Are College Exit Exams a Valid Measure of Learning? It’s Complicated

Given the enormity of the public and private investment in US higher education, of course we should evaluate its effectiveness. But, how? It is claimed that over 200 higher education institutions administer the one-size-fits-all Collegiate Learning Assessment (CLA). When administered pre-post—that is, near the beginning and then again near the end of a student’s program—the … Continue reading “Are College Exit Exams a Valid Measure of Learning? It’s Complicated”


Peer Review, a Tarnished “Gold Standard”

I recently submitted a manuscript to an education journal, a review essay of another scholar’s work. It opened with a compliment of the author’s “highly-praised and influential work.” To that statement, one reviewer of my manuscript asserted that I used “emotionally loaded language of incredulity, dismissiveness, and hyperbole.” More “tone policing” comments riddled the review, … Continue reading “Peer Review, a Tarnished “Gold Standard””


Keeping Journalists in the Dark: ‘Citation Cartels’ Limit Public Knowledge

The public relies on journalists to learn about and share academic research. Public knowledge can be undermined, however, when academics try to influence what research journalists cover or limit the “acceptable debate” about an issue. This influence can be achieved through “citation cartels,” where sympathetic researchers cite and reference one another and ignore or dismiss … Continue reading “Keeping Journalists in the Dark: ‘Citation Cartels’ Limit Public Knowledge”