» Journals News, Opinion, Analysis and More For the Adjunct Faculty Nation Wed, 28 Sep 2016 15:46:39 +0000 en-US hourly 1 A Round-up of Distance Education Journals Sun, 01 Jan 2006 04:00:00 +0000
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Resources for Finding Work Abroad Mon, 01 Nov 2004 04:00:00 +0000 by Melissa Doak

Looking for international work can be daunting—and downright frustrating without good resources. Fortunately, there are now many useful guides for job searches in almost any field or discipline in almost any country. However, you won’t find many of these published resources in your local bookstore. Some of the best guides, published by small organizations, lack retail distribution. Even books by major publishers may not be stocked.

To help you in your search, we’ve provided a list of the top resources available along with complete contact information.

Teaching Abroad: K-12 and University-Level

Fulbright Scholar Program: Grants for U.S. Faculty and Professionals [>]. The Fulbright Scholar Program provides opportunities for university-level research and lecture positions abroad. In general, the positions require doctoral or master’s degrees or equivalent professional experience. The application deadline for lecturing and research awards is August 1st; for the distinguished chairs program is May 1st, for international education administrators is November 1st; and there is a rolling deadline for senior specialists. You can obtain further information by writing to the Council for International Exchange of Scholars, 3007 Tilden St. NW, Suite 5L, Washington, DC 20008-3009, by phoning the program at 202-686-4000 or faxing them at 202-362-3442; or by email at

Fulbright Teacher and Administrator Exchange Program []. The Exchange Program provides an opportunity for educators to participate in direct exchanges of positions with colleagues from other countries for as long as a full academic year. Application deadline for 2006-2007: October 15, 2005. Late applications will be considered only for countries where additional candidates are needed. Download the application from; or for a paper copy, write the Fulbright Teacher and Administrator Exchange Program, 600 Maryland Ave. SW, Suite 320, Washington, DC 20024; or phone (202) 314-3520 or fax (202) 479-6806; or send email to

Bulletin of Overseas Teaching Opportunities, published by Overseas Academic Opportunities. Monthly bulletin listing openings primarily for new teachers in all K-12 subject areas. The only language needed is English; state certification is not required. Positions are regularly available in over 50 countries. Buy it online from, $52.65/12 issues.

Overseas Placement Service for Educators, Univ. of Northern Iowa (UNI) []. UNI is home to the original international recruitment fair for K-12 educators, attracting over 100 international schools each February. You must be a certified elementary or secondary teacher to participate. With payment of the registration fee, you will receive access to the Overseas Recruitment Fair, the UNI Overseas Placement Matters Newsletter, the UNI Overseas Fact Sheet Book, and UNI Overseas Credential & Referral Services. To order registration materials ($5 charge), call the Overseas Placement Service at (319) 273-2083 or email, or download it for free (email for instructions). Registration deadline for the February 2005 fair is January 14, 2005, or when 750 applicants have registered, whichever comes first.

The ISS Directory of International Schools, 2004-2005. A comprehensive directory of more than 500 American and international schools around the world. Order for $45.95 using the order form available at; you can also call the publications department at (609) 452-0990 or email International Schools Services also offers recruitment services for American and international schools; candidates must have a bachelor’s degree and two years’ teaching experience; most positions require certification. Contact the Educational Staffing department by email at, by phone at (609) 452-0990, or by fax at (609) 452-2690.

Friends of World Teaching []. Friends of World Teaching maintains updated listings of English-speaking schools and colleges in over 100 foreign countries where educators may apply throughout the year. For a more information, send an email to with the following subject line: Details, please! To order application information, visit http://www.fowt. com/ordernow/mail.html. You will receive information for up to three countries for $20 ($4 for each additional country). Mail the completed form, with payment, to Friends of World Teaching, P.O. Box 301994, Escondido, CA 92030-1994.

U.S. Department of State, Office of Overseas Schools []. The Teaching Overseas section of the Office of Overseas Schools website offers information on American-sponsored schools overseas. Fact sheets available at the Web site provide detailed information on many schools []. From the Office of Overseas Schools, you may also link to the Department of Defense Education Activity Web site [], where you can apply for K-12 employment at over 200 schools around the world that serve U.S. military bases.

Teaching English Abroad

“Teaching Abroad Without Certification,” by William Nolting []. This article provides an excellent overview of teaching abroad–with advice for what to consider as you decide to teach abroad, how to choose a program, and a large list of U.S.-based organizations that place teachers of English abroad. Available at the University of Michigan International Center’s Web site.

French Cultural Services: English Teaching Assistant Program []. Over a thousand academic-year positions available for Americans aged 20 to 34 who are working toward a college degree or who have a degree and proficiency in French to teach English in France. Stipend covers living expenses. The application is available for download at Applications can also be obtained from Ambassade de France, Service culturel/SCULE, Programme Assistant, 4101 Reservoir Road, NW, Washington, DC 20007; phone (202) 944-6294.

The Japan Exchange and Teaching Programme (JET) []. The JET Programme is the largest program for teaching English abroad, with more than 6,000 participants annually. The program offers two types of paid positions in Japan: English-teaching assistantships in secondary schools, or Coordinator for International Relations, which requires Japanese proficiency. Download the brochure at http://www. pdf. To apply, visit or contact the Office of the JET Program, Embassy of Japan, by phone at 202-238-6772.

Peace Corps []. The Peace Corps sends substantial numbers of volunteer teachers of English and other subjects such as math, science and business to regions including Africa, Asia, Eastern Europe and Russia, Latin America, the Middle East and the Pacific Basin. Explore the Volunteer section of the Peace Corps Web site for more details. To contact a recruiter in your area, phone (800) 424-8580.

Teaching English Abroad: Talk Your Way Around the World, 6th edition, by Susan Griffith. Globe Pequot, 2002. 544 pp. This book is unique in its extensive worldwide coverage (including Western and Eastern Europe, the Middle East, and other regions left out of other guides). The outstanding volume gives in-depth information on everything from training as an EFL teacher to the job search to handling problems that arise. Includes a directory of over 1,500 schools. Buy it from for $13.97.

Work Abroad: The Complete Guide to Finding Work Overseas, edited by Clay Hubbs, Susan Griffith and William Nolting. Transitions Abroad, 2002, 192 pp. This book includes chapters on short-term jobs and teaching abroad. It also evaluates over 160 Web sites. Available for $15.95 from http://www.working

English International []. A Web site offering information and advice to anyone considering teaching English overseas. Includes sections on training options, the job markets, and resources.

Teaching English Overseas: A Job Guide for Americans & Canadians, by Jeff Mohamed, English International, 2003, 224 pp. The book offers advice on teaching without training, the job market, the job search, and dealing with culture shock. Available for purchase for $19.95 through English International [].

O-Hayo Sensei: The Newsletter of Teaching Jobs in Japan, edited by Lynn Cullivan []. This newsletter includes lists of current job openings in Japan for English teachers, university-level teachers and others. Published twice-monthly by e-mail, $12 for 12 issues, or read it online for free. To subscribe, send check or money order payable to O-Hayo Sensei, Subscription Dept., 1032 Irving St. PMB 508, San Francisco, CA 94122.

TESLJB-L (Jobs and Employment) Listserv: Join this listserv and you will get a variety of international job announcements every week; the discussion list also occasionally considers questions on salary, working conditions, and other employment issues. To join TESLJB-L, first join the general TESL-L listserv. Send an email to with the following information in the body of your email: SUB TESL-L (your e-mail address) (your first & last name). Once you’ve subscribed to the main TESL-L listserv, send another email with the following information in the body of your email: SUB TESL-L (your first & last name).

TESOL Placement E-Bulletin []. A placement email bulletin available only to TESOL members, listing position openings for qualified ESL/EFL teachers and administrators. Contact TESOL, 700 South Washington St., Suite 200, Alexandria, VA 22314; by phone at (703) 836-0774 or (888) 547-3369; or by email at

These resources should help you in your search for teaching adventures overseas. Happy hunting!

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Distance Education On-Line Resource Round-up Wed, 01 Sep 2004 04:00:00 +0000 by Melissa Doak

REMEMBER THOSE OLD t.v. commercials for correspondence courses? I do. At eleven years old, I was fascinated with all the things I could choose to learn by mail. Why did anyone go to college when they could call a toll-free number for information about how to earn more money and respect than they had ever imagined? Incredible professional opportunities awaited me—medical transcriptionist, veterinary technician, refrigeration specialist…. Distance education has come a long way from those correspondence courses advertised after dinner on Saturday night to poor unemployed souls. Then, as now, instructors were separated from students by time and distance, but now, high tech resources dominate distance education. The new technologies can enhance the learning experience of traditional students, connect people not enrolled in courses to educational resources, and offer an entirely new way to communicate with and teach students, replacing face-to-face interaction altogether. Why should adjuncts put in all the effort to get up to speed on distance education? The answer is simple. More and more universities are looking for adjunct faculty to teach distance education courses; you, as the instructor, can potentially work for institutions around the country without leaving the home office in the corner of your bedroom. It makes sense to take the plunge, learn about distance education, and seek out these new opportunities. What follows is a tour of some of the best resources for beginning and experienced distance educators.

Web sites

Distance Education Clearinghouse


This comprehensive Web site, maintained by the University of Wisconsin-Extension, is one of the oldest on-line resources for distance educators. It brings together information about distance education from all over the Web, and even a novice can find a place to begin here. Unsure whether you want to make a move into distance education? Try the interactive questionnaire, “Is On-line Teaching for Me?” Convinced you want to take the plunge? Read “Strategies for Teaching at a Distance,” by Barry Willis, or “A Teacher’s Guide to Distance Learning,” by Ann Baron. There is a lot to explore here–have fun!

Visit the instructor channel of to find links to a variety of articles that provide help with designing, developing, delivering, and evaluating distance education courses. Visit the resources section to link to academic publications about distance education, as well as to distance education associations. And there is an extensive list of links to other Web resources organized by subject to save you time.

American Center for the Study of Distance Education


This center was founded in 1986 to provide educators the support they need to incorporate new distance education technologies into their teaching. The resources section is particularly rich. There you will find a comprehensive list of useful distance education links, reports on Center research on distance education, and PowerPoint conference presentations. The publications button provides access to several links to articles that may also be helpful to beginning distance educators.

Print Resources

Teaching and Practice of On-line Learning, edited by Terry Anderson and Fathi Elloumi (Athabasca, CAN: Athabasca University, 2004). [Available on-line at

This excellent book is published by Athabasca University, an on-line university based in Alberta, Canada. The book takes would-be on-line instructors from start (how do we conceptualize on-line learning) to finish (what is required to be an effective on-line instructor?). The book is strong on the theory guiding distance education, as well as effective in showing how to put that theory into practice. It will guide instructors considering on-line course development through the process, and help seasoned on-line instructors improve their understanding of theory, technologies, development, and delivery of course material.

The American Journal of Distance Education

This journal, published by Lawrence Erlbaum Associates, provides the latest in scholarly research into distance education. It covers many aspects of distance education, including how to design effective distance education programs, research into the success and satisfaction of students enrolled in distance education courses, reviews of changing technologies, and issues facing administrators of distance education programs. It is available on-line at

The Chronicle of Higher Education.

“Issues in Depth” [] For subscribers to The Chronicle, this on-line resource collects the newspaper’s extensive coverage of distance education into an easy-to-navigate table of contents. It includes links to dozens of articles on “the players”: government, virtual universities, companies, and other distance education programs; to other articles tackling “the issues,” including accreditation, teaching with technology, the impact of distance education on traditional institutions, and others; and to reports, studies, and opinion pieces about distance education. This index provides an almost inexhaustible supply of information about distance education in higher education as reported by The Chronicle.


The Distance Education On-line Symposium, run through Penn State’s American Center for the Study of Distance Education, is the best of the best. Begun in 1991, it currently has subscribers all over the world. This moderated listserv focuses on distance education in higher education. The quite active discussions include conference announcements, current developments and news, and networking and job announcements. Visit the Web site for instructions on how to subscribe.

Conferences and Workshops

The Annual Conference on Distance Teaching and Learning (, organized each year since 1985 by the University of Wisconsin-Madison, combines informal roundtable discussions, how-to sessions, workshops and keynote addresses, course-design showcases, and in-depth forums. Beginning and experienced distance educators are welcome–there is something there for everyone.

The Association for Educational Communications and Technology Conference (, held this year in Chicago, October 19-23, 2004, offers over 500 conference presentations as well as half-day and full-day workshops for in-depth training for beginning and experienced distance educators. A couple workshops that caught my eye were “Cool Tools Emerging” that organizers promise will give attendees a chance to view new technologies and “kick the tires on some of the best,” and “Designing Instruction for On-line or Hybrid Learning Environment,” a place for novices to get started designing their own distance education courses. Take a look at their program and, if you like what you see, you can register on-line.

Some final thoughts about distance education. It may seem like a lot of effort to develop and teach your first distance education course–and it is. But once you develop these skills, they will give you an edge and open up a world of opportunity well beyond the confines of that corner-of-the-bedroom office (without requiring you to change out of your pajamas!).

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The Newsletter That’s All the Rage: A Review of Women in Higher Education Mon, 01 Mar 2004 04:00:00 +0000 by Mark J. Drozdowski

SHOULD WOMEN WORKING at colleges and universities be enraged? The editors at Women in Higher Education think so.
The mission of this monthly newsletter is “to enlighten, encourage, empower, and engage women on campus to win acceptance of women’s styles and values, improving higher education and society.” Its Web site adds “enrage” to this mission, and content reflects that goal.

Sample just a few issues and you’ll find plenty to incite, rile and provoke. Read about how Radcliffe has been reduced…again. Learn about new challenges to Title IX and to progress in women’s athletics. See “Male Athletes Acting Badly” by cheating, harassing and assaulting. Discover that in the 133-year history of the University of Nebraska, only four women have served on its board.

Just whom is WIHE trying to enrage? About 85 percent of subscribers are female administrators, and 65 percent work at four-year campuses. Editor Mary Dee Wenniger started the publication twelve years ago with a small inheritance; it now boasts a circulation of 2,000 but claims to reach over 12,000 readers across the U.S. and Canada (many more if you include the 1,000 daily hits to the Web site). Yearly subscriptions run $66, or $73 if you choose to be billed, while students can receive it for $40.

For that relatively modest sum, readers get 24 to 36 pages of news tidbits, feature articles, condensed research and job ads. The “Newswatch” section, comprising the first few pages, offers summaries of stories culled largely from the mainstream press. Topics range from affirmative action to legal cases, women gaining promotions and intercollegiate athletics: in all, various instances of justice and injustice. Wenniger chooses and summarizes all such pieces.

Feature articles come mostly from regular contributors, stringers whom WIHE employs. Usually running one or two pages, articles present current research on a variety of women’s issues and interviews with female scholars and administrators. Examples include pieces on women’s leadership styles, how to launch a consulting practice, surviving a job search, women as scientists, creating a culture of acceptance for gay athletes, how to be a senior administrator and a mom, and learning to be a successful “second banana.” Writers find source material at conferences, in journals and other publications, and in doctoral dissertations.

Each issue also offers opportunities for outside contributors to showcase their work. A column called “In Her Own Words” presents a first-person forum for women. And men. Despite the feminine pronoun, might WIHE consider a submission from a man?

“We accept anyone’s pieces for review,” says Mary Helen Conroy, who manages job ad placements. “Do we have a gender bias? Absolutely. But our main goal is to provide women information to improve their campuses and lives. If it comes from a woman or man, that’s what we include.”

That gender bias (feminism, if you will) is readily apparent in the tone and tenor of the publication, often to an extreme. In the preface to Gender Equity or Bust!: On the Road to Campus Leadership With Women in Higher Education (Jossey-Bass, 2001), which captures the first ten years’ worth of articles, Wenniger and Conroy write that their newsletter is “dedicated to the proposition that higher education is too important, too valuable, and too fragile to be dominated by one sex….” They urge women to chip away at the “bedrock of patriarchy in higher education” and call for a new climate in which “women and men can work together to shape the academy into one that serves all people, not just middle-aged white males.”

Articles echo that theme. One, on ethics in business schools, suggests that, “If women are more moral than men, the growing numbers of women in business school bodes well for the future of ethics in business.” Another, called “Communication Lessons from a Tattoo Parlor,” recounts a female doctoral student’s turn as a parlor owner. “Men don’t usually scheme and plot to define a woman in terms of a man,” the author writes. “They don’t connive to exclude her from conversation or ignore her existence. They don’t have to. They’re just doing what they consider natural in that setting.”

Should I be enraged? Do I, as a male administrator, always “focus on the result and believe that the end justifies the means,” as Wenniger and Conroy conclude, while my female colleagues “savor the process of being inclusive and collaborative so that all stakeholders believe their voices are heard…”? Do all men behave badly?

I of course don’t share the female perspective, so I’ll give the editors the benefit of the doubt. They do, after all, present research findings to back their claims.I merely find such stereotyping rather simplistic and offensive at times.

Other than that, my complaints are few. In articles written by stringers, it’s often difficult to tell if an author is editorializing or paraphrasing the subject of the piece. And while content is clearly presented and well-written, some pieces do occasionally slip into jargon. One article, on female administrators at Historically Black Colleges and Universities, offers the following:“Examining the narratives of these women provides a cross section of epistemologies…that characterized their self-defining standpoints.” Such jabberwocky seems strangely out of place in an otherwise straightforward publication.

Adjuncts looking for relevant articles and job ads could lodge their own complaints. The newsletter’s middle section, called “Career Connections,” runs anywhere from seven to 20 pages and contains ads for leadership positions (i.e. presidents, vice presidents, deans) and full-time faculty spots. Conroy, who manages this section, admits that because the readership consists mainly of female administrators, adjunct faculty are not a primary concern. So don’t look for part-time teaching jobs in WIHE.

But Conroy is quick to acknowledge the importance of adjuncts, and would welcome articles discussing related issues.

“Our readers work with and direct adjuncts,” she says, “so if we received an article about how administrators could assist women adjuncts, we’d love it.”

If you’re inclined to submit such a piece, visit the newsletter’s Web site ( and sample the articles. The site offers content dating back to 1996; most of it is reserved for subscribers, but some is available free. You’ll also find links to pertinent Web sites, a calendar of events and conferences, and a few, albeit dated, sets of data on gender differences in administrative salaries and female representation among academic leadership. Should you wish to subscribe, you’ll soon be able to download previous issues in PDF format.

And if you’re a female working in higher education, as a senior administrator or otherwise, you’ll probably resonate to what WIHE has to say.

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A Review of Hispanic Outlook in Higher Education Thu, 01 Jan 2004 04:00:00 +0000 by Vicki Urquhart

Who isn’t looking for a better job these days? More than 36 percent of 1,000-plus people polled by the U.K. career consultancy firm Penna Sanders & Sidney said that they spent part of the first day in a new job thinking about how to get a better one (Ragan Report, July 28). Given this statistic on first-day musings, it’s safe to say that most of us are regularly keeping abreast of new or better career opportunities. For a jobseeker in higher education, a periodical with a nationwide circulation, such as The Hispanic Outlook in Higher Education (HO), can be a valuable resource.

For 13 years, HO has been tailoring its articles, reports, and commentaries to its Hispanic readership and others in the higher education community who are interested in Hispanic issues. When you subscribe for a year at $29.95, you receive 26 issues, and you’ll find a thick section of job ads in most issues. Community colleges and private universities are represented, and postings are almost exclusively for full-time faculty positions, but the section reflectshiring trends.

HO’s accompanying Web site at offers employment listings searchable by geographic area, and links to other employment resources on the Web.

A collection of short articles, research summaries, and personal essays fills each issue of HO. For example, one sample issue I read explored the achievement gap and Hispanic students’ failure to attain their educational and career goals. In simple, direct language, one editorialist calls for instructors to be vigilant about communicating students’ needs to other faculty members and emphasizes the importance of positive learning experiences for all students.

Underscoring the magazine’s recurring theme that positive educational experiences lead to future academic success, the editor includes human-interest stories of both Hispanic and non-Hispanic role models in a regular “Portrait” section. Profiles in 2003 included a piece about Lyman Locket, Vice President and Chief Diversity Officer at K-mart; a story on Ed Garza, mayor of San Antonio; and a profile of Angelo Falcon, a policy advocate with the Puerto Rican Legal Defense and Education Fund’s Policy Division. The profiles are short, only a page or two, but they’re long on inspiration.

HO’s inclusion of statistical data and research summaries is possibly its strongest suit as a publication. The April 21, 2003 issue, for instance, summarizes research from The Higher Education Research Institute and describes findings from The American College Teacher, a series of surveys and reports that have been conducted every third year since 1989-90. The article, written by Angela McGlynn, a professor of psychology at Mercer County Community College, focuses on three factors identified in the research: (1) shifts that have occurred in faculty perspectives on undergraduate education, (2) the increased use of student-centered instruction, and (3) the increased faculty attention to diversity issues. McGlynn writes that the report includes the gender-based findings that women are more committed than men to diversity, and that more women are members of faculty now than in 1989 (p. 25).

In another feature article, HO reports on two recently released position statements from the National Council of Teachers of English (NCTE)–one regarding teaching grammar and the other on gender-fair language. The article summarizes NCTE’s position that grammar should always be taught in context, and that gender-fair discourse should be promoted in the classroom. This last assertion is followed with advice on how to achieve a more gender-fair environment in the classroom. Contributing writers Tony Martinez and Alison Martinez also hit home when they cite David Bloome, NCTE president:

Postsecondary education needs a much greater proportion of full-time faculty. . . I think the teachers are motivated, but if you are an adjunct faculty member, teaching at several institutions, moving from one place to another and getting paid very little, it’s hard to participate in curriculum planning that is consistent class to class. It’s hard to engage in the kind of professional development that brings the faculty together. It is very hard to spend the kind of time you want to spend with students. (p.15)

Another editorial approach that HO employs is to publish special theme issues throughout the year. The January 3, 2003, issue focused on health-related themes, and featured interviews with and biographies of nursing professionals, doctors, and other healthcare professionals. Each year, HO’s readers also can expect to see a few regular annual listings, such as the Top 100 Colleges and Universities for recruiting and graduating Hispanic students, which is based on data from the National Center for Education Statistics.

Finally, each issue is wrapped up with a short “think piece.” One recent piece discusses a persistent Catch 22–audiences attending diversity conferences generally consist of minorities; thus, the “others” who would most benefit from such a conference simply don’t attend.

And that brings us to the real mission of this magazine. In truth, HO is not aimed specifically at adjuncts, and you might think you’re too busy to read something that doesn’t directly apply to you. However, if you take the time to visit the magazine’s Web site or to pick up an issue, you’re likely to learn something. Understanding the reasons young Hispanic men and women are struggling to succeed in higher education and, ultimately, in life, is a very valuable teaching tool–particularly for faculty who teach in colleges and universities which serve large numbers of Hispanic students. That, in my mind, is time well spent.

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A Review of The Journal of Blacks in Higher Education and Black Issues in Higher Education Thu, 01 Jan 2004 04:00:00 +0000 by Mark J. Drozdowski

Popping open a Diet Coke, I sat down recently to pore over the mail’s latest delivery: The Journal of Blacks in Higher Education. I must admit that, upon first glance, it’s rather intimidating–160 oversize pages, chock full of text and framed by a stark white cover featuring a lengthy table of contents. I took a deep breath, sipped my soda, and waded in.

Within a few minutes I’d learned the following:

  • Blacks earn fewer doctorates than racial parity would dictate.
  • Of the 1,903 doctorates across 49 scientific fields awarded in 2001, a grand total of zero went to African Americans. Only two Cal Tech faculty members are black.
  • The number of African American to medical school has dropped 24 percent over the past six years.
  • Whites are five times as likely as blacks to score well on the Medical College Admission Test, and 12.5 times more likely to achieve a high score on the LSAT.
  • African Americans are largely absent from America’s top art and music departments.
  • Among the 117 head coaches in NCAA Division I football, only four are black.
  • Turning another page, I found this statement from the editors: “Many readers of our journal tell us that they often come away from reading our pages with a sense of despondency or despair.” I can see why. Juxtaposed against these discouraging articles are historical photographs of blacks being lynched or executed in the electric chair.

    But the story of blacks–in higher education and more broadly–is one of gradual progress, and the Journal is equally eager to highlight achievement. For every disturbing photo, we see sidebars noting African Americans gaining appointments to top academic, government and business positions.

    The Journal has been presenting this mixed bag of news and opinion for a decade. This quarterly publication is “dedicated to the conscientious investigation of the status and prospects for African Americans in higher education.” According to Robert Bruce Slater, managing editor, the Journal has about 3,500 subscribers, the majority of whom are faculty members. They pay $36 per year for four quarterly issues.

    Most pieces are staff-written, with about one-quarter coming from outside contributors, many of them notable academics. Running anywhere from one column to a few pages, articles investigate trends and statistics on such issues as affirmative action, standardized tests, grade inflation, self-segregation, enrollment and attrition, and black representation among faculty. Many articles result from surveys conducted by the Journal. While some appear objective, others editorialize (one on Senate Majority Leader Bill Frist calls him “a good and thoughtful man”). Editors will often conjecture about roots of problems or possible solutions, but frequently articles simply state findings and presumably let readers draw their own conclusions. Says Slater: “It’s difficult to know why certain trends exist, but we offer as much explanation as we can.”

    Editors are also unafraid to tackle taboo topics and consider conservative interpretations of social issues and data. An article on race and athletics notes the controversial view that suggesting certain races are physically superior leaves open the possibility that some may be mentally inferior.

    Another piece examines the dwindling enrollments of “damaged or demeaned” white students at historically black colleges. Yet another questions Black Enterprise magazine’s ranking of the best colleges for African Americans, calling its placement of Howard above three Ivies, Duke, Stanford and Johns Hopkins “a stretch.” Even the ultimate taboo–the “n” word–makes an occasional appearance.

    History buffs will find much to like. Recent examples include pieces on FDR’s racial views; Harvard’s “forgotten first black student”; Georgetown’s 19th-century black president; and African American pioneers at U.S. military academies, flagship state universities, and leading liberal arts colleges.

    Sprinkled among the meatier articles are mini-profiles of African Americans prominent in the news (e.g. Condoleezza Rice, Cornel West, Henry Louis Gates), brief biographical retrospectives on famous black Americans, spot-on caricatures and “Vital Signs,” a compendium of statistics measuring the “state of racial inequality.” You’ll also find a panoply of rankings–the best 25 states for black educational progress, the top (and bottom) 25 elite colleges and universities according to black enrollments, the most frequently-cited black academic authors. And you can discover the educational credentials of African Americans on Wall Street and in Congress. Of course, you might trip over the random bizarre piece, such as “African-American College Students Show Less Attachment to their Pets than White College Students.” In presenting their findings, editors make frequent use of graphs and charts but do not, as is common with most social science periodicals, subject readers to crunched numbers. Then again, this is not a peer-reviewed, academic journal in the purest sense.

    Neither is Black Issues in Higher Education, which arrived in the mail a few days later. Less intimidating than the Journal, this magazine runs about 60-70 pages and is published bi-weekly for about 10,000 subscribers, primarily college faculty and staff. Since 1984 it has attempted to bring readers “in-depth and up-to-date coverage of the diverse education community.” Subscriptions cost $40 per year.

    Inside you’ll find the typical magazine layout, with brief sections (Washington Update, Noteworthy News) preceding feature stories. Articles and opinion columns (40 percent of which are contributed) cover topics such as student activism, divestment, performance gaps between blacks and whites, and the often-featured “Affirmative Action Watch” motif. One piece I found particularly intriguing reveals workplace discrimination based on first names. Evidently the Emilys and Brendans of the world have a leg up on Aishas and Tyrones.

    Differences between the two publications abound. While the journal’s tone is sobering, the magazine is more casual, upbeat. In contrast to the journal’s historical flavor and social scientific bent, Black Issues focuses more on current news and events. Further, the magazine carries far more advertising and job announcements–about 30 pages worth, or almost half the page count. It also targets a broader spectrum of minorities. Despite its title, Black Issues encompasses coverage of Native Americans, Asian Americans, and Hispanics. Since its establishment almost twenty years ago, the magazine has, according to editor Hilary Hurd Anyaso, expanded its mission to “recognize the commonalities of experiences among all students and faculty of color.” But African Americans remain the magazine’s primary audience.

    This broad focus is evident in the magazine’s popular feature, the Top 100 Degree Producers. These beefy annuals–one for undergraduate schools, the other for graduate and professional education–rank colleges and universities according to the number of degrees awarded to minority students. Separate tables list aggregate numbers by degree level and by field of study. You can find, for example, the top 20 universities awarding Hispanics master’s degrees in English, or the 17 institutions from which American Indians received the most doctorates across all fields. Related articles attempt to draw conclusions on these numbers and recognize trends.

    To be sure, the two publications are similar in various ways. They both offer book reviews, opinion columns, notices of appointments and promotions, and announcements of honors, awards and grants. Both have an on-line presence, but while Black Issues ( restricts its content to subscribers, the Journal ( presents a smorgasbord of freebies: samples from the current and archived issues, a quiz to test your knowledge of the history of blacks in higher education, an affirmative action timeline, and the “Race Relations Reporter”–a compendium of “recent racial incidents in the United States.” Readers can also receive the free “Weekly Bulletin” e-mail containing article summaries, relevant news and job announcements.

    They’re also similar in another respect: Neither focuses much attention on adjunct faculty issues. Both editors admit that articles related to part-time faculty seldom appear, and are hard pressed to cite specific examples of such coverage. And don’t look for adjunct teaching ads in Black Issues.

    Still, I highly recommend both publications. They’re insightful, well-written, timely and provocative. Without question, the subjects they cover hold relevance for everyone in higher education, black or not.

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    Language Magazine, the Journal of Education and Communication and Education Sat, 01 Nov 2003 04:00:00 +0000 by Mark J. Drozdowski

    Despite years of study, I never could grasp French. In college, I was a walking paradox: I had a great facility for English but couldn’t comprehend its Romance cousin. My trauma culminated with a trip to Paris, where I discovered that the only thing worse than knowing no French is knowing some French. I mistakenly muttered chien instead of jambon, in the process ordering a dog omelet and insulting the garcon, who wouldn’t return.

    With that distaste still circling my palate, I waded into Language Magazine, the “popular periodical of language, education and communication.” I thought perhaps I could rekindle any flicker of interest I had in learning a new language, or at least discover why I had failed so miserably.

    Formerly known as American Language Review, the magazine began its life in 1997 and now appears monthly. A year’s subscription will cost you $24.95, while single issues run $4.95. On its Web site (, the publication suggests its audience consists of “department heads, supervisors, government officials and other decision-makers” who wish to be “kept up to date with developments in the fast paced world of language and literacy education.”

    We can make further assumptions about the magazine’s audience based on its ads, with which it’s riddled. Competing for space are ads for software, publishers, conferences, postgraduate degree programs, language institutes and study abroad programs.

    The magazine’s format is straightforward. An opening section presents letters and brief bits of news, appetizers readying readers for main courses. Back sections are dedicated to book reviews, conference reports and electronic education. Articles, I was pleased to discover, are informal and free of technical jargon. What’s more, these pieces don’t assume a high level of sophistication or knowledge of language theories and trends. Readers who don’t know a diphthong from a dingbat will find most of the writing quite approachable.

    Core articles come under such headings as “World Languages,” “Bilingualism,” “Dialects,” and “Language Travel.” My sampling revealed pieces covering a wide range of subjects. One, on language academies, discusses a French law, enacted in 1994, designed to “protect the French language from English incursions…such as ‘cheeseburger’ and ‘airbag’…” The law never gained favor, perhaps because the penalty for such an offensive flouting would have been up to six months in prison. Another article, on bilingualism, reveals secrets of raising a multilingual child. “Research,” it says, “overwhelmingly suggests that a second language is best acquired within several ‘critical periods’ or windows of opportunity that largely end at puberty.” That would explains my frustrations with French. It also sheds light on my two-year-old daughter’s fascination with Dora the Explorer, an English-Spanish cartoon that has her running around the house yelling Hola!

    Some articles are less serious than others, though I’m not sure if they were intended that way. In one on St. Louis dialects, for example, the author discloses that, “Lexically, St. Louisans tend to eat string beans and corn on the cob…, dispose of pits from their cherries…and seeds from their peaches…, carry groceries in bags…and water in buckets….” Those wacky St. Louisans. In another, a travel essay on Italy, the writer suggests that “there’s nothing better for loosening up your inhibitions and discovering your vocabulary is wider than you thought, than having a few glasses of vino with the locals.” And yet another, a cover story on revitalizing Hawaii’s linguistic heritage (“Topics from the Tropics”), discusses Islanders’ native dialect known as “Pidgin English.” As far as I can tell, the term has nothing to do with the Lingua Franca of butchered mother tongue known collectively as “Pigeon English.”

    One piece I found most useful, given my work in government relations, was “Voices of the U.S. Senate,” a special report “exploring the voices of U.S. Senators” and giving us “windows into U.S. geography, regional pronunciations, slang, and history.” The magazine offers us a background on Senatorial oratory but saves the best feature for its Web site: an analysis of each Senator’s voice and speech patterns. Some are laudatory (Robert Bennett: “Authentically dripping with friendliness”), while others aren’t (Frank Lautenberg: “A bit nasal, congested with an educated twang”). Still others leave you scrambling to catch C-SPAN (Christopher Bond: “Resonates with the reasonableness of a Midwest farmer at a stockyard auction”). You can bet I’ll be listening more closely on my next trip to the Capitol.

    Humor–intended or not–aside, language remains a hot and politically divisive issue. For better or worse, English has become universal, causing concerns for those who don’t speak it and those who wish they did. Not that it’s easy to learn: One column points out that English has more words (616,500) than any other language, totaling more than four times that of German and six times that of French. In my home state of Massachusetts, voters last year opted to end bilingual school programs in favor of English immersion. Our Governor, Mitt Romney, has been an outspoken opponent of bilingual education. And university core curriculum debates often weigh the pros and cons of requiring a foreign language for graduation. Language Magazine aims to keep those discussions alive for a wide audience.

    I do have a few quibbles, though. The magazine’s design is generally uninspiring, using blocky text, photos and ads. Fonts change more frequently than Michael Jackson’s nose. Most spreads are four-color, yet some are black and white. Further, Adjunct Advocate readers familiar with my reviews might recognize my disdain for that picayune of punctuation, the exclamation point. So when I approached a “teacher training” article on studying in Spain, I blanched upon seeing this opening: “Thinking of studying in Spain next year? Why not!” Incidentally, the article ends with, “Take two trips to Spain next year–one with your students–and then one for yourself!” Besides being grammatically challenged, that sentence reminds me why I hate exclamation points!

    That aside, I certainly recommend the magazine for faculty who teach foreign languages or who are involved with bilingual education. If you’re curious about a subscription, visit the magazine’s Web site for a broader sampling of topics. You can view archived articles (the current issue is not available) and even search them by keyword. As I’ve suggested, you’ll also find material not available in the print version.

    So did this magazine immersion change my outlook on French? Not exactly, but I was somewhat encouraged to read that “the French have become more accommodating towards those who do not speak la belle langue.” Perhaps it’s safe for me to return and try another omelet.

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    Review of The Teaching Professor Sat, 01 Mar 2003 04:00:00 +0000 by Mark J. Drozdowski

    Each week I receive my fair share of unsolicited newsletters of various ilk. For a price, they promise to help me raise more money, become a better public speaker, reduce stress, manage people or time more effectively, or somehow improve my job performance and make me a happier camper. In most cases, I send them straight to File 13 without a second glance. Newsletters and I have a checkered history.

    With that history in mind, I cautiously opened the Magna Publications envelope containing a dozen issues of The Teaching Professor, each numbering six or eight pages of cream stock with green accents. To my eventual surprise, they managed to steer clear of File 13, instead finding a permanent place on my office bookshelf.

    This newsletter traces its creation to 1986, when founding editor Maryellen Weimer (now associate professor of teaching and learning at Berks Lehigh Valley College of Penn State University) decided to take public the in-house piece she produced as Penn State’s director of faculty development. Since then, paid subscriptions have increased to more than 15,000, making it the most widely circulated teaching and learning newsletter in the U.S. and Canada, according to Weimer’s research. Subscriptions cost $59 per year, which buys 10 issues; single back issues run $6.00.

    Its mission is to provide faculty with nuts-and-bolts, pragmatic strategies to improve teaching practice. Running anywhere from a few paragraphs to a couple of pages, articles come in two forms. About half are original contributions from faculty members representing various academic disciplines. Weimer receives 30-50 such submissions per issue and will publish between two and five of them. They’re not peer-reviewed in the traditional sense but chosen based on Weimer’s judgment. She has two criteria. First, does the article address a universal theme constant for faculty across disciplines and institutional types? And second, does it contain pedagogically sound strategies?

    The other half are synopses, all written by Weimer, of current research found in about 50 leading educational journals and magazines and in recent books on teaching and learning. She culls from publications such as the Journal of Educational Psychology, College Teaching, Teaching of Psychology, Innovative Higher Education, Journal of General Education, Change, and the Journal of Marketing Education, and from books such as Richard Light’s Making the Most of College: Students Speak Their Minds. Weimer samples the literature and summarizes the findings, thus combining the virtues of the Utne Reader and Reader’s Digest. In essence, faculty interested in teaching and learning strategies find in this newsletter an alternative to poring through dozens of journals (and perhaps buying subscriptions to many) and wading through research designs and statistical analyses. The Teaching Professor thrives on words alone.

    I happily dove in hoping to find tips and tricks that might make me a better teacher (some self-help indulgence is acceptable, after all). Flipping through the pages, I was reminded of Forest Gump’s aphorism on fate, likening life to a box of chocolates because “you never know what you’re gonna git.” Articles and reviews offer a random array of topics, seldom adhering to a predetermined theme. Weimer says she tried theme-based issues early on but encountered resistance from subscribers who didn’t find a particular theme interesting and concluded that they had “wasted one-tenth of their subscription payments.” She adds that readers “want to see a little something of interest in every issue.” So instead we have a buffet of options catering to all palates.

    Offerings I sampled came from the past year. I found helpful articles on course portfolios, storytelling and its affect on long-term retention, the Socratic method in six easy steps, using e-mail to connect with distance learners, student cheating, making the most of office hours, Internet resources for scholarly research, first-day activities that promote interaction, and advising colleagues on teaching effectiveness. Titles are straightforward, allowing for easy browsing. Among those I noted were “So What do They Remember?” (Answer: anything that promotes active learning); “A New Approach to Using Controversy Constructively”; “Reflections on the Relationship Between Teaching and Research”; “How Do Students Respond to Written Feedback?” (They “ignore the advice offered in comments on their papers and repeat the same, obvious errors”—how true, I thought); “Faculty and Students View Class Attendance Differently” (“…students find more reasons acceptable for missing class than do faculty…”); “Students and Textbooks: Feedback Can Improve the Relationship” (“The relationship between a student and his or her course textbook is not a pretty one.”); “Service Learning: Students Describe Their Experiences”; and “What Students Look for in Prospective Group Members” (“Is it best to let students form those groups or should the teacher assign them?”).

    Some articles made me chuckle. One classifies students according to the Seven Dwarfs (Happy, Dopey, Grumpy, etc.—presumably the professor was “Doc”). Another examines “Humor as a Teaching Tool,” adding “Careful You Don’t Cut Somebody.” While it doesn’t exactly explain how humor cuts, it does contain useful insights. “If we are using humor to get laughs,” the author concluded, “we are probably using it for the wrong reason.” He advocates telling jokes to begin and end classes and before a student presentation to reduce anxiety. Cartoons, he says, increase retention of information. I’ll have to find an appropriate Ziggy. Yet another author writes about “Engaging the Reluctant Student Through Empathy and Humor,” telling us that, while guiding students “through the foreign land of mathematical concepts,” he is “willing to risk looking foolish if it helps them relax.”

    Of course, I found certain articles more useful than others. Those less valuable simply reinforced (validated, perhaps) what I already knew. In “Can Ratings Measure Complexity of Teaching?,” the authors conclude that “most faculty have difficulty accepting that the essence of their teaching can be captured in such summative assessments.” True enough. “Valid Pigeonholes at Last” presents students as disengaged, recreators, socializers, collegiate, scientists, individualists, artists, grinds, intellectuals and conventionals. This typography, taken from the Journal of College Student Development, doesn’t divulge anything I didn’t learn from my student days. “Ten Common Teaching Mistakes TAs (and Veterans) Make” tells us to allow time for small talk, to review graded material at the end of class, not to rely too heavily on notes, to avoid projecting a weak presence through timidity or indecisiveness, and to reinforce student participation. And “Grades: What Students Expect and What They Get” reveals that students are more concerned with getting good grades than with learning material, prefer multiple-choice tests to essays, and overwhelmingly support grading on a curve. Again, useful information but hardly revolutionary findings.

    I also wish The Teaching Professor had a complementary Web site enabling subscribers to view back issues on-line and perhaps including a search function. But in an e-mail, Deborah Holbrook at Magna Publications explained that, “We are primarily a print publication. Although we have offered on-line subscriptions, there appears to be little market for them….” Subscribers, though, can view the current issue online and receive each newsletter as a PDF file via e-mail.

    What’s more, adjunct faculty won’t find anything aimed specifically at them as a group. Weimer views adjunct issues as political, not pedagogical. That said, adjuncts of course teach, so in essence everything in the newsletter address them.

    Those concerns aside, I do recommend The Teaching Professor to faculty looking for ways to improve their classroom performance. For the cost of a modest lunch each month, you’ll gain a better understanding of your students and your role as an instructor.

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    Review of the USDLA Journal Wed, 01 Jan 2003 04:00:00 +0000 by Mark Drozdowski

    AN AGE-OLD APHORISM, attributed to President Garfield, contends that the ideal learning environment involves a student at one end of a log and Mark Hopkins at the other. Were he still with us, Garfield might instead opt to log on via modem to reach his college mentor. But would his education be appreciably different?

    The USDLA Journal might provide some insights and answers. The official publication of the United States Distance Learning Association, the Journal has been around in one form or another since the organization’s founding in 1987. It has since undergone several facelifts, becoming a free, on-line-only publication in 1998; it assumed its current title last year. The editors, based in California, are Drs. Donald and Elizabeth Perrin.

    According to Elizabeth Perrin, the Journal was the first peer-reviewed publication dedicated to this field. Articles examine distance learning research and “praxis” (i.e. assessment, design, implementation and evaluation), while other sections feature relevant legislation (“State Exchange”), collaborations between the communications industry and education (“Technology Exchange”), and students’ first-hand experiences with distance education (the new “Student Exchange”). You can also find a few job announcements. It’s published monthly; Perrin suggests they might soon create a hard copy quarterly to complement the on-line version. All back issues are archived on the association’s Web site ( and can be downloaded as .PDF files.

    I sampled several feature articles, concentrating primarily on the last two years’ worth. As a newbie to this field, I’d hoped to gain a better understanding of precisely what constitutes distance learning. I’m not so sure I did. I also must admit to harboring skepticism for the whole endeavor, no doubt owing to my traditional, classroom-based experiences. After reading the Journal, let’s just say I’m less skeptical but still not convinced.

    Most articles discuss the philosophical dimensions of distance learning, citing advantages and limitations in comparison with in-class education. In “Why Add an On-line Course to the Curriculum?,” Walt Volland concludes that students are more responsible learners in the virtual environment, forced to assume a more active role in the educational process. Normally shy students, he claims, become “less inhibited by the keyboard and monitor than they are by a room full of other students.”

    In a piece on distance education in rural schools, another author discovers that this medium might afford students access to information otherwise unavailable. She concludes that, for rural students, learning improves. And one piece, on keeping on-line students motivated, discusses the challenge of reading body language without bodies. In the classroom, the author points out, “it becomes quickly evident that you are losing your audience if the entire class is looking out the window.” In the virtual world, windows are everywhere.

    Other key advantages to distance education are obvious, namely convenience of time, travel and scheduling. For many working adults, on-line programs are the only option. Heck, if distance learning has been the answer for more than 130 million Americans since 1890—including Franklin Roosevelt, Walter Cronkite, Barry Goldwater and Charles Schulz—then why shouldn’t it work for you? What’s the drawback?

    In a word, quality. As the author of “Selecting a Distance Education School” contends, “The absence of face-to-face contact with professors and other learners raises concerns about the affective dimension of distance education.” Another concedes the widespread belief that an on-line degree is an “interesting exercise,” but not as intellectually vigorous or rewarding as a traditional degree.

    Take a more specific example, from an article analyzing differences between on-line and traditional MBA programs. On-line MBA programs have, on average, lower admissions criteria and higher attrition rates. They don’t sharpen presentation, interpersonal and verbal communication skills. Placement success is limited by employers who question the value of such an education. Yet these programs cost as much as traditional programs. Knowing this, would you pay $90,000 for an on-line MBA? Duke, among other universities, hopes so. But many elite B-schools, such as Cal-Berkeley’s Haas School of Business, wish to remain exclusive and ensure quality across the board; they therefore don’t offer an on-line option.

    Perhaps this perception of inferior quality is perpetuated by a certain ignorance, a lack of understanding of what distance education truly looks like. For many of us, our formal education consisted of lectures, class discussions and exams at our desks. We didn’t fiddle with threaded discussions, chat rooms, CD-ROMs, slide shows, MIDI files and video clips. As a result, it’s difficult to picture the on-line learning environment and get a clear sense of how it works. Even the Journal’s authors admit to confusion surrounding what constitutes distance learning.

    “Some on-line classes are ‘on-line’ only because the syllabus and the assignments are posted on a server,” says Volland. “In others, real-time instruction takes place in a virtual classroom….”

    I wish more articles offered detailed accounts of how such virtual teaching takes place. Faculty interested in adopting distance learning technologies might be better informed as a result.

    Part-time faculty leaning in this direction will find little content relevant to adjuncts per se. The only specific mention of part-timers I found was in Andrew Feenberg’s “Distance Learning: Promise or Threat?” Feenberg points out that between 1970 and 1995, the number of full-time faculty increased by about half, while over the same period part-time faculty grew by 250 percent. He warns that “part-timers will overtake full-timers on college campuses in three years.” Calling this a “worrying trend,” he suggests that the “replacement of full-time by part-time faculty is merely the opening act in the plan to replace the faculty as such by CD-ROMs.” Flattery, indeed.

    The Journal, then, succeeds in establishing a context for distance learning, particularly in relation to classroom education. I have a better sense of its utility, its raison d’etre, its potential. I see what advantages—at least in theory—distance education might offer. And I understand that its proponents aren’t necessarily radicals seeking to overthrow the traditional academy in a wireless coup. As Feenberg put it, new technologies should be a supplement to, rather than a replacement for, classroom teaching. The campus experience, he admits, will “remain in demand for the foreseeable future.”

    The publication’s shortcomings are threefold. First, as I’ve suggested, it fails to offer enough specific examples of distance learning in action. Second, the editorial quality could stand improvement. I found numerous examples of incorrect punctuation, run-on sentences and questionable diction. Here’s one example, from “Impact of the Internet on Learning and Teaching”: “It is predicted a widespread shortages of qualified on-line teachers.” And third, some articles, perhaps reaching too high into the philosophical strata, are downright odd.

    For instance, one piece examines learning environments as predicted by science fiction novels, concluding that we don’t currently offer such models. No kidding. My favorite, though, is the timely yet twisted treatise, “The Taliban in America: Corrupting the Tools of Education and Training.” After warning us that, “I’m not a nut, nor am I one of those conspiracy quacks!” the author offers his perspective that “America’s Taliban” are found in the field of learning. Here’s a clip:

    “I don’t mean to suggest that everyone who subscribes to the behaviorist position is a Taliban, but an awful lot of them are. You can easily tell the difference, are you willing to expose yourself to find out? All you have to do is mention that you subscribe to something different, cognitivism, for example. Oh that’s really a good one. If you’re lucky, the Taliban will only pooh-pooh you. If the Taliban glares at you, prepare yourself because the tumultuous tempest that is about to come upon you. You’d be better off dealing with a banshee than a Taliban!”

    Besides setting a record for the most exclamation points in a journal article, this piece just plain scares me!

    However, I must admit I found the USDLA Journal a worthwhile read. I learned quite a bit about the field of distance learning if not the practice of it. You’ll certainly get your money’s worth and then some.

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    Mainstream Media and Higher Education News Reporting Fri, 01 Nov 2002 04:00:00 +0000 by P.D. Lesko

    For those who work within the field of higher education in the United States, finding industry-related news can be a chore. Of course, there is The Chronicle of Higher Education. The weekly newspaper strives to examine higher education with the detail of an electron microscope. Don’t get me wrong, I (and evidently the news-paper’s 90,000+ other subscribers) thoroughly enjoy the gossipy tales of tenure denied and research grants misused. But to twist a popular saying: “How is higher education playing in Peoria?” In other words, what are the mainstream media publishing about higher education?

    One can always open the pages of the local daily paper and find a sampling of higher education reporting, but more often that not that reporting focuses on local colleges and universities. The two national newspapers with by far the most comprehensive coverage of higher education are The Christian Science Monitor and The New York Times. Each paper boasts extensive coverage of higher education news and trends, as well as investigative exposés.

    The Christian Science Monitor’s “Learning” section includes sub-sections which cover “higher learning,” “policy and reform,” “in the classroom” and “creative solutions.” The newspaper’s “higher learning” section focuses squarely on higher education in the United States. From stories about cash-strapped parents scurrying to college financial-aid offices, to an opinion piece in which the writer discusses his status as an “athlete-student,” The Christian Science Monitor presents readers with thought-provoking content.

    The Monitor has an extensive section called “Monitor Talk.” There, one may participate in discussions about “Education and Kids.” As of this writing, however, there were no messages posted to the “Higher Learning” discussion. There are no resources for college faculty, and an archive search using the terms “part-time” and “adjunct faculty” resulted in links to a total of 17 article links. Be that as it may, The Christian Science Monitor is still an excellent independent newspaper with a keen eye for observing trends within higher education.

    The New York Times’s “College” section is a rich collection of resources. Readers can browse the most recent higher education headlines, and even take part in discussions about higher education-related topics. There are also sections of the “College” page for readers interested in particular disciplines. Click on “social sciences,” for example, and the results page that comes up lists news story headlines which focus on the social sciences in college. There are a dozen “top subjects” (disciplines) from which to choose. There is also a pull-down menu which allows readers to select from subjects (disciplines) not represented in the “top subjects” list.

    There is a link to “Faculty Resources,” and again there are headlines of recent news stories about college faculty or of interest to those who teach. On the “Faculty” page users will find links to “Science Times,” a piece from the Times’s superb stand alone print section, and “Books,” which presents a single book review or essay.

    On the “Faculty” page the list of resources is nothing but a thinly disguised, ham-handed effort to encourage faculty to use The New York Times in the classroom. From the link to “curriculum guides” to “bring The Times to your classroom,” each resource pushes the product. The Times employs more reporters than almost any other newspaper in the United States. It shows on the paper’s Web page in the vast amount of content which is made available to readers.

    While you’re at it, why not have a look at a few newspapers from around the world? The papers listed below, particularly All Africa, provide a remarkably rich collection of higher education news, links and (if you’re adventurous) job listings.

    All Africa

    Campus Review

    The Guardian

    The Times Higher Education Supplement

    Several of these papers could teach The New York Times a thing or two about the coverage of the worldwide higher education news beat. One of the best is The Guardian published in England. Visit the paper’s wonderful “Higher Education” section. There, you’ll be able to read about higher education news pertinent to the United Kingdom. You may be pleasantly surprised to learn that college faculty and administrators across the Atlantic faces the same challenges as do those in the U.S. Unique to The Guardian’s Web site is its “Third Degree” page. You’ll find a delectable collection of higher education “gossip, rumour and denials,” including tidbits from colleges and universities in the U.S.

    You’ll also find links to a mouth-watering collection of book reviews, first chapters and extracts from the latest scholarly books published in English Click here. Looking for even more higher education news from around the world? The Guardian’s “Worldwide” page should whet your appetite. Read news and opinion pieces about higher education in Africa, Asia, the Middle East and North America.

    Take a moment and explore the world of mainstream media higher education news reporting. Like any good adventure, what you discover will be limited only by your efforts and intellectual curiosity.

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