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Global Pressure on Peer Review

February 19, 2012, 6:08 pm

Vancouver, British Columbia—Peer reviewers are the dragons guarding the cave where the academic treasures of individual promotion and institutional rankings lie. But the dragons are getting weary as armies of researchers from all over the planet try to get by them.

In a popular session at the annual meeting of the American Association for the Advancement of Science here, one audience member complained he was “bombarded by requests to do reviews.” The task had begun to seem irrelevant to him, he said, because even when he criticized manuscripts, they still got published. “There is so much mediocre work in the journals, I just don’t know what to do,” he said.

Panelists at the session—a university dean, a journal editor, and a director of publishing for a scientific society—offered some insights on peer review and suggested ways to give it fresh strength.

Emilie Marcus, chief executive of Cell Press, in Cambridge, Mass., which has grown from four journals in 1998 to 29 peer-reviewed journals today, explained how 11 editors at Cell, the press’s flagship journal, wade through manuscripts. Of 2,300 submissions last year, 1,500 were sent out for peer review, she said. Prospective authors at Cell can suggest reviewers and are allowed to rule out up to three reviewers. Cell publishes 364 papers each year, or about 15 percent of the papers submitted.

The journal strives for a two-week review time. Every two days that a review is late after a deadline, the journal contacts the reviewers by phone or e-mail, in a system that escalates from contact by an editorial assistant to the editor herself. “Speed is becoming more important,” said Ms. Marcus. For one thing, scientists are often striving to beat other researchers to publication.

Cell‘s editors, along with looking at specifics such as experimental design, also look for broad impact. A paper, Ms. Marcus said, needs to “change the way we think about a biological problem.” Some authors, she said, could ease the burden on peer reviewers if they would stop pitching the most prominent journals with every manuscript. Authors, she said, should be “more honest with themselves about the most appropriate home for their paper.”

Ms. Marcus said peer review has to become more efficient at a time when emerging countries are ramping up their publication rates. Editors will also need to extend their professional networks. Journals “need a global pool of reviewers,” she said.

Linda Miller, the associate dean for basic science at New York University’s Langone Medical Center and a former editor at both Nature and Science, said that scientists’ expectations of privacy have eased along with the rest of society’s. “In science, that means sharing before publication,” she said. Scientists who are in computer-oriented disciplines, like some geneticists, are more apt to share data before publication, she said, while scientists who do “wet lab” work are less likely to do so.

Lowered privacy expectations have put pressure on peer review, with some scientists expecting it to become more public. (The usual rule is that reviewers know who a paper’s author is, but authors do not know who their reviewers are. The readers of a paper usually have no idea who the reviewers were.)

One suggestion at the session was that reviewers’ comments be released when a paper is published, so that journalists, at least, could get an idea of the limitations on the paper’s scientific conclusions. Some panelists also encouraged the sharing of reviews among the reviewers themselves. After reviewers critiqued each others’ comments, the marked-up reviews would then go on to the journal’s editors, who would then get a more intensive discussion of a paper’s strengths and weaknesses.

In an argument for more privacy, not less, Ms. Miller suggested that journals should experiment with “double blind” peer review to see if it would reduce bias against unknown scientists or those from developing countries. Creating a double-blind process would mean removing identifying information about the authors from papers sent out for review, a step regarded as difficult, because writers often reference their earlier work.

In the view of the panelists, two alternatives to peer review, the “crowdsourcing” of papers before they are published or the additional public review of them after publication have not caught on.

Scientists do discuss recently published papers in labs or faculty lounges, but they have little incentive to post extensive online comments, panelists said, unless the work is widely publicized or highly controversial. One scientist told Ms. Miller that if he was going to take the time to think about how the experiments in a published paper should have been done, he would rather just go ahead and do them himself. Ms. Marcus said she believes that post-publication review is possible, but “we don’t have the technology to make it feel natural.”

The director of publishing for the American Astronomical Society, Chris Biemesderfer, said that the society’s two journals got 4,864 manuscripts in 2011 and accepted 3,125. The society published 46 errata but had zero retractions. He asked, rhetorically, why retractions seem to be increasing in other publications, if not in astronomy journals. His conclusion: “It’s easier to do naughty things with digital tools and easier to detect naughty things.”

Ms. Miller said that many scientific journals had pooled articles, including those that require a subscription, for plagiarism detection. But she said the most frequent kind of plagiarism was among review-article authors, who take a broad look at research in a particular field. Those authors, she said, tend to plagiarize the introductions in their own work.

Along with being the guardian of academic quality, peer review also has some popular appeal. A London-based nonprofit organization, Sense about Science, organized the AAAS session and has put out a pamphlet, titled “I Don’t Know What to Believe.” The first print run was 10,000 copies. Ten printings later, the group has distributed 500,000 copies. Now the group is working on a U.S. version.

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  • bscmath78

    What was the basis for your writing: “…Academically Adrift: Limited Learning on College Campuses, which argues that an enormous percentage of students graduate from college knowing less than they did when they entered, and having duller critical thinking skills as well.”?

    The articles that I have seen talk about no or little improvement, not a decrease. Looking at:

    http://highered.ssrc.org/files/SSRC_Report.pdf

    I didn’t see this mentioned. I am perfectly prepared to believe that CLA scores could decline for various groups, but I don’t see that in this report.

    “Academically Adrift” seems highly suspect based on the quote (which appears elsewhere in CHE): “[45%]…no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years.” One would expect that Science/Math majors would see a rapid DROP in CLA scores over the course of university. One would expect some other students to see dropping CLA scores. There is no mention of this in the articles that I have seen. This is very suspicious.

    The great thing for Science/Math majors is that most of those reading/writing intensive
    courses like: History, Geography and English, just disappear. The more you progress, the less extensive reading and writing is done as an undergrad. Which also avoids anything like “critical thinking”. In high school we learned that the noble gases did not form compounds and I never questioned this or checked the literature to see that in reality Xenon compounds had been created a DECADE earlier. “Critical thinking” is, if anything, suppressed as an undergraduate (they are Newton’s LAWS, Boyle’s LAW etc.). “Complex reasoning” might be a possibility, but I doubt that the CLA measures the “complex reasoning” involved in programming Fast Fourier Transforms.

    Therefore, one would expect a rapid atrophying of at least “critical thinking” and “writing skills”, while “complex reasoning” might stay constant (but my arithmetic skills and word problem skills declined).

    So I decided to look for some data. I found “Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project” by Richard Arum, Josipa Roksa and Esther Cho:

    http://highered.ssrc.org/files/SSRC_Report.pdf

    It says it “extends findings” of “Academically Adrift” by Arum and Roksa.

    On page 10, it says “There is notable variation in academic experiences and outcomes across fields of study.” On page 11, I find Figure 6, “Predicted 2009 CLA Scores by College Major”. Incredibly, it shows Science/Math Majors beating ALL the rest. Even beating Social Science/Humanities, who presumably spend much more time doing reading, “complex reasoning”, “critical thinking” and then writing it all up (or otherwise communicating their work). Maybe the English Majors were dragged down by the Sociology Majors?

    Figure 6 uses the old trick of fiddling the start of the Y-axis. The Y-axis starts at CLA score 1140, instead of 0. This makes differences look bigger on the bar chart. Eye-balling the bars, since the actual data is not provided, it looks like there is actually only about a 60 point difference between the worst and the best. This means that Science/Math Majors are only predicted to have a roughly 5% (roughly 60/1250) higher score than the Business Major score. 5%!!!! How is 5% “notable variation”, it seems like less than the measurement error range. If Social Science/Humanities can’t get 60% more than Business and Education/Social Work, then THAT is the real crime.

    Page 11 says: “…natural science, and mathematics, demonstrated significantly higher gains…” But I see no evidence of this. No starting, intermediate or final CLA scores are provided, just Figure 6 with a “predicted” score. And what are they calling “significantly higher gains”? They don’t provide a quantity. Is it 1%? Who knows?

    Three strikes! You’re out!

    I would have expected that there would be wide variation, somewhat greater than 5%, in the starting CLA scores, say, Science/Math 50% higher than Education/Social Work, but there is no mention of this.

    Admittedly, this is just a cursory, superficial glance at the document and I have NO education or training in debunking Sociology research. I also haven’t examined the likelihood of GIGO (Garbage In, Garbage Out). Some statisticians familiar with the games played by the Social Sciences, could likely find more issues. But I suggest to you that if I can find these issues, then the whole thing is very suspect.

    “Don’t trust! Verify!” Or as I learned in high school, Ph.D. stands for “Piled Higher and Deeper”.
    “He who pays the piper, calls the tune.” Was that “critical thinking”?

    Or, as claimed by the most common thing that I wrote in university:

    Q.E.D.

  • bscmath78

    Continuing with some more superficial comments about “Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project” by Richard Arum, Josipa Roksa and Esther Cho:

    http://highered.ssrc.org/files/SSRC_Report.pdf

    which it says “extends findings” of “Academically Adrift” by Arum and Roksa.

    Figure 5, page 9, “Predicted CLA scores, by institutional selectivity”. Again, the old trick of fiddling the start of the Y-axis. This time it starts at a CLA score of 1080, instead of zero, which exaggerates the difference between High Selectivity and Low Selectivity.

    In addition, the Y-axis numbers increasingly deviate from the horizontal lines making it harder to estimate the underlying values for the bars. My crude eye-balling seems to show that the difference in the 2009 predicted CLA scores between High Selectivity and Low Selectivity is about 74 points. This means that High Selectivity institutions are only predicted to do better than the Low Selectivity institutions by roughly 5.7% (74/1295 – I am error prone, so do your own assessment). Again this seems within the range of measurement error.

    This is great news, for most students, the others are paying maybe 5 times more than you, to get maybe a 5.7% improvement. Priceless!!

    Oddly, I see no mention of this measly 5.7% difference, which comes from the only data provided. Page 8, says: “There is notable variation in experiences and outcomes across institutions”, but no evidence in the form of actual CLA scores starting, intermediate or final are provided. Just Figure 5, which seems to contradict the claim. I don’t think 5.7% qualifies as “notable”. It would have been interesting to see individual comparisons by institution and information on the correlation between actual CLA scores and various factors. But only if the data and analysis were actually credible. I’m too ignorant to identify credible data and analysis.

    There is probably more info in the book, but I am used to people showing their most compelling information in a document like:

    http://highered.ssrc.org/files/SSRC_Report.pdf

    Don’t you think this document would make an excellent case study for your Statistics, Sociology, Critical Thinking, Complex Reasoning and Writing classes? Or maybe your next conference presentation or maybe your next paper?

    “Go directly to [Sociology/Statistics] jail. Do not pass Go”

    Q.E.D.

  • bscmath78

    Based on your characterization of “Academically Adrift” as having an argument that “an enormous percentage of students graduate from college knowing less than they did when they entered, and having duller critical thinking skills as well.”? And given the data in http://highered.ssrc.org/files/SSRC_Report.pdf
    why do you not make the claim that universities are bad for students, bad for parents and bad for America?

    Why aren’t you shouting from the rooftops?

    * “Just Don’t Go!”
    * “Just Say No!”
    * “Shut them down!”

    The point is not that university is too expensive, it is that it is bad for you, even if it were free, even if you were paid to go, you would be a fool to do so (based on the Arum and Roska information as described by you). In this context, Vedder’s views (as characterized by you) seem incredibly mild.

    Where does Vedder say?

    * “Just Don’t Go!”
    * “Just Say No!”
    * “Shut them all down, private and public, now!”?

    Where is the “This is your brain at university” ad campaign?

    More minds are being degraded at this very moment! There is no time to lose (assuming the characterizations, the data and the analyses are correct). ;-)

    The validity of assumptions is key.

    “The Devil is in the details.”

  • bscmath78

    Given your description of the argument in “Academically Adrift”, wouldn’t it have been better to have a title like: “Academically Drowning”, “Academic Titanic” or “Academic Floating Deathtrap”?

  • bscmath78

    Don’t you think “Academically Adrift”‘s CLA predictions for Science/Math Majors seem especially odd given the relatively heavier prevelence of foreign and other ESL students in Science/Math?

    Don’t you think as US citizen, native English speakers switch out of or drop out of Science/Math majors, from year to year, that the average CLA scores should drop as the ESL percentage increases?

  • bscmath78

    Don’t you think “Academically Adrift”‘s CLA score observations might just be a function of how hung over or drug-addled the students are at the time they write the CLA tests? Maybe any improvements are just due to a reduction in partying, late-night poker, over-indulgence or other “recreations”, as they get older?

    Or maybe the heavy drinkers drop-out of university or transfer to a party school, so the disappearance of their poor scores is the cause of any improvement over time?

    Or maybe any improvements have nothing to do with anything to do with education, maybe some get wiser as they get older or just through the experience of everyday life?

  • bscmath78

    Didn’t you notice that Vedder advocated Big Government, Big Bureaucracy and government intervention in the affairs of private corporations, in his September 24, 2010 article, “A Modest Proposal: Searching for an Academic Bottom Line”?

    http://chronicle.com/blogs/innovations/a-modest-proposal-searching-for-an-academic-bottom-line/26949

    Several of my comments, at that URL, illustrate some of the dangers of his Federal government driven, interventionist, public policy proposals. Or do you think he was just continuing a series of public policy parodies of the absurd?

    Most of my comments on the article (up to Oct 8) can be seen with their original formatting, which makes them much easier to read, at http://chronicle.com/blogPost/A-Modest-Proposal-Searchin/26949/

    His choice of title, “A Modest Proposal”, suggests a blisteringly sarcastic, ironic, satiric parody of public policy analysis, recommendations and proposals. But today, many readers are not too swift. So maybe he wasn’t running an intellectual sting operation. What do you think? Actually asking him would be cheating.

  • bscmath78

    Do you agree that Alexander Austin’s statements:

    “Indeed, they also fail to report how many students’ scores declined (or by how much), something that would certainly be of interest to educators. With such a large sample, certainly there must have been at least some students, for example, whose scores got worse.”

    in his Feb 14, 2011 article “In ‘Academically Adrift,’ Data Don’t Back Up Sweeping Claim”

    http://chronicle.com/article/Academically-Adrift-a/126371/

    directly contradict your:

    “… Academically Adrift: Limited Learning on College Campuses, which argues that an enormous percentage of students graduate from college knowing less than they did when they entered, and having duller critical thinking skills as well.”

    What do you think of the various issues he and the commenters on his article raise about “Academically Adrift” and the implications for your article?

  • bscmath78

    Astin’s article makes reference to “measurement error” in a different context than first two of my posts. But it is still very interesting and some parts are indirectly supportive of my position. Well worth reading carefully and completely along with all the comments.

    http://chronicle.com/article/Academically-Adrift-a/126371/

    He is more concerned about individual scores and individual learning, whereas I was concerned, in my two initial posts, about higher level comparisons.

    He wrote:

    “I even looked up several technical articles referred to in the authors’ Methodological Appendix, but was still unable to find any information on the reliability of individual students’ scores.”

    He quotes a background article to “Academically Adrift”:

    “student-level reliability coefficients are not computed for this study.”

    He quotes a footnote:

    “A test such as the CLA … may face challenges of reliability, raising the possibility that some of the students showing no gain may actually be learning”

    Whereas, I would say it raises the real possibility that some of the students showing a gain, may NOT actually be learning. They may actually be suffering declines.

    If the instrument error or measurement error is not known, how can the standard error be known? Where did the standard deviation value come from to plug into the formula to make a statement about “statistical significance”? What value was used?

  • electronicmuse

    Any number of people who quit the game imagine it won’t survive them. Muhammad Ali opined that heavyweight boxing would not survive his retirement. It did. So will the university.

  • czander

    Consider this, since 1980 the cost of obtaining a degree at most universities and colleges has increased 100 percent every 10 years. In 2010 Sarah Lawrence College was the first to break the $60,000 a year threshold for an undergraduate education. Taylor (2010) suggests that “If recent trends continue, four years at a top-tier school will cost $330,000 in 2020, $525,000 in 2028 and $785,000 in 2035. “ Believe it or not Taylor’s estimates may be too low. At 100 percent every ten years, by 2020 Sarah Lawrence will cost $480,000 and will easily break the million dollar barrier by 2035. If one follows the Lewin (2008) report, between 1982 and 2008, the costs of higher education increased over 430% which suggests that costs have increased 150 percent every ten years. At that rate Sarah Lawrence will reach the million dollar mark by 2025. This raises a question-Who will be the first to have their grandchild get the million dollar diploma

  • bscmath78

    Did you notice how “Academically Adrift” inflates the improvement in CLA scores? They compared Fall 2005 to Spring 2007 and Spring 2009. So they compared the test scores obtained after a non-academic summer and an initial burst of freshman debauchery in the Fall, with those towards the end of the later school years, gearing up for exams and maybe LSAT, MCAT, GMAT and GRE. Hardly a fair comparison. One is almost guaranteed to inflate CLA score improvements with this kind of methodology.

    It would have been really interesting to see if those improvements disappeared in a test on Labor Day 2009, assuming they did not work during the summer doing something that uses academic skills.

    It would be interesting to compare university student CLA changes with the changes in CLA scores for those who instead went into the military or those who went into different types of work. There could be a whole range of alternatives that not only provide better CLA improvements, but actually pay the student.

    See page 16 of “Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project” by Richard Arum, Josipa Roksa and Esther Cho, for the test timings.

  • bscmath78

    If you actually believe “Academically Adrift” or actually believe in CLA scores or actually believe anything based on CLA scores, then shouldn’t you expect students to be dumbed down by CLA deficient profs adjuncts and TAs? Students don’t need more bad examples. Students don’t need more bad role models.

    Students don’t need: “The blind leading the blind.”

    Shouldn’t all profs, adjuncts, TAs and administrators be tested each Labor day to get their current CLA scores?

    * Shouldn’t profs be required to score higher than 99.9% of their institution’s whole undergrad student body?

    * Shouldn’t adjuncts and TAs be required to score higher than 99% of their institution’s whole undergrad student body?

    * Shouldn’t administrators be required to score higher than 95% of their institution’s whole undergrad student body?

    The same criteria should be applied using any CLA replacement, alternative or competitor that is being considered for measuring the students.

    Why not implement this first in Sociology, then expand to all of Social Science/Humanities a year later? Then observe the effects on Social Science/Humanities for a decade or two, as competing, contradictory studies do battle over whether things are better, worse, the same, ambiguous or unfair to one or more groups/factions/vested interests/special interests.

    “Live by the CLA, die by the CLA.”

    “What is sauce for the goose is sauce for the gander.”

    Science/Math and the other non-Social Science/Humanities majors would be the controls, continuing CLA-free for at least 30 years. But their scores would be part of the institution’s whole undergrad student body scores.

    Free of the screaming, weeping and gnashing of teeth. Priceless!

  • bscmath78

    There is an amusing article dating back to June 2, 2010 “Scholar Raises Doubts About the Value of a Test of Student Learning” which lets us into the sausage factory world of CLA testing. Apparently, how much time you spend on the test strongly influences how well you do and how long you spend depends on your motivation, which can be influenced by outside forces. Quelle surprise!

    http://chronicle.com/article/Scholar-Raises-Doubts-About/65741/

    Some great quotes:

    * “But that approach yielded a grand total of zero students after six weeks. So the university instead turned to low-level bribery”

    * “I do agree with his central point that it would not be prudent to move to an accountability system based on cross-sectional assessments of freshmen and seniors at an institution,” said Mr. Arum, who is an author, with Josipa Roksa, of Academically Adrift: Limited Learning on College Campuses, forthcoming from the University of Chicago Press.

    * “Why did that cohort do so well? One answer appears to be that they spent an average of 63 minutes taking the test, up from 45 minutes for the previous year’s crop of seniors.”

    So isn’t the simplest thing to make the CLA test a MAXIMUM of 20 minutes long. Isn’t it time to identify the slowpoke readers, thinkers, reasoners and writers? And then make it mandatory, for everyone to qualify for admission; with a minimum improvement required each year; otherwise, out you go on your ear. You need to amp up the fear, anxiety and stakes. This is assuming that CLA actually measures something of actual value in the real world. Implement in Sociology first, then all of the rest of Social Science/Humanities and then observe for the next 30 years, before spreading it further. Isn’t this a good way for Social Science/Humanities profs to get the students they deserve?

    “Never watch how sausages or laws are made”
    “Ignorance is bliss”

    As Winston Smith learned:

    “War is Peace
    Freedom is Slavery
    Ignorance is Strength”

  • bscmath78

    “Go, tell the [ MLA ;-) ], thou who passeth by,
    That here, obedient to their laws, we lie.”
    - Simonides, epitaph to the 300

    Deans to right of them,
    Admin to left of them,
    Undergrads in front of them

    - with apologies to Tennyson

    The “glorious blunder” saved the Cherrybums (but when talking to Queen Victoria, the Cherubims or the 11th Hussars) and the rest of the Light Brigade, from death by starvation, disease and cold, while providing a last chance to put Cossacks to the sword.

    “Nuts!”
    - the 101st’s rejection of the surrender demand at Bastogne

    “Kerls, wollt ihr ewig leben? ”
    “Dogs, do you want to live forever?”
    – Der Alte Fritz

  • eberg

    Say what? “…higher education does bear quite a bit of the blame for this situation. It gives trash culture a veneer of respectability and encourages students to open themselves to many of their worst impulses—and to take pride in the spectacle.”
    OK, I’ll bite, what’s the evidence here? Humanities hitting a rough patch as financial crisis torpedos university budgets even as popular culture rages on? Fewer entering grad students–and enabling TAs– pursuing Victorian literature in favor of STEM or other curricula better able to cope with downturn? Wharton would recognize this for the rant that it is.

  • eebz

    Peter, you bring up a few interesting points — many that I don’t agree with, though still interesting — but I wanted to point out a few facts about Gaga that I think would have been important to address in your post.

    You assert that: “Lady Gaga is pretty much full-blast promotion of promiscuity and using her sexuality for personal advantage.” I assume you’re saying so based on your observations about her “skimpy” wardrobe. I don’t think a skimpy wardrobe alone is enough reason to deem a person promiscuous, but fair enough. Interestingly, she was quoted yesterday (in a celebrity publication surely unheard of among most academics) about her sexuality and virginity (http://www.showbizspy.com/article/227354/lady-gaga-talks-about-losing-her-virginity.html). She slips into her bizarre-o Gaga dribble at one point, but even amid that dribble she says that sex without love “screws up your energy.” Promiscuous? Not exactly.

    One other point: the lyrics you pulled above are from Gaga’s 2008 album, “The Fame,” which you referenced. That album, however, is not at all reflective of her more recent work (“The Fame Monster” album and “Born This Way,” her most recent single). You’re right about Lady Gaga seeing her opportunity and taking it, but I think it’s more than just that. This woman has been in the songwriting business since long before she found her own fame, and I think she knew exactly what she was doing: write a few shallow, pop-y hits for “The Fame” and then — once her star was big enough — start writing and performing the music that she was passionate about (but was too bizarre to introduce at the start of her career). And as others have pointed out, she has become a loud and prominent voice in LGBT activism, which is nothing to sneeze at. She may be pop, but she has principles.

  • jamesebryan

    I agree with and needn’t repeat what others have said in defense of Lady Gaga, but even if she were the Whore of Babylon Wood assumes her to be, that isn’t to say that we have nothing to learn from studying her. It seems as if he’s suggesting the only culture worth studying is high culture, because it inspires, while low culture denigrates. I’m very wary of suggestions that my role as an educator is to inculcate values, and much prefer to teach students about a variety of things, analyze the nature of those many things, and let them draw their own conclusions about merit. Educational systems have a long history of promoting damaging ideologies, elitism among them, so I’m not as confident of our fitness to maintain standards as Wood apparently thinks we used to do, and apparently laments.

  • gsudduth

    As Jerry Seinfeld said ‘ Lady Gag.’ the comparison is OK, I suppose but this popist is nothing more than the same flash that produced, Madonna, Prince, Marilyn Manson( not sure he deserves rating), and earlier if you will artists like the Who, the Stones, David Bowie(as Ziggy Stardust) and even the Beatles. The big difference is that most of the artists I mentioned are comparatively more talented. Opinion? Yes.
    If folks had a bit more education in the arts and art history maybe they would not only see your comparison but go a bit further and see the theatrics done by the Dadaist of the early 20th century……………….or possibly even in films like “Andalusian Dogs” by Dali or “The Couch” by Warhol.

  • bscmath78

    Have you seen any articles mentioning any gender differences being reported in “Academically Adrift”?

    It may be that all of what little improvement in CLA scores they reported was due to female students. It is hard to imagine too many male students wasting much time taking the CLA test. As Dilbert would say: “it has the sweet smell of unnecessary work.” In a 1996 comic strip, Alison doesn’t believe in the existence of a special male “work avoidance chromosome”. Her test with Ashok confirms its existence. Plus in college there is beer to drink, poker to be played, games to be played and videos to watch. It would be interesting to see how gender correlated to time spent writing the CLA test and how that correlated to the CLA score.

    I also don’t see mention of gender differences in “Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project” by Richard Arum, Josipa Roksa and Esther Cho.

    I see in Table 2, on page 18, that for their sample the mean Male % is .37!! I must admit that 0.37% does seem like a low percentage of males. But given their seeming problems dealing with numbers, they probably meant 37% (only off by a factor of 100). This compares to their reported mean for all 4-year institutions of .45% (they probably meant 45%).

    It could be that the CLA test is structured to guarantee that female and male results are exactly the same, using a similar process as used by IQ, SAT, ACT and other tests to select a question mix that guarantees equal scores.

  • bscmath78

    In a superficial review of Professor Vedder’s March 10, 2011 article I find a variety of problems with the article and its treatment of studies, including “Academically Adrift”.

    Please see my comments at:

    http://chronicle.com/blogs/innovations/the-revolution-of-rising-expectations/28804

  • Prof_truthteller

    The problem with reliance on private funding, either donations or investment funding, is that you then MUST ACCEPT the private funders’ agenda. Much more than just the “strings attached” of government subsidies, which primarily focus on quality and accountability standards, if any institution, of any kind, accepts private investment, that institution then becomes obligated for its very survival on showing a healthy ROI, or else the money flies elsewhere. Private donors as well will NOT FUND anything that doesn’t match their very narrow and very specific criteria and agenda. So we become slaves to masters, building their pyramid.

  • Prof_truthteller

    Yeah, sure heavyweight is still around. But I bet that unlimited, mixed-maritial, and cage fighting tops the billing nowadays.

  • Prof_truthteller

    I reject the notion that government support of higher education, or of any education for that matter, is an entitlement. By definition, it is NOT:

    “An individual’s right to receive a value or benefit provided by law; Commonly recognized entitlements are benefits, such as those provided by Social Security or workers’ compensation.” (West’s Encyc of Am Law)

    Calling education an entitlement is a misuse of the word that casts it immediately in a negative light and sends it up to the Republican tax-chopping guillotine. Off with their heads!

  • ebennett64

    The domestic abuse analogy is helpful. But there is a range in the abuse spectrum. At CUNY if you teach two classes, after a few semesters, you also get health insurance. However, no job security. It could be worse in terms of benefits: Jersey public colleges pay about half the salary and have no health insurance (they also have no union). Why doesn’t the chronicle compare adjunct salaries, unions, and benefits. Nationiwde. Most of us, 70%, doing college teaching do adjunct work. Hello?! Sorry, I’ve said this before.

  • adjunctcarol

    When the data isn’t even kept locally then nationwide surveys can’t be done.
    No data = no issues. I mean afterall adjuncti are simply transitory fill-in the -gaps; they come they go, who can keep track? Yea, right. There simply is no motive for the administration to gather evidence of the overuse of adjuncts or open themselves up for any number of potential realities.

    ome issues exist in large scale comparisions. First: which schools keep data and how are thy different from those that do not? Other: Comparing the salaries across semester and quarter system, 2 vs. 4 year, Is pay per class? Per contact hour? What respponsibilites does the pay include such as office hours, individual student conferences and meetings? Compare those with or without retirement, health benefits, and unemployment.

    Domestic violence in more one-on-one when both parties legally have equal power to end the relationship. Bullying? Codependence, but with one group having offical power to end the relationship for the other.

  • bwyatt4561

    I have been an adjunct instructor since 1996 and I have never felt abused. I started with our local community college as an adjunct composition instructor in 1996 and stayed until 2006; I loved the institution I taught for, the students and my
    colleagues. I was never once treated as an outsider and I felt loved and valued as an individual and as an instructor. My supervisor included me in making decisions about the program and selecting composition textbooks. We adjuncts were included in all the institutions activities, in-house and outside. I made good money and was given my pick of which composition classes I wanted to teach. I would still be teaching for them if my health had permitted it; I gave up the campus classroom for the online home classroom.

    I now teach online for two different institutions as an adjunct composition instructor; both of these institutions are wonderful to teach for and they also respect and value me as an individual and as an instructor.

  • http://www.facebook.com/people/Antsy-Kuhnwisse/100002159499682 Antsy Kuhnwisse

    “[Leaving] …. it’s not a solution for adjuncts as whole. And that’s a key difference between an abusive marriage and the abusive relationship between adjuncts and institutions …”

    I’d say it’s true of domestic abuse too. Walking out, singly, individually, does nothing to stop the abuser (and other abusers) from doing the same to others. Solidarity among abused spouses or partners, a mass walkout, availability of alternatives, and a mass effort to prevent people from entering or staying in such relationships in the future would have a bigger impact on abusers’ ability to keep on abusing.

    I think the parallel is better than the author realized.

  • jcarp517

    Soon after I started teaching as an adjunct at our local community college 17 years ago, one of my colleagues, who was leaving teaching after several years, told me much the same thing: “Working as an adjunct is just like being in an abusive relationship. You keep hoping that things will get better and you stay because you love teaching and your students. The administrators string you along and make empty promises while also treating you as expendable. Despite your hard work and success with your students, you’re passed over for full-time positions because everyone sees you as ‘just an adjunct.’”

    Being new to teaching and idealistic, I couldn’t understand why she was so bitter, but it didn’t take me long to find out. After eight years of having my heart broken in numerous ways (I loved teaching college – what could be better?), I took a staff position at the University where I still work with students, but am essentially a glorified secretary. I get a decent salary and benefits (finally!), but man, I miss teaching.

  • rebek56

    bwyatt4561, you are lucky to have found an adjunct position with good money. I am a full-time faculty member at a place that depends on adjuncts, and while those of us who teach here value our part-time colleagues, the most these folks can make in the five classes a year they are allowed to teach is less than $10,000. We ask them to do far more than their salaries deserve.

  • katisumas

    Do you sleep in your car? Do you even have a car?

    Do you have to rely on the food bank/pantry to keep body and soul together?

    Do you teach at least ten courses a year?

    Are you a “freeway flyer” and have to teach at three different institutions per term?

    Do you have a partner supporting you?

    Are you independantly wealthy?

  • katisumas

    The tragic irony is that adjuncts have little hope of landing a regular full time position, particularly at the institution where they are teaching. Their adjunct status works against them. It can’t be overcome with successful publications and books (particularly if the ternured faculty lacks in this regard).

    We are losing the best of potential faculty, the individuals who love to teach and who thus are the best teachers. This doesn’t bode well for the future of higher education.

  • katisumas

    How about starting by paying adjuncts living wages and benefits and giving them some security and take it from there? This is the situation in many Canadian universities and some US ones.

    This would be particularly feasable now that administrators’ salaries have gone through the roof. Bring them back to earth and use the saving to pay for teaching. That goes for coaches salaries too. In some institutions, the football coach makes more than the president of the university — not to mention the president of the US!)

    The idea of fixing the situation by admitting fewer students is not a good one for society and for institutions of higher learning.

  • boiler

    One gets used to a certain level of self-indulgence in Chronicle blog posts, but this one is over the top. Spousal abuse is a serious, complex, and often life-threatening social problem, one in which vulnerable people are genuinely trapped by economic, family, and cultural circumstances. You’re a well-educated professional who feels like he doesn’t get paid enough. This post is an insult to a lot of tormented people who would love to have your problems.

  • wilkenslibrary

    The phrase “if my health had permitted it” caught my eye. Did/do you have health insurance? Too many contingent faculty don’t.

    Betsy Smith/Adjunct Professor of ESL/Cape Cod Community College

  • radjunct

    Isaac, your posts are always so depressing yet true. The question I keep asking myself is how long can I stay in this? I dont want to do anything else but teach, but I am approaching 40 and cant go much longer without health insurance and stability. I teach art and the funny thing is, I thought teaching was the responsible route compared to trying to make it as an artist in New York.

    I am tired, for 7 years now, I have been teaching 5-6 courses a semester and 2-3 a summer, with no breaks. How much longer should I keep this up? What else can I do? I am a failure, I have failed my wife and family. I have so much school debt.

    I am usually never one to complain. Grin and take it I always say. But I really need help, I need an escape button!

  • bwyatt4561

    Yes I do have
    health insurance. I have severe back problems which dictate my physical
    activities. I am unable to stand or walk for long periods at a time and
    teaching face-to-face was pure torture for me. We all know that a teacher on her feet is worth two in the seat.

  • wilkenslibrary

    As many of the responses here have noted, abuse is a very strong word. I think that exploitation may describe the situation of contingency more aptly. The great irony is that not only are contingent faculty exploited. Our students and our full-time colleagues all suffer the consequences, albeit in different ways, of having approximately 75% of the faculty in positions that do not require office hours (or, in many cases, even provide offices) or service to the institution. When our students need us, we’re all too often on our way to another campus. When there is curriculum to be developed or policy to be determined, ditto.

    The plight of contingent faculty has been well documented. We often lack computers, and sometimes even supplies as basic as markers for white boards, or copy machines, or blue books are not provided. We do not receive equal pay for equal work. Still, I’d say that to expect us to buy these standard items on our meager salaries is not abuse, but it is exploitation.

    No school (at least, to my knowledge), demands that we teach six classes a semester, but their reluctance to offer us a full-time job, or even a part-time position with fractional responsibilities and benefits, or any real job security, leads to many of us becoming freeway flyers at multiple institutions. Denying contingent faculty the basic necessities of life: a living wage, health insurance, retirement benefits, perhaps comes close to being abuse, but I think that it is still, more accurately, exploitation.

    The question of how to deal with exploitation has no easy answers. If it did, we’d have cured the disease long ago. My only suggestion is to do as Joe Hill urged: “Don’t waste any time in mourning [(or complaining, or quitting, or feeling sorry for ourselves—my additions)]. Organize…”

    Betsy Smith/Adjunct Professor of ESL/Cape Cod Community College

  • copesan

    Love it! We are the adjuncti…………….
     

  • copesan

    How about “toxic relationship”?

  • thehomelessadjunct

     Thank you, Isaac, for reading and discussing my blog post.  It was a pleasant surprise to see “The Homeless Adjunct” referred to in The Chronicle.  I do agree with your statement that one adjunct’s decision to leave academia is meaningless as far as changing the system is concerned.  I share Antsy’s position, that it takes solidarity and a widespread movement to succeed in ending the deprofessionalization and impoverishment of fully 70% of all university faculty in America. The New Faculty Majority was formed with this goal in mind.  It is for this reason, too, that my film partner, Chris LaBree, and I are currently in production with a documentary called ‘Junct: The Trashing of Higher Ed. in America.  The goal is to raise awareness outside of academia of the many ways the American university has been ruined by corporatization.  The general population needs to be made aware of the majority faculty’s plight and poverty, not only because it is shameful labor exploitation, but because of the many horrible ways it impacts our students.  Solidarity among faculty is only a part of what will be required to change all this; we need a larger community of students, parents, legislators and educators to stand together and demand improvement if there is to be any hope of change.  

    In regard to those who felt that my reference to emotional abuse trivialized that suffering, I want to express regret, but feel that you misunderstood my point.  I would urge you to read my actual blog post, because I think the comparisons I draw are well defended there.  (http://junctrebellion.wordpress.com/2010/12/10/when-labor-abuse-becomes-emotional-abuse/)  

    My heart broke when I read “radjunct”‘s post, “….How much longer should I keep this up? What else can I do? I am a failure, I have failed my wife and family.”  You are not a failure, my friend.  
    The system has failed you, by its false promises.  It has failed you by this continued exploitation of your talents and qualities.  To the rest of you I say, if those expressions of helplessness, low self-esteem, shame and guilt don’t sound like the effects of emotional abuse, then what are they? 

    Bottom line – we need to stop arguing with each other.  If we love teaching, and love what the university used to be, then let’s come together in as widespread a way as possible to rescue what was best about academia and its role in a healthy society.  Anyone who wants more information about the documentary, please write to me privately at junctrebellion@gmail.com.  I welcome your ideas, comments and involvement.   Isaac, thank you again.  

  • sqrt_gh

    Vedder’s hands in the pockets of the TPPF colors every word out of his mouth. 

  • Guest

    This was a fascinating, inspiring piece. Thanks for passing it on.

  • madeleine_gardeur

    Dear Jomana,
    I am so happy we met in Copenhagen, You are not only a courageous, enthusiastic and very clever  professor, your personal Arabic Spring will certainly benefit the people around you. That is your way of being: you talked with love about your students and how you want to make a difference to them. I am sure you will do. My university, the University of Groningen is certainly interested to work with your University Al al-Bayt, especially in the field of study of Arabic, Islam and as you put it, to deepen the values of freedom of thought and expression. Student exchange at Master or PhD level would be vert interesting to explore. I will never forget the deep respect with which you spoke about your family and especially your father. I encourage other universities to make the step into the desert and discover new horizons, very useful and inspiring to Western universities as well. 

  • raza_khan

    Very good article and Jomana is very lucky woman indeed that she had the support of her family / father as she pursued higher education.  There are few boys and unfortunately many girls who are the silent heroes in Asia / Africa who defied their parents to get education so that they could better themselves and achieve their dream.

    Raza

    __________________

    Dr. Raza Khan

    Chemistry Faculty

    Dr.Raza.Khan@gmail.com

  • http://www.zachcoble.com/ Zach Coble

    I appreciate the insight into why alternative types of review, such as peer-to-peer and post-publication, have not yet caught on. Although the article discusses many of the problems with the current system, it’s useful to hear why other forms haven’t gained traction. However, as pressure continues to increase on  the traditional review system, people will begin to experiment with different models and this participation will be what makes these new models “feel natural.”

  • marka

    Good article.  I concur with Zach.  Link to booklet @ http://www.senseaboutscience.org/

  • vatican

    Although I come from the business discipline, this article is an interesting read and an eye opener to what’s happening in another discipline.  In some business journals, authors are allowed to suggest potential reviewers as well provided that the reviewers are at arms length and there’s a declaration that there’s no conflict of interest.  However, the editorial office should investigate to ensure that this is the case as well.  For the reviewer (mentioned in this article) who is concerned about mediocre papers getting published in the journal, my attitudes are: 
    1. It’s not the role of the reviewer to accept or reject a paper.  We review and provide suggestions for improvement.  Only then, we recommend to the editor whether the paper is to be accepted, revised, or rejected. Ultimately, it is the editor who makes the final call.  
    2. If a reviewer feels very strongly that a paper doesn’t deserved to be published, then you can either communicate with the editor about your concern and justify your concern (maybe this or the recommendation was not made clear in the review) or simply do not review for that journal again.  

    The two-week review time should be applauded and should be the gold standard for many business journals.  I can recall a few instances where my papers were delayed by 9 months.  In one instance, after the editor decided to pull ranks on me, I lectured him on how to manage a review process effectively and his triple apologies were finally accepted.  What I learned was that he was trying to appease one of the reviewers because he was a high profile professor.  My response to the editor was simply – who cares if he’s a hot shot but useless and unprofessional.  This reviewer should never ever be used again!  This editor was willing to sacrifice the journal’s reputation and the review process because of one professor whose ego is so fragile?  In another case, let’s say that I exposed the editor’s unprofessional conduct to his superior.  I don’t think any action was taken but that should make the editor think twice about doing something unethical with anyone’s paper.  

    Indeed, we “need a global pool of reviewers” !!!  The problem with this point on the wish list is that some people are simply selfish.  In the area of research, academics are rewarded for publications and not their reviews.  So, it would be nice (in an ideal world) that individuals give back to the system some time but we don’t live in an ideal world.  Some reviewers sit on a paper for too long and then forget about them.  I think that once a request for a review comes, people should decide whether (1) they are in a position to provide expertise review and critique of the manuscript, and (2) they can turn around this review promptly so that they don’t jerk the authors around.  My review is normally returned within 24 hours.  My slowest was within 48 hours after saying yes to the editorial office.  Therefore, the system that gets the editorial assistant to contact the reviewer first before the editor gets involved is a good one.  Furthermore, editors need to have the balls to “fire” reviewers when the reviews are sub-standard or slow.  The journal’s reputation is at stake and the lives of many tenure-track professors waiting for publications are at stake here.  

    Sharing of reviews among reviewers?  Sure, why not?  I had the privilege of reviewing for Organization Studies, which has the practice of revealing all the reviews (names and identifiers removed) to the participating reviewers.  It was great to see how closely my criticisms of the manuscript closely matched the second reviewer’s comments.  From a personal learning perspective, this was great.  However, it was disheartening to see a rushed review that missed a lot of the critical methodological flaws and under-developed hypotheses.  Here, the editor’s choice was easy: 2 versus 1, and my recommendation was a rejection while the second reviewer did not recommend any thing.  

    “Creating a double-blind process would mean removing identifying information about the authors from papers sent out for review, a step regarded as difficult, because writers often reference their earlier work.”  I find this statement rather bizarre.  Attention given to a particular author does not necessarily mean that it is actually the author who is submitting the manuscript.  Especially when a particular author’s work is influential, why should people shy away from citing this author’s work?  Moreover, if the author is indeed an authority in the field, should s/he avoid citing him/herself?  

    One thing for sure, there’s certainly some rich cross learning that can and should occur across the different journals.  Best practices should be shared and implemented.  

  • richardtaborgreene

    peer review is silly—
    thank goodness the web is destroying it
    1) we academics are publishing when the paper is done not when some journal editors “approve”
    a) in effect, our papers are reviewed by responses we get early to the posting of our first PDF version
    2) web available PDFs are getting on average 8 times the citations of top journal articles—divine revenge
    3) posting on the web allows all sorts of data, research, articles forbidden by the commercial publisher economics and rip-offs of Elsevier and other evil academic publishers.  

  • bquick

    This conversation completely misses the point. Debating the semantics of peer review will do nothing to solve what is ultimately an ingrained and systemic failure of the academic establishment to maintain the integrity of intellectual freedom. As the previous comment suggests, transparency is the only defense against the unethical and often criminal efforts of industry to shape important public debates related to the biology, chemistry, and toxicology of substances every human is forced to ingest. A good first step to restoring the reputation of the peer review process would be for all people and institutions involved with the findings published in the presses of the traditional cannon to submit to a very strong public vetting for conflicts of interest. 

    For example, Elsevier has been publishing industrial “science” for years. It is not alone. The public record clearly shows federal regulatory bodies, usually appointed by executive decree and often including secretive “blue ribbon panels,” have shaped accepted discourse of toxicity for the better part of a century. One need only examine the historical record of 2,4,5-T–but one of many variants of dioxin, in this case produced as an unintentional byproduct of the manufacturing of phenoxy herbicide–to understand the gravity of the consequences of placation and silence. We need to insist that financial ties to industry think tanks or consulting firms disqualify researchers from the benefits of the academy–title, tenure, reputation, etc. If a researcher lends his name and title to further the mission of the Marshall Foundation, that researcher has made a conscious choice. We should respect that choice, but we should never pretend it hasn’t been made.