Abort, abort!

I do not believe I will be able to find a place in western Massachusetts. The blog entry is entitled, “If you don’t like homelessness, here’s an idea: Make it possible to rent an apartment.” I had briefly published a Longmeadow address in my contact information page; that address has now been removed—I got my money back.

The motel is more difficult: The manager does not return until Sunday and I probably won’t leave until Monday or Tuesday anyway. I need to catch up, including on email, which I’ve been doing very poorly so far.

Plan B is Pittsburgh, Pennsylvania. Plan C is Portland, Oregon. Plan D is back to my mother’s. But I really like the trees back east. I’m hoping Pittsburgh will work.

I still have a lot of catching up to do.



Guantanamo

Missy Ryan, “In a setback for Guantanamo, court throws out years of rulings in USS Cole case,” Washington Post, April 16, 2019, https://www.washingtonpost.com/world/national-security/in-a-setback-for-guantanamo-court-throws-out-years-of-rulings-in-uss-cole-case/2019/04/16/6c63e052-606b-11e9-bfad-36a7eb36cb60_story.html


Assessment

One of the questions I kept asking throughout my doctoral program was why we, who were being educated in the deficiencies of a quantitative approach, were evaluating our classes at the end of each semester using—of course—a quantitative approach: to be precise, Likert scales. Every syllabus included a very similar, if not identical, rubric which was supposed to tell us how our work would be evaluated—quantitatively. (I doubt that any of my professors actually used that rubric.)

So guess what happened at “the annual gathering of the WASC Senior College and University Commission, which accredits institutions in California, Hawaii and the Pacific Islands?” People piled on about quantitative assessments of “learning outcomes” (more absolute fucking bullshit).[1] The Western Association of Schools and Colleges (WASC) is, one way or another, the accreditor for all of my post-secondary education, including at California Institute of Integral Studies (where I studied in what was the wrong program for me) and Saybrook (where I earned my Ph.D.).

Doug Lederman, “Harsh Take on Assessment … From Assessment Pros,” Inside Higher Ed, April 17, 2019, https://www.insidehighered.com/news/2019/04/17/advocates-student-learning-assessment-say-its-time-different-approach


  1. [1]Doug Lederman, “Harsh Take on Assessment … From Assessment Pros,” Inside Higher Ed, April 17, 2019, https://www.insidehighered.com/news/2019/04/17/advocates-student-learning-assessment-say-its-time-different-approach

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