#higher education

[poormedeaextra]

Obviously I'm biased because I'm a college teacher, but this all stems from the wider devaluation of education. It's not JUST that people think the point of college is the piece of paper that you get at the end, it's that they don't think there's ANY connection between what you learn in college and the eventual job you might have. They have no sense that they might be learning useful skills that they will need later.

I think it's probably related to when we (correctly and with good intention) said learning was important for its own sake. And now college is seen as either "hobby learning" which you will never use again (the arts and humanities) or an obstacle course trying to prevent you from getting what you are paying for that you must do everything in your power to circumvent (STEM).

I just started grad school this fall after a few years away from school and man I did not realize how dire the AI/LLM situation is in universities now. In the past few weeks:

I chatted with a classmate about how it was going to be a tight timeline on a project for a programming class. He responded "Yeah, at least if we run short on time, we can just ask chatGPT to finish it for us"

One of my professors pulled up chatGPT on the screen to show us how it can sometimes do our homework problems for us and showed how she thanks it after asking it questions "in case it takes over some day."

I asked one of my TAs in a math class to explain how a piece of code he had written worked in an assignment. He looked at it for about 15 seconds then went "I don't know, ask chatGPT"

A student in my math group insisted he was right on an answer to a problem. When I asked where he got that info, he sent me a screenshot of Google gemini giving just blatantly wrong info. He still insisted he was right when I pointed this out and refused to click into any of the actual web pages.

A different student in my math class told me he pays $20 per month for the "computational" version of chatGPT, which he uses for all of his classes and PhD research. The computational version is worth it, he says, because it is wrong "less often". He uses chatGPT for all his homework and can't figure out why he's struggling on exams.

There's a lot more, but it's really making me feel crazy. Even if it was right 100% of the time, why are you paying thousands of dollars to go to school and learn if you're just going to plug everything into a computer whenever you're asked to think??

[jstor]

Searching best practices on JSTOR

Hi Tumblr researchers,

As promised, we're going to dive into some best practices for searching on JSTOR. This'll be a long one!

The first thing to note is that JSTOR is not Google, so searches should not be conducted in the same way.

More on that in this video:

Basic Search on JSTOR

To search for exact phrases, enclose the words within quotation marks, like "to be or not to be".

To construct a more effective search, utilize Boolean operators, such as "tea trade" AND china.

Advanced Searching on JSTOR

Utilize the drop-down menus to refine your search parameters, limiting them to the title, author, abstract, or caption text.

Combine search terms using Boolean operators like AND/OR/NOT and NEAR 5/10/25. The NEAR operator finds keyword combinations within 5, 10, or 25 words of each other. It applies only when searching for single keyword combinations, such as "cat NEAR 5 dog," but not for phrases like "domesticated cat" NEAR 5 dog.

Utilize the "Narrow by" options to search for articles exclusively, include/exclude book reviews, narrow your search to a specific time frame or language.

To focus your article search on specific disciplines and titles, select the appropriate checkboxes. Please note that discipline searching is currently limited to journal content, excluding ebooks from the search.

Finding Content You Have Access To

To discover downloadable articles, chapters, and pamphlets for reading, you have the option to narrow down your search to accessible content. Simply navigate to the Advanced Search page and locate the "Select an access type" feature, which offers the following choices:

All Content will show you all of the relevant search results on JSTOR, regardless of whether or not you can access it.

Content I can access will show you content you can download or read online. This will include Early Journal Content and journals/books publishers have made freely available.

Once you've refined your search, simply select an option that aligns with your needs and discover the most relevant items. Additionally, you have the option to further narrow down your search results after conducting an initial search. Look for this option located below the "access type" checkbox, situated at the bottom left-hand side of the page.

Additional resources

For more search recommendations, feel free to explore this page on JSTOR searching. There, you will find information on truncation, wildcards, and proximity, using fields, and metadata hyperlinks.

[belle-keys]

And a reminder that higher education cannot be considered truly democratised if students can still be doomed to poverty with multiple or advanced arts and Humanities degrees...

[zebulontheplanet]

I want people to understand this.

Nonverbal and nonspeaking people are capable of going into higher education, and many have.

Does this mean every nonspeaking and nonverbal person will go into higher education? No. Lots of nonspeaking and nonverbal people are not able to go into higher education for various of reasons. This however does not mean that every nonspeaking and nonverbal person is unable to go into higher education.

College is something that a lot of people want, including nonspeaking/nonverbal people. If you’re able to, then go for it! If you want to, then go for it!

Nonspeaking/nonverbal people have been kept out of higher education for a very long time, and to see blog posts and articles about nonspeaking/nonverbal people going into higher education, it just makes my heart happy, because I’m not alone. Stop underestimating nonverbal/nonspeaking people. Stop saying we can’t do things. Some of us can’t, and that’s completely ok, but we need to start making it more possible for nonspeaking/nonverbal people to achieve their goals and dreams.

[incognitopolls]

We ask your questions so you don’t have to! Submit your questions to have them posted anonymously as polls.

[wearepeace]

“Mystery creates wonder and wonder is the basis of man's desire to understand.” ― Neil Armstrong

[thedeluxedoll]

Not sure of @ as found on Twitter

[amnhnyc]

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Photo: A. Keding / © AMNH

[tinstol]

Call me crazy but I don’t think higher education should only be available to those who can study for 6+ hours a day

[haggishlyhagging]

I was standing before the desk of my doctoral dissertation adviser who was angrily telling me that I was not going about my dissertation in a way that suited him. He shouted at me, from his intimidating height, that my master's thesis adviser had told him I had pressured him unmercifully too and hadn't asked his advice either all along as I should have. I asked my fuming educator, as calmly as I could, why my master's adviser had never indicated this to me. I suggested that if he hadn't approved of the way I was proceeding, he should have said something to me at the time. And that since he always signed everything I took to him to sign, and since he had not stood in the way of my receiving my master's degree, I had simply assumed he approved.

Even as I asked the question, however, I knew the answer. I hadn't behaved femininely. I hadn't asked their advice. I hadn't acted as if I weren't capable of doing all this without their help. Hadn't, in short, acted incompetent, helpless, childish, and infinitely grateful for every little scrap of attention or advice they, as superior beings, had given me. I was twenty-eight years old when I began my master's research. I knew exactly what I wanted to do and how to go about doing it. I proposed it to my adviser. He agreed. I did it. That was that—I thought.

Oh, but not so. I didn't lean on him. To me he was just part of the red tape. I cut through him as quickly as possible. And I had no time to linger. Already we had one child and were ready to conceive another. I had to move faster almost than humanly possible, and I did.

Now my doctoral adviser had heard from my previous master that I had not been sufficiently humble and impressed (did not respect the priesthood enough, meaning the men). But this one wasn't going to make the same mistake. He'd show me who was boss. I understood this as women understand it, not intellectually, just in the flesh of my face as he scowled at it, just in the resignation of my weary-with-watching-male-ego-signs flesh. And I knew exactly what to do about it, without thinking, without strategizing—cry. So he would know I wasn't trying to show I was as smart as he was and didn't need him to tell me what to do next. Cry—so he would realize I was just another weak little woman and he had no cause for alarm. Cry—so he would feel bigger and more rational, and still, above all else, still blessedly in control.

So I cried on purpose that day, and because I did I became Dr. Johnson a year later, moving with great speed through a system designed to slow doctoral candidates down. Because I cried.

If men hate to be thus manipulated, then they must allow us to be real, they must not force us to manipulate their egos in order to live a full human life. I hate such machinations. I despise them with all my heart. But women are forced to resort to them because men won't otherwise allow us to exist. And we have a right to life.

-Sonia Johnson, From Housewife to Heretic

[jstor]

🎨 📚 Instructors, librarians, and researchers—how do you use Artstor on JSTOR? From enhancing lessons to enriching research, we want to hear your stories about visual learning! Share your thoughts by filling out the Google Form. Let's celebrate the power of visual resources in education and research! 🌟 Image: Costa Rica, Diquís region. Lobster pendant. Cast gold. c. 1000–1500. Part of the Cleveland Museum of Art.

[arc-hus]

Study Pavilion, Braunschweig, Germany - Gustav Düsing + Max Hacke

[usernamesarehard1]

Only being interested in career paths that require lots of higher education while also having really bad executive dysfunction due to AuDHD is such a weird combination.

Like, i want to learn everything and I'm so interested in everything, but i can't actually sit and study anything.

[chaoticmiserablelover]

The fact that Victor Vale agreed to kill himself without hesitation so he might get superpowers tells you everything you need to know about the state of higher education.

[racefortheironthrone]

how do you feel about gen ed requirements in college majors?

Oooh, that's a good question, because I feel genuinely conflicted about it.

Cards on the table, I should say that I picked my undergraduate university precisely because it had a broad core curriculum of literature, philosophy, art, music, and science (and because it didn't require math) for all majors.

As a freshman, I had very wide-ranging interests and wasn't sure what I wanted to do for my major when I started, even though I started taking as many history electives as possible starting in my second semester. But even though I didn't need much time to "find myself," I still feel that the "well-rounded" education I received was good for my intellectual development, my ability to participate in society, and so forth.

And then there's the fact that my grad school career was entirely dependent on history classes being used as gatekeeping requirements for poli sci, communications, and sociology majors, which generated a steady demand for TA labor. So I do recognize that gen ed requirements are absolutely essential to the economics of many disciplines, and universities would have to rethink how they fund departments if they got rid of gen ed requirements altogether.

That being said, I do recognize that these kinds of requirements can also be really bad for students who are quite different from myself. As generations of students forced to take Physics for Poets or English for Engineers can testify, it can be legitimately frustrating for people who have a strength and an interest in an area that they want to develop that they can't specialize and instead have their academic success depend in part on their weakest subjects. Moreover, given the rise of tuition prices and student debt, every additional class a student has to take is more of a burden on their shoulders.

This is where I see a symptoms/cause long-term/short-term thing going on. Because of increasing competition, credentialism and credential inflation, and the increasing uncertainty about whether rising educational costs will be requited with secure employment at a professional income, I totally understand those people who want to make the college experience shorter and more specialized as a way to save money.

At the same time, if we ask ourselves why we provide education as a society (as opposed to making employers pay the bill for the training of their workforce), I go the other way. In order for modern democracy to function effectively, we need the population to have a baseline of quantitative reasoning so that they can tell when someone is lying with statistics, to be able to close-read texts so that they can tell when someone is lying with rhetoric, and to be sufficiently media-literate to spot propaganda and misinformation.

That being said, if we are going to say to young people that they have to acquire all these skills, the quid-pro-quo is that we have to provide education as a de-commodified public good, and guarantee a job to everyone, so that the economic incentives pushing us towards shorter, more specialized higher education no longer exist.