The Other 85 Percent

Jason Scherschligt Says:

Dr. Offerman, there’s an article in the June issue of the Atlantic Monthly that seems relevant to the TxD initiative and indeed to the mission of schools like Capella. You can read the article — brilliantly titled “In the Basement of the Ivory Tower” — online here: http://www.theatlantic.com/doc/200806/college

The anonymous author is an adjunct professor of English at a couple of unnamed land-based colleges in the northeastern US, which he describes as “colleges of last resort.” Many of his students are adult learners who are enrolled in his introductory English courses in order complete a requirement for a particular job, such as a state trooper or “lower-echelon health care worker.” The writer has some insightful anecdotes about the inability of his students to meet even basic level performance expectations in his classes. He uses these anecdotes to provide a commentary (quite a depressing commentary, actually) about accountability and even morality in our educational system.

I would love to hear your reaction to an article like this. The system this writer describes clearly seems broken, and I’m wondering how initiatives like Transparency by Design can help fix it. Thanks!

June 2nd, 2008 at 10:32 am

admin Says:

Thanks for sharing this article. And, I agree that it is somewhat depressing. But for me, what is depressing is not that students may struggle but that what is reported here is what I would label as an old way of thinking about education, one that is based on an assumption of failure. What is missing in the story is any systematic attempt at helping students with their shortcomings. And, unless we sustain the elitist approach to education, then students will struggle.

Certainly the experience that this anonymous professor relates will ring true with faculty who teach adults and part-time, working students. Not everyone is ready for higher education study. Some may not be able to succeed at all and others, I think and hope this is the majority, must receive assistance and support to succeed.

I offer two reactions. First, when it is difficult to have effective and reliable means to define readiness, particularly for adults, then institutions who serve adults must give serious attention to how to quickly identify those students who are challenged by the level of work expected of them. Second, the institution must also give serious attention to providing support to those it decides have a chance to succeed and counsel out those who do not appear to have a chance to succeed. Note, that I am placing the responsibility on the institution and not a single faculty member and certainly not an adjunct faculty member. For the “students who are in over their heads,” the institution needs to take action to either help or be honest in telling the student that the student is simply not ready for this level of study.

The saddest thing in this article is, in the words of the author, “What actually happens is nothing happens. . . they (department heads) don’t even mention all those students who have failed my courses, and I don’t bring them up.” Actually that goes beyond sad to being irresponsible on the part of both institution and faculty member. “Ms. L.” clearly needed help and the faculty member did not have time to provide it and she resisted his referral to a librarian. But was that enough? No, faculty should be able to seek and even demand help for these types of students. The institution should provide help in using the computer, in writing, and other areas of academic support. And, most do. While the department in this story failed to expect the adjunct faculty member to ask for such support, I would certainly hope that the institution(s) actually offer such support.

As for transparency, one underlying concept is that of using data and information to improve. I would hope that, as efforts like Transparency by Design result in more public reporting, in more ability for the public to look at the success of institutions, the institution and others would recognize things like the high failure rates reported here and take action to make things better. That facing up to failures like those described here leads us to better ways of doing our jobs and of dealing with the challenges faculty and institutions face every day.

I would hope that it would lead us from an old way of thinking that is to admit a student and then see if she can survive to a new way that upholds standards but is focused on figuring out how to deliver success. I don’t think that happens when a curriculum merely lays out content courses with high expectations but does not provide help to those who may struggle with writing or other skills that can be taught. Instead, each student should have a learning pathway that includes such things as support courses, tutoring, coaching and whatever else might help those who can succeed with those types of assistance.

June 3rd, 2008 at 11:34 am

Charlie Says:

Admin had some interesting thoughts. I wonder though if this happened, what would happen if:

A. Unique programs that aren’t duplicated elsewhere, or at only a few schools.
B. Academic freedom. Remember, European countries are very much socialist, and therefore because of their collectivist approach to life, more prone to group-think, which goes directly against American culture.
C. Look at how much government screws up. Do you REALLY want them running/dictating higher education as well?

August 2nd, 2008 at 12:46 am

Charlie Says:

One other thing that just occured to me. If America’s colleges are so screwed up, how come it still seems much of the world beats a path to our door for higher education opportunity and that many countries pay for students to come here and study?

August 2nd, 2008 at 12:55 am