Mark 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
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
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 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.
Civil Rights movement veteran Anne Moody died last week at 74. She was the author of one of the best autobiographies in American History, Coming of Age in Mississippi (1968). I read that book as a college junior, and remember it being utterly un-putdownable. It was one of those books in college that I read straight through without stopping not because of a syllabus deadline, but because it was brilliant and moving. It was the first feminist book about the Civil Rights movement I had read.
Anne Moody invented intersectional analysis in 1968–scholars took years to catch on and catch up.
Once upon a time, a privileged white guy with writing gigs at various legacy mags and a prominent perch now at New York Magazine wrote an essay warning darkly of today’s “P.C. Police” on our college campuses and the internet because people sometimes say mean things about him and his writer friends (who also have sweet gigs at legacy magazines) on Twitter or in the comments on his articles. (Or something.) Full disclosure: I’ve mentioned his work exactly once on this blog, and it was only to give him a nod of agreement.
There have been a number of serious and productive responses that point out the folly of Jonathan Chait’s claims about the “dangers” of “liberal P.C.,” but also agree with him that arguments among putative liberal allies can be aggravating and sometimes turn on absurdities á la “the Judean People’s Front” or the “People’s Front of Judea,” such as Megan Garber at The Atlantic, or J. Bryan Lowder at Slate. In other words, they grant that yes, people on the internet are sometimes major jerks.
Yes, people are a-holes in general, and people with blogs are probably on average bigger a-holes than most. But, for the most part, straight, white guys on campus or on the internet just get criticized or maybe called names, or get told to “check your privilege.” White men don’t (for example) regularly get calls for their rape and murder, or death threats if they show up to give a speech on a U.S. college campus, which is the kind of thing that happens to feminist women writers on the internet. A lot. Continue reading