Marginal Revolution University: A Hidden Advantage

Tyler Cowen and Alex Tabarrok have started Marginal Revolution University, intended to be a set of online classes that will “communicate [their] personal vision of economics”. One selling point is the content will be designed for online delivery, rather than being recordings of lectures.

They don’t mention another advantage. Before I was hired at Berkeley, I went there for a series of interviews. One was with a group of graduate students. One of them asked, “Which do you like better, teaching or research?” “I like research better,” I said. The graduate students smiled. You’re supposed to say you like them equally.

At Berkeley I met plenty of professors who liked teaching small classes. I never met a single professor who liked teaching large classes. (That included me — I didn’t like teaching them.) Berkeley has recently joined Harvard and MIT to form EdX, a nonprofit company that will offer online classes. “We are deeply committed to public education,” said Berkeley’s chancellor. Well, that might sound good or it might sound pro forma, but either way few of Berkeley’s professors want to teach the classes that EdX would offer, such as Introductory Psychology. Unless a class with 100,000 students is more personal than a class with 500 students. Whereas Tyler and Alex must want to do what they’re doing. No one is pushing them to do it.

 

 

 

Assorted Links

 

Assorted Links

Thanks to Bryan Castañeda.

Edward Jay Epstein Reviewed Movies For Vladimir Nabokov

Edward Jay Epstein attended college at Cornell. When he was a freshman, he took Vladimir Nabokov’s lecture course about European and Russian literature. Nabokov told his students that a great writer creates pictures in readers’ heads. One of the exam questions, about Anna Karenina, was Describe the train station where Anna met Vronsky.

Epstein hadn’t read the book. However, he had seen the movie, so he described in great detail the train station in the movie. After the exam, Nabokov asked to meet him. Epstein told him he hadn’t read the book. Nabokov said it didn’t matter, and gave him an A. He offered Epstein a job. Ithaca had four movie theaters. Movies were released on Wednesday, so every Wednesday each theater would have a new movie. Nabokov loved movies. He went on Friday. He wanted to know which movie to choose. Epstein’s job, for which he was paid, was to watch all four movies and report back.

Epstein did this conscientiously but in retrospect, he said, one of his comments was a mistake. The Queen of Spades (from Pushkin’s story) was one of the movies. Epstein told Nabokov it reminded him of Dead Souls. (They were reading Dead Souls in class.) This interested Nabokov. He looked at Vera, his wife, who was sitting at his desk facing him. He asked Epstein why The Queen of Spades reminded him of Dead Souls.

“They’re both Russian,” said Epstein.

More: Epstein tells the story himself.

Tyler Cowen’s Unusual Final Exam

In a discussion of college education — I believe there should be more allowance for human diversity — sparked by this post, Alex Tabarrok told the following story:

Tyler [Cowen] once walked into class the day of the final exam and said, “Here is the exam. Write your own questions. Write your own answers. Harder questions and better answers get more points.” Then he walked out. The funniest thing was when a student came in late and I had to explain to him what the exam was and he didn’t believe me!

I was impressed. This approach, unlike most exams but like actual economies, rewards rather than punishes specialization. I asked Tyler what happened. He replied:

I would say that the variance of the test scores probably increased!

I don’t recall if I ever did that again for a whole exam but most of my exams do that for at least one question. It’s the question where you learn the most about the student.

MIT Professor Reenacts the Movie Groundhog Day

A friend of mine went to college at MIT. “One of my professors repeated himself,” she said. “Every lecture was the same.”

The class was introductory physics. “You mean he gave the same lecture year after year?” I said.

“No. Every lecture.” Hard to believe, but yes, every lecture was the same. The professor was replaced in the middle of the term.

How I Will Teach Next Semester: Human Evolution and College Teaching

I have wondered for a long time how to apply my ideas about human evolution to teaching. My theory of human evolution says that specialization and trading are central to human evolution and includes a mechanism that increases diversity of expertise. The more diverse the expertise of you and your trading partners, the more you gain from trading. If I make knives and you make knives, we will gain less from trading than if I make knives and you make baskets.

I also discovered — independently — that the more choice I gave my Berkeley students (junior and senior psychology majors) about what to learn, the more they learned. It was as if they had an internal drive to learn all sorts of different things and the more I allowed that motivation to push and guide them, the more they learned. To see big effects it wasn’t enough to merely give them a wide choice of term paper topics (as many college teachers do). I pushed them out into the “real” (off-campus) world (they couldn’t do a library project) and said learn whatever you want. In this situation they learned an enormous amount. The connection with my theory of evolution was obvious: something inside of them was pushing them to be diverse in what they learned. What they learn = what they will become expert in. What they become expert in = what they will have to trade.

The more I allowed the underlying diversity of my students to be expressed, the more they learned. Yet almost all college classes treat all of the students in the class the same: same material, same assignments, same tests. The diversity of the students — especially the ways they differ from the professor — is a nuisance. So my theory suggests that standard college teaching is greatly at odds with human nature. It assumes one size fits all when that could hardly be more wrong. It should be possible to greatly increase how much is learned by doing a better job of recognizing human nature. My experience so far supports this prediction.

Recently I thought of a new way to deal with diversity among my students. Next semester I will try it. One of the courses I am teaching (at Tsinghua University) is Frontiers of Psychology, with about 25 students. It’s required of freshman psychology majors. Here’s what I’ll do. For the first four or five class periods (one class per week), I’ll cover a wide range of psychological topics, ideas, and methods. There will be reading assignments (e.g., choose one paper out of 30 and do a class presentation) but no grading. Then every student will draw up a list of “learning goals” for the rest of the semester. The goals can be whatever they want (related to psychology). They can read a book, read some articles, collect some data, give a talk to a high school class, whatever. Each goal will have a deadline. The assessment will be binary: goal completed/not completed. Their final grade will depend on how many goals they completed. The goals will be ordered. The further down their list they get, the higher their grade, with each level of completion assigned a grade at the beginning. They will make class presentations throughout the semester about their progress: what they are doing, what they have learned.

For the students, the benefits (compared to conventional teaching) are that (a) they get to learn exactly what they want yet (b) the grading criteria are very clear and (c) they are still motivated to work. For me, the benefits are that it should be a lot easier to judge if a goal has been completed than to grade homework essays, which is what I’ve done recently. Nor will I have to worry about what happens in class each week.

Any comments?

Assorted Links

  • Correlation between fat intake and brain-test scores. “Those women who reported the highest saturated fat intake also had, on average, the worst scores on reasoning and memory tests.”
  • How many iPads does it take to change a textbook market? A perfectly good physics textbook is now available for free download (pdf). The author of the post, a physics professor at William and Mary named Marc Sher, does not understand what’s going on when he refers to “the textbook publishers’ price-gouging monopoly” and their “outrageous practices”. Textbooks cost so much because students can be forced to pay that much. This has nothing to do with publishers, I submit, and everything to do with the power professors have over students. Sher would reply: All the textbooks are expensive. And I say: So what? If students could choose not to buy $200 textbooks, none would be sold. Zero. And future years would see no more $200 textbooks.

Thanks to Jonathan Graehl.

More About the Lawsuits Against Law Schools

New York magazine has just published a long article about the lawsuits against law schools for deceptive reporting of job prospects. This is the most radical (in the sense of challenging what “every reasonable person knows”) article I’ve seen in a major magazine in a long time. Gary Taubes’s article (“What if It’s All Been a Big Fat Lie?”) is a good example of such an article. It was published in 2002. Long long ago The New Yorker published a series of articles by Paul Brodeur (published as a book in 1989) arguing that power lines cause cancer. So long ago that Brodeur has retired. Unlike what Taubes and Brodeur wrote, the New York article is not investigative journalism. It was much easier to write. But that does not change the similarity of basic message — that powerful respected people have been lying to us.

Beyond the sheer existence of this article, it’s also interesting that nobody interviewed for the article said the allegations were false. For example, here’s a dean at New York Law School, one of the defendants:

“We teach critical thinking, and writing, and so forth,” Buckler said. “And that’s always been the case, and those skills have always been useful. I guess I would say that it’s never been a good reason to go to law school or any grad school, because you think there’s a guarantee at the end. Whether that was twenty years ago or ten years ago or this year.”

In other words: It doesn’t matter if we publish false or misleading data because (a) we teach useful skills and (b) the data don’t matter — right-thinking people ignore such data (“it’s never been a good reason to go to law school” because you think it will provide a job). Recent graduates of New York Law School do an even worse job of defending the school:

“Mathematically, it’s a ton of graduates, yes, and no, there aren’t enough jobs for them,” Daniel Gershburg, a 2006 graduate of NYLS and an attorney with a successful practice in Manhattan, says. “At the same time, what are schools supposed to say? ‘No, no, don’t come here! Run for your lives! . . . ’” [That is: Of course they lied.] Julia Shapiro, who graduated from NYLS in 2007—and who works as a lawyer in Los Angeles—puts it this way: “Suing the school is not going to help them find a job. I would not put my energy into wallowing in my sorrows.” [That is: Get over it.]

In contrast, it’s easy to make a case that the schools intentionally deceived prospective students. One of the lawyers behind the lawsuits said:

“NYLS [New York Law School] has to put students in seats,” Strauss said. “That’s the system they set up for themselves. They’ve got a huge new building, gleaming classrooms, but they’re cutting corners on transparency. They’ve created this reality where the only way they can put [enough] people in seats is by misleading them.”

A commenter put it like this:

Over the past 20+ years (since the advent of the U.S. News Rankings, really), the non-elite law schools have perpetrated a pervasive and dynamic fraud aimed at luring unsuspecting college students to throw away their financial futures [due to] reliance upon utterly fraudulent salary-and-employment data. The goal is obvious: to keep the student-loan teat gushing into administrative pockets.


As I said earlier
, there’s an old joke: Why do students go to law school? They’re bad at math. Apparently law school administrators are also bad at math. The existence of this story suggests that average reader of New York magazine is not inclined to forgive them.

Assorted Links

  • In praise of Rush Limbaugh.
  • Shangri-La Diet experience (“Bottom line: I lost three pounds in a week and a half”) of an artist named Elizabeth Periale.
  • Long interview with Tucker Max. “His fridge . . . is in one way very different: where you’d expect the six-pack of cold ones waiting for the game, instead you’ll find rows and rows of kombucha, the fermented health beverage.”
  • End of college campuses. Megan McArdle imagines a world in which college is replaced by distance learning. “95% of tenure-track jobs will be eliminated.” Jane Jacobs, in Systems of Survival, divided jobs into taking and trading. Teaching is trading if the student really wants to learn the subject. Teaching is taking if the student is forced to take (and pay for) the class. Scary thought: Every college student is asked about every class: would you take this class if you didn’t need to (and didn’t need to take other classes)?