"Now, if you write a paper describing negative results—a model where nothing is significant—then you may have a hard time getting it published. In the absence of some specific controversy, negative results are boring. For the same reason, though, if your results just barely cross the threshold of conventional significance, they may stand a disproportionately better chance of getting published than an otherwise quite similar paper where the results just failed to make the threshold. And this is what the graph above shows, for papers published in the American Political Science Review. It’s a histogram of p-values for coefficients in regressions reported in the journal. The dashed line is the conventional threshold for significance. The tall red bar to the right of the dashed line is the number of coefficients that just made it over the threshold, while the short red bar is the number of coefficients that just failed to do so. If there were no bias in the publication process, the shape of the histogram would approximate the right-hand side of a bell curve. The gap between the big and the small red bars is a consequence of two things: the unwillingness of journals to report negative results, and the efforts of authors to search for (and write up) results that cross the conventional threshold."

"My approach is different. Poster presentation, like conference presentation, belongs more to the area of dramatic arts than to marketing. It is information/entertainment, and that is the main thing you have to bear in mind when preparing for the session. Plus, while at a conference you have the full attention of your audience (shared, of course, with email, Facebook, plus the 10% that are simply speaking) in a poster session you have to first attract the attention of the people wandering around a hall shared with other 20 to 100 posters, then keep them there for the duration of the spiel and while you start a new one, and then, of course, convey the information you want to share with your poster. "

"The front matter, including the dedication (by the Shirelles), the notorious acknowledgements (my unhelpful faculty and the rare humans), credits (as in a movie), and Introduction (opening with Ed’s story, a night watchman on the edge of Castle Hill park, and going on to talk about psychogeography and various kinds of mental maps)."

"I think it’s fairly simple. You know the classic “First they came for the X, then they came for the Y, and I did nothing, and then they came for me?” schtick? This is one of those stories. In fact, it’s the end of one of those stories. They already came for the doctors and the psychiatrists. They already came for the lawyers. They already came for the accountants and auditors. They already came for all the professions. Professors are the last to be broken on the wheel, the last to be put at their station in the new assembly lines of the 21st Century Service Economy."

'Even if you have the most up-to-date edition of the very latest textbook, I think it's recognize that the textbook -- as an object, as instructional practice -- is still a relic. It is a relic of a time when information was scarce. It's a relic of the way in which we manufactured and scaled the industrial model of education -- a teacher at the front of the classroom, assigning the lessons and readings from an authoritative text. One that was bound by print. One that was distributed state and even nation-wide. One that was uniform. Somewhere along the way, "textbook" became "curriculum" -- and under today's testing regime, that all became wrapped up in "assessment."'

"Nonetheless, the success of JMLR does provide a clue that the cost of running a premier journal might be far less than publishers imply, if they were to rethink the process substantially — maybe not $10 per article, but surely far less than the $5,000 average revenue per article that scholarly publishers currently receive. This expectation is borne out by the several non-profit and commercial open-access journal publishers that are able to operate in the black with publication fees a fraction of that average."

"One thing that struck me during the meeting, though, was that if you created a really rich body of materials that looked somewhat like an “online course”, what you really might be doing was crafting a completely novel form of publication. Imagine a work of historical scholarship that included video of the author giving an explanatory lecture at the beginning of a section of the reading; that had direct links to a huge body of archival pictures, audio recordings, maps, and other supporting materials; that extensively linked to relevant (or competing) analyses available in digital collections like JSTOR; and where the author would appear live once every week to take questions from students reading the book in a class."

"This is just to say that if we think keeping our scholarly work primarily out of public sight [except for the occasional conference presentation] until its penultimate moment of publication in a conventional venue such as the academic journal or book, at which point quite a few years of our lives [mainly spent in the solitude of studies and libraries or other semi-private spaces where we could manage a foothold] may have been devoted to that work whose “arrival” in print may even occur long after we have moved on to other projects, then we risk working too much in the dark, apart from the world which has bequeathed to us our objects and methods of study and reflection [I might also add here that this traditional way of doing things also keeps our work sequestered within the academy, and does not allow us to reach a more broadly public audience, which, in my mind, is a real perversion of the term "humanities"]. We also do our work largely apart from the very peers whom we hope will welcome and even love it when it is “finished.” Yes, for the kind of work we do, quiet is required, even long stretches of solitude [because this is when ideas often arrive to us that could never have arrived any other way and also because it's hard to translate medieval Latin when people are milling all around you], but you’ve got to get outside every now then. And maybe also reflect on the fact that even the supposed inside/outside divide is primarily an illusion."

"The tech world loves to bandy about the term “social,” but its concept of “social” seems to be based on what single twentysomethings do. “Social” in the sense of “families” is off the radar, as is “social” in the sense of “sharing.” It’s happy to make recommendations for individual purchases social, but shared purchases are verboten.

It’s shortsighted. If the demise of the music industry has taught us anything, it should be that walls don’t work. Sooner or later, demand will find a way around. The blistering success of itunes showed that there’s a substantial market for aboveboard, legal ways to allow people to get what they want; this isn’t just about piracy. But piracy may have to happen to make the literary version of itunes acceptable to publishers.

Put differently, the industry needs to learn to lean into change, rather than resisting it. I foresee a monster market for e-textbooks as soon as they offer something analogous to re-selling your used copies. Until then, the value proposition mostly isn’t there. (Yes, there are issues with disability access, but those strike me as solvable if the will is there.) Students will continue, quite rationally, to buy paper textbooks and re-sell them. "

"This article examines the relationship between acquaintanceship and coauthorship patterns in a multi-disciplinary, multi-institutional, geographically distributed research center. Two social networks are constructed and compared: a network of coauthorship, representing how researchers write articles with one another, and a network of acquaintanceship, representing how those researchers know each other on a personal level, based on their responses to an online survey. Statistical analyses of the topology and community structure of these networks point to the importance of small-scale, local, personal networks predicated upon acquaintanceship for accomplishing collaborative work in scientific communities."

"Using the Arts & Humanities Citation Index (A&HCI) 2008, we apply mapping techniques previously developed for mapping journal structures in the Science and Social Science Citation Indices. Citation relations among the 110,718 records were aggregated at the level of 1,157 journals specific to the A&HCI, and the journal structures are questioned on whether a cognitive structure can be reconstructed and visualized. Both cosine-normalization (bottom up) and factor analysis (top down) suggest a division into approximately twelve subsets. The relations among these subsets are explored using various visualization techniques. However, we were not able to retrieve this structure using the ISI Subject Categories, including the 25 categories which are specific to the A&HCI. We discuss options for validation such as against the categories of the Humanities Indicators of the American Academy of Arts and Sciences, the panel structure of the European Reference Index for the Humanities (ERIH), and compare our results with the curriculum organization of the Humanities Section of the College of Letters and Sciences of UCLA as an example of institutional organization."

"I hate to imagine it, but this decision raises some frightening possibilities and requires greater vigilance on the part of librarians.  At the very least, libraries must demand information from publishers about where every item has been manufactured. Obtaining such information is no longer an option, since our legal uses of the things we buy now depends on knowing this, and the place where the publisher is located or where the sale took place is simply not sufficient.  But what I really fear is that publishers will begin to manufacture more of their works overseas and then try to demand a higher price – one that includes “public lending rights” – from libraries.

If libraries are in a difficult position, students may be even worse off under the Second Circuit’s ruling.  Again, publishers now have an incentive to manufacture their textbooks abroad and sell them to U.S. students.  Such students would no longer have the right to re-sell their textbooks or to purchase used texts.  The defendant in the case, Supap Kirtsaeng, had made a lucrative business out of reselling textbooks purchased in Asia.  He was perhaps an unsympathetic party, but what he was doing was not different in kind from the resale of texts that is common on all college campuses.  This activity makes higher education a little more possible for many.  Now publishers have an easy way for to close down this secondary market for textbooks, about which they have complained for years.  In the process, the cost of education for college students would be pushed up even further."

"  Q: As your answer indicates, there is more to OA than green and gold alone; there is also gratis and libre OA. In 2008, you produced a grid demonstrating the four-way relationship among the different types of OA. Can you expand on this, and outline the relative merits of gratis and libre OA? 

A: Gratis OA is simply free of charge. But it’s not more free than that. Gratis literature may stand under all-rights-reserved copyrights and give users no more rights than they already had under fair use (or fair dealing).

Libre OA is free of charge and free of at least some copyright and licensing restrictions. Libre literature stands under some-rights-reserved copyrights, at most, and permits uses that exceed fair use. The advantage of libre OA is that researchers needn’t slow down to ask permission for legitimate scholarly uses that exceed fair use, needn’t take the risk of proceeding without permission, and needn’t err on the side of non-use. By the way, the grid you mentioned was merely a preview of a longer article, which explained the gratis/libre distinction in much more detail."

"Wilde said that most of us live lives of quiet desperation. It's a good observation, and in my opinion it's the best reason to do whatever it is we choose to do with our lives. You spend so much time on the job you hate, listening to the boss who treats you like shit, and wondering why you bother to get out of bed anymore. So if you want to spend your time writing the great American novel, building birdhouses, attending Star Trek conventions in animal-themed S&M gear, or touring the country in a van with a band no one has ever heard of to play before tiny audiences, so be it. There are always risks, ranging from simple embarrassment to bodily harm depending on the nature of your pursuits. Hell, having any pursuits at all is a risk. Why not get a second job or work harder at your first one instead of wasting your time telling jokes at the Comedy Pouch in Possum Ridge, AR or playing math rock at the 4th Street Vomit Bucket in the worst neighborhood in Newark? Well, not only are some things more important than being practical, but what could be more practical than doing whatever is necessary to make yourself feel like your life is worthwhile? It's OK to remind yourself that you're not quite as worthless as the world makes you feel, even if there are considerable risks and opportunity costs involved."

"Increasingly, this seems to be a war for survival.  I understand that traditional publishers are getting more and more desperate as the digital revolution proceeds and they continue to dither about how to address it.  But academic faculty members are the source of almost all the content these publishers publish, so this behavior is an extreme example of biting the hand that feeds them.  It is even more stupid, in my opinion, than the strategy of recording industry who is suing its own customers, because these publishers are attacking a group that is both their customers and those who supply them with a product in the first place."

"So it seems the specific words in a journal policy that requires data archiving doesn’t matter much, though policies that include a general statement about data sharing and request the sharing of other datatypes have higher rates of data archiving.  The highest-impact journals that require data archiving have slightly higher archiving rates than those with impact factors between 4 and 7.  Mentioning exceptions in a journal policy may be associated with increased rates of archiving.  Core clinical journals tend toward high rates of data archiving (likely overlap with the high impact factor journals).

Disheartening to see again that studies about cancer are least likely to publicly archive data, even when required.  Some disciplinary trends:  studies on bacteria more likely to follow journal mandates.  Perhaps related:  studies that archived other types of data were more likely to also archive gene expression microarray data."

"The idea is to create an open-access online philosophy journal (and then journals in other disciplines), with the peer review process crowd sourced. As many reviewers as want to read a paper can vote to accept/reject, with brief comments. Accepted papers will immediately be published online.

From what I can see, the open access will be free for authors. They are now recruiting reviewers.

Interesting idea."

"The same month Elman wrote Biernacki a letter ordering him not to publish his work or discuss it at professional meetings. Doing so, Elman wrote, could result in "written censure, reduction in salary, demotion, suspension or dismissal."

Elman did not respond to a request for comment. But his concern, according to his letter to Biernacki, was that Biernacki’s research and manuscript "may damage the reputation of a colleague and therefore may be considered harassment."

The Academic Senate’s Representative Assembly voted overwhelmingly Tuesday in favor of a resolution decrying the situation after hearing a detailed and strongly worded report from its Committee on Academic Freedom."

"As it becomes clear that the three publishers who have initiated the lawsuit in search of higher profits are willing to attack the very heart of the system by which scholars live, academic authors will rightly feel betrayed. The plaintiffs are, after all, asking the judge to fundamentally change the copyright rules for higher education. If the rules in the proposed injunction were widely accepted, fair use in this field of endeavor, supposedly favored, would actually be more restricted than in any other activity. Yet the works at issue in the lawsuit are mostly written by scholars for the use of other scholars and students. If those uses become impossible or exponentially more expensive, which today is the same thing, academic authors will need to reconsider whether they are receiving sufficient benefits for the free labor they contribute to scholarly publishing."

"Read carefully, and you can immediately see what's going on here.  Basically, the digital world has made sharing educational documents more efficient, such that reproducing printed copies of material is no longer a necessity.  And academic publishers are freaking out because a revenue stream is threatened.  This, of course, is where fair use should come into play as a protection for those seeking to share and enhance knowledge for our nation's young people, something which virtually everyone would agree is important.  But not so-called academic publishers.  For them, it's that revenue stream that's important, and the progress of the nation's knowledge be damned. "

"What should be amazingingly clear is that books--trade publishers, self-publishers, ebooks, etc--are doing fine, but scholarly books are bankrupt. The old style academic blogs that many of my colleagues used to keep may be fading but blogging is shifting and proliferating. Writing is alive and growing. I imagine it has little concern for the humans that hitch a ride to it. Stop trying to save the monograph and instead try to answer the question that the monograph was originally developed to answer: how can I communicate with the world?"

"That cyclical component accounts for a lot of the short-run variation in hiring, but if you’re estimating the response to a demand shock, longer-term supply trends matter too and often they matter a great deal.  If Ph.d. programs were stricter about enforcing standards of quality and relevance, rather than stringing along students to maintain the flow of revenue to the graduate program, the short run negative demand shocks would lead to a much less severe queuing problem.  That’s simple microeconomics, and it should be macroeconomics too."

'…But Arum doesn’t place the blame only on the grads. Based on his research with Josipa Roksa, he concludes that American institutions of higher education are not rigorous enough and have “abandoned responsibility for shaping and developing the attitudes and dispositions necessary for adult success.”

Just what are those attitudes and abilities? Character traits are seen as the most important factors, according the Pew study we’ve reported on this week. For example, 6 of 10 Americans say “a good work ethic” is extremely important. Teamwork and getting along with others is also important, cited by 57%. A college education itself was cited by fewer than half (42%) as a determinant of success.'

"When I privately asked them why they had used R*-trees, while it was easy to check experimentally that they did not help, the answer was “it was the only way to get our paper in a major conference”. So my work has been made more complicated for the sole purpose of impressing the reviewers: “look, I know about R*-trees too!”"

"This is a rich and engaging work of outstanding scholarship. Scholars in sociolinguistics, literature, and folklore will recognize the importance of the book for their fields. General readers will find it just plain interesting"

"…For all its pretensions to public importance (every professor secretly thinks he’s a public intellectual), the professoriate is awfully quiet, essentially nonexistent as a collective voice. If academia is going to once again become a decent place to work, if our best young minds are going to be attracted back to the profession, if higher education is going to be reclaimed as part of the American promise, if teaching and research are going to make the country strong again, then professors need to get off their backsides and organize: department by department, institution to institution, state by state and across the nation as a whole. Tenured professors enjoy the strongest speech protections in society. It’s time they started using them."

Until any of this becomes commonplace, it is up to prospective graduate students to enter a science PhD with their eyes open to the opportunities — or lack of them — at the end. Not all mushrooms grow best in the dark.

This was the first annual Data Scientist Summit, and I will no doubt be back. With that said, discussion of technical topics had a bit of an introductory flavor to them, which made the discussion of the technology seem dated. For example, “Vanilla” Hadoop was introduced as a tool for processing vast amounts of data. I would expect that most Data Scientists have worked with Hadoop, or at least know what it is. Hadoop is somewhat old news in terms of “cutting-edge technology.” Tools like Pig, Cascalog, HBase, Hive, Cascading, etc. would have been a better discussion topic. I was also disappointed with how little coverage of tools (except for Hadoop, NoSQL, and enterpise databases) there was. It seemed as if R had gone M.I.A. and I was surprised that there was such little discussion of visualization tools like Tableau, Processing, Gephi, D3, Polymaps, etc.

We get mistaken for graduate students: I had to field questions along the lines of “so who do you work with?” for at least 10 years after Ph.D. We get interrupted, talked over or ignored in conversation. When we disagree with our male colleagues, especially on administrative matters, we’re presumed to be mistaken until proved otherwise. In collaborations, we’re assumed to be the lesser participants far more often than we’re assumed to be the leaders. In situations that require a compromise, the “reasonable” expectation is for us to meet the other party about 4/5 of the way, if not farther.

"To summarize: trading practical work for high-level positions is prestigious, but it may make you dumber, alienated and unhappy. Back when I was a graduate student, we used to joke about the accident. The accident is what happens to successful professors: they suddenly become uninteresting, pompous, and… frankly… a tad stupid."

"At first, the collaboration struck many scientists as worrisome — they would be giving up ownership of data, and anyone could use it, publish papers, maybe even misinterpret it and publish information that was wrong.

But Alzheimer’s researchers and drug companies realized they had little choice.

“Companies were caught in a prisoner’s dilemma,” said Dr. Jason Karlawish, an Alzheimer’s researcher at the University of Pennsylvania. “They all wanted to move the field forward, but no one wanted to take the risks of doing it.”"

"Because sharing data resulted in a citation, I wonder how long will it take for Open Data advocates to start using this “open data citation advantage” as an argument for sharing data?"

"The economy has started creating jobs—albeit at a slow rate—in recent months. But those with new master's degrees often aren't at the front of the line to get them, say experts. One reason: They frequently compete for jobs that require those advanced degrees with older workers who have the advantage of more work experience."

"Algorithmic historiography was proposed by Eugene Garfield in collaboration with Irving Sher in the 1960s, but further developed only recently into HistCite^{TM} with Alexander Pudovkin. As in history writing, HistCite^{TM} reconstructs by drawing intellectual lineages. In addition to cited references, however, documents can be attributed a multitude of other variables such as title words, keywords, journal names, author names, and even full texts. New developments in multidimensional scaling (MDS) enable us not only to visualize these patterns at each moment of time, but also to animate them over time. Using title words, co-authors, and journal names in Garfield's oeuvre, the method is demonstrated and further developed in this paper (and in the animation at this http URL). The variety and substantive content of the animation enables us to write, visualize, and animate the author's intellectual history."

"I came to Harvard 7 years ago with a fairly romantic notion of what it meant to be a professor -- I imagined unstructured days spent mentoring students over long cups of coffee, strolling through the verdant campus, writing code, pondering the infinite. I never really considered doing anything else. At Berkeley, the reigning belief was that the best and brightest students went on to be professors, and the rest went to industry -- and I wanted to be one of those elite. Now that I have students that harbor their own rosy dreams of academic life, I thought it would be useful to reflect on what being a professor is really like. It is certainly not for everybody. It remains to be seen if it is even for me."

'So part of the reason for the international resistance is that Middlesex has come to symbolize a high stakes battle over not "merely" education, but over the very real world of political economy. With Middlesex, we have seen to the heart of the present university – fat cat administrators, who, ironically enough, embody a top-heavy 1950s corporate structure while using 21st century slogans of "flexibility" and "relevance" to gut the humanities – and we won’t accept it. Another university, another future is there for us to build, not outside political economy, but at the center, where we find ourselves whether we like it or even realize it. Read’s piece is entitled “De te fabula narratur”: “the story is about you, my friend.” I like the demotic version: "You might say you’re not interested in politics, but you can be damn sure politics is interested in you."'

"In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions…"

"Such dissolution of mathematics may be occurring already as evidenced by the proliferation and growth of fields, particularly since the middle of the last century, that have considerable mathematical content but whose fac- ulties and professional societies have little overlapping membership. When different fields sponsor different branches of mathematics, then the subfields may adopt the cultures of their sponsors, so the branches of mathematics eventually may come to disagree over acceptable notation, rigor, idiom, and terminology. Barriers among the branches of mathematics entail a large opportunity cost, so to speak, because possible collaborations and synergies may not be realized."

"Guessing the identity of anonymous referees just seems like an activity with very little upside. If you guess wrong (which you are likely to do despite your convictions to the contrary), you may wrongly believe that someone is “against you.” You will never know whether you have guessed right and even if you have, how useful is that information really? Obviously, people will continue to do it anyway. All I can say is that you should leave open the possibility that you are wrong even if your identification of the referee seems obvious given your working assumptions about how referees write their reports."

"Some feel powerless because they have no control over their lives and are doing poorly at their own classes and need to demonstrate power (and their self-belief of their superior mathematical skillz) in the only venue they have, their class. Some of the rest were picked on by business majors when they were undergrads. Some of the rest really don't believe that it's possible for an educated person to be as bad at algebra as the students who attend this university."

"Ellwood, the campus AAUP chapter president, said that his group had verified that no one informed Homberger of concerns before removing her from the course, and that no one had questioned the integrity of her tests. He also said that the scores on the second test were notably better than on the first one, suggesting that students were responding to the need to do more work. "She's very rigorous. There's no doubt about that," he said."

"So what is the point of publication? Certainly you want your paper easily read and cited. But also you want a careful peer review leading to a polished version that has the stamp of approval by appearing in some respectable conference or journal. Publishing also acts as a filter, allowing the reader to get some idea of the level of quality of the paper before reading it. Almost any paper can appear on an archive site but it takes more to be published."

"They attempt to co-opt nascent OER initiatives by directing them toward commercial enterprise, arguing that resources must allow commercial licensing, and directing production toward enterprises and initiatives that must receive see funding and draw a return on that investment through the conversion of OERs into commodities.

And they foster a sense of incapacity in opinion and the media to suggest to students themselves that they are incapable of independent action without the comforting support of corporations and institutions, that they are simply not capable of learning form themselves. From the first utterance that "OCW is not an MIT education" the suggestion has been that education must need be a high-priced endeavour, available, really, only to those willing to pay the price."

"We investigate collaborative and interdisciplinary research features of University College Dublin, using methods from social network analysis to analyze and visualize (co-)publications covered by the Web of Science from 1998 through 2007. We account for the extent of interdisciplinarity in collaborations, distinguishing collaborations between schools within one college ("small interdisciplinarity") from collaborations between schools in different colleges ("big interdisciplinarity"). Based on the interdisciplinary nature, we compare the types of collaboration to a model of random matching across units, observing several marked differences. During the period of consideration, collaborations within UC Dublin nearly doubled, almost entirely due to the increasing level of intra-school collaborations."

"BaRf stands for "Bioinformatics aggregated RSS feeds". It provides RSS feeds of titles and abstracts of the most recent papers published by journals that may be of relevance for people involved in Bioinformatics. We don't claim this list is complete - if you have suggestions for journals that should be added (and appear in PubMed) please let us know. The list of currently available journals along with the RSS feed XML links can be found on the right of the page."

"Menand focuses on the elite institutions that still concentrate on providing an education in the arts and sciences, and argues that they have failed to respond to these and other painfully obvious problems because they remain stuck in patterns that were set a century and more ago. In the late nineteenth and early twentieth centuries, he explains, scholars set out to create a limited free space in which they could set standards for the fields they practiced and for undergraduate and graduate training--a professional space dedicated, like the legal and medical professional spaces that took shape at the same time, to pursuing the general good rather than personal gain."

"Our conference system forces researchers to focus too heavily on quick, technical, and safe papers instead of considering broader and newer ideas. Meanwhile, we have devoted much of our time and money to conferences where we can present our research that we can rarely attend conferences and workshops to work and socialize with our colleagues.

Computer science has grown to become a mature field where no major university can survive without a strong CS department. It is time for computer science to grow up and publish in a way that represents the major discipline it has become."

"It is an experiment born from the common production of shared knowledges, and resistance to exploitation inside and outside the universities. Moreover it is a step toward the goal of building up autonomous institutions. The journal has two sections: "occupations" and "anomalies", which aim respectively to analyze transformations of the university and conflicts in knowledge production. The edu-factory journal has an editorial board, comprising critical scholars, students, and activists from all around the world, and it is open to free contributions. Finally, by experimenting with forms of collective reading and review, it aims to question the traditional peer review processes, and to open new spaces of thinking, learning and struggle within and against the hierarchies of the global knowledge and university market."

"While there seems to be endless conversation about the violence of smashing windows and the damage to the movement done by spontaneous action, there is a notable absence of discussion about the violence of class division in American society and its relationship with higher education.

Is the movement so fragile that a smashed window destroys it--yet broken bodies don’t bring it to boiling point? We are told that the streets must be policed in order to be safe--that no one will join us--that people who would have supported the cause are now frightened to participate. Yet what we see is laughter, dancing and a freedom that is not possible to describe in the language of everyday capitalism. How, we must ask, is a movement that collapses under the weight of overturned trash cans going to withstand the presence of millions of people challenging their relationship to the economy?"

"I am sorry but I do not participate in this dead ritual of anonymous ‘peer review’. This dishonest procedure brings out the worst in people. By now we all know that it does not improve quality but merely (re)produces mediocre standards and language. IMHO this format is out of sync with the open access aspects of today’s publishing tools and the debate-focused tools such as blogs, lists and forums, in particular when an article like this aims to contribute to the emerging research on online video. Criticism in the Internet context is a lively entity, not to be dealt with in such a grumpy backroom manner."

"Documentation also fails when people are so intimidated that they're afraid to sign anything. I can't tell you -- literally -- how many conversations I've had with faculty or staff in which someone makes serious complaints about somebody else's conduct, but refuses to write any of it down. They don't want to get "dragged into anything." From my perspective, this is worse than useless. I "know," but I don't. I don't have anything that the accused could even rebut. And the one who told me often walks away thinking that my lack of follow-through is a sign of a sinister agenda, rather than of a basic epistemological flaw. ("The Administration knows about it, but doesn't do anything.") I can't take anyone to task based on hearsay."

"As I emphasize out in a new book entitled “Saving State U,” the percentage of students taught by full-time, tenure-track faculty members per student at state universities has steadily declined in recent years. And it is likely to decline even further."

"Hell, if someone wants me to write a professional science-only blog where I talk solely about science in my capacity as a known scientist, then they'll have to pay me like a professional (just like those whiny Nature bloggers get paid)--and I already have a full-time job, thank you. Like I said, that's not what we do here. Nor will we: it cheapens the blogging.

An aside: Something that people seem to forget is that one of the strengths of ScienceBlogs, in my opinion, is that many bloggers here are professional research and educators, not full-time professional writers."

"I've used blogs in my classes for five years with university graduate students. I've found them to be extremely helpful in certain circumstances but only when there is clarity for students in their use. Students who object to the inclusion of blogs in a course are usually objecting to what they perceive will be just one more task on top of a myriad of others or simply some busy work that will not benefit their learning. Older students can also reject the notion of "publication" that is inherent with blogging. Each of these objections can be addressed by an effective and innovative instructor by careful planning and skillful management. There are, however, several common mistakes that should be avoided when using blogs in instruction. I have made all of these mistakes and have learned how to address each one proactively."

"NPR has a nice graphic for where job growth will occur in the next decade based on US Bureau of Labor Statistics data (the NPR site is much cooler than the graphic above). Now, operations research is a little small to appear as a dot on its own, but if you look at that little dot far to the right, showing the most job growth? That is “Management, Scientific, and Technical Consulting Services”. And what field is all of “management, scientific and technical”? Operations Research, of course! The projection is for 82.8% growth."

"The idea is that the researchers that rely on computational techniques as part of their day-to-day activities need an entire "reproducible research system" that will make it easier for them to document the sources of their data and the analyses performed on it. The system they've designed shares features with rapid application development environments, as it graphically represents modular computational tools, which can be ordered to create an analysis pipeline, and the individual settings for each can be tweaked. Once complete, the user can trigger the analysis to run; the system documents all of the relevant settings and software information."

"How can we control quality on the Internet?"

"Each of the presenters gave a nice, thoughtful, 5-minute talk about their views on the issue, but what everyone was waiting for was the fireworks when open discussion began. For a while the discussion was tame enough, with everyone exchanging platitudes about how they view the issues. But then things got a LOT more heated...."

QOTW: "There's a reason so many super-villains have graduate degrees."

Been here, met these people, and laughed in their faces: "This is just like when teachers ask their students to model or code parts of a system that will be used in the teachers own research eventually. this is really bad for academia in general. Never again propose such things, please." I'm looking at you, winning bidder on the Erdös auction

"Science doesn’t work despite scientists being asses. Science works, to at least some extent, because scientists are asses. Bickering and backstabbing are essential elements of the process. Haven’t any of these guys ever heard of “peer review”?
There’s this myth in wide circulation: rational, emotionless Vulcans in white coats, plumbing the secrets of the universe, their Scientific Methods unsullied by bias or emotionalism. Most people know it’s a myth, of course; they subscribe to a more nuanced view in which scientists are as petty and vain and human as anyone (and as egotistical as any therapist or financier), people who use scientific methodology to tamp down their human imperfections and manage some approximation of objectivity."

"Open source, if we view it through a different lens, is really more about a distributed methodology for software development. The burden of creation is widely distributed across a massive community with more-or-less equal access to tools and systems. In this context, the role of the legal tool is more akin to an enzyme. It was an essential piece of a puzzle, but it was not the only piece. In fact, without the rest of the infrastructure (connectivity, tools, and people) the legal tool on its own would not have led us to GNU/Linux."

"It makes a huge difference who can say "take it or leave it" in a negotiation. Right now publishers tend to hold that privileged position. But as prices and cancellations keep rising, the positions are reversing. Even apart from the average balance of bargaining power, slowly shifting to universities, there is the bargaining power over specific titles. The desirability of journals is a matter of degree, despite the binary sound of "must-have". Some high-demand journals may be unthreatened by all recent developments. But the set of unthreatened journals is shrinking, and set for which universities could modify basic terms to better serve research and researchers is growing. For a growing number of journals overall, universities could cancel, threaten to cancel, or bargain effectively, if they wanted to. "

"Take the example of higher-education teaching, where deprofessionalization has meant that persons who need a reasonable return on education (ie, they work to live) increasingly leave faculty work to those who have another source of income. This means that campus employers sort for persons who can subsidize themselves, or find a corporate sponsor.

Even from a straight-up liberal perspective, this has major harms, advantaging corporate-driven curiousity--see Washburn.

Similarly, turning college teaching (back) into philanthropy functions as a significant economic discrimination that, in the U.S. also works to segment campus labor by gender, ethnicity, and age. In turn, this affects student learning, and the nature and quality of research."

"If we dealt with the pincer movement of lower state aid and higher enrollments by imposing admissions standards -- say, by refusing to do remediation anymore -- the economics (and prestige) of the operation would take off. Blocking developmental students would, all by itself, result in a wealthier student body. We would have much higher retention, graduation, and transfer rates. We would have much less call for special services for students with severe learning disabilities. Our financial aid spending would drop dramatically, as would our spending on tutoring. We'd run proportionally more sophomore-level classes, to the understandable delight of the faculty. As our graduation and transfer rates went up, our standing as a college of first choice would go with it. And we could both impress our politicians and insulate ourselves from them, just like the University of Michigan has. "

"This mystical belief in the magic of citation statis- tics can be found throughout the documentation for research assessment exercises, both national and in- stitutional. It can also be found in the work of those promoting the h-index and its variants."

"WITH A FIVE PERCENT P MOTHERFUCKER"

"Solving the current problems in science communication requires the intervention of strong companies such as Google. But it will take more than technical advances to provoke scientists into taking full advantage of the web. We need pressure, and perhaps compulsion, from journals and funders to raise publishing standards to the new level made possible by such tools. Google Wave may not be, indeed is probably not, the whole answer. But it points the way to tools that build records and reproducibility into every step. And that has to be good for science."

"ACTA has argued--quite convincingly and interestingly--that our accreditation system is badly broken, and has laid out a plan for repairing it. Among the recommendations: break the link between accreditation and federal financial aid. See ACTA's 2007 report, Why Accreditation Doesn't Work and What Policymakers Can Do About it."

"Every technology fits, in its own unique way, into a far-flung network of different sites of social practice. Some technologies are employed in a specific site, and in those cases we often feel that we can warrant clear cause-and-effect stories about the transformations that have accompanied them, either in that site or others. Other technologies are so ubiquitous -- found contributing to the evolution of the activities and relationships of so many distinct sites of practice -- that we have no idea how to begin reckoning their effects upon society, assuming that such a global notion of "effects" even makes sense."

"If the university teaches us primarily how to be in debt, how to waste our labor power, how to fall prey to petty anxieties, it thereby teaches us how to be consumers. Education is a commodity like everything else that we want without caring for. It is a thing, and it makes its purchasers into things. One’s future position in the system, one’s relation to others, is purchased first with money and then with the demonstration of obedience."

"The tenure system is based on the sole breadwinner with a stay-at-home wife. Tinkering around the edges -- "post-tenure review," stopping the clock, mentoring -- falls fatally short of addressing a fundamentally flawed structure. If we want the workload spread evenly, in the name of fairness, we need to be able to hold everybody accountable for their work. Until then, the good sports will suffer, and the narcissistic jerks will just keep on prospering."

"StraighterLine is the brainchild of a man named Burck Smith, an Internet entrepreneur bent on altering the DNA of higher education as we have known it for the better part of 500 years. Rather than students being tethered to ivy-covered quads or an anonymous commuter campus, Smith envisions a world where they can seamlessly assemble credits and degrees from multiple online providers, each specializing in certain subjects and—most importantly—fiercely competing on price. Smith himself may be the person who revolutionizes the university, or he may not be. But someone with the means and vision to fundamentally reorder the way students experience and pay for higher education is bound to emerge."

"In the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a receptor in the learning process. 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."... The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either."

"The conventional rationale for copyright of written works, that copyright is needed to foster their creation, is seemingly of limited applicability to the academic domain. For in a world without copyright of academic writing, academics would still benefit from publishing in the major way that they do now, namely, from gaining scholarly esteem. Yet publishers would presumably have to impose fees on authors, because publishers would not be able to profit from reader charges. If these publication fees would be borne by academics, their incentives to publish would be reduced. But if the publication fees would usually be paid by universities or grantors, the motive of academics to publish would be unlikely to decrease (and could actually increase) – suggesting that ending academic copyright would be socially desirable in view of the broad benefits of a copyright-free world. "

This needs to happen to Universities: "…yes, we lost a lot of people. The people that just wanted to tell other people what to do were gone. They either left or were removed. The people who liked sitting in cubes and being told what to do left also."

"Our conference systems forces researchers to focus too heavily on quick, technical
and safe papers instead of considering broader and newer ideas. Meanwhile we
have focused much of our time and money on conferences where we can present
our research that we can rarely attend conferences and workshops to work and
socialize with our colleagues."

"Look for this stinker to be reversed on appeal. And if it isn’t--whoa, nelly. Strap on for a wild ride. Increasingly the Law says administrations have academic freedom--and you don’t.

Here’s your homework assignment for the day. Ask yourself what “academic freedom for administrators” means."