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Blowing the Whistle on the UC Berkeley Mathematics Department

alexandercoward.com

221–230 of 276 posts

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#221
post #217

Wow, this blows my mind, but it doesn't surprise me. I encountered similar frustrations while doing an excellent job in the Marine Corps. I've come to believe that virtually any bureaucratic institution will be weighted this way.

Agreed. He's describing an organization where the leaders are not actually interested in doing a good job. An organization that's not a true meritocracy. An organization where actually playing the game is more important than doing a good job.

Heartbreaking as it is, that describes most large organizations, and most small ones too. If you work at a place where the leadership supports you and truly wants you to do a good job, where the best people get promoted regardless of whether they're "playing the game" then you have found a rare place indeed!

I think that our education system was trying to teach me this all along, and I failed to learn it until I was in my 40s.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#222

Earlier quoted context omitted.

> I left the university, and mathematics, and have been much happier as a result is the second bit true? why lump mathematics with your leaving of the university? what does it mean to leave mathematics? i stopped looking at the stars because i left the business that hires engineers to build commercial lenses?

Yes, the second bit is true, for me - I am much happier as a consulting CTO than I ever would have been as a maths professor (abandonment of the latter career is what I meant by "leaving mathematics"). I guess I have to thank Berkeley for helping me to discover this fact relatively quickly. I did not mean to lump maths and Berkeley together - I happened to leave both at the same time, but that doesn't mean I had to,…

i see now that you meant the career: Mathematics; and i am glad you are happier now

my concern was that if you ever found happiness in research that you dropped that happiness assuming the career and research were the same

what happened to all the open thoughts you developed in your area of interest?

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#223

2 things about this fascinate me: 1) The knock-on effect of having this cross-published on HN and reddit will somehow make this story reach some form of news-media -> which in turn will influence UC Berkeleys decision, as they will be under the media-spotlight. 2) I always thought many STEM professors were useless educators who only taught students as a by-the-way while they chased fame/recognition among their peers…

Very good point. A professors job should be foremost to teach. Research and chasing fame should come second. In my opinion, universities have flipped this on its head. They've allowed and in some ways forced professors to relegate teaching to a level of "by the way". Students pay and go to university to learn from teachers, not to subsidize researchers. There's something very wrong when a University places more empha…

Umm why? For the most part a professor is a talking text book that stands in front of the class. You can go download charismatic people with fancy approaches to the material online. However, I don't think this really makes much of a difference (choosing the right curriculum does though).

The one place I've seen professors have real impact is in their ability to both answer innovative and novel questions and convey a sense of excitement and interest in a subject. While these only affect a small fraction of any given class they are the important value add and they are what someone who is personally passionate about the field and deeply knowledgeable about it brings to the table.

Worse, what seems like "good teaching" can often reflect a counterproductive attitude to the subject.

Everyone I know who has become a mathematician has done so DESPITE (not because) of their pre-college teachers (some have had the good fortune to run into one or two exceptions but still struggled past teachers who attempted to ruin the subject). These teachers were chosen entirely for their teaching ability but to no avail since without the perspective of a research career they weren't teaching people how to duplicate a computer algebra system instead of understanding the math. Focusing on accurate symbol manipulation and memorization is in active tension with understanding but is an easier rote to solving the kind of problems you can ask on AP tests.

College students are big boys and girls. They can read the damn textbook if needed. I spent an entire semester at caltech (my most productive one) without attending a single class (I had my friends turn in my homework in section). However, having professors available who could accurately convey (through course content, discussion and even research projects) what a discipline was about was invaluable.

Let's give up the charade people and let professors play videos of better speakers in lecture but lend their expertise to answering questions and talking to students.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#224

Earlier quoted context omitted.

Yes, the second bit is true, for me - I am much happier as a consulting CTO than I ever would have been as a maths professor (abandonment of the latter career is what I meant by "leaving mathematics"). I guess I have to thank Berkeley for helping me to discover this fact relatively quickly. I did not mean to lump maths and Berkeley together - I happened to leave both at the same time, but that doesn't mean I had to,…

i see now that you meant the career: Mathematics; and i am glad you are happier now my concern was that if you ever found happiness in research that you dropped that happiness assuming the career and research were the same what happened to all the open thoughts you developed in your area of interest?

I still pursue them for fun occasionally, and my papers (very minor, and never properly published) are cited or used even more occasionally. That's fine with me, as I've been able to do much more in my new field.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#225
I applaud Mr. Coward for trying to stand up to the institution that is motivated by money and not academic performance. An institution that has blinded themselves to what education is supposed to be all about. Mr. Coward - if you are reading this: You can't succeed in your effort alone. If students like you as much as you say they do, you must rally them to your cause. Get the student council involved. You must get as many of these students and their parents involved and hopefully several of these parents hold political power or donate large sums of money to the institution. If you have the hard facts to support your argument, you must get the media involved as well. Trust me on this - you must make this bigger then it is and begin to get the higher ups concerned about not only money, but their reputation. If you do not get the students involved, you will lose. I was a graduate student at a large, respected University, and taught every semester for years. I had a great reputation among the majors who sought me out for their lab TA. However, when freshmen started coming in less and less prepared but with increased feelings of entitlement and the thought that there is no need to work hard for a good grade, my test means for my non majors course started declining. The institution wanted me to dumb my non majors course down and I resisted telling them that there are more students coming into this University that just don't bother working hard and expect to get a passing grade anyway. My means were fine years before and if anything, my teaching had gotten better and my tests had gotten slightly easier. I resisted, but I knew that I would never be able to survive in that environment without tenure. So, I changed my career path. I would have been a great teacher and I do miss teaching. But the system is currently designed to stamp out those who do not conform no matter how successful they are with their students.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#226
post #183

Earlier quoted context omitted.

Why not just send Coward a check directly?

It's not about the money, it's about sending a message.

So why not send a message that isn't open to loopholes? Like mail them a picture of you personally giving him a check with a letter explaining why, and then post it on the internet.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#227

Earlier quoted context omitted.

i see now that you meant the career: Mathematics; and i am glad you are happier now my concern was that if you ever found happiness in research that you dropped that happiness assuming the career and research were the same what happened to all the open thoughts you developed in your area of interest?

I still pursue them for fun occasionally, and my papers (very minor, and never properly published) are cited or used even more occasionally. That's fine with me, as I've been able to do much more in my new field.

A relief, glad to hear this as well

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#228

Earlier quoted context omitted.

That's a very good question. I will have to ask my mother, as that is literally her business, to know such things.

Cool, let us know what she says! Even with more transparent reporting, it'd still be possible in some cases to hide where the money is really going. There could have already been a planned budget increase, for example. Ultimately it just comes down to trust. If I don't trust the wider institution, I will not donate to a subsidiary. And with more and more schools operating like businesses these days, it's hard to know…

Basically, she says nobody involved would be likely to touch such a time-bomb of a gift with a ten-foot pole.

It's important to consider that academic departments are separate from finance offices, which themselves are also separate from development offices. The finance office determines how much money every academic department will receive, then turns around and tells the development office they need to raise that much money. That number is usually "however much we think you can realistically raise, plus 10-20%", in typical MBA asshat fashion. Of course, they set the budget based on that number, so at the end of the year either the development office has gone above and beyond and actually raised all that extra money, or there are last minute budget cuts (which is the typical outcome).

Usually, if a person were to restrict a gift for a certain purpose, it will have to either go towards an existing endowment for that purpose, or have a new endowment created for it. This is usually stuff like "scholarship with donor's name on it". If the endowment already exists, the money is pretty much guaranteed to get disbursed towards that endowment. If it's a new endowment, the board of directors usually has a set limit on the minimum amount of money necessary to create a new endowment. Anything less than that will just be refused, usually with a sales pitch to try to get it sent to the fungible, unrestricted fund instead. They really don't like to give up money.

Anything that is a budgetary line item will first get funded by any restricted gifts that meet their requirements. If there is an endowment specifically for "maintenance of such-and-such building", then maintenance is first drawn from that pool. Any shortfall thereafter gets filled by the unrestricted funds. You can make gifts towards "expendables". They are earmarked for very specific things like "new jerseys for the football team". If they're for things that aren't on the budget already, then department gets to choose whether or not to spend that money. If they don't, they have to give it back.

So you are correct, theoretically a restricted gift does not increase the department's or a specific professor's budget. But so many gifts are restricted in so many ways that some issues are overfunded, leaving others to be underfunded. For example, if too many people are giving money "for the music program", more than the music program can spend, then they can't turn around and apply it to the general "art department" in which the music program sits.

If the organization spends the money inappropriately, it's majorly bad news. IRS audits, criminal proceedings, someone is going to jail. If they can't spend the money given to them, they will try to contact the donor and get them to change their mind on the restriction. If the donor is particularly set in their mind, they will return the gift.

But there is a grey area in the middle. If something in the recent past had been covered by unrestricted money that could be covered by a newly collected restricted gift, then someone might hand-waive and retroactively say the restricted gift had been used on that issue and suddenly there is magically more money in the unrestricted pool, which just so happens to coincide with the amount of the restricted gift.

This is illegal, but it falls on the donor to prove it happened. If their issue got funded, then they won't have any way to suspect anything is going on.

So, in the specific example of trying to use restricted gifts to keep Mr. Coward's job: the very most likely thing to happen will be that the development office will refuse the gift, because they will probably assume the finance office will refuse to disburse the gift, because the finance office will probably assume the department will refuse to spend the money. If somehow it got past development and finance, the department will just give the money back.

If such a gift marked as "for Mr. Coward's salary" were spent, yet they still fired Mr. Coward, the university doesn't necessarily have to report to the public the nitty-gritty details of their spending, and there are certainly ways they could make things look good on any publications that did go out, but this particular example makes for a situation in which individuals could easily check up through outside channels. The donor who gave the gift would merely have to call Mr. Coward up and ask "hey, do you still have a job?" and receiving they answer "no", they'd have a really good reason for asking for an investigation into the institution's accounting.

Re: Blowing the Whistle on the UC Berkeley Mathematics Department

#230
post #89

Earlier quoted context omitted.

>are marred by the fact that they can't speak English well How can your teaching quality be proficient if you can't speak English well? Sure there are teachers who get unfair evaluations because they have a bit of an accent, but if you actually can't speak English well, how are you effectively teaching in English ?

Though I think most of VanillaSwirls comments are generally confused, there are some biases that show up in this space. In particular, people rate the intelligibility/clarity of Caucasian speakers higher than that of East Asians even when the audio is the same .[0] [0]: http://www.academia.edu/6126025/Expectations_on_Speech_Evalu... Key quote from page 444: In a typical study in this paradigm, participants listened t…

Yeah, that's definitely true. My brother is an applied linguistics grad student, so I've heard this before.

I've had instructors who had accents but could still speak English very well, and many people just dismissed them outright as unintelligible without even trying.

But I've also had instructors who just weren't fluent in English (mostly grad student instructors). When VanillaSwirls said they didn't speak English well, that's what I was thinking of.

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