Archive for August, 2010

Residence shortage at Dalhousie

Students forced to sleep in common areas while university solves overflow problem

Incoming students at Dalhousie University that were guaranteed a residence room will be out of luck as the school year starts. At least 75 students will have to sleep in residence common areas for as long as a couple weeks while the university finds a solution to an apparent overflow. Heather Sutherland, of the residence and housing office, told CBC that all students who apply for a room before Aug 1 are guaranteed accommodation, but even they may have to make do with temporary sleeping arrangements for the time being. Luckily for those students, Dalhousie will not be charging them for a room, until they actually have a room.

Ontario students fall short of standards

68% of students meet reading, writing and math standard, government wants 75%

The world might be content with a passing grade, but Ontario has set its sights higher, Premier Dalton McGuinty said yesterday in defending why a two-year-old target for standardized test scores has not been met.

Figures released by the Education Quality and Accountability Office show 68 per cent of students in Grades 3 and 6 are meeting the standards in reading, writing and math, up from 67 per cent in the previous year. But that’s still short of the 75 per cent target the governing Liberals wanted to meet for Grade 6 students by 2008.

Speaking at a newly constructed school in Kitchener, McGuinty said that in other parts of the country and the world the standard is simply passing.  In Ontario the standard is a B, or 70 per cent. “If we said the Ontario standard was going to be a C, or 60 per cent, 93 per cent of Ontario students are meeting that standard right now,” McGuinty said.

McGuinty said his government set its sights on that level so students will be well equipped for post-secondary study. “We want them to have the tools and the level of proficiency so they can actually graduate from high school and, if they so choose, go on to an apprenticeship, college or university,” he said.

The Canadian Press

Private colleges barred from reduced transit fares

A program to give Toronto students discounted bus passes will exclude students from private career colleges

Not every Toronto student will be able to take advantage of new discounted bus passes. The Toronto Transit Commission is introducing student passes for $99 per month, compared to regular adult passes that cost $121. However, students attending one of Toronto’s private career colleges will be ineligible for the discounted rate. That’s “unfair” and “discriminatory” says John Nunziata of the Ontario Association of Career Colleges. He estimates that there are between 10,000 and 15,000 students attending a career college like Medix School or Herzing College in the Greater Toronto Area.

Nunziata says that the majority of students attending a private college are low income adults who are, in many cases, unemployed. “These are some of the neediest of the post-secondary students, some are on UI (unemployment insurance), others are participating in government-sponsored career programs,” he told the Toronto Star.

TTC chair Adam Giambrone did not rule out permitting students from private colleges from benefiting from the program in the future, but says the sheer number of private colleges raises budgetary red flags. He also pointed out that unlike students in approved programs, many students attending private colleges only attend for a couple weeks at a time. “The problem is you have hundreds of institutions across Toronto. If you were to allow all of them, it is a huge budget impact. Without a detailed review (of each and every one), it would be very expensive,” he told the Star.

Lap dancers with degrees

UK study finds a quarter of lap dancers hold university degrees

Lap dancers in Britain are well educated, according to research coming out of the University of Leeds. One in four dancers were found to have university degrees, while 90 per cent had completed some post-secondary education. Many dancers were unemployed arts graduates, or were supplementing their income from unstable employment. Others are hoping to use their dancing experience as a springboard into modeling or acting. The average salary was 48,000 pounds (or $74,500).

Teela Sanders, one of the study’s authors, told the Daily Mail that dancers did not view themselves as being exploited. “These young women do not buy the line that they are being exploited, because they are the ones making the money out of a three-minute dance and a bit of a chat.” Although the paper did not cite coercion as a motivating factor in a decision to pursue dancing, it did raise concerns about women having difficulty leaving the job because of the lucrative pay. The paper also advocated outlawing private booths because dancers were more open to danger and abuse. A total of 300 dancers were interviewed for the study.

Bachelor’s degree still worth it

Report finds that overall financial returns for university and college are equal

Canada produces more post-secondary graduates than any other country. That fact has often raised concerns over whether  too many students are pursuing a higher education. Not so, according to a C.D. Howe study published last week.  The paper, authored by Torben Drewes and Daniel Boothby, analyzed the average earnings for those with a university degree, college diploma, and a trade certificate, compared against those with only high school. They concluded that the earnings premium, between 1980 and 2005 has continued to rise.

For males with a university degree, they earned 32 per cent more than their high school counterparts in 1980, rising to 40 per cent in 1990 and 45 per cent in 2005. For females, the earnings premium was 60 per cent in 2005. The findings “suggests that we are quite right to promote accessibility in post-secondary education,” Drewes, who teaches economics at Trent University, said. “There is an insatiable demand for high skilled labour in this country.”

Canada’s high levels of educational attainment is largely attributed to producing more graduates from college and trades than any other OECD country, at 24 per cent of Canadians aged 25-64. The OECD average for this category is nine per cent. However, Canada graduates fewer people from university than other OECD countries, with 25 per cent of Canadians holding a degree, compared to 31 per cent for the United States and 32 per cent for Norway. Although the OECD average is 20 per cent.

Given that the earnings premium over high school is much lower for college graduates, at 17 per cent for males and 19 per cent for females, than for university graduates, Drewes and Boothby also considered whether this suggested that too many resources were being invested in non-university education. To answer the question, they looked at internal rates of return. They found that when accounting for the longer time required to complete a university degree, compared to a community college diploma, the difference in overall financial benefit between the two credentials narrowed.

The rate of return for males with a university degree, once opportunity costs were factored in, was 13 per cent, while it was it was 11 per cent for males with a college diploma. Females also saw a more narrow earnings gap between different types of education, though not as pronounced. The rate of return for females with a university degree is 17 per cent, compared to 11 per cent for those with a college education. “If we look at internal rates of return of return for college and university, they are being equalized,” Drewes said. “People follow the money.”

The one outlier was that females who had earned a trade certificate saw no increase over females with only high school.

Going to university is not a sentence

Chances to really think about things are rare. Don’t waste those chances while you are in university.

It’s advice time again, and though I have doled out advice before, there is one big suggestion that will be helpful if taken to heart by everyone who goes to university, and has not, to my knowledge, been offered elsewhere. Here it is:

You are not in prison.

This might seem unhelpful since university, of course, is not prison, but my point is that a great many students treat it like it is. Put another way, many students treat their university years as thirty-six to forty-eight months that must be endured to get a degree.  Do your time, keep your head down, stay out of trouble, and eventually they will let you out with a piece of paper saying that you deserve your freedom.

One problem with this approach is that it often fails. Students find that many courses actually require substantial effort and, sadly, some profs don’t give time off for good behaviour. After a year or two of this, they drop out or are kicked out, none the wiser and much poorer.

But the bigger problem with this approach is that even if it works, it represents a staggering missed opportunity. University is a time when you not only have the chance to learn about, read about, think about the most interesting questions in the world, you will actually be rewarded for it. If a professor asks you what you’re working on and you reply that you’ve been thinking a lot about St Augustine’s notions of evil as represented in Hamlet, your prof will think you’re a genius. Say the same thing to your sales manager in a few years and he will think you’re a nutcase. You may think that having to sit and read a book is about the worst thing you can be made to do, but believe me, there will come a day when you will be ecstatic if the most pressing thing you have to do in a day is sit and read.

You can approach university passively. You can get by with as little trouble as possible. You can just muddle through to get a credential.

But you will have missed the biggest opportunity of your life.

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Farmers markets hit university campuses

From Halifax to Vancouver fresh food and vegetables are being brought to students

Fresh locally grown fruits and vegetables and other artisanal products are turning up on Canadian campuses as students embrace the trend of shopping at farmers markets. McMaster University in Hamilton has just launched a market, the result of student Mary Koziol’s passion for local food. It runs every Thursday in the centre of the campus.

“It’s a completely not-for-profit venture,” says the 22-year-old president of the university’s student union. “But it’s a start in terms of offering healthy and local options to those who study (at), work (at) and visit the McMaster campus.”

At Brock University in St. Catharines, Ont., about a dozen local vendors bearing fruits, vegetables, cured meats, fresh lamb, cheeses, freshly baked bread and maple syrup descend on the campus every Friday. “We do it outdoors and have a barbecue going as well as live entertainment,” says university spokesman Iain Glass, adding, “It is the social event of the week, a wonderful break for students and others as well.”

Although the McMaster market is run by students, Koziol says the farmers who supply the produce “are invited to come and share their invaluable knowledge with us.” So far they have managed to source three area growers of fresh produce as a beginning, she says.

Robert Chorney, executive director of Famers’ Markets Ontario and chairman of Farmers’ Markets Canada, says the campus markets are so far relatively unknown by his organization. “We have had inquiries from a few universities, but I know very little about what is going on with them,” he says. “We would be glad to help them in any way we can because it is so positive to see the students keen on local, fresh, nutritional food.”

Dalhousie University in Halifax doesn’t have a farmers market, but it has put in community gardens so students can grow fruits and vegetables for their own consumption, says university spokesman Charles Crosby.

One of the most ambitious projects of all is the farm at the University of British Columbia in Vancouver. Its market has become so successful that it runs twice a week, Wednesday and Saturday. “This is a pretty unique connection,” says Mark Bomford, director for Sustainable Food Systems at the farm. “Most farmers markets rely on produce grown somewhere else, but the food for our market is grown right in our fields.”

The farm and its market have been operating for 10 years, he says, and has always been student-run from the cultivation of fruits and vegetables to the managing of the market. “Revenue from the market is the main source for all the different teaching and research programs that are happening on the farm,”says Bomford.

The University of Waterloo’s market is located in the Student Life Centre and is operated by student volunteers, says media spokesman John Morris. Students teamed up with the university’s Food Services division and produce is sourced from the Mennonite-run Elmira Produce Auction Co-operative.

The Canadian Press

Funding partially restored for Dalhousie medical school

Budget was cut after confusion over funding arrangement

A review of some Nova Scotia government funding for Dalhousie University has determined the medical school should get more money. The Health Department said today it has agreed to come up with an additional $695,104 for medical seats.

The funding issue arose after an earlier cut of $2.5 million in the school’s budget for 2010-11. The province later announced that Dalhousie would be given $1.4 million of that amount, with the remaining $1.1 million subject to a review. The province has said the root of the problem lay in confusion about funding arrangements between the university and government.

The Canadian Press

Related: OOps! we didn’t really mean to cut $2.5 million

New Brunswick shuts down private online university

There are certain standards that have to be abided to that are not the same standards as you may have for a little convenience store

A private online university based in New Brunswick will close by the end of the year after questions arose about its administration and finances, but the school says the shutdown is unfair. The province’s Department of Post-Secondary Education ordered Lansbridge University to close after three reviews found problems with the school’s operations.

The concerns over Lansbridge date back to December 2007, when a review by the Maritime Provinces Higher Education Commission was launched. It found that Lansbridge had failed to meet 10 of 16 benchmarks for post-secondary schools, including dispute resolution, student protection and financial stability. In February 2009, the post-secondary education minister ordered that Lansbridge comply with four conditions: inform its students that it had failed the assessment, address the commission’s concerns, implement a student protection agreement, and pay for a second review.

Rene Boudreau, New Brunswick’s director of post-secondary affairs, says the department did not immediately shut down the school after the first assessment because it believed the university had potential to improve.

Lansbridge underwent the second review, which concluded the school had not made sufficient progress. The department then ordered an investigation conducted by academic governance experts, which confirmed the findings of the first two reviews. The department ordered the school effectively shuttered.

Lansbridge president Ernest Smith did not return calls seeking comment. But in a statement, the school disputed the department’s decision. “We are stunned as to why the (degree-granting) license was revoked. Our programs have been deemed by our students and faculty as above average,” Lansbridge said in a statement. The school said it will prepare a response to the department.

Mireille Duguay, CEO of the commission that carried out the first two reviews, said Lansbridge lacked credibility. “If you’re going to be granting degrees in this province, the institution that will grant those degrees … has to be credible in the pan-Canadian perspective,” she said. “As such, (there) are certain standards that have to be abided to that are not the same standards as you may have for a little convenience store.”

The business school had been offering MBA programs to more than 150 students, most of whom are Canadian.

The Canadian Press

Your high school teachers are wrong

Five reasons why university is a happy place

For some unexplained reason, lots of high school teachers describe university as a scary place. Sometimes, after assigning a ridiculous amount of homework, they’ll say something like “I’m just getting you ready for university.”

Yeah, sure.

Why not have a bulldozer smash half your house off before a tornado strikes, just so you’ll be “more adjusted to it.” You know, in case it ever happens.

There is a lot of work in university, but here’s the part your high school teachers aren’t telling you: for a million different reasons, university is way better than high school.

Here’s the top five:

5) You set the pace

How much homework do you have in university? To a certain extent, it’s up to you.

On the first day of classes, most professors give out a detailed course syllabus. There’s a list of readings and study questions, which help prepare you for the midterm and the final. In some courses there aren’t any assignments, essays, or research papers- for the whole semester, you’re preparing for two major tests.

Yeah, I know that doesn’t sound like a good thing. It might seem a bit scary to have your entire mark resting on two tests, but it gives you a lot of study flexibility. In university, you’re given lots of tools to succeed: in addition to a detailed schedule of readings, you’re often given study questions and practice quizzes. When you’re preparing for a midterm or exam, you’ll know exactly what you need to do, and you’ll know when you’re ready.

This might sound extremely lame, but in university you’re given a formula for success. There are a certain number of steps you need to take- reading the textbook, doing the study questions, looking over the practice quizzes- and then you’re ready.

4) Bully teachers are a thing of the past

In high school, everything depends on your teacher. It doesn’t matter if you normally love a certain subject: if your grade 12 biology teacher is a bully who decided on the first day of class that she simply doesn’t like your face, or the way you exhale, you’re not going to enjoy biology very much that year.

In university, things are different.

Sure, there are lots of professors who are worth seeking out because of their enthusiasm and engaging teaching style, and there are some professors who should be avoided at all costs because they’re boring, or make it clear they’d rather be anywhere else but standing there in front of 500 first-years.

But unlike in high school, your professor doesn’t determine whether you love or hate school. You’re an anonymous student in a sea of hundreds and hundreds of first-years. It’s never personal.

3) University is a safe-haven for nerds

In university, there’s room for everybody. If you want to party, there are definitely plenty of opportunities available. But if you’d rather study and get good marks, nobody will hold it against you.

2) Four months of summer vacation

May, June, July, August. Seriously, I’m not kidding.

Sure, most of us have part-time jobs year round, and full-time jobs during the summer. But four months away from school is still four months away from school.

1) Three day week? Totally possible.

In high school, you don’t have much control over your schedule. Once you’ve filled in all the mandatory courses, you get to choose between visual arts and music.

University is completely different. Depending on your program, you still have a certain number of mandatory courses. But there’s even wiggle room when it comes to these core courses: you can often choose between a one-hour lecture three times a week, or a three-hour lecture once a week.

And the rest is completely up to you.

University gives you a chance to pursue your interests and passions, with a range of courses spanning dozens of subject areas.

Or, if you’re anything like me, you can score a three day week.

In my first year, I managed to cram all three of my labs and my physics, chemistry and biology courses into a Monday, Wednesday, Friday schedule.

Of course, university is an opportunity to expand your horizons and challenge your ways of thinking. But why not expand your horizons while maintaining a three day week? Just something to think about.

And in later years, there’s always the possibility of a two day week…

-photo courtesy of dave_mcmt

Condom controversy at STU

University committee to make recommendation on whether condoms can be handed out during orientation week

Condoms might be available everywhere at St. Thomas University, in Fredericton, but a plan to hand them out to first-year students during orientation initially caused confusion over whether the university had a policy that prevented it. To clear up the misunderstanding, university president Dennis Cochrane struck a committee on student health that is expected to make a recommendation within days.

Update: Condom fiasco at an end

In July, the St. Thomas Students’ Union (STUSU) was told by Residence Life that they couldn’t include condoms in Welcome Week kits, alongside t-shirts, clip boards, and information about the campus. When STUSU sought clarification from the administration, it was discovered that no such policy existed, only a long standing convention, although condoms had been handed out in some previous years. It was also suggested to STUSU and reported elsewhere that the decision stemmed from the university’s roots as a Catholic institution, but the university denies that. Although the university originated as a religious institution, it is now a secular university.

Jeffrey Carleton, STU’s director of media relations, said the request to hand out condoms during Welcome Week was denied because condoms are available elsewhere on campus, including from a residence adviser, and because students have “more important” things to worry about during their first week. “Any student who wants [a condom] can just go ask for one . . . the feeling was that [Welcome Week] just wasn’t the appropriate time,” he said.

Student president Ella Henry says while condoms are indeed readily available, students might “feel embarrassed” about approaching a residence adviser for a condom. “It was about establishing a culture where safe sex is normal,” she said. “We have to recognize that students are going to have sex . . . They aren’t going to necessarily put that off.”

Although not all student unions distribute condoms during orientation week, it is widely practiced across Canada, including at the University of New Brunswick which has a Fredericton campus that is shared with St. Thomas.

The committee advising the president is composed of ten members representing various campus constituencies including four students. The committee will also make other recommendations regarding student health and wellness.

Students worried about money

69% say they will graduate with debt

University students are worried about their finances, according to a TD Canada Trust survey released this week. The study found that 21 per cent of students were “stressed” about their finances, while another 36 per cent said they were “anxious.” Only ten per cent of students said their parents plan to pay for 75 per cent, or more, of the cost of their education, while 60 per cent expect their parents to pay for a quarter or less. While 26 per cent say they plan to take out student loans or lines of credit, 69 per cent project they will graduate with debt, and 17 per cent estimate that debt will be more than $.25,000. The study also found that students are unable to cover their costs, with 41 per cent saying more money goes out than comes in. A total of 1001 students, or recent graduates, between the ages of 18 and 24 were surveyed across the country.

Rejoicing in Christopher Hitchens’ cancer

U of L’s media coordinator of globalization studies says diagnosis is a ‘boon to humanity’

When U.S. right-wing pundit Ann Coulter attempted to speak at the University of Ottawa in March, protesters gathered outside the lecture hall and effectively shut down the event. The crowd boasted signs branded with “Love,” “Respect,” and  “Free Speech Stops at Hate Speech,” and chanted “Ann go home!” until police and security advised Coulter to cancel her speech in the interest of her safety. The demonstration came after University of Ottawa vice-president academic and provost Francois Houle sent Coulter a letter advising her to “educate [her]self as to what is acceptable in Canada” and to “weigh [her] words with respect and civility in mind.”

Now, I cite this example in hopes that the security personnel at the University of Lethbridge will be adequately prepared for what I expect to be another vehement uproar. Indeed, I’ll bet those same demonstrative individuals are already making their way west to protest yet another exploitative exercise of expression. “Free speech stops at hate speech!” Yup  . . . any day now . . .

Well, maybe they just haven’t heard yet. Joshua Blakeney, media coordinator of globalization studies at the University of Lethbridge, has written a piece for the alternative e-weekly The Canadian Charger where he gleefully rejoices in Christopher Hitchens’ recent throat cancer diagnosis. Hitchens, a journalist and pundit, is known for his stanch views on religion and unapologetic support for the war in Iraq. Contentious as his politics may be, it’s hard to deny he’s a brilliant speaker with a quick wit, a reputation he managed to uphold during a recent interview with Anderson Cooper where Hitchens discusses his impending death.

But for Blakeney writing in The Canadian Charger, it seems “impending” can’t come soon enough. The cancer is “something to be celebrated,” writes Blakeney, a U of L Masters student, “because it deprives the war propaganda machine of one of its most erudite apologists.”

“As I was contemplating this revelation, I couldn’t help feeling that the neoconservative armchair warrior was getting his just desserts,” Blakeney continues.

Then, after toting some 9/11 “truths” (Blakeney studies under prominent 9/11 conspiracy theorist Prof. Anthony J. Hall) and other wisdom about Iran and Israel, Blakeney concludes his “Hitchens deserves to die” thesis:

“It is fair to say that if cancer is good enough for babies in Iraq, Afghanistan, Palestine and soon Iran, then it is good enough for [Hitchens].”

Ironically, The Canadian Charger originated as an outlet to counter “hateful” messages printed in Maclean’s magazine, which were brought to (and later dismissed from) human rights commissions. Yet curiously, here beholds a piece where the terminal illness of someone is rejoiced because of his political beliefs.

“I wouldn’t rejoice in someone’s sickness unless it was someone as ghastly as Christopher Hitchens,” Blakeney told the National Post. His inability to write “could well reduce cancer rates,” he continued. “He is a dangerous demagogue who made a career out of selling aggressive wars that cause cancer. . . . I haven’t stooped to his level.”

Okay everyone; are we all ready with our placards? “Love,” “Respect,” “Free speech stops at hate speech!”

No?

Of course not. Blakeney’s not entertaining in hate speech. Fallacious and vile cheap shots, but not hate speech. But then again, neither was Coulter. So I’m wondering where the student unions are on this one. Where’s the protest to ensure a “safe space” for Iraq war supporters on campus?  After all, if we have the so-called “right to not be offended” in one case, aren’t we going to uphold it in another?

Am I interesting enough, yet?

Professors try to be engaging, but students have to meet them in the middle.

Some comments on an earlier post led me to thinking about a question that all professors face: how interesting do we have to be?

Of course, it goes without saying that instructors have a basic responsibility to present course material in a way that’s reasonably clear and comprehensible to the students in question. I’ve known only a few professors who actually dislike teaching, but even they go that far. But are there obligations beyond that? Does a professor have to be, dare I say, entertaining?

Many professors actually try not to be too interesting in the way that they think students mean it — funny, relevant, high-tech — because they think to do so would be to compromise the integrity of the discipline they are teaching. They don’t mean that the discipline itself is uninteresting, but that when the material is taught accurately and fully, a certain number of students will never be interested. And even then, in order to get to the exciting parts, one sometimes has to stroll through some pedestrian stuff in order to get there. To paraphrase Samuel Johnson’s remark on Paradise Lost, a palace must have corridors as well as ballrooms. These profs fear the rise of so-called “info-tainment” whereby the deep thought is obscured by flashy gadgets, dumbing down, and lame attempts to make the material relatable.

To some extent, I sympathize with this view, but, naturally funny and steeped in popular culture as I am, I really can’t help imparting a certain amount of ‘tainment to my info. I do worry, however, that the perceived need for professors to be interesting does a lot to absolve students of responsibility in the classroom. Many students seem to feel that if they are not interested, it’s because the prof isn’t interesting. No doubt this is sometimes true; to be sure, I have passed by classrooms where the droning voice of Professor Monotone or Dr Unvarying was pouring into the hall and felt sorry for the poor students inside. Still, being interested sometimes requires an act of will by the student, especially when the class is being guided down one of those Johnsonian corridors.

Put another way, while the professor should make a reasonable effort to offer something interesting, students must make a reasonable effort to take an interest in the  material. It is not going too far, I think, to suggest that students make an investment by listening deliberately, even when the material is not compelling, that they literally pay attention and receive information and insight and profound questions in return. At the very least, they get the promise of a payoff in the future.

Academic knowledge is complicated. It often requires mastery of numerous details, and its conclusions are not always intuitively obvious. Making sense of it means diligence and even tedium. You can’t always sit back and wait for it to get good. I sincerely believe that there are times when the difference between a semi-colon and a comma is utterly fascinating — but you’re going to have bear with me.

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Don’t call me trashy, and don’t call me victimized either

A cropped tee and mini skirt certainly doesn’t say ‘love me for my mind,’ it does say something about Western emancipation

There exists a point in many young girls’ lives where it becomes fashionable to stick your tongue down your best friend’s throat at a club and later post the pictures on Facebook. Ideally, your best friend is of the same sex, clad in a cheap polyester bubble dress, and surrounded by a gaggle of young men chanting, “Dooo it!” or “Guuuuhh!”

This is not power. That point is made clear by Maclean’s recent cover story titled “Outraged moms, trashy daughters,” which tries to make sense of how mothers of the women’s lib movement managed to produce the barsexual daughters of today. Anne Kingston writes, “For these girls, Snoop Dogg’s misogynist Bitches Ain’t S–t is not an affront but a ring tone, and ‘slut’ and ‘bitch’ are not put-downs but affectionate greetings between female friends.” Nancy Vonk, the co-chief creative officer of Ogilvy & Mather, was quoted in the article saying, “I’m so deeply pained to see where women are today and how girls—and I mean girls—are being groomed to believe their purpose in life is to be sexual beings that please men.”

Of course, there’s a perpetual belief that the new generation is always more misguided than the one before. A few years ago, mothers watched their abhorrent daughters flip the bird at tradition and march on parliament so they could be seen as the “housekeepers of the nation.” Fast forward a few years and a new generation of daughters are letting their poor husbands starve as they seek paid work and—gasp—stop shaving! Later it’ll be an affront to want to be a “full time mom” and suddenly, “A blow job is just like shaking hands,” according to Kate Lloyd, the director of program and service development for the Learning Disabilities Association of Ontario. But even Lloyd acknowledges that, “there is some of that sensationalizing for sure,” though she’s fervent in her belief that “the sexualization of young girls is at a point it’s never been before.”

But is it just tired moms fussing about their unruly daughters? Not entirely. The New Yorker’s Ariel Levy published a book back in 2005 called Female Chauvinist Pigs: Women and the Rise of Raunch Culture, in which she laments the idea that sexual power amounts to any real type of liberation or clout. Levy speaks with American author Erica Jong who says, “If you start to think about women as if we’re all Carrie on Sex and the City, well, the problem is: You’re not going to elect Carrie to the Senate or to run your company. Let’s see the Senate fifty percent female; let’s see women in decision-making positions—that’s power. Sexual freedom can be a smokescreen for how far we haven’t come.”

So it’s not just exasperated mothers sensationalizing their daughters’ rejection of “traditional feminism.” According to Levy, we’ve developed a real raunch culture where “Bimbos enjoy a higher standing than Olympians.” Everyone agree?

Obviously, if I took this rhetoric at face value I would be grooming my nails instead of my next point. But not all girls are solely preoccupied with achieving the perfect tan, and reasonable readers know that. Along with more American Apparel-clad asses conquering our downtown billboards and reality TV shows of Sn00ki performing fellatio on a pickle comes increased coverage on the effects on young girls. And while some may, in fact, reach for the Strubs, many others turn and chuckle, then go back to the books.

It goes without saying that sexual exploration is a normal part of growing up. Our bodies are changing, hormones are going wild and the brain is trying to fervently catch up. The decision-making area of the brain—the frontal lobe—is not fully developed until the mid-20’s, according to some studies, which explains why many teens post their underage drinking photos on their Facebook pages, even though they are Facebook friends with their mom. Oopsies.

Luckily, these impulsive trends begin to settle; the numbers swing significantly after 24. But for many, like Jong quoted above, the problem is not just that this promiscuity—however temporary—is so exaggerated, but that girls believe it gives them a sort of power. To them, the freedom to show cleavage is feminism.

Now, before we start digging up dusty copies of The Feminine Mystique and writing off this generation as wholly composed of “lost, trashy souls,” maybe it’s worth exploring how this idea got its roots. Undoubtedly, this group of young women is more globally tuned-in than any generation before. We have access to breaking information from all over the world, sent directly to our inboxes, iPads and phones at all hours of the day. Pair that with an increasing global social conscience, and girls undoubtedly pick up on stories of women journalists in Sudan being sentenced to 20 lashes for wearing pants, or catch a glimpse of Time magazine’s recent cover of 18-year-old Afghan Aisha, who had her nose and ears cut off by the Taliban after fleeing her in-laws.  There are even stories closer to home; just two months ago, a father and son plead guilty to the so-called honour killing of Toronto teen Aqsa Parvez, who refused to wear a hijab.

If we draw our gaze slightly up from our navels, is it really any wonder why many girls today believe sexual freedom amounts to a certain form of strength and liberation? While a cropped tee and mini skirt certainly doesn’t say “love me for my mind,” it does say something about Western emancipation.

Of course, portraying one’s self as a sex object isn’t quite the right way to gain esteem and respect, but neither is portraying one’s self as hopelessly disadvantaged. In Kingston’s article, Susan Nierenberg, a mother of a 25-year-old woman and the vice-president of global marketing of Catalyst, an organization tracking female advancement, says her daughter mistakenly believes that the workforce is an even playing field. “I hate to tell her that’s not the way it is. I want her going into it thinking she can do anything. But I also want her to be smart about it,” Nierenberg says.

In other words, go in thinking you’ll have to work doubly hard? Why not convey that idea also? Indeed, there’s no better way to convince someone to see you as equal than to perpetually remind him of how unequal you are. It worked for Hillary Clinton, right? Everyone remember: “To be able to aim toward the highest, hardest glass ceiling is history-making.”?  While Obama’s racial allusions were subtle and infrequent during the Democratic primary, so much of what we heard from Clinton was, “Wouldn’t it be lovely to have a female president?” I suppose we can keep wondering.

To get back on point, while the ‘fight’ for sexual equality may not be over–so to speak–it’s been reduced largely to an ideological battle, which, granted, is probably the hardest to tackle overall. But hounding the new generation to “look for the sexism” in daily life probably isn’t the way to go. Internalizing the belief that one will is perpetually victimized can be just as debilitating as the belief that flirting will get you respect in an office. At least you can shape up for the next work placement.

So, we can provoke this hysteria that the new generation of harlots is soiling the efforts of women past, or we can take a good look around at the women in higher education, medicine and the general workforce, and take a global perspective to evaluating the strides women have made in our society. And girls—do me a favour—take down those loathsome Facebook photos.

-Photo by wolfgraebel

UWaterloo wants better steroid education

Internal review says most members of football team were shocked by doping scandal

The University of Waterloo is recommending better education of players and coaches about performance-enhancing drugs after a doping scandal. An internal review says most members of the now suspended football team were surprised by the number of drug cheats on the team.

The school suspended its football program from competition for a full season in June after urine tests revealed nine anti-doping violations. The team will return to regular competition in 2011, even though 18 players have already transferred to other schools.

Head coach, Dennis McPhee, and assistant, Marshall Bingeman, were placed on paid leave, but they returned to work this week. The school will also hold mandatory seminars in September for each of its 560 athletes and Beckie Scott, an Olympic gold medal-winning cross-country skier, will address the athletes.

The Canadian Press

For more on this story, please click here.

Put your laptop away

And your phone. And your iPod. We have work to do.

Another day, another attack on us mean old industrial-age professors.

This time, it’s historian Fred Donnelly telling us all to chill out over lap tops in class. Students are not ignoring the work at hand, Donnelly suggests. Instead, they are returning to a pre-industrial mode of work:

Consider how people worked in the pre-industrial era. Labourers in agriculture and construction sang on the job. Weavers composed poetry to the rhythm of the loom and many skilled artisans employed a boy to read to them while they worked. Everyone talked on the job and took unscheduled breaks quite frequently. In short, they laboured away in a multitasking environment.

Right. And if slaves in the old South had had the internet, their masters would have been perfectly happy to let them caption Lolcats instead of picking cotton.

But seriously, the argument fails not just because of what seems to be an overly romanticized view of pre-industrial labour (oh to be a medieval serf: that was the life!), but because it creates a false analogy. There are some tasks you can do while you listen to music or chat with your friends. Who has not whiled a way a long car ride singing along to the radio? But there are other tasks that require one’s full concentration if they are to be done well. Listening to a lecture, and thinking about the content, and considering its connection to other things in the course, and taking notes — not to mention asking and answering questions — these are things that simply cannot be done effectively while watching videos on YouTube or killing zombies or updating your Twitter feed.

The laptop, Donnelly suggests, is a challenge to the authority of the professor, who is really no more than a Dickensian shop foreman:

Now, students have their own portable windows to stare into, their own songs to listen to, their games to play and messages to send to friends inside and outside the classroom. All the while they are seated at their work benches – oops, sorry, their places in the classroom – and presumably also taking notes from an instructor.

But that’s just it. They’re not also taking notes. They’re chatting with their friends in other classes:

ths class = CWOT prof thinks we r t8king notes FAIL LOL

That’s what kills me about the new apologetics of this supposed digital generation. While professors pat themselves on the back for being in touch and progressive, for creating a dynamic new learning environment, they are really creating an environment of increased contempt for learning and study.

All these students with laptops? They’re not multi-tasking. They’re just ignoring you.

The internet has changed nothing

Except that we have blogs now.

I really am trying to be less angry these days, but articles like this interview with technology expert Don Tapscott doesn’t make a Zen calm very easy.

Perhaps this interview didn’t do him justice, but from what I can tell, Tapscott is part of the tradition of experts on university education who ignore what actually goes on in universities. Put another way, I have been in and around universities my entire life, and the place that Tapscott describes as the modern university is utterly unrecognizable to me.

Here, for example, is Tapscott describing a typical university classroom:

The formula goes like this: “I’m a professor and I have knowledge. You’re a student you’re an empty vessel and you don’t. Get ready, here it comes. Your goal is to take this data into your short-term memory and through practice and repetition build deeper cognitive structures so you can recall it to me when I test you.”

This is straw-man anti-intellectualism at its very worst and, sadly, one hears it all the time. Except from actual professors that is. I don’t know any professor who thinks that the only or, indeed, primary purpose of teaching is to fill empty heads with temporary knowledge. Every professor I know thinks that knowledge is important, of course, and that students need to learn some basics of the discipline in order to make sense of it, but there is wide agreement among academics that the real purpose of education is to enable higher order thinking about literature, or ethics, or physics, or whatever the discipline may be.

But for Tapscott, unless you are teaching graduate courses, you have no “genuine and meaningful interaction” with students. Whose undergraduate courses precisely is he referring to? Not the courses at my august institution where upper-year classes routinely have a dozen students or fewer and where undergraduates commonly work as research assistants. He is certainly not describing my department where the Theatre Arts Certificate requires a one-on-one practicum and where a 4-year major requires a directed study or honours thesis (both done as one-on-one projects). What does he make of the office hours that all professors are required to hold? What does he make of the conversations before class, and after class, and by email? Is all this interaction not genuine because it is not on YouTube?

Tapscott insists that while undergraduate profs pretend to have “all the knowledge that is worth knowing,” young people are magical young thinking devices, geared up by information technology:

Growing up digital has changed the way their minds work in a manner that helps them cope with the challenges of the digital age. They’re used to multi-tasking, and have learned to handle the information overload. They expect a two-way conversation.

A two-way conversation? Really? At the risk of being boastful, I will say that I am a very engaging teacher. I am confident, and funny, and I know my stuff, and I can tell you that the typical first year student would rather cut his or her dick off than speak in class. A two-way conversation is the last thing they want. Professors spend sleepless nights thinking of new ways to get students to participate in a two-way conversation. Students don’t want to, not in the first year, because they rightly sense that no one has prepared them for how to do it. Not in an intellectually meaningful way.

It’s nice to think that the internet has opened up a vast new world of independent thinking, but do people really seem more open-minded to you, these days?  Indeed, research has shown that rather than letting it challenge their views, people tend to use the internet to confirm ideas they already have.

After a year or two, students start to loosen up, and in senior seminars there tends to be plenty of  stimulating interaction. But students get to the point where they can do that,  because we taught them how to think about complex ideas and how to express those thoughts. That was us, the dusty old professors. Not Google and Wikipedia.

I suspect Tapscott (one of the world’s leading authorities on business strategy according to his own web site) likes to describe a brave new world  because he can’t sell the idea that the more things change the more they stay the same. Professors were not created by an “industrial model” of education in the 19th century — universities were venerable institutions already by then. Unless the Tapscotts of the world get their way, universities will continue to be what they have long been: places where learned people come together to share what they know and to learn more. Where those of us who want to live an examined life try to gain a modicum of wisdom by examining life.

It’s easy to sound like one is on the cutting edge by taking the newest technology — the internet, the television, the radio, the train, the book and so on — and tacking on “this changes everything.” This is not to say that everything stays the same, but the fundamentals of a sound education have remained constants since ancient times. That’s why I still cite Aristotle with my students and insist that an educated mind is one that can consider contrary positions at the same time. That’s why my email signature is a quote from Euripides (“With slight efforts how should we achieve great results?”), and that’s why I practice the ancient technique called the Socratic method, a real-time, interactive educational experience that predates the internet by over two thousand years.

Panic mode

I mean, I am excited. Or I was. Abject fear has been slowly overtaking excited as my dominant pre-law school emotion.

Blogging might be light in the next two or three weeks as I enter what the French call le panic mode.* For one thing, I’m departing Edmonton by car for Victoria in slightly more than a week and I have packed … (looks around apartment) zero things.

So that constitutes, rough estimate, about 20 per cent of my stress. The rest resides in this little knot in my stomach that explodes into full-body terrors, usually right after someone says something like “School starts so soon! Are you excited?”

I mean, I am excited. Or I was. Abject fear has been slowly overtaking excited as my dominant pre-law school emotion as orientation day approaches. This is normal, probably, but it’s not enjoyable.

For example, the other day I was talking with UBC law professor David Duff during which he proffered this little nugget:

“At the end of the day, when students get to law school, they’re all in the same pool. There’s always this phenomenon whereby law students have always been above average and, by definition, half of them are not going to be above average.”

I think I managed to continue talking, but there’s also a definite chance I stopped conversing and devolved into making tiny rodential squeaks as my brain was like “Me. It’s me. I’m totally going to be below average. Oh my God. What am I doing? I’m going to spend $–,— just to fail and I’m going to have to move in to my parents’ basement and live there for all eternity waaaahhhhhhhhh.”

I’m sure I felt this way as a 17-year-old heading across four provinces to start my undergraduate degree, but I don’t remember, because in my own mind I can fold the space-time continuum so that 17-year-old me is also 25-year-old me who is imbued with the knowledge that undergrad was not only completely achievable but amazingly fun and therefore has no fear, and tells 17-year-old me this and we high-five in my memory and retroactively erase all the fear and doubt I had eight years ago, leaving me only with my current fear and doubt.

Well, that, and Google. If you type something along the lines of “Law school won’t kill me, right?” you can turn up a treasure trove of living, breathing current-and-former law students willing to help out with friendly advice. Some of my favourites are here, here, here and here.

Also, advice is also welcome in the comments section. For the meantime, I’m going to start packing … or curl up in the couch in the fetal position. TBD.

*La mode panique? That can’t be right, because I think that means the panic fashion. Oh, small town Alberta high school French. You have forsaken me.

Simon Fraser prepares for first year in the NCAA

University teams will be representing Canada when competing down south

Inside the gymnasium, the international lines forming trapezoidal keys on the basketball court are gone, replaced by the familiar rectangle and a pair of three-point arcs. The oddly long and wide lines — by American standards — on the turf football field are being torn apart and replaced by a 100-yard field with 10-yard end zones.

Simon Fraser University is almost ready to become the first Canadian member of the NCAA. It’s just coming 12 months earlier than anyone expected. “We have a unique situation. We are the only Canadian team playing in the United States,” Simon Fraser women’s basketball coach Bruce Langford said. “Therefore we kind of represent Canada, therefore there is a little bit more at stake.”

From the top of Burnaby Mountain, where the Simon Fraser campus sits, the views of the entire Lower Mainland surrounding metropolitan Vancouver are eye-popping: Snowcapped mountains to the north and south, sea to the west, all framed by the towering firs of the Pacific Northwest.

But while the concrete campus at the top of the mountain provide views few can match, it’s the rest of Canadian college athletics that’s closely watching what happens at SFU. When Simon Fraser hosts Western Oregon on Sept. 4 to begin the 2010 football season, the Clan will become the first Canadian team to play against U.S. competitors as a member of the Great Northwest Athletic Conference in NCAA Division II.

It’s part of a reclassification process that started in 2008 when the NCAA voted to accept membership applications from Canadian schools interested in joining Division II.

Simon Fraser, which held joint membership in the Canadian Interuniversity Sport system and the American-based NAIA, was the only school to move forward in the process.

Originally, the move to becoming the first Canadian NCAA member was to take place for the 2011-12 school year. That was before Canada West, SFU’s playing conference within the CIS, evicted the Clan beginning with this upcoming school year. Already in the process of making the procedural changes to become an NCAA member, Simon Fraser’s timetable was dramatically accelerated. Schedules went from full to empty. The NCAA rule book became required reading, as staff was hired earlier than expected to help with the transition.

Simon Fraser will compete in the 2010-11 school year as a provisional NCAA member. “The real rule in Canada is there are no rules,” SFU football coach Dave Johnson said. “NCAA there is a rule for every angle, every thing and we kind of knew that. It’s becoming more familiar with those rules. “There is going to be an educational component that we’re learning by braille a little bit,” he said.

Most dramatic in the speed up was the impact on athletes. The CIS system allowed athletes five years of playing eligibility. But when Canada West kicked Simon Fraser out and the school announced last October it was heading south a year earlier than planned, numerous Simon Fraser athletes found themselves in the final days of their playing careers.

Langford’s women’s basketball program, a two-time defending CIS national champion, suddenly had just four returning players for the 2010-11 season. Johnson’s football team lost 60 players who either had finished four years of play or decided they wanted more than their one remaining year.

Additionally, a number of SFU athletes saw their remaining eligibility cut in half. Many athletes in Canada attend secondary schools following high school. Under the CIS system, those athletes still have five years of eligibility when they arrive at the university. But the NCAA views those years the same as attending a junior college.

“It was vindictive. That’s all I can say. There was no good solid reason why they wouldn’t allow us to go this year,” Simon Fraser athletic director David Murphy said. “But it’s a blessing in disguise because it’s accelerated our ability to be compliant with NCAA rules and the fact GNAC accepted us. I was very disappointed because I knew the people, but in the end it turned out to be very beneficial to us. It did hurt some student-athletes here very badly.”

But ask those at Simon Fraser about the sudden change of plans, and while bitter about the believed slight from Canada West, there is also an air of excitement about the pending move. When the school was constructed in 1965, the administration’s intent was that its athletic programs would play exclusively in the United States. That held true until 1997, when Simon Fraser’s competition in the Pacific Northwest made the move to the NCAA.

They found refuge in the CIS for their football, men’s and women’s basketball programs, volleyball and wrestling. Their remaining programs held joint classification with the CIS and NAIA, giving them a chance to compete in both countries.

But as the costs of competing in the CIS — namely travel across four provinces — continued to rise, Simon Fraser began looking for an outlet for all its programs. Thanks to their rivals across Vancouver at the University of British Columbia, the Clan found their ticket to the NCAA. It was UBC at the forefront of the push to move its athletic programs to the NCAA, triggering the legislation two years ago that opened the door for Canadian schools looking to play in Division II.

Simon Fraser was the only school, so far, to walk through the opening. “What I found in doing my due diligence is there is so much misinformation and disinformation on the NCAA that most people are afraid of it,” Murphy said. “They only know the bowl games, December, January and March Madness. And they look at the amount of schools, all the bad news, they get wrapped up in it and don’t understand it. I had to do a lot of research and especially (at) Division II it’s about balancing life.”

The benefits are numerous for Simon Fraser. The travel costs drop significantly, with teams now able to take buses or short flights for most of their competitions. The recruiting pitch now raises eyebrows among Canadian athletes. While those talented enough to compete at a high, Division I level aren’t going to change their plans, it’s the athlete that might be going south to play for a lower-level Division I or a high Division II program that Simon Fraser wants to target.

The message: stay in your country and get a Canadian education; compete in the United States. “This is a very Canadian school, it has a lot of Canadian traditions, but Canadians want to compete at the highest level. They always have wanted to do that,” men’s basketball coach James Blake said. “And Simon Fraser going NCAA is a representation of what Canadians want to do. They want to compete at the highest level and they are at this school.”

But it’s not just Canadian athletes who are the focus. The school has a strong case for American athletes to look north, with tuition comparable to out-of-state tuition for athletes in the states. The cost becomes an even better deal if the American dollar strengthens against the Looney.

There are still obstacles to overcome for both Simon Fraser and their opponents. The rest of the schools in the GNAC are working to make sure all athletes and coaches have passports or enhanced drivers licenses for the border crossing. On campus, Murphy is working to make sure there is permanent seating for the football stadium. Even Johnson has to make a midseason switch for when the Clan play at rival British Columbia in October — using Canadian football rules.

And there’s educating the public and fans about the differences they will see between the CIS and the NCAA. “I think we can build something special here and we can be the flagship program in the nation,” Johnson said. “I think we can attract the best players from around the country. I’m an American guy but I can tote that Canadian maple leaf and talk about winning one for the country. It matters to our Canadian kids. I do believe we have the unique ingredients to build something special.”

The Canadian Press