White woman faculty member encounters campus “police.”

Perhaps like many of you, I was appalled but sadly not shocked by the senseless murder of Samuel DuBose by University of Cincinnati “police officer” Ray Tensing.  The only thing that surprised me is 1) what violent people are willing to do even when they know the cameras are rolling, and 2) that Tensing was indicted yesterday on murder and manslaughter chargers.  Also 3) why the f^(k are campus “police” issued service revolvers?  This is clearly a risk to public safety on and near our campuses.

Higher education needs to look to itself to address the militarization of campus “police forces.”  It’s not just the state troopers and municipal police, but the so-called campus “police” who patrol our workplaces and our students’ educational and recreational spaces.  DuBose’s death has moved me to share my encounters with campus “police” over the past twenty years of my life as a faculty member.  Yes, me!  Goody-two-shoes white faculty lady! Continue reading

Writers, readers, publishers, and money

Ursuline convent, Quebec, July 10, 2015

Ursuline convent, Quebec, July 10, 2015

Liz Covart has a post on her blog called “How to Write for Your Readers,” which is effectively a post about “How to Write for Readers Beyond Your Colleagues and their Students.”  She points out that journalists are very effective at writing history books that people actually buy and read.  They’re eating our lunches!

History books written by journalists tend to be more popular than those written by professionally-trained historians because journalists write them to reveal history in a way that readers want to discover more about it.

In contrast, professionally-trained historians tend to write books that emphasize argument. Historians present the main topic of their book in a way that supports the case they are trying to make. Our books tend to be more about argument than story.

To encourage historians to think about story first, she reports on an interview with Mitchell Zuckoff, a journalism professor and author of two historical books that landed on the New York Times bestseller list, she shares his very good advice for effective storytelling.  His advice–quite good, actually–boils down to these three points:  Find a fascinating story focused on human actors, make sure there are plenty of sources to help you tell it, and finally, write the story for a broad audience and rewrite agressively.  I especially like his advice about reading your drafts out loud to identify writing and syntax problems, and to help you cut out the parts that just aren’t working.  (Read Liz’s discussion of his advice–it’s more thorough than this brief summary.)

This is all good advice, but I think the issue of journalists who write books that people buy versus historians who write books for other historians is oversimplified, and ignores the question of resources, platforms, and marketing that work to the advantage of the journalists who write a history book or two.  Commercial publishers want to publish books not to help obscure writers make a name for themselves; they want to publish books by people who are already well-known because they think (rightly!) that a journalist with a prominent perch at a national newspaper or (better yet) who regularly appear on television will help them sell more books. Continue reading

Be sure you’re right THEN GO AHEAD: more on the alt-ac/post-ac trackity track.

crockett1840backFriends, I’ve been at the beach for a last look at the blue Pacific, packing up, and picking up loose ends of my sabbatical year as we get ready to hitch up the team and head eastward back to our home in the alta sierra.  While I’m busy with all this glamour, check out Tom Bredehoft’s latest post on the alt-ac/post-ac life.  He’s got a fascinating description of a little mystery he solved regarding a Davey Crockett almanac of 1840:

The almanacs in this lot, as it turned out, were very much a mixed bag, but the one I immediately spotted as most interesting was titled only “Crockett Comic Almanac 1840.” No author or publisher was given, and there seemed no obvious way to identify even the printer. But I knew that much of Davy Crockett’s reputation as a rough-and-ready frontiersman had been spread and elaborated by a variety of Crockett almanacs dating from the 1830s to the late 1840s, and that those books were very collectible indeed. My almanac was missing one leaf, and someone had snipped out a further joke or two, but it still seemed likely to have some value.

But it wasn’t listed in Drake, the standard bibliographic reference on American almanacs before 1850. A closer look revealed that the first interior page, listing the eclipses for the year, stated that they had been calculated for the longitude of Cincinnati, and it seemed likely that the book had been printed there. Still, I could find no record of any Crockett almanac printed in Cincinnati, and the Morgan online bibliography of early Ohio imprints had no record of such a book either. At last I turned to WorldCat, and was nearly frustrated there, too, but for a buried reference to an almanac with the same title bound in a collection of almanacs from the 1840s in the state library of Ohio. On my next trip to Columbus, I dropped into the library and called for the book, and I was delighted to see that it was the same as my own Crockett almanac. Further, I glanced through the other almanacs bound together with it, and I discovered that type batter on the eclipses page of another Cincinnati almanac enabled me to pin down the printer (and probably the publisher) with certainty. I had learned something.

Continue reading

Maybe not the “dumbest generation?”

dunceMark Bauerlein, a not-that-old fogy at an elite university, wrote something cranky about the practice of higher education in the New York Times last weekend.  The column has been subjected to a ritual beating by many in the academic blogosphere.  Yesterday, a call went out from David Perry (@Lollardfish on Twitter, and the blog How Did We Get Into This Mess) that he “would like to see R1 profs engage in a loud and public conv[ersation] ab[out] teaching and research.”  Although I teach at an R1, it’s the Aggie school in my state and certainly not “elite.”  I also don’t teach Ph,D. students, as my History department offers just a Master’s Degree.

This year, as regular readers know, I’ve been far away from the grind at Baa Ram U. and on sabbatical at the Huntington Library, a.k.a. “Scholars’ Disneyland.”  I’ve been living much like a Renaissance scholar, dining at the table and enjoying the luxuries of my sponsoring Prince–that is to say, nothing like my real life, but you know what?  The conversations I’ve been having here with the Distinguished Fellows–all of whom teach at elite universities and supervise Ph.D. students as well as undergraduates–frequently revolves around teaching, and yes, teaching undergraduates!  How do we reach them?  How do we get them to become and remain History majors?  What subjects interest them most, and how can we use those interests to develop an aptitude for historical thinking?

We’re like young parents who want nothing more than a night away from the children, and then we end up talking about the children the whole time we’re out to dinner. Continue reading

Study documents and quantifies what we’ve known all along: face-to-face instruction beats online by every measure

In-person, live instruction and class meetings offer superior results to students than online courses.  It’s true!  And you no longer have to listen to fuddy-duddy old proffies like me, who have been beating our breasts and wailing about the poor outcomes of online classes.  From a study of 217,000 unique students in California community colleges:

[R]esearchers found online students lagging behind face-to-face students in three critical areas:

  • Completing courses (regardless of grade).
  • Completing courses with passing grades.
  • Completing courses with grades of A or B.

The results were the same across subject matters, courses of different types and different groups of students. Larger gaps were found in some areas, such as summer courses and courses taken by relatively small numbers of online students. But no patterns could be found where students online performed better than those in face-to-face courses.

Hey, assessment fans:  these are the basic measures of what we professors like to call “learning.”  They’re not perfect, but the data are crystal-clear. Continue reading

Move over freshman fifteen: make (lots of) room for the sabbatical ten.

rodriguezdress

A Narcisco Rodriguez dress that looks surprisingly comfortable.

I’ve been talking with a number of the other long-term fellows about the amazing fact that many of us have managed to gain weight while on sabbatical. Here we are, in Southern California, with its lovely weather and year-round fresh produce at local farmer’s markets several times each week, and we’re getting fatter! We’re getting fatter as we walk and bike to the library, and as we do yoga in the Chinese garden twice a week together (with classes taught by me and another fellow), and we’re all of us–or most of us, anyway–getting heavier!

Most of us live in places with winter cold and summer humidity in our real lives, and most of us drive a lot longer and further on a daily basis in our work commutes. Then there’s all of that day job tedium of teaching, meeting with students, and committee work that gets in the way of our running, walking, hiking, biking, and yoga, or what have you.  Women and men alike have remarked on this unhappy side-effect of our residency here.

What is up with this?  Continue reading

Erik Loomis on the long-term auto-exploitation of adjunct labor

Erik Loomis has a great post at Lawyers, Guns, & Money on adjunct professors.  As many of you probably know, Loomis is a U.S. labor historian.  Here’s his perspective:

But long-term adjuncts is a harder phenomena for me to understand. It’s not like this is glamorous or particularly rewarding work. Teaching 4 intro level college surveys is no one’s idea of what they want to do with their lives and while you might occasionally get the student where the light bulb comes on when you teach them, that’s a mighty rare moment at that level. And with all the grading and class prep–not to mention traveling around an entire metro area to make this work, there’s no time for any other part of the job. . . .

I think so much of it is the idea that the person has achieved this degree and now wants to use this degree because they don’t want to see the time they spent as wasted. And I get that from a psychological standpoint. Making $20,000 a year on the other hand is actually wasting your life, or at least the earning potential part of it. . . . [C]ontinuing to delay that income earning for years after your degree by holding on by your fingertips to the dream of a tenure-track job is just a bad idea because pretty soon you have a lifetime of doing this and no retirement income. . . .

I’m really glad that SEIU is organizing adjuncts. I know many people within the labor movement hate SEIU, but what other union is going to put real resources into organizing a no-wage sector where returning union dues will be small? Almost no other union. I completely support the National Adjunct Walkout Day and I wish more had participated. Adjuncts should probably go on a general strike to force improvements in their conditions. But to be honest, most adjuncts should also quit their jobs and find something else to do. Working at Starbucks would pay just as well.

Continue reading