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academic freedom – The Salt-Box http://www.jbj.wordherders.net "A man needn't go far to find a subject, if he's ready with his salt-box."--Uncle Pumblechook Thu, 09 May 2013 17:06:07 +0000 en-US hourly 1 https://wordpress.org/?v=4.9.1 Why we need to think about PhDs & the job pseudo-market http://www.jbj.wordherders.net/2009/07/13/why-we-need-to-think-about-phds-the-job-pseudo-market/ http://www.jbj.wordherders.net/2009/07/13/why-we-need-to-think-about-phds-the-job-pseudo-market/#respond Tue, 14 Jul 2009 00:32:33 +0000 http://www.jbj.wordherders.net/2009/07/13/why-we-need-to-think-about-phds-the-job-pseudo-market/ Continue reading ]]> This article about Fort Hays State University’s decision to outsource gen ed courses is frustrating an harbinger of doom.  According to the reporter, “the school will accept credits from a private company that runs introductory courses in subjects such as economics and English composition — listing them on transcripts under the Fort Hays name.”  I was especially disappointed to see Carol Twigg, of the National Center for Academic Transformation, essentially endorse the model.  I’ve been to an NCAT conference, and know that they propose using a variety of different classroom structures–hybrid, face-to-face, and fully online–as ways of addressing courses with high DFW (drop/fail/withdraw) rates.  But this goes too far.

A few thoughts:

  • First, this can’t possibly be legit from an accreditation perspective.  If the courses really are indistinguishable on the transcript, then I hope that Fort Hays loses its accreditation.
  • The MLA, 4Cs, AAUP, and AFT need to condemn this.
  • That said, this will be awkward to do because the R-1 university system has for so long relied upon graduate and contingent labor to do the heavy lifting in gen ed courses.  This needs to be rethought.
  • Relatedly, perhaps stories like this will get faculty members to pay attention to the “job market” more seriously.  Who is staffing companies like StraighterLine?  If it’s ABDs and unemployable PhDs . . . well, fate, it seems, is not without a sense of irony.
  • I would also hope that this is an opportunity for faculty to think about two related problems: self-governance, and the role of faculty at the university.  A full-throated defense of academic life as interweaving teaching, service, and research is absolutely necessary–but such a defense is only credible precisely to the extent such interweaving is both demonstrable and demonstrably useful
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On rules http://www.jbj.wordherders.net/2009/04/07/on-rules/ http://www.jbj.wordherders.net/2009/04/07/on-rules/#comments Tue, 07 Apr 2009 12:28:20 +0000 http://www.jbj.wordherders.net/2009/04/07/on-rules/ Continue reading ]]> “Why Rules Matter,” Gary A. Olson’s “First Person” essay in the Chronicle this morning, surveys the comical sense of “rules for thee but none for me” that operates all too often on college campuses.  I’ll never forget standing in the registrar’s office early one spring semester and overhearing a professor who still hadn’t turned in fall grades explain that, 1) anyone who turned in grades by the deadline was guilty of pedagogical fraud, and 2) she’d wanted to have a relaxing holiday with her friends and family.  Pure class.

Here’s Olson:

 It is not that compassion and flexibility are bad; it is that in violating rules and deadlines, other people might be injured or disadvantaged. A veteran provost I know is fond of saying that a good administrator must be a rule monger, otherwise you invite chaos and injustice. She tells stories of faculty senates or administrative officers creating a rule, and then promptly violating it when that proved convenient. “I would constantly have to remind them that they themselves created the rule, and usually for a good purpose, but they couldn’t simply disregard it,” she told me. “It is as if some people believe that ‘academic freedom’ somehow means that they are free from the constraints of rules and deadlines or that rules are for others, not them.”

What I particularly enjoy–and by “enjoy,” mean, “want to drive a spike through my eye when it happens”–is that all too frequently the rule-breaking isn’t just tolerated, but *celebrated* as an example of good service to students, faculty, or staff.  It’s a particularly nice rhetorical maneuver, because if you point out that, not only was the rule enacted for a reason, and not only did the affected person have plenty of time and notice to comply with the rule, but that breaking the rule potentially screws those people who *did* comply with the rule—then all of a sudden *you’re* the jerk who doesn’t care about student success.  Recently someone on my campus singled out for praise an act of routine rule-breaking–or, I guess, exception-granting, even though it  directly contributes to system crashes during registration.

While it’s true that not all academic deadlines are mission-critical, outright contempt for the rules, or the belief that they don’t apply to us, is toxic.

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Stanley Fish is irritating, and not in a good way http://www.jbj.wordherders.net/2009/02/16/stanley-fish-is-irritating-and-not-in-a-good-way/ http://www.jbj.wordherders.net/2009/02/16/stanley-fish-is-irritating-and-not-in-a-good-way/#comments Mon, 16 Feb 2009 12:59:07 +0000 http://www.jbj.wordherders.net/2009/02/16/stanley-fish-is-irritating-and-not-in-a-good-way/ Continue reading ]]> Today’s Stanley Fish column about academic freedom & fantasies of academic exceptionalism offers a good example of his strengths and his considerable weaknesses as a columnist.

For example, I think this is both true and too-infrequently said:

But this is what many (not all) academics believe, and if pressed they will support their belief by invoking a form of academic exceptionalism, the idea that while colleges and universities may bear some of the marks of places of employment — work-days, promotions, salaries, vacations, meetings, etc. — they are really places in which something much more rarified than a mere job goes on.

As Fish implies, this seems nuts.  I think we can all agree that educational moments are special ones–the delight of seeing someone grasp hold of something in a difficult poem is a precious thing, for instance.  But there’s nothing “special” about the conversion of those moments into credit hours (for the students) and biweekly paychecks with benefits (for the lucky few, the tenure-track faculty).  It doesn’t sully the former to note the latter.

So far, so good.  But then he starts trolling indiscriminately through the case law to disprove the academic exceptionalism thesis, and he does so utterly without reference to the question of the decisions’ validity or merit.  I mean, he cites approvingly  Urofsky v. Gilmore, a 2000 case from Virginia, in which a the court upheld–as applying to professors–“a law requiring state employers to gain permission from a supervisor before accessing sexually explicit materials on state-owned computers.”

The point here is surely not that professors should be allowed randomly to surf porn sites.  The point is that the VA law was bad law: Overbroad and vague in its definitions, it puts up stupid impediments in the way of professorial work, and the work of other state employees, as well:

Virginia Code ¤2.1-804-806 (the Act) bans state employees’ use of state computers to access any “sexually explicit content,” broadly defined to include descriptions or depictions of “sexual excitement” or “sexual conduct” of virtually any sort. There is no requirement that the banned communications lack serious value, be “patently offensive,” or appeal to prurient inte-rests. The Act affects approximately 101,000 state employees, including thousands of professors, librarians, and other researchers at 39 institutions of higher education. It also affects museum curators, physicians and their staffs at the Commonwealth’s two medical colleges and their associated hospitals and clinics, and social service and health workers researching, investigating, and communicating with colleagues and the public about child abuse, sexually transmitted diseases, sexual dysfunction, and sexual crimes. 

In other words, in this case the professors did *not* claim academic exceptionalism–they merely pointed out that the law is an ass.  (Full disclosure: I’m pleased to have been, years ago, the student of one of the professors involved in that case–Terry Meyers–whose interest in Swinburne would lead him, as we’ll see below, continuously afoul of such a law.)

In general, I sort of agree with Fish that academic freedom is a good thing, and we should argue for extending it to all, not ritualistically defend it for ourselves only.  But his argument ends up confusing two pretty different points: the idea that professors should exercise academic freedom with regard to the interests of their institution (a more defensible claim) and that, at least at public universities, they should exercise academic freedom with regard to the interests of the state.  That’s a less defensible claim because, as the Urofsky case suggests, frequently the state and the institution will be at loggerheads. Public higher education is a curious thing–we love it (said the professor at a public university) for providing access, but the expectation that faculty will do research and will teach according to disciplinary norms frequently leads to difficulties. It’s good for William & Mary to have a prominent Swinburne scholar on the faculty, and it’s counterproductive to that interest to make him beg for approval to call up Pre-Raphaelite material on his computer.

Professor Meyers has an entertaining/maddening column on his experiences with the case here.  It’s really unbelievable that Fish cites it:

The law leads to some curious situations. For example, as a state employee, I cannot (without permission) use a public-access computer in the university library to read Swinburne’s “The Leper” (which deals with necrophilia), although it is available from the University of Virginia by way of the Virtual Library of Virginia (VIVA). But without having to seek permission, I can go to the stacks and read the poem in a book owned by the state. And the law does not apply to students, unless they work for a faculty member as state-paid research assistants. Nor does the law apply to members of the public who might want to read Swinburne—or even view virtual child pornography—on the library’s computers.

The whole thing’s worth reading.

(Posted, of course, from my home computer.)

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