Category Archives: Education

Calling Bullshit on the “Ban Bossy” Campaign

Posted on by
Reply

Here’s their website and starting point.

When a little boy asserts himself, he’s called a “leader.” Yet when a little girl does the same, she risks being branded “bossy.” Words like bossy send a message: don’t raise your hand or speak up. By middle school, girls are less interested in leading than boys—a trend that continues into adulthood. Together we can encourage girls to lead.

Sheryl Sandberg and company report that “Between elementary and high school, girls’ self–esteem drops 3.5 times more than boys’.” I need Sheryl or Beyonce or Jane Lynch to explain to me how they measure self-esteem. Until I understand their methodology, I’m calling bullshit on their statistic and their campaign.

I’m committed to gender equality, but fired up about the “Ban Bossy” campaign because the young women I teach are flat out running circles around their male classmates. I’ve written about it before. Others have documented the same thing. Sixty percent of bachelors degrees go to women. Not only are there more female college students than male, they also tend to be more purposeful in their studies, they’re studying abroad at greater rates, and they’re enrolling in graduate schools in greater numbers.

In many of my classes, the gap is glaring. In a class of 30 students, 17 or 18 will be female and 12 or 13 male. Typically, six of the top eight students who are most engaged, most hard working, and most successful, are female. Class after class, semester after semester, year after year. There are purposeful, hard working, outstanding male students; they’re just outnumbered by their female counterparts. Despite young women’s alleged lack of self esteem, some universities are relaxing admission criteria for men.

Arne Duncan no doubt enjoyed making the vid with Beyonce and company. His line, “We have to convince them that it’s okay to be ambitious”. Arne, put down the basketball and spend some time on a college campus. Then you’ll understand why we have to convince young men it’s okay to be as ambitious as young women.

Ultimately, I don’t believe Sheryl Sandberg. If she proves me wrong, self esteem isn’t as integral to academic achievement as commonly thought.

Apart from the higher education realities the campaign strangely ignores, there’s something perverse about “if only girls were treated more like boys” thinking. In the last decade or so, “leadership” has been redefined to include “soft skills” like questioning, listening, and team building. Many boys struggle with those things because, to put it most simply, they’re bossy. It makes no sense to emulate a flawed male ideal. Instead parents, grandparents, teachers, coaches, youth group leaders, anyone that works with children should be cultivating 21st Century leadership skills. That just happen to be gender neutral.

I should start a campaign to ban thinking about gender attributes as a zero-sum game. Ban “boys versus girls thinking” or something like that. A movement to help all young people fulfill their potential for the betterment of society. I should gather some of my celeb friends to make a YouTube vid. And leverage social media. And call in some favors with my friends in the national media.

If only I had more ambition.

* some of the above is adapted from the previous post I linked to, this self plagiarizing is also known as Rick Reillying one’s self

What Education Reformers Get Wrong

Posted on by
1

Diane Ravitch is the author of Reign of Error, a critically important book about all that’s wrong with the education reform movement.

Ravitch is a wonderfully independent thinker in an era of unprecedented educational groupthink. Her purpose is to convince readers that conventional wisdom about how to improve public schooling is all wrong. She’s especially critical of “corporate reformers”—the George W. Bush administration, the Obama administration, the Gates Foundation, Michelle Rhee and Joel Klein among many, many others—that want to apply free-market business principles to education.

The corporate reformers see student testing as a panacea for not just improved student learning, but better teaching. They insist that we evaluate teachers and principals based upon how their students score on standardized tests. Ravitch explains that K-12 educators want to be held accountable for their students’ learning, but details why emphasizing standardized test scores is so problematic.

There are two overarching purposes of public schooling in the U.S.—to prepare students for democratic citizenship and to prepare students for the world of work. Never mind that it’s nearly impossible to know what the job market will look like in ten years, the corporate reformers emphasize preparation for work almost exclusively. That’s because they’re anxious that our country’s economic lead over other nations is steadily shrinking, and that as a result, our quality of life will gradually decline.

The Reign of Error is essential reading because Ravitch details the importance of citizenship education, and by doing so, restores much needed balance to the rationale for public schooling. In doing so, she explains how the quality of our democracy hinges in part on the quality of young people’s history education, humanities coursework, and critical thinking skills.

Corporate reformers, a distinct majority in education policy debates today, argue that our economic predicament is so dour we have to focus on strengthening our economic competitiveness above all else. In essence, we can’t afford to worry about the health of our democracy.

But what the corporate reformers fail to grasp is that when it comes to global competition, the relative health of our democracy is quite possibly our greatest competitive advantage. Nearly every government in the world is in some form of crisis. In the U.S. money dominates politics and the U.S. Congress is obviously flawed, but everything is relative. Our government is less corrupt and more responsive than most others; our press is freer than most; our judiciary more independent; and our rule of law, more robust.

We shouldn’t frame school improvement as a zero-sum global competition. It’s okay if students in Singapore, Finland, and South Korea are smart. At the same time, competition is so engrained in our national consciousness, if we have to compete, we should take the less obvious path, and strive to create the world’s most vibrant democracy. One that’s increasingly responsive to its citizens. We need to strengthen history education, embrace the humanities, and cultivate critical thinking in public K-12 schools and trust that our economy will be fine.

With apologies to Robert Frost:

Two roads diverged in a yellow wood, one economic and one political,

And sorry we could not travel both

And be one traveler, long we stood

And looked down one as far as we could

To where it bent in the undergrowth

Then took the political path, as just as fair,

And perhaps the better claim,

Because it was grassy and wanted wear.

imgres

You Don’t Need a Financial Planner, You Need Financial Teachers

Posted on by
4

The things I don’t know how to do dwarf the things I do. It’s sad really. Altogether, my incompetence is pretty staggering. I can’t speak any foreign languages. I can’t play any instruments or sing. I can’t listen patiently. I’m hopeless when it comes to plumbing, electrical work, bicycle and car repair. I don’t know how to sew and I can’t do my own taxes. I don’t know how to garden, bake bread, make beer, or fix the ice maker in our fridge. I can’t keep pocket gophers from tunneling all over our backyard. I don’t know how to backstroke underwater and html baffles me. I could go on and on, but you get the drift.

Despite this pathetic reality, I went against type recently and taught myself two things, how to create excel documents and how to prepare a Starbucks-like green tea latte. Life is especially good now that I don’t have to spend my weekends adding numbers or pay $4 for my daily kickstarter of choice.

Few people know how to manage money well so they turn to financial planners for help. Gail MarksJarvis ask whether there’s any value in financial advisors who get it wrong.* She points out that:

. . . the recently released 2008 Federal Reserve transcripts showed that even economists of the world’s most powerful economy didn’t have a clue. Even as Lehman Brothers collapsed, they expected the economy to grow, not go into the worst recession since the Great Depression.

That, she adds, should. . .

pierce an illusion many individuals embrace as they pour trillions of dollars into the hands of financial advisers they think can read the future and thereby deliver riches and safety.

Individuals, she says, entrusted about $13 trillion to advisers, ranging from financial planners to brokers and insurance salespeople, through the end of 2012.

Ed Gjertsen II, president of the Financial Planning Association admits, “We do not have a crystal ball. We make guesses.”

Gjersten laments:

Clients demand: Give me a hot tip so I can spend whatever I want. But the truth is, the individuals have more control over the outcome based on what they spend than the adviser has with investments.

MarksJarvis adds:

Even economists are more fallible than people might believe. The transcripts of the Federal Reserve in 2008 showed it relying on faulty models that didn’t take into account unique circumstances of the banking crisis. Based on little knowledge, they give very firm opinions.

In my early 30’s I taught myself how to manage money when it became apparent that the financial planner I hired didn’t really give a damn about my family’s future. Over time, I realized that he recommended investments that paid him generous commissions. Investments that not only took time and money to undue, but ones that performed worse than bond and stock index funds.

There are two types of financial planners—commission based and fee based. Fee based planners who charge by the hour are far better than commission based ones who are prone to recommend investments that enrich them more than their clients. What people really need are skilled financial teachers who can help people learn to manage their money themselves because of the lesson I learned the hard way two decades ago, no one cares about you or your family’s future nearly as much as you. But where are the financial teachers?

13 trillion dollars! Much of that spent on investment strategies that underperform market averages. What a travesty.

If the world’s most incompetent person learned to manage money, odds are you can too. Start with The Elements of Investing by Burton Malkiel. But don’t succumb to the widely held view that technical knowledge is the key to personal financial success. The key is defining “success” yourself and developing a complimentary mix of technical knowledge; self discipline; and dare I say, spiritual depth; to create the future you want for your loved ones and you.

* Thanks to the best ex-mill hunky for this reference.

What Great Communicators Do

Posted on by
1

Great communicators eschew vague generalities for specific details. It’s easier to find examples of muddled writing and speaking weighted down with vague generalities than the opposite.

Recently, for example, a New York congressman was asked why he is sponsoring a bill to arm Syrian rebels. “Because,” he said, “doing nothing is a worse option and the United States has to stand for something.” When we use “thing” and its variations, “things”, “something”, “everything”, “anything”, our readers and listeners are stuck playing a maddening and distracting guessing game, wondering exactly what we may have been thinking.

• The United States has to stand for the rights of people anywhere in the world to resist authoritarianism?

• The United States has to stand for commerce anywhere in the world, including arms sales?

• The United States has to stand for any and all approaches of ridding the Middle East of Assad?

Another case in point. A school district curriculum director attempts to explain the Common Core (four minutes long, start at 1:49), but succumbs to vague generalities. She uses the term “content” repeatedly, and “topic”, and “rigor”, and “depth”, but never refers to a specific classroom lesson; consequently, her presentation left me more confused than beforehand. I got excited and perked up at the 1:49 point when she said, “For example in math. . .”, but alas, she continued to torture me with vague references to “content”, “topics”, “content”, “rigor”, “content”, “depth”, “content”.

I would buy her a roundtrip ticket to Hawaii if she would just say, “For example, now when fourth grade teachers teach fractions. . .” or  “For example, now when sixth grade math teachers teach ratios. . .” It’s like craving fruits and vegetables and having to settle for a grilled cheese sandwich on Wonderbread.

Contrast those negative examples with these positive ones. Last week’s George Packer excerpt, which I used to highlight the way he engages readers through unpredictably short, medium, and long sentences, is equally noteworthy for it’s wonderful specificity. Here again is Packer’s nutritious opening sentence:

Amazon is a global superstore, like Walmart. It’s also a hardware manufacturer, like Apple, and a utility, like Con Edison, and a video distributor, like Netflix, and a book publisher, like Random House, and a production studio, like Paramount, and a literary magazine, like The Paris Review, and a grocery deliverer, like FreshDirect, and someday it might be a package service, like U.P.S.

Our congressman and curriculum director might have written, “Amazon is selling everything and getting really big.” Packer takes the time, no doubt through multiple revisions, to explain Amazon’s reach through specific references that even someone like me can easily grasp:

. . . like Walmart, like Apple, like Con Edison, like Netfilix, like Random House, like Paramount, like the Paris Review, like Fresh Direct, like U.P.S.

Your reward, George, is in heaven.

Granted, the writer always has the advantage over the speaker because she can “put every word on trial” over and over. But through repeated practice, we can “think forward”, developing a mental teleprompter of sorts, and learn to speak more clearly by illustrating abstract concepts and insights with specific details.

Consider, Kenny “The Jet” Smith on last week’s edition of the NBA’s brilliant “Inside the NBA”. I dig that show so much sometimes I tape it for the next morning’s indoor cycling session, never the game that precedes it though. It’s worth deconstructing for several reasons, but last week The Jet decided to help out the humble blog with this rumination on the San Antonio Spurs continued success:

It’s the ultimate view of trust. They just trust. That I’m gonna sprint back. If the play on defense is to send the guy baseline, I’m just gonna trust that someone is going to be there. If I run the lane, I trust that I’m gonna get it. If I set the pick. . . If I dribble up the court and I’m Tony Parker I trust that the guy is coming open. It’s the ultimate viewing of what trust in basketball is all about.

The concept of “trust” is about as abstract as they come, but he explained it with repeated, specific examples that made it easy to grasp.

Follow in George’s and The Jet’s footsteps. Your audiences will thank you.

// ]]>

The Art of Persuasion

Posted on by
1

We’re all trying to persuade one another of things. All the time.

Don’t eat meat. Undo Obamacare. Exercise more. Believe that God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. Remove Assad. Drink Coke. Teacher unions are obstructionist. Preserve public lands. Save. Invest. Block the Keystone XL pipeline. Lower taxes. Eliminate the Education Department. Legalize marijuana. Live more simply. Quit using poverty as an excuse and close the achievement gap. The Seahawks are the best team in football.

We’re so busy trying to persuade one another to adopt our point of view that we rarely take time to evaluate the relative effectiveness of different strategies to persuade others to think, believe, vote, and live like us.

Hundreds of ways to persuade fall along a continuum. Some write editorials or make documentary films. Others throw rocks through store windows. The strategies that are most near and dear to me rest upon education, which emphasizes the power of ideas. Educators like me use open-ended questions and words, both written and spoken, to inform people about different perspectives. Then, through civil discourse, we try to get students to be more thoughtful about other persons, places, and controversial issues.

Radical activists, rebel fighters, and state sponsored militaries attempt to persuade through physical force. Their tools include kidnappings, suicide bombs, guns, tanks, aircraft, nuclear bombs, and drones.

To be more persuasive the educator works hard to refine her questions, words, and listening skills. To be more persuasive rebel fighters and military soldiers often turn to “overwhelming force”.

Sometimes teachers become ideologues intent on indoctrinating students. And diplomats carefully choose words and policies to prevent wide-scale violence. And many people shout at one another, too impatient to ask questions or listen.

Your most effective form of persuasion is the life you live day-to-day in your home, in your community, in your workplace. A decade or so ago, Betrothed began walking and swimming each week and sometimes cycling around town instead of driving. One sunlit day in the kitchen, she credited me with inspiring her through my example. I hadn’t said a word to her about fitness, hadn’t even thought of it, and was clueless to what was transpiring, until she pointed it out.

Maybe you’re in the impatient majority and therefore believe persuading by personal example is for chumps. Why model values for years and decades when I can just raise my voice and argue my positions more vociferously?

News flash. People’s politics and behaviors are the result of their life experiences. Everyone’s politics almost always make sense in the context of their story; consequently, it’s next to impossible to talk others into thinking, believing, voting, and living like you.

Yet all is not lost.

People tune out your words, your blog (well, except this one), and the bumper stickers on your car, but they pay attention to how you interact with your family and friends, how generous you are with your money, how you deal with defeat, whether you laugh at yourself, and whether you show kindness to strangers.

Think of your personal example as the rock thrown in the middle of Lake Persuasion. The ripple effects are far greater than your more explicit attempts at changing people’s minds.  concentric_circles

Paragraph to Ponder

Posted on by
1

From David Denby in the New Yorker

I’m . . . angry about the talk of artists inevitably dying of drug overdoses. Some of this talk may be cant. Fifty years ago the same was said about jazz musicians—they lived out at the edge, baring their souls as well as their craft every time they played, and it took the life out of them, so they had to turn to heroin. Really? But Miles Davis and Dizzy Gillespie had very long runs, and heroic actors like Al Pacino and Robert De Niro, both in their seventies, are still alive and working very hard. Beethoven did not become an alcoholic, and neither did Picasso nor Matisse. On the other hand, anonymous men die in the street every week from heroin. There’s no necessary connection between artistic talent and drugs and alcohol. We don’t really know what Philip Seymour Hoffman’s demons were, but he was a man acquainted with despair, and now some of us are feeling a little of that, too.

Hoffman’s genius illustrated.

And why Philip Seymour Hoffman’s death is so scary. “Regardless of how much time clean you have, relapsing is always as easy as moving your hand to your mouth.”

How College Changed Me For the Better

Posted on by
1

I guess it makes sense given tuition inflation, but today, nearly every “is college worth it” discussion revolves around one consideration—roi—or “return on investment”. More and more people worry whether a college education will lead to more secure, higher paying jobs.

In the last week I’ve been changed for the better by a movie and two books that I probably wouldn’t have seen or read if my curiosity hadn’t been jumpstarted during college.

The movie, Wadja, was an engrossing window into what it’s like to be a woman in Saudi Arabia. Wadja has grossed $1,346,851 as of January 17th. That means few people are curious about what it’s like to be a woman in Saudi Arabia. Had I not attended college, where I learned to like learning about other people, places, and time periods, I doubt I would have sought out Wadja. I’m a more informed global citizen as a result of having watched Wadja.

The books were Wild: From Lost to Found on the Pacific Crest Trail and The Unwinding: An Inner History of the New America. Together, Cheryl Strayed and George Packer challenge my assumption that privileged people like me will never truly grasp what it’s like to teeter on the edge of economic destitution. Thanks to their story telling genius I have a much better feel for why some people struggle to feed, shelter, and clothe themselves. And more empathy, an attribute in shorty supply these days, for poor individuals and families.

I may not have been curious enough about the people’s lives in those books if three decades ago I hadn’t studied history in college and became keenly interested in other people, places, and time periods. Thanks to excellent professors, challenging readings, constant writing, and discussions with classmates and roommates, I became more curious, insightful, and empathetic.

How does one place a dollar value on that?

North Carolina’s Downward Public School Spiral

Posted on by
2

Deborah R. Gerhardt for “Citizen of the First Part of 2014” for detailing in this Slate magazine essay the downward spiral of public education in North Carolina and also for acting to reverse it. She writes:

North Carolina’s intentional assault on public education is working. It is pushing our best teachers out. In 1997 the state ranked 42nd in teacher pay. The year before, Gov. Jim Hunt had run on a platform to invest in public education. After he was elected, he worked with the Republican House Speaker to focus on excellence in teaching and raised teacher salaries up to the national average in just four years. That bipartisan investment paid off. In the 1990s our public student test scores rose more than any other state’s. North Carolina became known as “the education state.” As recently as 2008, North Carolina paid teachers better than half the nation.

Things can change quickly, especially if you’re not looking. Now, the brand that attracted us—“the education state”—sounds like a grim joke. After six years of no real raises, we have fallen to 46th in teacher pay. North Carolina teachers earn nearly $10,000 less than the national average. And if you look at trends over the past decade, we rank dead last: After adjusting for inflation, North Carolina lowered teacher salaries nearly 16 percent from 2002 to 2012, while other states had a median decline of 1 percent. A first-year teacher in North Carolina makes $30,800. Our school district lost a candidate to a district in Kentucky because its starting salary was close to $40,000. It takes North Carolina teachers more than 15 years to earn $40,000; in Virginia it may take only four. Gap store managers on average make about $56,000.

If you talk to a teacher in North Carolina, you will hear the bitter truth of how difficult it is for them to make ends meet. Most teachers . . . work at least one extra job.  An elementary school teacher told me that his daughters do not have the chance to play soccer or cello like his students. He has no discretionary income left to spare.

How did this happen? Both political parties share responsibility. When the recession began, the Democrats in power froze teacher pay. After years of salary stagnation, in 2013, Republicans made the following changes: Job security in the form of tenure was abolished. Extra pay for graduate degrees was eliminated. A new law created vouchers so that private academies could dip into the shrinking pool of money that the public schools have left. While requiring schools to adopt the Common Core standards, the legislature slashed materials budgets. According to the National Education Association, we fell to 48th in per-pupil expenditures. State funds for books were cut by about 80 percent, to allocate only $14.26 a year per student. Because you can’t buy even one textbook on that budget, teachers are creating their own materials at night after a long day of work.

As if that weren’t enough, the legislature eliminated funding for 5,200 teachers and 3,850 teacher assistants even though the student population grew.  North Carolina public schools would have to hire 29,300 people to get back up to the employee-per-student ratio the schools had in 2008. The result?  Teachers have more students, no current books, and fewer professionals trained to address special needs, and their planning hours are gone now that they must cover lunch and recess.

For public school teachers in North Carolina, the signals sent by this legislation are unambiguous: North Carolina does not value its teachers.

Free-market loving Americans argue that workers are motivated by pay, but by remaining ignorant of what it’s like to be a public school teacher, many convince themselves teachers are paid more than adequately. They argue that teachers only teach for nine months meaning $30,800 is more like $41,000. What they fail to realize is that to sustain their energy over the course of decades, hard working teachers need to decompress for awhile afterwards. Also, the best teachers use portions of their summers to refine their curriculum and craft.

Also, as their pay lags their peers in the rest of the country, teacher quality in North Carolina will steadily decline. This will give those whose default is to denigrate teachers even more fodder. A self-fulfilling prophecy. Pay teachers less. Get weaker candidates. Criticize them more.

Somehow people who think of “x” and “y” supply and demand curves as biblical, don’t think improving teacher pay matters.

It takes 15 years to make $40,000. That statistic is depressing enough to turn the most ascetic of talented college graduates from the profession. Every other state legislature in the country should be studying North Carolina as a lesson in what not to do to attract and retain excellent teachers and families that value public education.

Most institutions of higher education understand the importance of investing in faculty excellence*. Consequently, they’re intentional about it, thus sabbatical programs, teaching loads that are about one half of public school teachers, and financial support for professional development. In contrast, it’s nonsensical that public school teachers are supposed to help the U.S. retain it’s precarious lead in the global economy, under much greater scrutiny than ever before, for $30,800 a year.

* Granted, I’m part of a dying breed, a tenured professor, if I was an adjunct, piecing together a living by driving to two, three, or four different universities every week (thus the moniker “freeway flyers”), without benefits, my perspective would obviously be less generous.

Get Your Resolutions Here!

Posted on by
Reply

The stars aligned on New Year’s meaning the home-from-college daughters were both present for dinner. Afterwards we somehow ended up sitting in the family room visiting. I took advantage of this rare opportunity to tell my wife and daughters their New Years resolutions. Just one more thing I’m really good at. And it’s way more fun to resolve things for other people than one’s self. Someone at the LA Times knows this already. More evidence I’m the cutting edge.

Here’s some more resolutions:

• Citizens of the Greater Olympia-Tacoma area—to ACCELERATE when getting on the freeway.

• Fox News—to be fair and balanced.

• Mr. Backyard mole—to burrow under the street to Courter’s front yard.

• Costco (which just raised the price of pistachios to $17+)—to restore the traditional price of 3 lbs of pistachios.

• Dan, Dan, the Transpo Man—to show Ron compassion when he injures himself.

• AAPL—to come out with a large iPhone for the aged, a wrist computer, and a television.

• The Labradude—to deliver the paper to our front door, not Chole’s.

• Downtown Oly hippy theatre—to purchase and install new seats.

• College students—to spend the money for the planned tatoo on a stock index mutual fund instead.

• The Briggs YMCA aqua-exercisers—to wait your turn.

• Billy Jean King—to gay up the Sochi Winter Olympics.

• To you—to join in all the resolution-making-for-others fun.

 

 

Relational Teaching, Coaching, Parenting

Posted on by
Reply

While visiting my favorite first year college student in Minnesota in early November, I thought about the ones I teach in Washington State. My daughter’s friend was exiting their dorm as we were entering it. “How did your advising meeting go?” my daughter asked. “Pretty terrible.” “Why?” “She got pretty mad at me. Told me to come prepared next time. I had five different schedules written down, but I was just too scared to show them to her.”

Too scared.

Fast forward to the end-of-semester conferences I had with my writing students last week. One of them, Tori said, “I appreciated your stories because at first I was intimidated by you. I mean you said you did triathlons.” Academics intimidate students through formal titles, academic language, dress (including academic robes), and rituals such as convocation and commencement. And in my case I guess, by swimming, cycling, and running in succession.

Similarly, some coaches routinely intimidate athletes and some parents routinely intimidate their children. They argue that intimidation breeds fear and fear breeds respect. But when they have an athlete or child get in serious trouble they often ask, “Why didn’t you tell me?” The answer is obvious. Too scared.

Teaching excellence takes many forms. The intimidation—fear—respect model probably works well in the military, but I believe intimidation impedes learning because it contributes to students bullshitting  their way through school. Instead of developing authentic voices, students say and write what they think their teachers want to hear and read. The technical term is “grade grubbing”.

It’s not enough to say what my teachers-to-be always do, “I want to be more than just a teacher. I want to be a role model, someone students can come to and talk about not just class, but life.” Most students are so intimidated, any teacher that wants to be “accessible” has to be intentional about adopting a less formal, more personal professional persona.

One way to do that is to tell short, personal, self-deprecating stories. Ideally short, personal, self-deprecating stories that relate to the day’s content. Students aren’t interested in the details of their teachers’ personal lives. Save those for a friend or therapist.

Pope Francis is a great example of someone intentionally passing on a built-in pedestal. In part, his tenure has started so positively because he’s foregone the traditional perks of the position, including the Mercedes and posh Vatican digs. Compared to his predecessors, he travels and lives in ways that more people can relate to.

Most likely, my daughter’s friend couldn’t relate to her advisor for a litany of reasons. Reasons I doubt her advisor will explore. Many academics, just like some coaches and parents, prefer the view from their lofty perches. Teaching, coaching, and parenting is far less messy from above. Just not nearly as effective.