0 Student Activism Continues at UW-Madison

UW-Madison has a rich history of activism among its students, and that history evolves today as students stand in solidarity with the workers of Palermo's pizza and the good folks of Voces de la Frontera. 

What will outgoing Interim Chancellor David Ward do? Why not act, given widespread public support and his short remaining tenure?

 Here's what you need to know:

(1) UW-Madison's students have always been ahead of the curve when it comes to standing up for the rights of underdogs throughout the world.  It's no surprise they're ahead of the NLRB on this one.

(2) UW-Madison's code of ethics is independent from the rulings of the NLRB or any other entity and is supposed to reflect our values, not those of others.

(3) It is abundantly clear that moral leadership is lacking on both the so-called Left and the Right in Wisconsin, especially when it comes to standing up to corporate interests seeking to keep wages low and profits high.  It is far harder to battle these interests than to cede to them.

I have the great admiration and respect for students who take the time to educate themselves on the political economy of universities and challenge administrators to do the same.  I have no doubt that if Chancellor Ward doesn't soon take action, these students will begin to expose the private interests that appear to inhibit him from doing so.

FOR IMMEDIATE RELEASE
April 29, 2013

Students Occupy UW-Madison Chancellor’s Office

12 students storm administration building demanding termination of school’s contract with Milwaukee frozen pizza firm

Students will remain in Bascom Hall until Chancellor David Ward agrees cut the contract

Contacts:
Sam Klepfer, soviet.thriller@gmail.com, 608-772-4415
Claire Hintz, clairehintz@gmail.com, 651-955-8370
Maxwell John Love, maxwelllove@gmail.com, 724-557-6269

WHAT: Rally outside the ongoing occupation of UW Chancellor David Ward’s office
WHO: UWMad@Palermo’s, a coalition of student groups; labor and community supporters
WHEN: Monday, April 29th at 4:30pm
WHERE: Outside Chancellor Ward’s office, 161 Bascom Hall, 500 Lincoln Drive, Madison, WI

At 2:15pm today, 12 students entered Chancellor Ward’s office to protest his refusal to uphold UW-Madison’s code of conduct for companies that produce goods using UW logos. The students are demanding that the university cut ties with Milwaukee-based frozen pizza manufacturer Palermo Villa Inc over the company’s labor practices.

The sit in comes after a 200-day campaign by a coalition of students, workers, and concerned Wisconsinites. The Labor Licensing Policy Committee, the campus shared governance body designated to make recommendations on these issues, determined in November that Palermo’s was in violation of the university’s code of conduct, and recommended cutting ties with the company.

“We’re occupying the office until Chancellor Ward agrees to cut ties with Palermo’s,” said Claire Hintz, one of the students occupying the office. “It’s outrageous that the Chancellor still refuses to enforce our code of conduct by cutting ties with this irresponsible company.”

In January, the Dane County Board of Supervisors joined the chorus of groups calling for a contract cut, passing a resolution of support. Then in February, the Worker Rights Consortium, an independent worker rights monitoring organization the university is affiliated with, reported that “Palermo has committed serious violations of worker rights and that these violations remain ongoing,” and therefore was in violation of the university’s code of conduct and international labor rights standards.

“Chancellor Ward has abandoned the Palermo’s workers and callously ignored the moral standards that UW claims to uphold,” said Cornell Zbikowski, another of the occupying students. “The Palermo’s workers have been on strike for 11 months as David Ward hides and counts the days until retirement. I’m ashamed to call David Ward my Chancellor.”

At 4:30pm, supporters will rally outside of Bascom Hall. At 6:00pm, the Solidarity Singers will lead the crowd in song.

UWMad@Palermo’s is a coalition of student groups dedicated to ending UW-Madison’s contract with Palermo’s Pizza, including the Student Labor Action Coalition, Working Class Student Union, United Council, ISO, and TAA.

###

WHY: It has been over 200 days since students first confronted Chancellor Ward to uphold the university's code of conduct and cut the contract with Palermo's and he has yet to take any action on this issue. Students have already utilized University channels including receiving recommendations from shared governance groups such as the Labor Licensing Policy Committee in November, receiving a resolution from County Board to support the UW-Madison cut, and having Palermo’s workers come to campus to meet with the Chancellor, and publicizing findings from the corporate investigation by the WRC (who found 4 separate code violations: health and safety, harassment and abuse, work hours, and freedom of association). Yet Ward has remained unmoved on this issue. Over 10,000 signatures have been gathered supporting UW-Madison cutting their contract with Palermo’s. Students will sit-in until Chancellor Ward agrees to uphold the University’s code of conduct and cut the contract with Palermo’s. Students and community members are joining together to hold Ward accountable for his lack of action in protecting and upholding the rights of workers who are directly connected with our university.

******* UPDATES*********************

This was more than a handful of students today.

Students were arrested. I am awaiting details.

0 Those Selfish PhD Candidates

One of the most stunning moments in the recent Ed Talks Wisconsin came towards the end of a Friday night discussion about MOOCs. The room was heavily populated with graduate students, many of whom were asking about the implications of these online courses for their employment prospects.  With the decoupling of teaching from their future responsibilities, many were (rightly) worried about how they'd be trained, funded, and what they'd do post degree.

As one student put it,"What's the incentive for the next generation of scholars to pursue a PhD?"
 
In response to that question, the Chancellor of the UW Colleges, Ray Cross, responded this way:
"Is your goal to get a PhD, or is your goal to change education?"

Many in the room looked up, confused about whether he was serious.

Well, an email that just arrived from UW-Madison suggests he was.  The newsletter it included contained the following key blurb:

"New program trains students to create online courses.  With the advent of online courses and degrees, a new program will teach students how to provide online course support. Student Online Course Support (SOCS) will help students find campus tech-related jobs, expose them to new career paths, and save the University funds by hiring student support. Tell your students about this opportunity."

Got that? It's full-speed ahead in support of the Flex Degree and the MOOCs here at Madison; above I linked to the course description that explicitly references these programs. Want a campus job? Get on board. And be sure, of course, to save the university money!

Will this next become a mandated part of our graduate training? Or will we no longer need those folks, as our younger Badger are trained and ready to serve?


ps. The video of Cross starts around the 1:32 minute mark.

0 HR Design in the News

This ran in today's Capital Times. 

Stay tuned... more to come. 

0 THIS is What Shared Governance Looks Like!

All over America, faculty, staff, and students are losing their collective voice as a tidal wave of "reform" washes over higher education. The adjunctification of the faculty is well underway and some administrators and members of the public cast faculty as the enemy of progress, despite hard empirical evidence to the contrary.

We've been confronting our own dilemmas at UW-Madison, where a deeply conservative Wisconsin legislature handed us the "tools" requested to bring efficiences to our human resources system.  It is indeed an old system, which insufficiently recognizes the needs of educational institutions, and it is indisputably in need of modernization.  The plans are in process to use the new flexibilities to improve the system, and today the Faculty Senate was to vote on those plans. The problem? The plans aren't yet  fully articulated.  They are still in process, in a draft stage, and it's hard to tell whether they really take UW-Madison forward-- or backward.

A year or two ago I could've predicted the meeting's outcome.  Under the thumb of a chancellor who not only misunderstood shared governance but deliberately squelched it, the Senate was rife with meek and silent professors.  Attending those meetings, I was awed by how many strong intelligent people could be rendered mute when confronted with the likes of Biddy Martin.

That was then, and this is now.  Biddy is gone, thanks to her inability to recognize the importance of institutional culture, and the people of the Senate are free. So in a remarkable turn of events, this afternoon the UW Madison Senate took decisive action to reject a push by the Administration for premature yet supposedly "time-sensitive" action and instead postpone a vote on the proposed Human Resources Design plan until the Administration reveals its full and revised plan.  By waiting until December 3 to vote on HR design, the Senators essentially said: "We'll vote when we are shown what we are voting on."

To some, this was stunning. Those are the folks who misunderstand shared governance at UW-Madison, falsely believing it is merely "advisory" and that ultimately the Chancellor decides.  Not so. Not at all.  In the coming weeks,  this will become a great subject of conversation on campus, since the Senate meeting revealed that key administrators among us do not understand Faculty Policies and Procedures as written in law.

The faculty, students, and staff care deeply about the future of this great university and recognize that key changes are needed to strengthen it.  HR Design is one of those things, and that's why it's worth taking the time to get it right.  We won't be pushed into premature judgment, or told that we can only vote "now or never."  The responsibility is too great. As Professor Chad Goldberg told the Senate today, "Our educational activities depend vitally on the contributions, well-being, and morale of all of the university’s employees, including faculty, academic staff, and classified staff. None of us built this university on our own. None of us can do our jobs without the help and support of others. When we succeed, we succeed because we work together."

Today is what happens when faculty are equipped with Robert's Rules, informed by a full discussion with all of the relevant parties, organized, prepared, and motivated.  Don't worry-- it wasn't a one-time thing. This is how Senate will be going forward. Our work is cut out for us.

Next on the agenda:

(1) We expect that the UW Madison Administration will meet and engage with campus labor to reach an agreeable plan for moving forward.  I hope to see those meetings begin within 72 hours and continue until there is a reasonable solution.  If they do not, we'll know there are larger problems at Madison-- and we'll make sure the community knows it.  I'm sure this won't be necessary though, given Vice Chancellor Darrell Bazzell's stated robust commitment to fair and equitable treatment of unions.

(2) We will work to educate and inform the full UW-Madison community of the meaning of shared governance as it exists here.  We have every right to vote on the plan as it is put together after the Chancellor's approval.  We will do so, on December 3-- and then the Board of Regents will know where we stand.  Whether or not they choose to ignore us, our rights and responsibilities on behalf of those who fought for and established FP&P will be intact. In that, at least, we can trust.

Tonight I stand in awe and in solidarity of my university tonight, and am deeply proud to call it home.  To Noah and Chad, Bruce and David and Judith and Pam, Charity, Robin and Eleni and Gary -- all I can say is, "On Wisconsin."

0 Petitioners Receive Response from HR

At 3:51 pm, I received the following letter from UW-Madison Human Resources Director Bob Lavigna in response to the Change.Org petition. The full text follows.  I have underlined key sentences since it is rather long and inserted with ** some comments of my own.

I am very pleased with this display of engagement on the part of the administration and shared governance units, and hope you will agree with me that this is a significant step forward.  On Wisconsin!



November 2, 2012

 Dear UW-Madison colleagues:

I am writing in response to the October 30 petition asking me to, “… issue a list of written assurances regarding all planned significant changes to the Human Resources Design Strategic Plan on which the Faculty Senate will vote on Monday, November 5, 2012.”

 First, I want to outline where we are in the process of finalizing the HR Design Strategic Plan, and what will occur as we move forward.

On September 21, we posted the plan for campus-wide review and comment. Since then, we have engaged in another aggressive round of soliciting campus feedback, including in-person and online forums and presentations to groups that include the Faculty Senate. We have also continued to meet regularly with the University Committee and other governance and stakeholder groups to discuss the plan.

This wide-scale engagement is a continuation of the campus engagement strategy we have used from the time the 11 HR design work teams issued their draft recommendations last spring. To date, our outreach has resulted in nearly 10,000 contacts with members of our campus community.

Later this month, our executive sponsors – the Interim Chancellor, Provost, and Vice Chancellor for Finance and Administration – will consider feedback on the plan from across the campus, as well as resolutions and other feedback from governance groups, and then make final decisions on the plan. It’s also important to remember that once the framework goes forward there will also be continued consultations as specific implementation details are developed. 

Then, on December 7, the Board of Regents will consider both the UW System and UW-Madison approaches. At this stage, we do not know what level of detail the Board will request that this discussion cover. We expect to issue a final version of the HR Design Strategic Plan after the Board meeting.

I have outlined this process to make it clear that the executive sponsors will make final decisions on the HR Design Strategic Plan based on the input we are receiving from the campus community.  

******

Over the past two weeks, we have had a series of communications with Associate Professor Sara Goldrick-Rab, the originator of the petition. These communications have included an in-person meeting which we initiated, as well as a series of follow-up email communications. These exchanges have been positive and constructive.  

Professor Goldrick-Rab identified several issues that she believes need to be clarified or modified. On October 29, I responded to her, agreeing in most cases with her suggestions (**these suggestion are listed as each "Issue" below**), and committing to recommend changes to the plan to the executive sponsors. What follows is a summary of my understanding of these issues, and my responses. 

Issue: Pay a living wage to contractor employees who work on campus premises, on contracts that exceed $5,000 in value. 

Response: We understand the importance of this issue and have asked for information on how many contracts UW-Madison has (as opposed to any contracts the Wisconsin Department of Administration manages, which we can’t control). After we receive this information, we will be in a better position to understand the scope of this issue and work with the appropriate campus units, particularly UW-Madison Business Services, to conduct an analysis. We understand the legitimate concerns about paying the living wage to contractor employees, including the potential impact on UW employees if contractor employees do not receive a living wage. We do not yet have a timetable for completing this analysis.  

Issue:  Address tensions between equity and market in the current plan. 

Response: We plan to 1) recommend language further clarifying that UW-Madison places a strong value on internal equity as a campus climate and retention strategy; 2) recommend editorial changes to the plan to make sure the terms “market” and “equity” are given equal consideration in the text; 3) clarify, after speaking again with our classified staff representatives, what is meant by market with regard to unskilled and semi-skilled classified employees; and 4) add a discussion of the importance of collaborative, interdisciplinary work on our campus and that this factor needs to be considered in compensation decisions.(**This is exactly what I had asked for**)

Issue: Revise the language in the plan regarding shared governance to be consistent with FP&P.

Response: We completely agree that the plan should accurately convey the precise nature of faculty governance and its role in implementing the new HR system. It’s also important to emphasize that the plan does not call for any changes to the nature of faculty or academic staff governance. Moreover, the plan calls for extending formal governance rights to university (currently classified) staff.  (**Again, exactly what I had asked for**)

Issue:  State more clearly the strong need to train faculty, chairs, and deans to appropriately determine compensation packages and to retain employees and help them be productive. Call for a campus-wide discussion about how best to create incentives for faculty to learn how to perform effectively in management roles. 

Response:  We agree there needs to be thoughtful and widespread discussion about how to create incentives and accountability for managers, including faculty, to be consistently effective. We believe that this point is already made in the plan but will review the plan to make sure it is clearly stated. (**Again, request fully met**)

Issue:  Assure that accountability metrics and measures are included in the plan. 

Response:  We agree that accountability measures and clear assignment of responsibilities are important. According to the HR Design Strategic Plan (page 54), “OHR will develop a dashboard of key measures to help track the effectiveness of university HR practices.” These metrics will provide a set of reference points to assess progress. Developing these measures must be a thoughtful and collaborative process. The plan includes a list of possible metrics. We will build on this list to develop a more robust set of measures.

Issue:  Modify the portions of the plan that eliminate the right of classified employees who transfer to other jobs on campus and fail probation to return to their original jobs. The determination of transfer itself may involve multiple factors but seniority should be used as the determinative factor in the case of ties. Create a roster of laid-off employees. Employees on the roster would have the right (provided that they are physically and mentally capable of performing the job) to an open position of the same job classification held by the employee or a classification in which the employee previously served. 

Response: We believe the appropriate forum for discussing these important issues right now is the Labor-Management Advisory Committee (LMAC). This committee, composed of labor and management representatives, has been in place for many years to discuss work-related issues that affect classified employees. We have been discussing these and other issues with our classified employee/labor partners and are willing to continue these discussions.

Issue:  Publish a list of written assurances regarding all planned significant changes to the Human Resources Design Plan on which the Faculty Senate will vote on Monday November 5, 2012. 
 
Response:  We are still gathering and analyzing feedback on the plan, including by engaging in conversations with governance and stakeholder groups. We will use this feedback to recommend changes to the executive sponsors. Therefore, it would be premature at this time to finalize any lists or draft specific language about possible changes. However, we plan to make the recommendations described above (and perhaps others as we continue to receive feedback and speak with stakeholder groups) to the executive sponsors. Specific modifications to the plan will be driven by the decisions of our executive sponsors. 

*******

I believe the above discussion responds, as best as I can at this stage in the process, to the request for a list of written assurances. At this point, it is not possible to identify each potential change that the plan might include, or the specific language of changes. However, we will continue to 
meet regularly, as we have been doing, with governance and other stakeholder groups to discuss possible changes and provide updates. 

I hope that our colleagues across the campus appreciate where we are in the process and how this affects our ability to provide detailed information on possible changes. I also ask that our colleagues recognize the transparency and candor that have characterized our conversations and campus engagement activities about the HR Design Strategic Plan.

Sincerely,


Robert J. Lavigna
Director

0 Five Ways to Enhance the Effectiveness of HR Design

This fall marks my ninth academic year at UW–Madison. During my time here I’ve experienced our human resources system in many ways—as a new mother seeking a maternity leave (twice), as a temporarily disabled employee in need of a leave, as a frustrated faculty member seeking a raise, and multiple times as the director of a large research project trying to hire and retain qualified classified and academic staff. I know firsthand that the system needs to change in order to realize our campus goals of equity, efficiency, and effectiveness.

That is why I have taken seriously the HR Design team’s request for input from shared governance units, spending significant time studying the plan, and commenting on it in multiple venues. I think further adjustments to the current plan are required, because my own knowledge of higher education reform efforts and the scholarly literature on work and organizations suggests that as currently formulated it will have significant unintended consequences, eroding some of what we value most about our university. Therefore, I am providing five recommendations for revising the plan so that UW–Madison’s approach to the management of human resources continues to reflect an ethos that prioritizes egalitarianism over ego, and recognizes that our greatest resource is our communal passion for and commitment to our work, rather than the competitive yet aimless striving for prestige that has overcome many of our peer institutions.

Recommendation 1:Expand the plan’s current living wage provisions to include workers at businesses receiving university contracts of $5,000 or more and student hourly employees.

The current plan calls for the implementation of a living wage policy that omits two groups: student hourly workers and contracted employees. Including contracted employees would bring the policy in line with the City of Madison’s living wage provisions. Their exclusion creates an incentive for the university to outsource more functions, which may increase efficiency but will also erode job security. In addition, providing a living wage to contractors and students helps ensure at least a modicum of equity among all people working in our community.

           

Recommendation 2: Revise the compensation philosophy guiding the plan to make internal equity and collective performance the primary, rather than secondary, compensation drivers.

The current plan repeatedly emphasizes enhancing “individual potential, opportunity, and achievement,” which, while important, overlooks the critical role played by teamwork in providing high-quality learning experiences and producing innovative research. The 21^st century research university increasingly requires collaboration across disciplines and units, creating work environments where people trained in different disciplines (and who are thus part of different labor markets) work alongside each other. The plan briefly acknowledges this, but the compensation strategies it outlines focus first on the role of market competitiveness (noting that it will be a factor in establishing compensation) and only secondly (and far less frequently) on internal equity. The roles of these factors should be reversed in each section. After all, the compensation work team (which, as an aside, did not include any non-administrator faculty members) recommended that market value be considered in setting wages but said nothing about de-valuing or de-emphasizing equity (although it appears the committee did not consider alternative, equity-focused models of compensation at all). It is reasonable that the committee wanted to add market-based pay to the mix of compensation drivers. However, the extent to which this driver should be emphasized, and how to assess cross-departmental collaborations taking into account diverse disciplinary “markets,” are very complex questions deserving a more careful work.

Recommendation 3: Require mandatory training for all managers tasked with setting employee compensation and/or benefits.

Given the highly decentralized nature of the plan, managers will almost always be faculty members, and yet most would acknowledge that they are not trained for or comfortable with performing human resources functions. The compensation work group noted this among its concerns, stating, “Another concern is that not all faculty and staff supervisors will assume responsibility to fairly, objectively and consistently implement formal performance evaluation processes.” This is too important a role to be left to the untrained, but the efficacy of this plan relies exclusively on their responsible participation in the training. It is especially important to give managers guidance about how to conduct and utilize market analyses in departments and units where scholars from different disciplines work side by side (thus creating much potential for internal inequity), and also to train them in assessing the comparable worth of similar yet unequal tasks. The current plan notes that a lack of training for managers was named as a problem in the listening sessions and mentions the training of hiring managers, but says nothing about rigorously training those who set compensation.

Recommendation 4: Alter the recommendation in the plan associated with shared governance to focus on joint decision making rather than advice and input.

The recommendations on shared governance, particularly with respect to development of the compensation pay plan and changes in benefits (leave, insurances, etc.) stress that the shared governance institutions, specifically that of the newly created University Staff, provide advice and input to the administration afterthe plan is developed. This is not indicative of a collaborative or shared governance model. While at many institutions shared governance merely requires the involvement of faculty, staff, and students as listeners and occasional speakers, this is not the historic practice at Madison and shared decision-making responsibilities should not be eroded through changes to language in specific plans like these.

Recommendation 5: Require mandatory performance reporting and accountability metrics for the new HR System.

At minimum, the plan should explain which reports should be produced and what consequences will be associated with performance. For example, public annual reports should assess changes in internal equity (between faculty and staff, among groups with regard to gender and race), faculty and staff turnover, and the absolute and relative number of positions that are university employees versus contractors. These reports should be presented to both the Faculty Senate and the Academic Staff Assembly (and the shared governance body of the University Staff), and the senior leadership council should describe what responses to the plan will take place should inequity, turnover, outsourcing, or other negative unintended consequences of the new HR design emerge or worsen.

0 Derek Bok & the Path to Changing Faculty Teaching Practices

Last night Liam and I attended a talk by Derek Bok, Harvard's president emeritus, hosted by the Spencer Foundation at the meetings of the American Educational Research Association in Vancouver.  Due to a lack of Wifi and data service, I couldn't tweet the speech, which was probably good because we both got a little worked up. Here's a bit about why.

Bok is a thoughtful, experienced leader in higher education and I have long appreciated his efforts to get colleges and universities to pay attention to undergraduate education.  He's written a book on the topic, and found a set of Bok Centers on many campuses to try and get faculty involved (unfortunately, as he admitted last night, engagement in the centers is often low).

The main thrust of his speech was that professors need to get focused on rigorously improving undergraduate education because policy changes are bringing a reform agenda focused on student outcomes, and we'd best get prepared. We ought to do this, he suggested, by acting as the good researchers we are and attending to and creating new research on what works to improve student learning and graduation rates. We ignore those studies at our peril, he said, instead going about our teaching in un-informed ways -- lecturing, failing to use technology, failing to conduct formative assessments etc-- and it's partly because there's a dearth of good research on quality teaching in undergraduate education. It's time to wake up and embrace our role in the problems we "know" exist-- a lack of learning in higher education, students who don't study, and falling graduation rates.

His contentions were on the one hand laudable -- I'm always a fan of people who push the comfortable elite to wake up-- and on the other hand deeply problematic.

First, Bok spoke about the faculty as if we are a homogeneous bunch.  Only once did he mention adjuncts, and it was when he said they were the workforce of for-profits, which are organizations that do pay attention to pedagogy, according to him.  So my open question to him, and the first question asked after his talk was "It is increasingly the case that we research types are not 'the faculty' -- the faculty are the enormous number of part-time, contingent, and adjunct workers used by administrations to teach for cheap.  What are the implications of your argument for them-- and what are the implications for tenure?"   I don't think Bok really understood my question since he respond simply that they 'they' needed to care about good teaching too. (He also made some statements about the potential that the use of adjuncts reduces graduation rates and promotes grade inflation--things that I have commentary on but will take up another day.)

Well, part-time, contingent, and adjunct faculty do care about teaching practices -- and they are arguably more experienced than those of us who teach a few times a year.  They also know quite a bit about technology and contemporary teaching practices.  But the big difference between "us" and "them" is tenure, status, and pay. They teach very frequently with little job security, no perks like offices to meet with students, and for very little money.  They are not segregated to for-profits as Bok suggested, but are employed nationwide in all types of colleges and universities.  And they are the workers whom the accountability movement will hit first, hit hardest, and undoubtedly change forever.  

When it does, "our" response will have everything to do with tenure.  And it will have everything to do with the future of tenure.  If those without tenure respond in ways policymakers "like," then you can be sure that tenure will be deemed the obstacle to student success -- just as it has in k-12 education -- and will be under steady attack.  We tenured professors will be pitted against our students in a classic "who cares most about student achievement" false dichotomy, and that is the situation we must prepare for-- and work to avoid.  That is what I'd hoped Bok would address.

A few other thoughts.  I'm tired of the movement to improve undergraduate outcomes being led by people at institutions where everyone finishes college and money appears to grow on trees.  I'm not saying people at those schools don't care about these issues, but most  speak in ways that suggest they are out-of-touch with the 99.9% of the rest of us.  (There are big exceptions to this rule-- Bridget Terry Long is one.)   One could make the case that Harvard got us into this mess -- leading the arms race, raising the costs of attendance like it was going out of style, and setting up an idealized standard in the public imagination that could never be realistically achieved.  The more public higher education tries to be like Harvard in any way, the more our doors close rather than open-- leaving the vast majority of students outside in the cold, just waiting to be devoured by the for-profits.  Again, I'm so happy people at elite places care about these issues, but I wish that they would (at minimum) partner with people in settings where the real problems actually exist.  And I think that wonderful foundations like Spencer should elevate the stature and share the work of people whose research struggles in focused, daily ways with the reality of students dropping out of college and faculty working over-time and under financial constraints to serve them.

I also fervently hope that leaders like Bok will stop repeating shaky empirical research findings that cast undergraduates as fundamentally lazy and underachieving.  Throughout his talk, Bok showed a recognition of the importance of rigorous research in establishing cause and effect.  Yet he gave great credence to studies of student time use that have enormous problems with measurement error, failed to recognize the role of technology in changing both study and leisure time, and again imposed a homogeneity assumption on undergraduates.   Ask yourself, what if undergraduates were mainly a hard-working bunch, with a strong desire to learn -- wouldn't you still want to work harder to teach them well? Why do we feel we must establish a crisis by saying they are unengaged partiers, playing more and doing less?

Finally, I take issue with a point Bok ended with -- the challenge of measuring learning outcomes in higher education. When asked whether he agreed that some goals of higher education are more difficult to measure than others, he responded that that's "mainly because people haven't thought through the issues of measurement enough and aren't clear enough on what those goals entail."   While I agree there is too much hand-waving at broad goals, and we often aren't specific enough about what we want students to actually learn, I disagree that everything is quantifiable and readily assessed.   College today is a place where life begins to come together for students-- and that happens alongside textbook learning and is a key piece of faculty work.  Those successes should be recognized and we deserve credit for them.  But they will not be easily measured.