Everything Old is New Again: Will Narrow Networks Succeed Where HMOs Failed? (original) (raw)
Canadian professors' views on establishing open source endowed professorships
Cogent Education, 2022
To accelerate scientific progress by advancing the spread of open access and free and open source software and hardware in academia, this study surveyed university professors in Canada to determine their willingness accept open source (OS) endowed chair professorships. To obtain such an open source endowed chair, in addition to demonstrated excellence in their field, professor would need to agree to ensuring all of their writing is distributed via open access and releasing all of their intellectual contributions in the public domain or under OS licenses. Results of this study show 81.1% Canadian faculty respondents would be willing to accept the terms of an OS endowed professorship. Further, 34.4% of these faculty would require no additional compensation. Respondents that favor traditional rewards for endowed chairs were shown to greatly favor receiving funds that would help benefit research (28% for graduate assistants to reduce faculty load or 46.7% for a discretionary budget-the most common response). These results show that, in Canada, there is widespread shared sentiment in favor of knowledge sharing among academics and that open source endowed professorships would be an effective way to catalyze increased sharing for the benefit of research in general and Canadian academia in particular.
The Fragile Bee: Nancy Macko at MOAH
2015
Objects of Power, Shackelford and Sears Gallery, Davis, CA (two-person) Recent Monotypes and Drawings, Women's Studio Workshop, Rosendale, NY (two-person) 1984 Works on Paper, Gallery 101, Kleinpell Fine Arts Building,
100 Stories: The Impact of Open Access
2016
The idea for this paper came out of discussions with my esteemed colleagues at the inaugural conference of the Global Open Scholarship Initiative, sponsored by UNESCO and the Alfred P. Sloan Foundation, and held on the campus of George Mason University in April, 2016. As the facilitator for the "open impacts" working group, I found that we were wrestling with potentially the most critical and challenging topic of any that the open access community had identified. I returned to Berkeley thinking that there was more that bepress could do to help our community take concrete steps forward in demonstrating the positive impacts of open access. I'm excited to share our work and hope to see others build on our framework and create and share their own stories of open access success.
2008
O pportunities to teach and conduct research on the local disciplinary history of sociology at the University of Nebraska-Lincoln are limited only by one's imagination and the pragmatic realities of classroom constraints. Over the years, I have been privileged to introduce Nebraska students to many particulars of the local sociological record via guest lectures in courses and colloquia, standalone PowerPoint slide shows, archival displays, informational brochures, various publications, and by distributing extensive compilations of pertinent documents on compact discs. Most recently, I included a one-and-a-half-week segment on the history of Nebraska sociology in an Introduction to Sociology course (Hill 2007c), employing a reader based in part on archival writings and documentary photographs (Hill 2007d). An independent study course on life-history documents focused on discovering and interpreting relevant archival data (Hill 2007e). More informally, I recently organized a two-hour tour for the Nebraska Undergraduate Sociology Organization, escorting its members to sociologically significant sites and landmarks on the campus, including a visit to the university archives. Tour participants were provided with a printed map and guide (Hill 2007f). The ability and opportunity to weave parochial disciplinary history into the local academic scene hinges in part on the locally-available resources, on having a history to document and explicate, and on possessing a continuing and active interest in one's early sociological predecessors. The University of Nebraska-Lincoln (UNL) enjoys both a rich sociological history and a wealth of local archival and related resources through which to document and teach about its venerable disciplinary record. Researchers and students on the Nebraska campus find ready access to: (1) Love Library and the University of Nebraska Archives and (2) the Library and Archives of the State Historical Society. Slightly farther afield, one finds additional resources at (3) the Heritage Room at Bennett Martin Public Library, (4) the Nebraska Library Commission, (5) the Nebraska State Law Library; (6) the morgue of the Lincoln Journal, (7) Nebraska Wesleyan University, (8) Union College, (9) the regional genealogical services of the Church of Jesus Christ of Latter Day Saints, and (10) the American Historical Society of Germans from Russia As the state capital, many centralized public records are located in Lincoln, including (11) the vital records division of the
Teaching Philosophy, 2013
This paper describes a novel approach to teaching introductory-level students how to engage with philosophical texts, developed in the context of a philosophy of art course. We aimed to enhance students’ motivation to read philosophy well by cultivating habits of active reading. To this end we created a structured set of three assignments: (1) instructor created digitally annotated reading assignments, (2) a student digital annotation assignment, and (3) required student participation in a collective GoogleDoc “repository of artworks, examples, ideas, and questions.” Student feedback suggests that this set of teaching tools enhanced their sense of agency in approaching philosophical texts.
A Revealed Preferences Approach to Ranking Law Schools
Alabama law review, 2017
The U.S. News & World Report (U.S. News) "Best Law Schools Rankings" defines the market for legal education. Law schools compete to improve their standing in the U.S. News rankings and fear any decline. But the U.S. News rankings are controversial, at least in part because they rely on factors that are poor proxies for quality, like peer reputation and expenditures per student. While many alternative law school rankings exist, none have challenged the market dominance of the U.S. News rankings. Presumably the U.S. News rankings benefit from a first-mover advantage, other rankings fail to provide a clearly superior alternative, or some combination of the two. In theory, the purpose of ranking law schools is to provide useful information to prospective law students. Rankings can provide different kinds of information for different purposes. Existing law school rankings seek to provide information that will help prospective law students decide where to matriculate. However, objective rankings can provide useful information only if they measure factors that are salient to prospective law students, and different factors are salient to different students. This Article provides the first subjective ranking of law schools. It describes a method of ranking law schools based on the revealed preferences of matriculating students. Law school admission depends almost entirely on an applicant's Law School Admissions Test (LSAT) score and undergraduate grade point average (GPA), and law schools compete to matriculate students with the highest possible combined scores. Our method of ranking law schools assumes that the "best" law schools are the most successful at matriculating the most desirable students. Accordingly, this Article provides a "best law schools ranking" based exclusively on the LSAT scores and undergraduate GPAs of matriculating students. In contrast to objective rankings of law schools, which attempt to tell prospective law students which law school they should attend, this Article provides a subjective ranking of law schools by asking which law schools prospective law students actually choose to attend. This "revealedpreferences" method of ranking law schools may help identify which factors are actually salient to prospective law students.