(12-12-2012 12:26 PM)CrazyPaco Wrote: (12-12-2012 11:02 AM)nzmorange Wrote: 1. Once again, you seem to be showing that they do improve academics*, but then claiming that they don't**, because they could do a better job of it. Then you seem to be concluding that they are moot, because they will provide academic support in the form of a MOOC, like Courseshare essentially is....
I, perhaps, did a poor job. 1st, I had to first point out what you were apparently unable to find on the websites and then discuss what it actually meant and the differences (as opposed to copy fluff) and then try to explain why it didn't actually impact a university's academics or R&D. Maybe it is just because most aren't familiar with academia...and I assumed too much; as if such things would be obvious. And while I agree with you that there is room for improvement in that these academic consortiums with additional financial backing (and hence the real issue) could be grown to become significant academic alliances for its members, you're previous assertion that you understated your familiarity with these programs, to be blunt, was not understated at all. If you think Indiana offering a distance education for Estonian language is at all significant in recruiting students to Michigan State, than this conversation is already over. (BTW, SU has shared programs with SUNY Upstate that are much more meaningful than anything in the CIC and MOOCs are a big-time direction all universities are looking into...they are likely going to be major part of the future, perhaps a complete paradigm shift in higher ed, including for the Big10 schools...but the field is young and an evolving technology and service) Likewise, if you think getting research experience at the undergrad level isn't important, particularly in STEM fields, then I don't know what to tell you..but then summer programs at other schools aren't really what I'm talking about because those are pretty limited experiences compared to year+ long in-depth research projects that, ideally, result in significant relationships with other scientists and some sort of authorship.
My "bias" comes from spending over 15 years in academic sciences doing research, teaching, and grants administration. Frankly, I know what I'm talking about. Most people waxing on the internet about how important the CIC are absolutely clueless. I see the same myths and misunderstanding repeated over and over again. It's not like these consortiums don't have some good things or that there isn't potential, but generally people are just plain ignorant about it because they don't read past the impressive sounding press releases and have no idea how things inside academia is done or how R&D is funded. Really, whether anyone wants to believe that or not doesn't change the reality of these things one bit. All I'm trying to do is enlighten people to these realities.
And btw, just as a practical and measurable example, PSU, where you did research, is often touted as an example by B10 fan boys of how the CIC enhanced that school's academic and research profile and throw out raw R&D $totals while ignoring the fact that federal appropriations for academic R&D (by far the major source of R&D funding) nearly tripled across the board during that period. The truth is, Penn State's profile has gotten worse when compared to peer universities since it joined the CIC. According to the NSF reports, in FY 1990 Penn State R&D accounted for 1.57% of total R&D funding among US colleges and universities (or 9th out of all colleges and universities in the US). In FY 2010, the latest available numbers, Penn State R&D was 1.27% of total academic R&D spending or #15 nationally. In comparison, Georgia Tech remained steady at 1.0% over the same time period, while Pitt rose from 0.72% (#34) to 1.34% (#11). I guess that makes the Big East football conference the most academically elite research organization in the world! Again, the actual facts are that Penn State has actually fallen in R&D expenditures in comparison to peers since it joined the CIC in 1990. In addition, since 1996 when US News began individual school rankings past 25th place, Penn State has dropped from #41 to #46 this year. Penn State has gotten worse by both measures. Bottom line, the CIC nor the ACCIAC nor SECU nor the AAU nor anything but the institution itself enhances the real world academic or research prowess of said institution.
I actually read that page before I posted my first post. You really, really need to lose the condescending attitude. You also need to stop making assumptions, and you really need to stop trying to argue with me about stuff I neither believe, nor said (i.e. the part about usefulness (or lack thereof) of the CIC role in the B1G pooling their libraries). This isn't a p*ssing contest. I am not trying to one-up you. Stop trying to one-up me with irrelevant facts. There is no reason not to be amicable. We are both on the same side. I want SU to do well, and I want every school in the ACC to do well, especially schools like Pitt, ND, and BC. You are clearly a bright person. You have no need to take the proverbial lower road.
For example, stop
trying to argue with me about research. About 80% (maybe more) of your post is about research. However, unless possibly by accident, I have yet to make a single claim about how the CIC/ACCIAC affects research. For the third time, I don't care. I really, really don't. I couldn't care less whether the CIC helped or hurt PSU's research profile (I am actually kind of glad that Pitt passed PSU). You seem bent on convincing me that the CIC doesn't really help schools get research, but I keep telling you that I don't care. For what it's worth, I believe you. I'm sold (
see my posts from about 3-4 days ago when I said that the AAU is more or less just a label and it doesn't enhance academics and/or research other than by the reputation gained by getting to put a neat-looking sticker next to your name in brochures). None the less, I do
not want Syracuse to turn into a research factory. Obviously, being good at research is good. But, IMO Syracuse should
always put academics first, and there is a difference between research and academics. They are two very different things, so the research benefits of the ACCIAC (or lack thereof) are of minimal importance to me.
I only mentioned my pro-research bias, because I think that it adds credibility to my claim that research does not equal academics. You mentioning your bias only seems to add credibility to 1) your claim that you know a lot about research (I believe you), and 2) my belief that you may or may not have a vested interest in the ACCIAC being on equal footing or better than the CIC. However, I can assure you that you do not need to improve your credibility. When it comes to research, I believe you, adn I never doubted/disagreed with you.
The problem with MOOCs is in the grading. You cannot grade 100,000 students. All of the MOOCs of which I know have student-grading. Users have to grade something like 3 other user's papers, and they have their paper graded by 3 other students. If the other 3 students don't know what they are talking about, or don't take their assignment seriously, then you are SOL. So, the feedback is very questionable. However, although a professor cannot give grades for 100,000 students, one can grade 50-100 students, and you can have classes of 50-100 students in multiple locations (
see PSU's Dickinson School of Law). For credit (i.e. not for free) MOOCs can only grow so big. The instructor needs to be able to grade the class, and the instructor (or TA's) need to be able to answer questions. Conceivably you could "Wal-Mart it" and have a pre-recorded video of lessons and readings that get updated every couple of years, and a TA for every 50 students, grades assignments and answers questions (via the internet), but I don't think that will ever carry the same weight as a credit earned in a class small enough to where the professor could conceivably know every student's name, so I don't think that any serious university will take that approach (Stanford and MIT admins agree with me, and they are "industry leaders" in the field of MOOCs - and yes, I know they give certificates, but they do not award credits via MOOCs). Programs like Courseshare establish the groundwork for inter-college learning. There might not be enough interest amongst either Pitt or Syracuse students to justify hiring an extra professor and offering classes in an obscure aspect of physical therapy. And, there might not be enough interest amongst either Pitt or Syracuse students to justify hiring an extra professor and offering classes in healthcare design. But Syracuse's #2 ranked architecture college could very well justify adding an extra professor if it meant that Syracuse students could take classes in Pitt's #2 ranked Physical Therapy college, because the two schools could pool demands. That would allow small/medium-sized universities to counter MASSIVE public schools. For example, one of PSU's selling points is that they offer a program in just about anything under the sun (go to State College and watch TV for 30 minutes if you don't believe me - I think that they might even actually use the phrase "anything under the sun"). If SU or Pitt could make the same claim, schools like PSU would lose one of their MAJOR selling points. I do not understand how you reach the conclusion that either A) programs like Courseshare do not establish the groundwork for inter-institutional classes, and/or B) how such classes are not a HUGE recruiting advantage.
Yes, I understand that the ACCIAC has a pilot program, but the CIC’s is better. The B1G offers cross-learning at a graduate level, and they do it at an undergraduate level. Unless I am missing something, and you have yet to show me anything that leads me to believe that I am, the ACCIAC does not. The ACCIAC does offer similar programs for graduate (mostly, if not entirely, for phd students), but not undergrads. Given that schools are rated based on undergrad performance and perception of undergrad programs, I am MUCH more concerned with undergrad programs.
Now, with all that said, you are right about SUNY ESF (and probs SUNY Upstate to a limited extent), but that doesn't change anything. Also, if you know anythign about either SUNY ESF, or SUNY Upstate, then I am sure that you will agree with me when I say that they are very limited. ESF is a great school for environmental sciences, but there aren't a lot of other options on the ESF campus (they rely on Syracuse). So, while they do provide excellent environmental science-related resources, that's about all they provide. The basic concept of sharing academic resources is a good one, and there are a lot of advantages.
I get that Pitt is in an urban environment and a top 15 research institution (well done, btw
), but that isn't true for many ACC schools. for instance, ND, SU, and BC all have great academics, but none of them are AAU, and, out of the three of them, only BC is in an urban environment. If the ACC wants to fill the UMD void, we need to do more than just market our CIC (the ACCIAC) better. Anyway, how many schools can match SU architecture (#2), SU Comm. (#3), SU gov. (#1), BC undergrad business (#9), ND undergrad business (#1 I think), Pitt physical therapy (#2), an dso on? I can almost promise you that there isn't a school "just down the street" that can come close to offering the same resources that any of those colleges can. And, that was just a short list from 3 schools and I only mentioned the specific colleges off the top of my head. Come up with a full list and drill into individual programs, and there is a HUGE amount of untapped value.