Digitizing Peircean semiotics to analyze students’ peer-review comments: classroom use of an application in open-source R

ABSTRACT

Statistical software applications are increasingly used to measure student engagement in the classroom. However, more work remains to be done to clarify how meaning is created and measured in classroom settings. With the growing use of technology in the classroom, students’ peer review has become a standard practice to improve students’ writing skills. This article examines the use of an open-source R software application based on Peirce’s sign theory to analyze students’ peer-review comments. Peer review is the assessment of student or professional work by others. The importance of open-source R as a platform lies in the fact that users can extend its code without having to ask permission. The results suggest a new approach, based on computational and social semiotics, to the assessment of students’ peer-review comments in higher education.     

Semiotising the student perception of learning outcomes in British higher education

This article presents a semiotic analysis of the student perception of learning outcomes in British higher education. It centres on three annotated images in Frank Furedi’s article “The Unhappiness Principles”, published in Times Higher Education in 2012. Drawing upon Peircean semiosis and iconicity, it provides a rhetoric-infused interpretation of the word–image complementarity exhibited in student participants’ written commentaries on the three images. This leads to a dialectical view of formative and summative assessment, in which process and product create each other through the same continuum of learning and teaching. In highlighting intellectualism as central to the ethnography of university life, this article argues that learner autonomy and the potential for transformation is deemed essential to the student experience in higher education.     

Critical Pedagogy in the Neoliberal University: Reflections on the 2015 York University Strike through a Marcusean Lens

Abstract

In this article, we see the month-long graduate student and contract faculty strike at York University (Toronto, 2015) through a lens informed by Herbert Marcuse’s thought. In the context of widespread student protests across North America against neoliberal austerity, we draw on our picket line experiences to argue that Marcuse’s work provides insights into how students and faculty can engage in critical praxis within the neoliberal university. We argue that CUPE 3903, the union of TAs and contract faculty at York, is a kind of counter-institution that Marcuse argued was necessary for liberation. Marcuse strategically urged students to take advantage of gaps or cracks in a disintegrating system. Our analysis revolves around the complex experience of the graduate student picket lines – a “gap” – as a site of rupture for the liberation of aesthetic experience, “organized spontaneity,” open, democratic organization, as well as conflict.     

Note on Teaching Intelligence

Over the last decade, intelligence has become one of the most widely taught subjects in higher education. In response to this, a sub-discipline has emerged within Intelligence Studies devoted to thinking about how the subject is actually taught. One of the most common arguments to come out of this literature is that there should be more practitioner involvement in the university teaching of intelligence. However, it is rarely specified what exactly intelligence professionals bring to the classroom, save the largely self-evident point that because they have ‘walked the walk’, they are uniquely qualified to teach the subject. Drawing on student questionnaires, as well as interviews with serving and retired intelligence officers, this article attempts to probe a little deeper and identify the specific benefits of incorporating practitioners into the university teaching of intelligence. It is argued that practitioners ‘put a face on the profession’ and help to remove some of the mystique and misperceptions that surround intelligence work. It is claimed that practitioners, especially with their ‘inside stories’, give added meaning to academic theories and make the subject more exciting. Finally, it is argued that practitioners enrich the broader ‘student experience’. In UK higher education, now under a new fees regime, students are looking for departments to go the extra mile not only in terms of their teaching, but also in areas like careers advice and support. In this context, intelligence professionals are enormously valuable.     

浅谈大学生思想政治教育中的美学元素

传统的以灌输为主的理性化大学生思想政治教育方法已不能满足教育的需要,久而久之它导致学生的学习兴趣不高,究其原因是我们忽视了那些本身存在于大学生思想政治教育中的美学元素,没有提升这些美学元素,更没有利用好这些美学元素来进行大学生思想政治教育,以致大学生思想政治教育的实效性受到了影响,因此发现并提升大学生思想政治教育中的美学元素至关重要。     

Educational economies

Contemporary public discussion of and policy formation with respect to higher education pay scant attention to the history and structure of the modern university. In part this is forgivable, since educational historians deal almost exclusively with schooling to the neglect of any wider assessment of formal education within the public sphere. Nonetheless, personal ‘experience’, much less sheer prejudice, is no substitute for an understanding of ‘higher learning’. This review essay considers the outline history provided by Robert Stevens’ From University to Uni and suggests that we are now entering an era of a ‘postmodern’ university whose purposes are both incoherent and implausible.     

On the Postcapitalist Nature of Learning Spaces

This paper uses the concept of learning spaces to reflect on the pedagogies that will help humans acquire the wisdom to support a transition to a durable postcapitalist socioeconomy. Since Plato’s Academy dedicated “academic” spaces have been set aside from economic life. While humans naturally learn all the time, access to higher status learning remains restricted. Most learning is informal and outside academic spaces. An example is given from a novel published more than 100 years ago of an unpromising workplace becoming a space for deep learning about socialist resistance. I will suggest that all spaces occupied by humans at every scale from the room to the globe, and not just those of formal education, are learning spaces. The question is how they can be linked up to form a global space of exchange that could be called a learning society or, alternatively, postcapitalism, socialism, communism, or the society of associated producers. The ideas outlined here were presented in a module on Geographies of Education that I designed and taught at the University of Brighton until my recent retirement.     

高职院校专业实践课教学与学生思想教育研究

针对高职学生在专业实践课中出现的兴趣不浓、成绩不良的现状进行分析和研究,采取"两手抓"的方法。一方面从学生的思想教育为出发点,在教育者与受教育者的和谐关系中引导学生热爱自己的专业,学好专业,培养学生的开拓意识。使学生有诚信品质、敬业精神和责任意识;另一方面以培养学生专业实践课学习兴趣为着落点,培养具备过硬专业技能的高素质技能人才,以适应在以后的就业中有机会不断拓展人生发展空间,既可以做能工巧匠,使之成为企业的中流砥柱,又可以随着社会经济结构的调整、市场的变化而随时随地地更换职业岗位,还可以自己开设店铺,实现自我价值,又给别人创造就业机会。     

The Likelihood of Higher-Education Reform

Allan Bloom’s The Closing of the American Mind (1987) and Richard Arum and Josipa Roksa’s Academically Adrift (2011) stand as bookends. Between them rests a generation of college graduates. Together, they chronicle the crisis in higher education. This paper argues: (1) Adrift’s employment of the Collegiate Learning Assessment (CLA) may serve in part to corroborate Bloom’s contention that popularized moral and cultural relativism have devitalized the love of learning. Students stripped in such fashion might be expected to show little increase in the general collegiate skills that the CLA measures and on which basis Adrift critiques higher education. (2) Adrift may be taken to support Bloom’s case that the higher-education reform that matters most is restoring a required core curriculum consisting of common courses in the sciences and liberal arts. The paper concludes with some reflections on the limits and possibilities of the reforms pointed to by the two books.     

Protest,citizenship and democratic renewal: the student movement in Chile

What is the significance of upsurge of protest and claims-making for how we understand citizenship in relatively new democracies? In Chile, some 20 years after a paradigmatically successful democratisation, student protests for a more equitable education system have re-politicised and transformed debates about what democracy and citizenship should mean. Claims are being staked not only for educational reform but also for a new model of citizenship based on rights and welfare, in contrast to neoliberal models of citizenship as individualisation and consumption. In raising consciousness as regards the costs of neoliberal democracy, the student protests are reviving the country's radical traditions and past practices of an engaged, political active youth movement.     

政绩晋升效应与地方财政民生支出——一个案例研究

在收入集权的财政体制下,中央财政通过转移支付将大量的财政资金下拨给地方政府来实施民生工程。这笔庞大的财政资金是否真的能够"达到它所希望到达的地方"?地方政府实施民生工程的动力在哪?用过程追踪的个案研究方法,通过江西省南昌市D区的个案研究发现,基于官员对职务晋升的追求,上级政府以政绩考核的方式推动着地方政府改变支出结构,将财政资金投入到民生工程中,以地区竞争的方式来获得上级的认可以求晋升。这一研究表明以"一票否决"资格赛为基础,规定考核任务为核心,"面子工程"获加分的"三位一体"式的政绩考核机制,有力地保障了民生工程的实施效果。但这种考核机制是否能够通行于其他政策的实施过程,还有待更进一步的研究。     

Strategic voting in local elections: evidence from Portugal (1979–2013)

Do voters behave strategically in local elections? Does democratic experience influence voters’ capacity to behave strategically? Is there a relation between education and voters’ capacity to anticipate the mechanical effects of electoral statutes and adapt their behaviour accordingly? Using an original data set covering the complete democratic period, this paper studies strategic voting at the local level in Portugal. Using an ecological inference approach, we contribute to a vast body of literature on strategic voting by testing whether theories developed for national contexts travel to local contexts. Our findings suggest that (1) voters consistently defect to non-viable lists to support viable lists; (2) democratic experience helps voters to learn how to maximize their utility; and (3) education is important for voters’ ability to identify a strategic setting.     

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the early transition from “novice” to “advanced beginner” in a learning process, where the student begins to leave behind rational rules in favor of an own situational experience. However, currently available IR simulations for teaching purposes are often high-cost/high-tech and especially time-intensive: if they do not require custom-made software packages with difficult interfaces and expensive licensing fees, they are often targeted at course-long or at least day-long activities that demand extensive preparation of both teachers and students, with book-length manuals, intricate rules, integrated assessment tools, and specific secondary literature, and conventionally target more experienced students. This article explains how teachers can create an easily accessible and class-long (50 minutes) interactive experience for undergraduate IR students to encourage theoretical linkage with own in-class experience at a very low cost. We do this by employing PowerPoint, specifically in-built features such as hyperlinks, interactive pathways, or audio or video integration that can be used interactively rather than passively (as in a standard presentation).     

Human rights education in US social work: Is the mandate reaching the field?

Abstract

Social work education in the United States takes place not only in classrooms but also in the many workplaces where students complete their mandatory internships. This practicum, known as “field education,” is social work’s “signature pedagogy.” Although efforts have been made to integrate human rights education (HRE) into US social work education and the Council on Social Work Education now mandates a human rights competency, little research has examined how and whether the HRE mandate is implemented in field education. This article examines the impact of HRE on social work field education by focusing on one state—Florida. For this study, we surveyed 158 Florida field educators about their human rights knowledge and practices and conducted telephone interviews with the staff members who coordinate student internships at six social work schools. The data paint a complex picture. Although strides to foster students’ ability to apply human rights understanding in field education have been made, sustained institutional support for integrating HRE in field is needed at the university and associational level. True integration of HRE into field education will only be achieved when all educators receive the support they need to become educated on social work as a human rights practice.     

Connections Matter: How Interactive Peers Affect Students in Online College Courses

Peers affect individual's productivity in the workforce, in education, and in other team‐based tasks. Using large‐scale language data from an online college course, we measure the impacts of peer interactions on student learning outcomes and persistence. In our setting, students are quasi‐randomly assigned to peers, and as such, we are able to overcome selection biases stemming from endogenous peer grouping. We also mitigate reflection bias by utilizing rich student interaction data. We find that females and older students are more likely to engage in student interactions. Students are also more likely to interact with peers of the same gender and with peers from roughly the same geographic region. For students who are relatively less likely to be engaged in online discussion, exposure to more interactive peers increases their probabilities of passing the course, improves their grade in the course, and increases their likelihood of enrolling in the following academic term. This study demonstrates how the use of large‐scale, text‐based data can provide insights into students’ learning processes.     

The Educational Correlates of Voting: A Cross‐sectional Study of Finnish Undergraduates’ Turnout in the 2014 European Parliament Election

Why do well‐educated citizens show high turnout in elections? Despite broad scholarly agreement that educational attainment predicts electoral participation, there is little consensus about which aspects of higher education account for this positive association. This study addresses this gap in the empirical literature by investigating the educational correlates of micro‐level turnout. To this end, the article first discuss two types of factors that prior research has suggested to connect higher education to voting: participation‐enhancing benefits; and the type of education. Using a unique, nationally representative survey of the 2012 cohort of Finnish undergraduates, the relative importance of and relationships between these competing factors in explaining the students’ intended voting in the 2014 European Parliament election are tested. It is found that turnout is positively associated with the student’s sense of political efficacy, which also mediates between an open classroom environment and turnout. Furthermore, students enrolled in the academic university track have stronger voting intentions – an effect that reflects their sense of civic duty. By contrast, no support is found for the effect of social network centrality. These results suggest that several, but not all, elements of higher education as discussed in the literature are relevant for electoral participation.     

Politicians,professionalization and anti-politics: why we want leaders who act like professionals but are paid like amateurs

Why are politicians so unpopular? One common explanation blames a professionalized political class that is increasingly detached from ‘ordinary citizens’. But, there is very little empirical investigation of what it is about the professionalization of politics that engenders distrust. This article uses 12 focus groups and 15 interviews with civil servants from the Australian Public Service—‘insiders’ with first-hand knowledge and experience of the political system—to reflect on political professionalization and its impacts. As a group, civil servants’ views on this question remain largely unexplored yet their proximity to the political process gives them a distinct vantage point from which to reflect on current explanations for rising anti-political sentiment. We find both positive and negative attitudes towards professionalization that destabilize prevailing explanations: on the demand side, civil servants share first-hand experience and knowledge of how the political process works but remain cynical about politicians, whilst on the supply side, they value governing competence more than demographic representation yet still want more ‘amateur’ politicians. Our reflections on these findings highlight contradictory expectations: we want politicians who act like professionals, but who are paid like amateurs.     

The Effect of English Language Learner Reclassification on Student ACT Scores,High School Graduation,and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin

The recent increase in the number of students classified as English language learners (ELLs) has focused significant attention on reclassification policy, which governs the process by which ELLs move toward, and are deemed to reach, full English proficiency. In this paper, we draw on a data set containing annual individual‐level records for every Wisconsin student ever classified as an ELL between the 2006–07 and 2012–13 school years to estimate the effects of being reclassified at the end of 10th grade—a crucial period on the pathway to postsecondary education—on several measures related to students’ postsecondary attainments. We estimate these effects in a regression discontinuity framework, exploiting Wisconsin's policy rule that automatically reclassifies ELLs who score above a specified cutoff on the state's English language proficiency exam. Our analysis indicates that being reclassified as fully English proficient in 10th grade has a positive effect on students’ ACT scores. It also provides some evidence of a positive effect on high school graduation and the probability of enrolling in a postsecondary institution the fall after graduation. Together, our analyses provide evidence on the effects of a policy directly relevant to the country's fastest growing student population, and we close the paper with a discussion of the implications for research and policy.     

The conscience of a fugitive: sheldon wolin and the prospects for radical democracy

Amidst increasing and seemingly intransigent inequalities, unresponsive institutions, and illegible patterns of social change, political theorists are increasingly faced with questions about the viability of democracy in the contemporary age. One of the most prominent voices within this conversation has been that of Sheldon Wolin. Wolin has famously argued that democracy is a ‘fugitive’ experience with an inherently temporary character. Critics have pounced on this concept, rejecting it as an admission of defeat or despair that is at odds with the formation of democratic counter-power. In this article, I push back against this view of fugitive democracy. I do so by contextualizing the idea within Wolin’s broader democratic theory, and especially his idea of the ‘multiple civic self’, in order to give a more coherent form to a conception of citizenship often concealed by the attention given to the supposedly momentary nature of democracy. This all too common misreading of fugitive democracy has significant stakes, because it shapes not only how we approach Wolin’s impact as a political theorist, but also how we approach practices of democratic citizenship and how we think about political theory and political science’s relationship to those practices.     

Beyond the One-Dimensional University: A Marcusean Critique of Outcomes Assessment

Abstract

In August 2013, US president Barack Obama announced a plan to link federal financial aid to college performance. This plan, it is argued, will allow students, parents, and federal lenders to avoid paying tuition for an ultimately meaningless credential. It identifies relevant educational outcomes as rates of graduation, the earnings of graduates, and the attainment of advanced degrees after graduation. The president’s plan is part of a much larger trend toward “accountability” and “transparency” in education, an important feature of which is the proliferation of the language and programs related to assessment of student learning outcomes. In this essay, I show that outcomes assessment is a form of “one-dimensional thought” as this concept is developed in One-Dimensional Man and that it suffers from the defects identified by Marcuse there. Outcomes assessment, therefore, codifies ways of thinking about education that undermine its role in the development of liberated forms of consciousness and emancipatory praxis.