Teresa Buchanan, associate professor of education at LSU, was fired for using profanity in the classroom and allegedly comparing women unfavorably to men. THe administration defends their actions by equating Dr. Buchanan's conduct to sexual harassment. Faculty at LSU and the AAUP have both objected to alarming administrative overreach in what they both see as grounds for censure rather than dismissal. Several media reports are linked off of this Language Log post.
"The academy is no longer an investment of time worth making... I was a priest who had lost his faith, performing the sacraments without any sense of their importance." Yet another sad piece on academia, woe.
"Stripped of tenure over a blog post." John McAdams, a tenured politics professor at Marquette University, has been terminated for publishing a blog post critizing a philosophy graduate student, by name, for telling an anti-gay-marriage student he could not make "homophobic comments" on the subject in class, in a conversation the student surreptitiously taped and shared with McAdams. The graduate student was subsequently flooded with hate mail and threats, and has moved to a different university. The case recalls that of Steven Salaita, who was either fired from or unexpectedly un-hired to a tenured position at the University of Illinois after a series of fiery tweets critical of Israel and its war conduct, which some called hate speech. Salaita is now suing the university. Can tenured professors be fired for what they say on social media? Should they be? [more inside]
I call on historians to dedicate their precious few hours of spare time to improving Wikipedia; as an incentive, I call on administrators to integrate Wikipedia contributions into the publication requirements for tenure.
"I Quit Academia" -- An Important, Growing Subgenre of American Essays
I had my students fill out mid-semester evaluations last fall. No big deal, just answer these four questions: 1) What am I doing to help you learn? 2) What could I be doing better to help you learn? 3) What are you doing to help yourself learn? and 4) What could you be doing better to help yourself learn? I had them turn the evaluations in anonymously to allow more genuine feedback. Later that afternoon, I started going through the responses. It was encouraging to see that, in general, responses to the first two questions indicated I was getting better, which was gratifying given the amount of time and energy I spent re-developing the class. For the most part, students were surprisingly honest when responding to questions 3 and 4, showing they understood their responsibility in their progress, or lack thereof. Somewhere towards the end of the ~160 evaluations, I came across one that answered question #2 with: “Teach naked.” [more inside]
"If you account for my access to academic journal subscriptions, my salary is really like half a million dollars."
This past Thursday, Forbes Magazine published a pair of articles: The Most Stressful Jobs of 2013 and The Least Stressful Jobs of 2013, the latter of which began with the sentence: "University professors have a lot less stress than most of us." 300+ outraged comments (and thousands of sarcastic #RealForbesProfessor tweets,) later they've added a retraction, and linked to a blog post that takes A Real Look at Being a Professor in the US. [more inside]
I fantasize about academic sharecroppers organizing with contingent workers across industries, a category (taxi drivers, seasonal workers in agriculture and tourism, truckers, office temps, construction temps...) that has exploded over the last twenty years. Together their power would overturn cities. But for that to happen, academic sharecroppers will have to tear their allegiance from the people who love what they love, that is, they will need to understand that my job is funded by their oppression, that there are more of them than there are of me, that they are the shaky foundation on which people like me totteringly stand. There are more and more of them and fewer and fewer of me. Adjuncts as sharecroppers. There's a reason it's #14. [more inside]
What we have in academia, in other words, is a microcosm of the American economy as a whole: a self-enriching aristocracy, a swelling and increasingly immiserated proletariat, and a shrinking middle class. The same devil’s bargain stabilizes the system: the middle, or at least the upper middle, the tenured professoriate, is allowed to retain its prerogatives—its comfortable compensation packages, its workplace autonomy and its job security—in return for acquiescing to the exploitation of the bottom by the top, and indirectly, the betrayal of the future of the entire enterprise. Graduate school as suicide mission, in the Nation.
In over 35 years of friendship and conversation, Walter Michaels and I have disagreed on only two things, and one of them was faculty and graduate student unionization. He has always been for and I had always been against. I say “had” because I recently flipped and what flipped me, pure and simple, was Wisconsin. When I think about the reasons (too honorific a word) for my previous posture I become embarrassed. ... The big reason was the feeling — hardly thought through sufficiently to be called a conviction — that someone with an advanced degree and scholarly publications should not be in the same category as factory workers with lunch boxes and hard hats. Wisconsin has taught Stanley Fish that academics are workers too. Marc Bousquet (author of How the University Works) responds at the Chronicle of Higher Education with five lessons for academics from Wisconsin.