unhappy. They like to prefer that we’re doing our jobs well.”

But I did take it slow. After graduation, I spent five years wandering around doing nothing — or getting as close to it as I could manage. I was a cab driver, an obsessed moviegoer, a wanderer in the mountains of Colorado, a teacher at a crazy grand hippie school in Vermont, the manager of a movie house (who didn’t do much managing), a crewman on a ship and a doorman at a disco.

The Pink Floyd Night School

Dr. Pannapacker has rebuked graduate schools for perpetuating a culture in which unattainable academic careers are portrayed as the only worthwhile goal, and for failing to level with students about their true prospects. With more transparency — if every graduate program published its attrition rate, average debt of its students, time to completion, and what kind of job its graduates got — undergraduates, he says, could make more-informed choices.

“Academe encourages students to think of what they’re doing as a special kind of calling or vocation which is exempt from the rules of the marketplace,” he says. Those who look to work outside the scholarly world are seen as rejecting the academy’s core values. “They socialize students into believing they can’t leave academe or shouldn’t, which is why they hang on year after year as adjuncts, rather than pursue alternative careers.”

A bad job market, too, tempts graduate students to stay even longer, since being out on the job circuit for more than a year tends to taint candidates.

As the number of tenure-track jobs shrink, Ms. Stewart of the Council of Graduate Schools says, the profession needs to address these failings.

“Humanities Ph.D.’s have focused exclusively on the academic job market,” Ms. Stewart says. “They don’t have anyplace else to go, or they don’t perceive that they have anyplace else to go.”

via The Long-Haul Degree (NYT)