Donald E. Hall offers a self-help book designed for academics, from graduate students to tenured faculty. He helps readers engage in an active process of career management, goal setting, prioritization, and reflection on the norms that constitute what he calls “academic selfhood.” Drawing broadly on the insights of Anthony Giddens’ notions of reflexivity and self-identity, Hall encourages new and seasoned scholars to “own up to” the behaviors, attitudes, and complicities that compromise their professional identities. This book couples all its exhortations with clear, concrete, and practical strategies for responding productively to the many uncertainties of academic life.
Separate chapters of the book examine the textuality of the academic self, profession, academic processes and collegiality. Among the topics candidly discussed are careerism, burnout, procrastination, and insecurity. Throughout the book readers will find anecdotes, real-life examples, and concrete tips for constructing and maintaining a successful career defined on their own terms.
The Academic Self: An Owner’s Manual opens up a new and frank discussion on academic life and academics’ basic responsibility for their own actions and attitudes.
ACADEMIC TRIBES 2ND ED
Hazard Adams University of Illinois Press, 1988 Library of Congress LB2341.A3 1988 | Dewey Decimal 378.73
In The Academic Tribes, an English professor who has survived stints as a dean and a vice-chancellor “takes a gentle, satiric sideswipe at academia, its foibles, follies, and myths” (ALA Booklist). This parody of anthropological analysis allows Hazard Adams to describe the principles and antinomies of academic politics, campus stereotypes, the various tribes divided by discipline, the agonies accompanying each stage on the way to full professorship, and, of course, the power struggle between faculties and academic administrators. For this first paperback edition, Adams has written a new preface, in which he looks back at the decade since the book was originally published, and has included an appendix of three relevant essays that appeared since the original publication.
The Academic's Handbook
A. Leigh DeNeef and Craufurd D. Goodwin, eds. Duke University Press, 2006 Library of Congress LB1778.2.A24 2007 | Dewey Decimal 378.12
This new, revised, and expanded edition of the popular Academic’s Handbook is an essential guide for those planning or beginning an academic career.
Faculty members, administrators, and professionals with experience at all levels of higher education offer candid, practical advice to help beginning academics understand matters including: — The different kinds of institutions of higher learning and expectations of faculty at each. — The advantages and disadvantages of teaching at four-year colleges instead of research universities. — The ins and outs of the job market. — Alternatives to tenure-track, research-oriented positions. — Salary and benefits. — The tenure system. — Pedagogy in both large lecture courses and small, discussion-based seminars. — The difficulties facing women and minorities within academia. — Corporations, foundations, and the federal government as potential sources of research funds. — The challenges of faculty mentoring. — The impact of technology on contemporary teaching and learning. — Different types of publishers and the publishing process at university presses. — The modern research library. — The structure of university governance. — The role of departments within the university.
With the inclusion of eight new chapters, this edition of The Academic’s Handbook is designed to ease the transition from graduate school to a well-rounded and rewarding career.
Contributors. Judith K. Argon, Louis J. Budd, Ronald R. Butters, Norman L. Christensen, Joel Colton, Paul L. Conway, John G. Cross, Fred E. Crossland, Cathy N. Davidson, A. Leigh DeNeef, Beth A. Eastlick, Matthew W. Finkin, Jerry G. Gaff, Edie N. Goldenberg, Craufurd D. Goodwin, Stanley M. Hauerwas, Deborah L. Jakubs, L. Gregory Jones, Nellie Y. McKay, Patrick M. Murphy, Elizabeth Studley Nathans, A. Kenneth Pye, Zachary B. Robbins, Anne Firor Scott, Sudhir Shetty, Samuel Schuman, Philip Stewart, Boyd R. Strain, Emily Toth, P. Aarne Vesilind, Judith S. White, Henry M. Wilbur, Ken Wissoker
In recent years, the academy has undergone significant changes: a more competitive and volatile job market has led to widespread precarity, teaching and service loads have become more burdensome, and higher education is becoming increasingly corporatized. In this revised and expanded edition of The Academic's Handbook, more than fifty contributors from a wide range of disciplines and backgrounds offer practical advice for academics at every career stage, whether they are first entering the job market or negotiating the post-tenure challenges of leadership and administrative roles. Contributors affirm what is exciting and fulfilling about academic work while advising readers about how to set and protect boundaries around their energy and labor. In addition, the contributors tackle topics such as debates regarding technology, social media, and free speech on campus; publishing and grant writing; attending to the many kinds of diversity among students, staff, and faculty; and how to balance work and personal responsibilities. A passionate and compassionate volume, The Academic's Handbook is an essential guide to navigating life in the academy.
Contributors. Luis Alvarez, Steven Alvarez, Eladio Bobadilla, Genevieve Carpio, Marcia Chatelain, Ernesto Chávez, Miroslava Chávez-García, Nathan D. B. Connolly, Jeremy V. Cruz, Cathy N. Davidson, Sarah Deutsch, Brenda Elsey, Sylvanna M. Falcón, Michelle Falkoff, Kelly Fayard, Matthew W. Finkin, Lori A. Flores, Kathryn J. Fox, Frederico Freitas, Neil Garg, Nanibaa’ A. Garrison, Joy Gaston Gayles, Tiffany Jasmin González, Cynthia R. Greenlee, Romeo Guzmán, Lauren Hall-Lew, David Hansen, Heidi Harley, Laura M. Harrison, Sonia Hernández, Sharon P. Holland, Elizabeth Q. Hutchison, Deborah Jakubs, Bridget Turner Kelly, Karen Kelsky, Stephen Kuusisto, Magdalena Maczynska, Sheila McManus, Cary Nelson, Jocelyn H. Olcott, Rosanna Olsen, Natalia Mehlman Petrzela, Charles Piot, Bryan Pitts, Sarah Portnoy, Laura Portwood-Stacer, Yuridia Ramirez, Meghan K. Roberts, John Elder Robison, David Schultz, Lynn Stephen, James E. Sutton, Antar A. Tichavakunda, Keri Watson, Ken Wissoker, Karin Wulf
"This book is recommended for anyone interested in understanding, questioning, articulating, and acting on the basis of their own and others' perspectives on sexism, racism, and affirmative action in American higher education."
While equal opportunity for all candidates is widely recognized as a goal within academia, the implementation of specific procedures to achieve equality has resulted in vehement disputes regarding both the means and ends. To encourage a reexamination of this issue, Cahn asked three prominent American social philosophers--Leslie Pickering Francis, Robert L. Simon, and Lawrence C. Becker--who hold divergent views about affirmative action, to write extended essays presenting their views. Twenty-two other philosophers then respond to these three principal essays. While no consensus is reached, the resulting clash of reasoned judgments will serve to revitalize the issues raised by affirmative action.
Introduction - Steven M. Cahn
1. In Defense of Affirmative Action - Leslie Pickering Francis
2. Affirmative Action and the University: Faculty Appointment and Preferential Treatment - Robert L. Simon
3. Affirmative Action and Faculty Appointments - Lawrence C. Becker
4. What Good Am I? - Laurence Thomas
5. Who "Counts" on Campus? - Ann Hartle
6. Reflections on Affirmative Action in Academia - Robert G. Turnbull
7. The Injustice of Strong Affirmative Action - John Kekes
8. Preferential Treatment Versus Purported Meritocratic Rights - Richard J. Arneson
9. Faculties as Civil Societies: A Misleading Model for Affirmative Action - Jeffrie G. Murphy
10. Facing Facts and Responsibilities - The White Man's Burden and the Burden of Proof - Karen Hanson
11. Affirmative Action: Relevant Knowledge and Relevant Ignorance - Joel J. Kupperman
12. Remarks on Affirmative Action - Andrew Oldenquist
13. Affirmative Action and the Multicultural Ideal - Philip L. Quinn
14. "Affirmative Action" in the Cultural Wars - Frederick A. Olafson
15. Quotas by Any Name: Some Problems of Affirmative Action in Faculty Appointments - Tom L. Beauchamp
16. Are Quotas Sometimes Justified? - James Rachels
17. Proportional Representation of Women and Minorities - Celia Wolf-Devine
18. An Ecological Concept of Diversity - La Verne Shelton
19. Careers Open to Talent - Ellen Frankel Paul
20. Some Sceptical Doubts - Alasdair MacIntyre
21. Affirmative Action and Tenure Decisions - Richard T. De George
22. Affirmative Action and the Awarding of Tenure - Peter J. Markie
23. The Case for Preferential Treatment - James P. Sterba
24. Saying What We Think - Fred Sommers
25. Comments on Compromise and Affirmative Action - Alan H. Goldman
About the Authors
About the Author(s)
Steven M. Cahn is Professor of Philosophy and former Provost and Vice President for Academic Affairs at the Graduate Center of the City University of New York. He has published numerous other books, including Morality, Responsibility, and the University (Temple).
Contributors: Laurence Thomas, Ann Hartle, Robert G. Turnbull, John Kekes, Richard J. Arneson, Jeffrie G. Murphy, Karen Hanson, Joel J. Kupperman, Andrew Oldenquist, Philip L. Quinn, Frederick A. Olafson, Tom L. Beauchamp, James Rachels, Celia Wolf-Devine, La Verne Shelton, Ellen Frankel Paul, Alasdair MacIntyre, Richard T. De George, Peter J. Markie, James P. Sterba, Fred Sommers, Alan H. Goldman, and the editor.
Anthropology at Harvard
David L. Browman Harvard University Press, 2013 Library of Congress GN43.2.M4B76 2012 | Dewey Decimal 301.07107444
Anthropology at Harvard recounts the rich and complex history of anthropology at America’s oldest university, beginning with the earliest precursors of the discipline within the study of natural history. The story unfolds through fascinating vignettes about the many individuals—famous and obscure alike—who helped shape the discipline at Harvard College and the Peabody Museum. Lively anecdotes provide in-depth portraits of dozens of key individuals, including Louis and Alexander Agassiz, Frederic Ward Putnam, Mary Hemenway, Alice Cunningham Fletcher, Sylvanus Morley, A. V. Kidder, and Antonio Apache. The text also throws new light on longstanding puzzles and debates, such as Franz Boas’s censure by the American Anthropological Association and the involvement of Harvard archaeologists in espionage work for the U.S. government during World War I.
The authors take a “cohort” perspective, looking beyond the big names to the larger network of colleagues that formed the dynamic backdrop to the development of ideas. The significant contributions of amateurs and private funders to the early growth of the field are highlighted, as is the active participation of women and of students and scholars of diverse ethnic backgrounds. A monumental achievement, Anthropology at Harvard makes an important contribution to the history of Americanist anthropology.
Arthouse: A Novel
Jeffrey DeShell University of Alabama Press, 2011 Library of Congress PS3554.E8358A89 2011 | Dewey Decimal 813.54
Arthouse is an audacious transformation in prose of fourteen modernist films. From film to film, Jeffrey DeShell follows a forty-something failed film studies academic—The Professor. While The Professor is reinvented with each new chapter (or film), what remains is DeShell’s inventive deconstruction and representation of modern cinema. At times borrowing imagery, plot, or character elements, and at times rendering lighting, rhythm, costuming, or shot sequences into fictional language, The Professor’s journey sends him from the Southwestern town of Pueblo, Colorado, into the role of rescuer as he aids an attempted-rape victim, and finally to Italy. Ultimately though, The Professor is left alone, struggling to reconcile the real world with his life in cinema.
Successful professor Nick Hoffman finds his secure, happy, college-town life changed forever after a nightmarish encounter with police. But even when that horrible night is over, life doesn't return to normal. Someone is clearly out to destroy him. Nick and his partner Stefan Borowski face an escalating series of threats that lead to a brutal and stunning confrontation.
A novel of suspense set in the academic world, Assault with a Deadly Lie probes the disturbing psychological impact of slander, harassment, stalking, police brutality, and the loss of personal safety. What will Nick do when his world threatens to collapse? How can he reestablish order in a suddenly chaotic life? Assault with a Deadly Lie, the eighth installment of Lev Raphael's Nick Hoffman Mysteries, propels the series to a new level of danger and intrigue as Nick and Stefan are catapulted out of their tranquil existence by shocking accusations.
Finalist, Midwest Book Award for Mystery/Thriller Fiction, Midwest Independent Publishers Association
“A riveting great read for mystery/suspense fans, author Lev Raphael once again documents his impressive gifts as a storyteller, holding the reader’s rapt attention from beginning to end with unexpected plot twists and surprise twists.”—Jack Mason, Midwest Book Review
“Raphael portrays with frightening power the wrenching experience of victimization by the corporatized, PR-prioritized groves of academia, where both men teach, and by local authorities militarized into SWAT teams practicing police brutality. . . . The compelling core of this unusual novel is Raphael’s depiction of the agonizing reality of victims’ shame, in which someone ‘feels doubly exposed talking about the violation’ and so says nothing.”—Booklist
“Professor Nick Hoffman learns that even tenure can’t guarantee real security.”—Kirkus Reviews
Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.
Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.
Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.
Is there a need to remodel constructivism to be more politically attuned? Author Piki Ish-Shalom calls for an activist academy that engages society and the polity to prevent the watering down of democracy, while helping to create a space for criticism. In this book, he suggests several concrete measures for this engagement within three spheres: individual theoretical work, the academic community as a whole, and within society and the polity. Beyond the Veil of Knowledge suggests that essentially contested concepts are a key medium that politicians use to try to minimize public resistance to their political goals. For constructivists, this means that the social construction of both social knowledge and the social world can be understood as the sociopolitical construction of knowledge and the sociopolitical world.
Stephen Clingman University of Massachusetts Press Library of Congress LA2388.S62C55 2016 | Dewey Decimal 378.12092
When Stephen Clingman was two, he underwent an operation to remove a birthmark under his right eye. The operation failed, and the birthmark returned, but in somewhat altered form. In this captivating book, Clingman takes the fact of that mark—its appearance, disappearance, and return—as a guiding motif of memory. Not only was the operation unsuccessful, it affected his vision, and his eyes came to see differently from each other. Birthmark explores the questions raised by living with divided vision in a divided world—the world of South Africa under apartheid, where every view was governed by the markings of birth, the accidents of color, race, and skin. But what were the effects on the mind? Clingman's book engages a number of questions. How, in such circumstances, can we come to a deeper kind of vision? How can we achieve wholeness and acceptance? How can we find our place in the midst of turmoil and change? In a beguiling narrative set on three continents, this is a story that is personal, painful, comic, and ultimately uplifting: a book not so much of the coming of age but the coming of perspective.
Throughout his long and prolific career, Edward Shils brought an extraordinary knowledge of academic institutions to discussions about higher education. The Calling of Education features Shils's most illuminating and incisive writing on this topic from the last twenty-five years of his life. The first essay, "The Academic Ethic," articulates the unique ethical demands of the academic profession and directs special attention to the integration of teaching and research. Other pieces, including Shils's renowned Jefferson lectures, focus on perennial issues in higher learning: the meaning of academic freedom, the connection between universities and the state, and the criteria for appointing individuals to academic positions.
Edward Shils understood the university as a great symphonic conductor comprehends the value of each instrument and section, both separately and in cooperation. The Calling of Education offers Shils's insightful perspective on problems that are no less pressing than when he first confronted them.
Edward Shils (1910-1995) was distinguished service professor in the Committee on Social Thought and the department of sociology at the University of Chicago. Among his many books published by the University of Chicago Press are Portraits: A Gallery of Intellectuals and the three-volume Selected Papers of Edward Shils.
In Cast a Blue Shadow, his fourth Amish mystery, P. L. Gaus spins a suspenseful tale of power, pride, and tested faith. As always, Gaus explores the threshold of culture and faith among the Amish sects and their English neighbors, combining it here with the political divisions unique to the academic world.
After an early winter blizzard in Holmes County, Ohio, a wealthy socialite is found murdered in her mansion. That same morning, a troubled student, Martha Lehman, turns up at her psychiatrist’s office, bloody and unable to speak.
Professor Michael Branden and Sheriff Bruce Robertson begin an investigation that threatens to tear Millersburg College apart. Mute for many years as a child, Martha is once again unable (or unwilling) to speak. As Branden wrestles with the murder of the college’s leading benefactor, the real story of Martha Lehman begins to emerge—born Amish, converted to Mennonite, and drawn to the “English” world for the worst of reasons.
This new edition of Cast a Blue Shadow features an exclusive interview with the author, reading group materials, and a detailed map and driving guide to Holmes County, Ohio, with everything one needs to visit the iconic scenes depicted in the story.
The increasing corporatization of education has served to expose the university as a business—and one with a highly stratified division of labor. In Chalk Lines editor Randy Martin presents twelve essays that confront current challenges facing the academic workforce in U.S. colleges and universities and demonstrate how, like chalk lines, divisions between employees may be creatively redrawn. While tracing the socioeconomic conditions that have led to the present labor situation on campuses, the contributors consider such topics as the political implications of managerialism and the conceptual status of academic labor. They examine the trend toward restructuring and downsizing, the particular plight of the adjunct professor, the growing emphasis on vocational training in the classroom, and union organizing among university faculty, staff, and graduate students. Placing such issues within the context of the history of labor movements as well as governmental initiatives to train a workforce capable of competing in the global economy, Chalk Lines explores how universities have attempted to remake themselves in the image of the corporate sector. Originally published as an issue of Social Text, this expanded volume, which includes four new essays, offers a broad view of academic labor in the United States. With its important, timely contribution to debates concerning the future of higher education, Chalk Lines will interest a wide array of academics, administrators, policymakers, and others invested in the state—and fate—of academia.
Contributors. Stanley Aronowitz, Jan Currie, Zelda F. Gamson, Emily Hacker, Stefano Harney, Randy Martin, Bart Meyers, David Montgomery, Frederick Moten, Christopher Newfield, Gary Rhoades, Sheila Slaughter, Jeremy Smith, Vincent Tirelli, William Vaughn, Lesley Vidovich, Ira Yankwitt
Is a career as a professor the right choice for you? If you are a graduate student, how can you clear the hurdles successfully and position yourself for academic employment? What's the best way to prepare for a job interview, and how can you maximize your chances of landing a job that suits you? What happens if you don't receive an offer? How does the tenure process work, and how do faculty members cope with the multiple and conflicting day-to-day demands?
With a perpetually tight job market in the traditional academic fields, the road to an academic career for many aspiring scholars will often be a rocky and frustrating one. Where can they turn for good, frank answers to their questions? Here, three distinguished scholars—with more than 75 years of combined experience—talk openly about what's good and what's not so good about academia, as a place to work and a way of life.
Written as an informal conversation among colleagues, the book is packed with inside information—about finding a mentor, avoiding pitfalls when writing a dissertation, negotiating the job listings, and much more. The three authors' distinctive opinions and strategies offer the reader multiple perspectives on typical problems. With rare candor and insight, they talk about such tough issues as departmental politics, dual-career marriages, and sexual harassment. Rounding out the discussion are short essays that offer the "inside track" on financing graduate education, publishing the first book, and leaving academia for the corporate world.
This helpful guide is for anyone who has ever wondered what the fascinating and challenging world of academia might hold in store.
Part I - Becoming a Scholar
* Deciding on an Academic Career
* Entering Graduate School
* The Mentor
* Writing a Dissertation
* Landing an Academic Job
Part II - The Academic Profession
* The Life of the Assistant Professor
* Teaching and Research
* Competition in the University System and Outside Offers
* The Personal Side of Academic Life
Unlike their counterparts on the high school or elementary school level, those who teach college students have extensive training in their various disciplines, but surprisingly little instruction in the craft of teaching itself.
The Chicago Handbook for Teachers is an extraordinarily helpful guide for all those who face the challenge of putting together material for a course and then making it work. Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, deliver an effective lecture, supervise students' writing and research, create and grade exams, and more. Other sections address the less straightforward aspects of teaching, such as dealing with "diversity issues" and knowing where to draw the line in relationships with students. Particularly timely is an up-to-date discussion of when and how best to incorporate the Internet and other electronic resources into your teaching.
Indispensable for graduate students and new teachers, The Chicago Handbook for Teachers is also a useful refresher for the experienced professionals.
Those who teach college students have extensive training in their disciplines, but unlike their counterparts at the high school or elementary school level, they often have surprisingly little instruction in the craft of teaching itself. The Chicago Handbook for Teachers, Second Edition, is an extraordinarily helpful guide for anyone facing the daunting challenge of putting together a course and delivering it successfully.
Representing teachers at all stages of their careers, the authors, including distinguished historian Alan Brinkley, offer practical advice for almost any situation a new teacher might face, from preparing a syllabus to managing classroom dynamics. Beginning with a nuts and bolts plan for designing a course, the handbook also explains how to lead a discussion, evaluate your own teaching, give an effective lecture, supervise students' writing and research, create and grade exams, and more.
This new edition is thoroughly revised for contemporary concerns, with updated coverage on the use of electronic resources and on the challenge of creating and sustaining an inclusive classroom. A new chapter on science education and new coverage of the distinctive issues faced by adjunct faculty broaden the book’s audience considerably. The addition of sample teaching materials in the appendixes enhances the practical, hands-on focus of the second edition. Its broad scope and wealth of specific tips will make The Chicago Handbook for Teachers useful both as a comprehensive guide for beginning educators and a reference manual for experienced instructors.
In 1953 Maurice Halperin was called before the Senate Internal Security Subcommittee to defend himself on charges of espionage. He was accused of having supplied Soviet sources with classified material from the Office of Strategic Services while he was an employee during World War II.
The Cold War was in full force. McCarthyism was at its peak. Caught up in the rapids of history, Maurice Halperin's life spun out of control. Denying the charges but knowing he could never fully clear his name, Halperin fled to Mexico and then, to avoid extradition, to Moscow. Among the friends he made there were British spy Donald MacLean and Cuban revolutionary leader Che Guevara. Disenchanted with socialism in the Soviet Union, he accepted Guevara's invitation to come to Havana in 1962. There he worked for Castro's government for five years before political tension forced him to leave for Vancouver, Canada, where he now resides.
Was Halperin a spy or a scapegoat? Was he a victim of Red- baiting or a onetime Communist espionage agent who eventually lost faith in Communism? Halperin's accuser was Elizabeth Bentley, a confessed Soviet courier who accused more than one hundred Americans of spying. Yet Bentley had no proof, and Halperin continues to maintain his innocence. One of them was lying. As Kirschner unravels the engrossing facts of the case--utilizing FBI files and dozens of interviews, including extensive interviews with Halperin himself--the reader becomes the investigator in a riveting real-life spy mystery. Along the way Kirschner offers new material on the OSS and further disturbing information about J. Edgar Hoover's use of his considerable power.
Maurice Halperin has lived a life like few Americans in our century. A left-wing American exile, he experienced two socialist worlds from the inside. In recounting the unclosed case of Maurice Halperin, Cold War Exile is both a gripping account of that remarkable life and a significant contribution to our understanding of a fascinating and controversial era in American political history.
Counting the Tiger’s Teeth narrates a crucial turning point in Nigerian history, the Agbekoya rebellion (“Peasants Reject Poverty”) of 1968–70, as chronicled by Toyin Falola, reflecting on his firsthand experiences as a teenage witness to history. Falola, the foremost scholar of Africa of this generation, illuminates the complex factors that led to this armed conflict and details the unfolding of major events and maneuvers. The narrative provides unprecedented, even poetic, access to the social fabric and dynamic cosmology of the farming communities in rebellion as they confronted the modernizing state. The postcolonial government exercised new modes of power that corrupted or neglected traditional forms of authority, ignoring urgent pleas for justice and fairness by the citizenry. What emerges, as the rural communities organized for and executed the war, is a profound story of traditional culture’s ingenuity and strength in this epic struggle over the future direction of a nation. Falola reveals the rebellion’s ambivalent legacy, the uncertainties of which inform even the present historical moment. Like Falola’s prizewinning previous memoir, A Mouth Sweeter Than Salt, this engagingly written book performs the essential service of providing a way of walking with ancestors, remembering the dead, reminding the living, and converting orality into a permanent text.
Developing Faculty Members in Liberal Arts Colleges analyzes the career stage challenges these faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service to become academic leaders in their discipline and at these distinctive institutions.
Drawing on research conducted at the thirteen institutions of the Great Lakes Colleges Association, Vicki L. Baker, Laura Gail Lunsford, and Meghan J. Pifer propose a compelling Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges succeed—or sometimes fail—in providing their faculties with the right support to be successful.
Document of Expectations
Devon Abbott Mihesuah Michigan State University Press, 2011 Library of Congress PS3563.I371535D63 2011 | Dewey Decimal 813.54
When Hopi/White Mountain Apache anthropologist Tony M. Smokerise is found murdered in his office at Central Highlands University, the task of solving the crime falls to jaded Choctaw detective Monique Blue Hawk and her partner Charles T. Clarke. A seemingly tolerant and amicable office of higher education, the university, Monique soon learns, harbors parties determined to destroy the careers of Tony and his best friend, the volatile Oglala anthropologist Roxanne Badger. In the course of her investigation, Monique discovers that the scholars who control Tony’s department are also overseeing the excavation of a centuries-old tribal burial site that was uncovered during the construction of a freeway. Tony’s role in the project, she realizes, might be the key to identifying his murderer. This virtuosic mystery novel explores, in engrossing detail, the complex motives for a killing within the sometimes furtive and hermetic setting of academia.
For two hundred years Oxford and Cambridge Universities were home to some of Britain's greatest teachers and intellects, each forming the minds of the passing generations of students and influencing the thinking and practice of university learning throughout the country and the world.
In this entertaining, informative book, Noel Annan is at his incisive best. Displaying his customary mastery of his subject, he describes the great dons in all their glory and eccentricities: who they were, what they were like, why they mattered, and what their legacy is. Written with love and wisdom, the great minds of the past—figures such as John Henry Newman, John Sparrrow, and Isaiah Berlin—are brought alive. In addition, Annan's often quoted article "The Intellectual Aristocracy" is included in this book.
No other work has ever explained so precisely and so intimately the significance of the dons and their important role in shaping higher education—at a time when the nature of learning is ever more the subject of dissension and uncertainty.
"With a charming mixture of analyses and anecdotes, Annan builds up a picture of the changing Oxbridge scene that keeps a reader's imagination. . . . [T]he comical-satirical narrative of which he was a master is a joy to read, and The Dons will deservedly be enjoyed as a bedside book by those who treasure English eccentricity."—Stephen Toulmin, Los Angeles Times Book Review
"[A]n affectionate elegy for a class that has largely expired."—Robert Fulford, National & Financial Post
"[A] wonderfully gifted and energetic writer. . . . Noel was one of the few figures in English public life known simply by his first name. There was no mistaking him for anyone else."—Jonathan Mirsky, New Yorker
"A sparkling collection of essays."—Michael Davie, Times Literary Supplement
"[A] highly affectionate . . . look at some of the more remarkable academic personages to distinguish-and sometimes dumbfound-Oxford and Cambridge over the last two centuries. . . . For all that it cherishes eccentricity and abounds in Oxbridge gossip, The Dons is at heart a deeply serious book, one dedicated to a conception of learning and culture that is at once increasingly rare . . . yet very far from being outmoded."—Mark Feeney, Boston Globe
"Annan writes elegantly and winningly throughout his book. . . . Leaving arguably the best for last, Annan ends The Dons with a reprinting of his celebrated essay 'The Intellectual Aristocracy,' . . . [B]oth a dazzling tour de force and a clever jeu d'esprit."—Michael Dirda, Washington Post Book World
"A witty, erudite, insider account-exactly what one would expect from the best of their type."—Andrew Lycett, Sunday Times
Double Vision: A Novel
George Garrett University of Alabama Press, 2007 Library of Congress PS3557.A72D685 2004 | Dewey Decimal 813.54
A shotgun marriage of fact and fiction by one of the most highly regarded writers and teachers of our time.
A writer named George Garrett, suffering from double vision as a result of a neurological disorder, is asked to review a recent, first biography of the late Peter Taylor, a renowned writer who has been his long-time friend and neighbor in Charlottesville. Reflecting on their relationship, Garrett conceives of a character—not unlike himself—a writer in his early 70s, ill and suffering from double vision, named Frank Toomer. He gives Toomer a neighbor, a distinguished short story writer named Aubrey Carver.
As the real George Garrett and Peter Taylor are replaced by two very different and imaginary writers, the story becomes a wise and insightful exploration of American literary life, the art of biography, the comical rivalries among writers and academics, notions of success, and the knotty relationship of art to life, fact to fiction, and life to death. Double Vision is a witty tour de force and an elegy for a gifted generation of writers.
This is the first biography in English of an uncommon American, Dr. David Murray, a professor of mathematics at Rutgers College, who was appointed by the Japanese government as Superintendent of Education in the Empire of Japan in 1873. The founding of the Gakusei—the first public school system launched in Japan—marks the beginning of modern education in Japan, accommodating all children of elementary school age. Murray’s unwavering commitment to its success renders him an educational pioneer in Japan in the modern world.
Benjamin Duke has compiled this comprehensive biography of David Murray to showcase Murray’s work, both in assisting around 100 samurai students in their studies at Rutgers, and in his unprecedented role in early Japanese-American relations. This fascinating story uncovers a little-known link between Rutgers University and Japan, and it is the only book to conclude that Rutgers made a greater contribution to the development of modern education in the early Meiji Era than any other non-Japanese college or university in the world.
Economic Challenges in Higher Education
Charles T. Clotfelter, Ronald G. Ehrenberg, Malcolm Getz, and John J. Siegfried University of Chicago Press, 1991 Library of Congress LC67.62.E25 1991 | Dewey Decimal 338.4737873
The last two decades have been a turbulent period for American higher education, with profound demographic shifts, gyrating salaries, and marked changes in the economy. While enrollments rose about 50% in that period, sharp increases in tuition and fees at colleges and universities provoke accusations of inefficiency, even outright institutional greed and irresponsibility. As the 1990s progress, surpluses in the academic labor supply may give way to shortages in many fields, but will there be enough new Ph.D.'s to go around?
Drawing on the authors' experience as economists and educators, this book offers an accessible analysis of three crucial economic issues: the growth and composition of undergraduate enrollments, the supply of faculty in the academic labor market, and the cost of operating colleges and universities. The study provides valuable insights for administrators and scholars of education.
The Eleventh House: Memoirs
Hudson Strode, Introduction by Don Noble University of Alabama Press, 2016 Library of Congress D15.S89A33 2016 | Dewey Decimal 973.9092
"Every place I visited," says Hudson Strode, "was like a surprise package to be opened, and I untied the strings with high expectations." Reading The Eleventh House: Memoirs is like going to a party of smartly dressed guests.
Strode starts his foreign travels in Sorrento with Dante's descendant Count Dante Serego-Alighieri as his guide. He takes a Russian cattle boat to Tunisia and lunches with the lovely Countess de Brazza. Then he embarks on a whirlwind tour of South America and writes South by Thunderbird. Later, in England, he visits Rebecca West at her country home and strikes up a warm friendship with Lady Astor. In Denmark his hostess is Isak Dinesen. In Finland he meets Jan Sibelius.
Such are the times of Hudson Strode. With his keen eye for settings, with candor, energy, and curiosity, Strode sees his famous friends closely and wholly. His is a unique account.
The Eleventh House is the story of a rewarding and fascinating life told by a man who remembers it all with affection. He tells it for the record and as great entertainment.
By turns wickedly funny and profoundly illuminating, Encounters and Reflections presents a captivating and unconventional portrait of the life and works of Seth Benardete. One of the leading scholars of ancient thought, Benardete here reflects on both the people he knew and the topics that fascinated him throughout his career in a series of candid, freewheeling conversations with Robert Berman, Ronna Burger, and Michael Davis.
The first part of the book discloses vignettes about fellow students, colleagues, and acquaintances of Benardete's who later became major figures in the academic and intellectual life of twentieth-century America. We glimpse the student days of Allan Bloom, Stanley Rosen, George Steiner, and we discover the life of the mind as lived by well-known scholars such as David Grene, Jacob Klein, and Benardete's mentor Leo Strauss. We also encounter a number of other learned, devoted, and sometimes eccentric luminaries, including T.S. Eliot, James Baldwin, Werner Jaeger, John Davidson Beazley, and Willard Quine. In the book's second part, Benardete reflects on his own intellectual growth and on his ever-evolving understanding of the texts and ideas he spent a lifetime studying. Revisiting some of his recurrent themes—among them eros and the beautiful, the city and the law, and the gods and the human soul—Benardete shares his views on thinkers such as Plato, Homer, and Heidegger, as well as the relations between philosophy and science and between Christianity and ancient Roman thought.
Engaging and informative, Encounters and Reflections brings Benardete's thought to life to enlighten and inspire a new generation of thinkers.
The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future?
Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning.
Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.
How do the necessities of caring for others deter, benefit, or redefine
research and teaching in higher education? What have universities done
to recognize the difficulties facing academic parents, single mothers
and fathers, graduate students, lesbian and gay couples? What pro-family
policies can be enacted during institutional budget crises?
At a time when the academy is an ever more demanding arbiter and shaper
of the lives of those it employs, The Family Track: Keeping Your Faculties While You Mentor, Nurture, Teach, and Serve discusses the challenges
and benefits of balancing a rewarding professional life with the competing
needs to nurture children, care for aging parents, and engage in other
personal relationships. Here academic women and men explore issues that
include biological and tenure clocks, childcare and eldercare, surrogate
parenting of students, and increasing job demands. In telling stories
about the quality of their lives, they express their hopes, anxieties,
difficulties, and personal strategies for maintaining a delicate but achievable
"Lively, well-written, useful, and persuasive … The Family Track reveals much on family roles within the academy and suggests
many specific projects and guidelines for Institutional change."
-- Judith Kegan Gardiner, editor of Provoking Agents: Gender and Agency in Theory and Practice
Asian American women scholars experience shockingly low rates of tenure and promotion because of the particular ways they are marginalized by the intersectionalities of race and gender in academia. Although Asian American studies critics have long since debunked the model minority myth that constructs Asian Americans as the ideal academic subject, university administrators still treat Asian American women in academia as though they will simply show up and shut up. Consequently, because silent complicity is expected, power holders will punish and oppress Asian American women severely when they question or critique the system.
However, change is in the air. Fight the Tower is a continuation of the Fight the Tower movement, which supports women standing up for their rights to claim their earned place in academia and to work for positive change for all within academic institutions. The essays provide powerful portraits, reflections, and analyses of a population often rendered invisible by the lies that sustain intersectional injustices in order to operate an oppressive system.
Fortune's Favored Child
Raouf Mama Northwestern University Press, 2014 Library of Congress GR55.M26A3 2014 | Dewey Decimal 808.543092
Raouf Mama is widely beloved by children and adults alike for his books and especially for his African and multicultural storytelling, which incorporates poetry, song, music, and dance.
In Fortune’s Favored Child, the master storyteller tells his own story, beginning in the West African country of Benin. Through a harrowing experience with sickness, an encounter with a clairvoyant traditional healer, and astonishing twists of fortune, the protagonist struggles to uncover his real identity, to get an education, and to make his own way in the world. His journey takes him to the shores of the United States to attend graduate school at the University of Michigan and begin a new chapter in his life.
Full Moon at Noontide is the story of Ann Putnam’s mother and father and her father’s identical twin, and how they lived together with their courage and their stumblings, as they made their way into old age and then into death. It’s the story of the journey from one twin’s death to the other, of what happened along the way, of what it means to lose the other who is also oneself. And it’s the story of how Ann Putnam herself struggled to save them and could not, and how she dealt with the weight of guilt, of worrying that she had not done enough, said enough, stayed long enough for them all. How she learned that through this long journey all that was really needed was love.
Combining anecdotal evidence (the personal stories of rhetoric and composition teachers) with hard data, Theresa Enos offers documentation for what many have long suspected to be true: lower-division writing courses in colleges and universities are staffed primarily by women who receive minimal pay, little prestige, and lessened job security in comparison to their male counterparts. Male writing faculty, however, also are affected by factors such as low salaries because of the undervaluation of a field considered feminized. As Enos notes in her preface: "The rhetoric of our institutional lives is connected especially to the negotiations of gender roles in rhetoric and composition."
Enos describes and classifies narratives gathered from surveys, interviews, and campus visits and interweaves these narratives with statistical data gathered from national surveys that show gendered experiences in the profession. Enos discusses the ways in which these experiences affect the working conditions of writing teachers and administrators in various programs at different types of institutions.
Enos points out that fields in which women excel—and are acknowledged—receive less prestige than other fields. On the university level, those genres in which women have demonstrated competence are not taken as seriously as those dominated by men. In practical terms, academia affords more glory for teaching literature than for teaching rhetoric and composition.
Within the field of rhetoric and composition, however, Enos finds it difficult to determine why the accomplishments of women receive less credit than those of men. She speculates as to whether it is part of the larger pattern in society—and in academia—to value men more than women or something in the field itself that keeps women from real power, even though women make up the majority of composition and rhetoric teachers.
Enos provides fascinating personal histories of composition and rhetoric teachers whose work has been largely disregarded. She also provides information about writing programs, teaching, administrative responsibilities, ranks among teachers, ages, salary, tenure status, distribution of research, service responsibilities, records of publication, and promotion and tenure guidelines.
From junior college to Ivy League university, the level of teaching ranges from "great to awful," according to Richard A. Watson, who explains not only how to survive but how to profit from and enjoy your college experience.
To help students make important personal choices—what school? what major? what classes?—Watson explains such broad areas as administrative structure, institutional goals, and faculty aspirations.
Charging the student with the ultimate responsibility for learning, Watson presents certain academic facts of life: teaching is not the primary concern of either the faculty or the administration in most institutions; few professors on the university level have had any training in teaching, and even fewer started out with teaching as their goal; senior professors do not teach much (the higher the rank and salary, the less time in the classroom), and those seeking tenure must emphasize research to survive; and almost certainly, the bad teacher who is a good researcher will get paid more than the good teacher who does not publish.
This is a book about good teaching and how to find it. Rejecting the conventional wisdom that a professor devoted to research will not be effective in the classroom, Watson advises that you take classes from the professor you may have been cautioned to avoid.
How Professors Think
Michèle Lamont Harvard University Press, 2009 Library of Congress LB2333.L36 2009 | Dewey Decimal 378.12
Everyone in academia stresses quality. But what exactly is it, and how do professors identify it? Michèle Lamont observed deliberations for fellowships and research grants, and interviewed panel members at length. In How Professors Think, she reveals what she discovered about this secretive, powerful, peculiar world. Lamont aims to illuminate the confidential process of evaluation and to push the gatekeepers to both better understand and perform their role.
In How Writing Faculty Write, Christine Tulley examines the composing processes of fifteen faculty leaders in the field of rhetoric and writing, revealing through in-depth interviews how each scholar develops ideas, conducts research, drafts and revises a manuscript, and pursues publication. The book shows how productive writing faculty draw on their disciplinary knowledge to adopt attitudes and strategies that not only increase their chances of successful publication but also cultivate writing habits that sustain them over the course of their academic careers. The diverse interviews present opportunities for students and teachers to extrapolate from the personal experience of established scholars to their own writing and professional lives.
Tulley illuminates a long-unstudied corner of the discipline: the writing habits of theorists, researchers, and teachers of writing. Her interviewees speak candidly about overcoming difficulties in their writing processes on a daily basis, using strategies for getting started and restarted, avoiding writer’s block, finding and using small moments of time, and connecting their writing processes to their teaching. How Writing Faculty Write will be of significant interest to students and scholars across the spectrum—graduate students entering the discipline, new faculty and novice scholars thinking about their writing lives, mid-level and senior faculty curious about how scholars research and write, historians of rhetoric and composition, and metadisciplinary scholars.
Drawing on decades of experience as a renowned teacher, advisor, administrator, and philosopher, Steven M. Cahn diagnoses problems plaguing America’s universities and offers his prescriptions for improvement. He explores numerous aspects of academic life, including the education of graduate students, the quality of teaching, the design of liberal arts curricula, and the procedures for appointing faculty and considering them for tenure.
Inside Academia uses real cases to illustrate how faculty members, deans, and provosts often do not serve the best interests of schools or students. Yet the book also highlights efforts of those who have committed themselves and their institutions to the pursuit of academic excellence.
What issues arise when students’ uses of intellectual materials are legally challenged, and how does the academic context affect them? What happens when users of intellectual property, either within or outside the academic structure, violate students’ rights to their intellectual products? In Intellectual Property on Campus, TyAnna K. Herrington addresses these concerns and more, clearing up the confusion often surrounding intellectual property law and its application in an academic setting. Filled with practical information and simple yet thorough explanations, this enlightening volume provides educators and students with a solid basis for understanding the broader impacts of legal and ethical dilemmas involving intellectual materials.
Herrington provides insight for students into how complex concepts such as patent, trademark, copyright, fair use, and plagiarism affect their work. She outlines the potential effects of the choices students make, as well as the benefits and limitations of legal protection for intellectual property, including the thorny issues of authorship and authority under the 1976 Copyright Act. Herrington also explores the topic of student collaboration—now very common on college campuses—and how it affects intellectual property issues and legal relationships, as well as the impact of new technologies, such as blogs, on student work in educational environments. Intellectual Property on Campus also provides useful information for administrators and educators. In particular, Herrington investigates the possible ramifications of their pedagogical and policy choices, and examines in depth the responsibility of instructors to treat students’ intellectual property legally, ethically, and conscientiously. Cautioning educators about the limitations on their control over intellectual materials in an academic setting, Herrington encourages teachers to minimize their influence over student works, instead giving pupils more freedom to control their own creations.
The volume also investigates the rights, responsibilities, and limitations for users of intellectual property, as opposed to creators, especially as related to student or instructor use of copyrighted materials. Discussed in detail are such issues as fair use and the TEACH Act, as well as the often-intertwined areas of plagiarism, authorship, and copyright. In addition, Herrington addresses recent cultural developments regarding the use and creation of intellectual property by students and instructors.
Written in a jargon-free style that is easy to understand, Intellectual Property on Campus gives students, instructors, and administrators the information they need to navigate the intricate landscape of law and integrity in the realm of academic creation.
This historical memoir by the widely recognized scholar, Wayne Flynt, chronicles the inner workings of his academic career at Samford and Auburn Universities, as well as his many contributions to the general history of Alabama. Flynt has traveled the state and the South lecturing and teaching both lay and academic groups, calling on his detailed knowledge of both the history and power structures in Alabama to reveal uncomfortable truths wherever he finds them, whether in academic institutions that fall short of their stated missions, in government and industry leaders who seek and hold power by playing to the fears and prejudices of the public, or in religious groups who abandon their original missions and instead seek financial and emotional comfort in lip service only.
In doing so he has not only energized those who think the State of Alabama can and must do better, but also has earned the enmity of those who prosper, profit, and prevaricate for their own selfish ends. Nevertheless, Flynt utilizes a lifetime of learning and reflection to voice the conscience of his community. Keeping the Faith: Ordinary People, Extraordinary Lives tells the story of his life and his courageous battles against an indifferent or hostile hierarchy with modesty and honesty. In doing so he tells us how Alabama institutions really are manipulated and, more importantly, why we should care.
Leave The Dishes In The Sink
Alison Comish Thorne Utah State University Press, 2002 Library of Congress LA2317.T488 2002 | Dewey Decimal 378.12092
Alison Thorne provides a small-town Utah perspective on the progressive social movements that in the mid to late twentieth century dramatically affected American society. A born activist, Thorne has fought for women's rights, educational reform in public schools and universities, the environment, peace, and the war on poverty. Her efforts have been all the more challenging because of the conservative social and cultural environment in which she has undertaken them. Yet, Thorne, who has deep personal and familial roots in the politically conservative and predominantly Mormon culture of Utah and much of the West, has worked well with people with varied political and social perspectives and agendas. She has been able to establish effective coalitions in contexts that seem inherently hostile. She demonstrated this through her election to the local school board and through her appointment by both Republican and Democratic governors, eventually as chair, to the statewide Governor's Committee on the Status of Women.
How does society view and define sexual harassment of students by academicians? Does the collegiate environment exacerbate the problem and contribute to its current epidemic proportions? What can students, faculty, and administrators do about the problem? The Lecherous Professor addresses these timely issues, including the dilemma of teacher-student dating, newly devised policy statements on sexual harassment from several institutions, and faculty uneasiness about administrative directives on sexual harassment.
President of the Archaeological Institute of America, professor at the University of Michigan from 1889 to 1927, and president of the American Philological Association, Francis Kelsey was crucially involved in the founding or growth of major educational institutions. He came to maturity in a period of great technological change in communications, transportation, and manufacturing. Kelsey took full advantage of such innovations in his ceaseless drive to promote education for all, to further the expansion of knowledge, and to champion the benefits of the study of antiquity.
A vigorous traveler around the United States, Europe, and the Mediterranean, Kelsey strongly believed in the value of personally viewing sites ancient and modern and collecting artifacts that could be used by the new museums and universities that were springing up in the United States. This collecting habit put him in touch with major financiers of the day, including Charles Freer, Andrew Carnegie, and J. P. Morgan, as he sought their help for important projects.
Drawing heavily on Kelsey's daily diaries now held at the University of Michigan's Bentley Historical Library, John Griffiths Pedley gives us a biography that records the wide-ranging activities of a gifted and energetic scholar whose achievements mirrored the creative and contributive innovations of his contemporary Americans.
Loving Mountains, Loving Men is the first book-length treatment of a topic rarely discussed or examined: gay life in Appalachia. Appalachians are known for their love of place, yet many gays and lesbians from the mountains flee to urban areas. Jeff Mann tells the story of one who left and then returned, who insists on claiming and celebrating both regional and erotic identities.
In memoir and poetry, Mann describes his life as an openly gay man who has remained true to his mountain roots. Mann recounts his upbringing in Hinton, a small town in southern West Virginia, as well as his realization of his homosexuality, his early encounters with homophobia, his coterie of supportive lesbian friends, and his initial attempts to escape his native region in hopes of finding a freer life in urban gay communities. Mann depicts his difficult search for a romantic relationship, the family members who have given him the strength to defy convention, his anger against religious intolerance and the violence of homophobia, and his love for the rich folk culture of the Highland South.
His character and values shaped by the mountains, Mann has reconciled his homosexuality with both traditional definitions of Appalachian manhood and his own attachment to home and kin. Loving Mountains, Loving Men is a compelling, universal story of making peace with oneself and the wider world.
Lucchesi and The Whale
Frank Lentricchia Duke University Press, 2001 Library of Congress PS3562.E4937L83 2001 | Dewey Decimal 813.54
Lucchesi and The Whale is an unusual work of fiction by noted author and critic Frank Lentricchia. Its central character, Thomas Lucchesi Jr., is a college professor in the American heartland whose obsessions and compulsions include traveling to visit friends in their last moments of life—because grief alone inspires him to write—and searching for secret meaning in Herman Melville’s Moby-Dick. Himself a writer of “stories full of violence in a poetic style,” Lucchesi tells his students that he teaches “only because [his] fiction is commercially untouchable” and to “never forget that.” Austerely isolated, anxiety-ridden, and relentlessly self-involved, Lucchesi nonetheless cannot completely squelch his eagerness for love. Having become “a mad Ahab of reading,” who is driven to dissect the “artificial body of Melville’s behemothian book” to grasp its truth, Lucchesi allows his thoughts to wander and loop from theory to dream to reality to questionable memory. But his black humor-tinged musings are often as profoundly moving as they are intellectual, such as the section in which he ponders the life and philosophy of Ludwig Wittgenstein in relation to the significance of a name—and then attempts to share these thoughts with a sexy, middle-aged flight attendant—or another in which he describes a chance meeting with a similarly-named mafia don. Despite apparent spiritual emptiness, Lucchesi in the end does find “a secret meaning” to Moby-Dick. And Lentricchia’s creations—both Lucchesi and The Whale and its main character—reveal this meaning through a series of ingeniously self-reflective metaphors, in much the way that Melville himself did in and through Moby-Dick. Vivid, humorous, and of unparalleled originality, this new work from Frank Lentricchia will inspire and console all who love and ponder both great literature and those who would write it.
"A very important study that will appeal to a disability studies audience as well as scholars in social movements, social justice, critical pedagogy, literacy education, professional development for disability and learning specialists in access centers and student counseling centers, as well as the broader domains of sociology and education."
---Melanie Panitch, Ryerson University
"Ableism is alive and well in higher education. We do not know how to abandon the myth of the 'pure (ivory) tower that props up and is propped up by ableist ideology.' . . . Mad at School is thoroughly researched and pathbreaking. . . . The author's presentation of her own experience with mental illness is woven throughout the text with candor and eloquence."
---Linda Ware, State University of New York at Geneseo
Mad at School explores the contested boundaries between disability, illness, and mental illness in the setting of U.S. higher education. Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an "agile") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind?
Mental disability (more often called "mental illness") is a topic of fast-growing interest in all spheres of American culture, including popular, governmental, aesthetic, and academic. Mad at School is a close study of the ways that mental disabilities impact academic culture. Investigating spaces including classrooms, faculty meeting rooms, and job searches, Price challenges her readers to reconsider long-held values of academic life, including productivity, participation, security, and independence. Ultimately, she argues that academic discourse both produces and is produced by a tacitly privileged "able mind," and that U.S. higher education would benefit from practices that create a more accessible academic world.
Mad at School is the first book to use a disability-studies perspective to focus on the ways that mental disabilities impact academic culture at institutions of higher education. Individual chapters examine the language used to denote mental disability; the role of "participation" and "presence" in student learning; the role of "collegiality" in faculty work; the controversy over "security" and free speech that has arisen in the wake of recent school shootings; and the marginalized status of independent scholars with mental disabilities.
Margaret Price is Associate Professor of English at Spelman College.
A generation of research has provided a new understanding of how the brain works and how students learn. David Gooblar offers scholars at all levels a practical guide to the state of the art in teaching and learning. His insights about active learning and the student-centered classroom will be valuable to instructors in any discipline, right away.
Drago Jancar Northwestern University Press, 1998 Library of Congress PG1919.2.A54P6713 1998 | Dewey Decimal 891.8435
The first novel by the preeminent Slovenian author Drago Jancar to be published in English, Mocking Desire is a brilliant exploration of conflicting states of experience and comprehension.
Gregor Gradnik, a Slovenian writer, enters the sensual and seething life of New Orleans to teach a creative writing class at a university. Gregor at first acts as only an observer, yet seductive New Orleans soon draws him into a series of bizarre erotic, professional, and social relationships. A profound and entertaining work, Mocking Desire provides the English-speaking world with the perfect introduction to one of Eastern Europe's leading writers.
"[A] timely and important book.... These thoughtful essays surely will shape the debate about morality in higher education for years to come and provide guidance in the quest to improve the quality of campus Iife."
--Ernest L. Boyer, President, Carnegie Foundation for the Advancement of Teaching
This book, the first of its kind, consists of fourteen original essays by noted American philosophers critically investigating crucial moral issues generated by academic life. The authors ask: What are the standards of conduct appropriate in class-rooms, departmental meetings, and faculty meetings, in grading students, evaluating colleagues, and engaging in research?
"The need for appropriate, sustained, philosophical analyses and examinations of practical ethics dilemmas in academic life undoubtedly is required since the reporting of questionable conduct alone does little to resolve the problem. This book of essays provides a vehicle for beginning this sustained investigation."
--Betty A. Sichel, Long Island University
"The essays address neglected matters which not only should, but I believe will, be of interest to academics...and perhaps a few administrators, which would be a very good thing indeed."
--Hans Oberdiek, Swarthmore College
The Mortal Storm
Phyllis Bottome Northwestern University Press, 1998 Library of Congress PR6003.O66M67 1998 | Dewey Decimal 823.912
A highly acclaimed anti-fascist novel, The Mortal Storm was Phyllis Bottome's dramatic warning against the warmongering, antisemitism, and misogyny of the Nazis. The story pits the developing political and feminist consciousness of Freya Roth against the Nazi machine that will destroy the fabric of her family and nation. In its combination of adventure and love story, political analysis and history, The Mortal Storm remains a powerful reminder of the greatest crisis of the twentieth century, as well as a riveting personal saga.
"Toyin Falola has given us what is truly rare in modern African writing: a seriously funny, racy, irreverent package of memories, and full of the most wonderful pieces of poetry and ordinary information. It is a matter of some interest, that the only other volume A Mouth Sweeter Than Salt reminds one of is Ake, by Wole Soyinka. What is it about these Yorubas?"
-Ama Ata Aidoo
"A splendid coming-of-age story so full of vivid color and emotion, the words seem to dance off the page. But this is not only Falola's memoir; it is an account of a new nation coming into being and the tensions and negotiations that invariably occur between city and country, tradition and modernity, men and women, rich and poor. A truly beautiful book."
-Robin D. G. Kelley
"More than a personal memoir, this book is a rich minihistory of contemporary Nigeria recorded in delicious detail by a perceptive eyewitness who grew up at the crossroads of many cultures."
"The reader is irresistibly drawn into Falola's world. The prose is lucid. There is humor. This work is sweet. Period."
-Ngugi wa Thiongo'o
A Mouth Sweeter Than Salt gathers the stories and reflections of the early years of Toyin Falola, the grand historian of Africa and one of the greatest sons of Ibadan, the notable Yoruba city-state in Nigeria.
Redefining the autobiographical genre altogether, Falola miraculously weaves together personal, historical, and communal stories, along with political and cultural developments in the period immediately preceding and following Nigeria's independence, to give us a unique and enduring picture of the Yoruba in the mid-twentieth century. This is truly a literary memoir, told in language rich with proverbs, poetry, song, and humor.
Falola's memoir is far more than the story of one man's childhood experiences; rather, he presents us with the riches of an entire culture and community-its history, traditions, pleasures, mysteries, household arrangements, forms of power, struggles, and transformations.
In My Butch Career Esther Newton tells the compelling, disarming, and at times sexy story of her struggle to write, teach, and find love, all while coming to terms with her identity. Newton recounts a series of traumas and conflicts, from being molested as a child to her failed attempts to live a “normal,” straight life in high school and college. She discusses being denied tenure at Queens College and nearly again so at SUNY Purchase. With humor and grace, she describes her introduction to middle-class gay life and her love affairs. By age forty, where Newton's narrative ends, she began to achieve personal and scholarly stability in the company of the first politicized generation of out lesbian and gay scholars with whom she helped create gender and sexuality studies. Affecting and immediate, My Butch Career is a story of a gender outlaw in the making, an invaluable account of a beloved and influential figure in LGBT history, and a powerful reminder of only how recently it has been possible to be an openly queer academic.
“When I was starting College Presidents for Gun Safety, one of the concerns I heard was the idea that there were just too many issues on which to articulate an opinion. Where would it stop? Where would we draw the line? . . . In light of this latest tragedy, on a college campus that could have been any of ours, I would say: ‘We are nowhere near the line yet.’” (Lawrence Schall, quoted in “Tragedy at Umpqua,” by Paul Fain, Inside Higher Ed, October 2, 2015)
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”
On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining “neutrality,” depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality—or what is meant by it—in the teaching of writing.
Higher education itself and its stakeholders are continually exploring the role of teachers in the classroom and the extent to which it is possible or ethical to engage in neutrality. Amplifying voices from teachers in underrepresented positions and institutions in discussions of teacher ideology, On Teacher Neutrality shapes the discourse around these topics both within the writing classroom and throughout higher education. The book offers a rich array of practices, pedagogies, and theories that will help ground instructors and posits a way forward toward better dialogue and connections with the various stakeholders of higher education in the United States.
Tristan Abbott, Kelly Blewett, Meaghan Brewer, Christopher Michael Brown, Chad Chisholm, Jessica Clements, Jason C. Evans, Heather Fester, Romeo García, Yndalecio Isaac Hinojosa, Mara Holt, Erika Johnson, Tawny LeBouef Tullia, Lauren F. Lichty, Adam Pacton, Daniel P. Richards, Patricia Roberts-Miller, Karen Rosenberg, Allison L. Rowland, Robert Samuels, David P. Stubblefield, Jennifer Thomas, John Trimbur
“I never wanted to be a professor,” writes Jerry Apps in the introduction to Once a Professor. Yet a series of unexpected events and unplanned experiences put him on an unlikely path—and led to a thirty-eight-year career at the University of Wisconsin.
In this continuation of the Apps life story begun in his childhood memoir Limping through Life, Wisconsin’s celebrated rural storyteller shares stories from his years at the University of Wisconsin–Madison from 1957 to 1995, when he left the university to lecture and write fulltime. During those years Apps experienced the turmoil of protests and riots at the UW in the 1960s, the struggles of the tenure process and faculty governance, and the ever-present pressure to secure funding for academic research and programs.
Through it all, the award-winning writer honed a personal philosophy of education—one that values critical thinking, nontraditional teaching approaches, and hands-on experiences outside of the classroom. Colorful characters, personal photos, and journal entries from the era enrich this account of an unexpected campus career.
The Perils and Prospects of Southern Black Leadership fills an important gap in uncovering the history of southern black leaders between the death of Booker T. Washington and the rise of Martin Luther King, Jr. Originally published to critical acclaim in 1977 (Duke University Press), and now available in paperback with a new preface by the author, this book provides an intellectual biography of Gordon Blaine Hancock, a Virginia educator, journalist, and minister whose writings and speeches on race relations were widely influential in the South in the thirty years prior to the Brown decision of 1954. In showing how Hancock faced his generation's main dilemma—how to end Jim Crow and ensure integration without abandoning ideals of black identity, independence, and solidarity—Raymond Gavins's biography illuminates the history of African Americans and race relations in America.
Navigating academia can seem like a voyage through a foreign land: strange cultural rules dictate everyday interactions, new vocabulary awaits at every turn, and the feeling of being an outsider is unshakable. For students considering doctoral programs and doctoral students considering faculty life, The PhDictionary is a lighthearted companion that illuminates the often opaque customs of academic life.
With more than two decades as a doctoral student, college teacher, and administrator, Herb Childress has tripped over almost every possible misunderstood term, run up against every arcane practice, and developed strategies to deal with them all. He combines current data and personal stories into memorable definitions of 150 key phrases and concepts graduate students will need to know (or pretend to know) as they navigate their academic careers. From ABD to white paper—and with buyout, FERPA, gray literature, and soft money in between—each entry contains a helpful definition and plenty of relevant advice. Wry and knowledgeable, Childress is the perfect guide for anyone hoping to scale the ivory tower.
A set of creative writers here responds to the call for literature that addresses who we are by understanding where we are—where, for each of them, being somehow part of the academy. Their personal essays delineate the diverse, sometimes unexpected roles of place in shaping them, as writers and teachers in varied environments, through unique experiences and distinctive worldviews—in reconfiguring their conjunctions of identity and setting, here, there, everywhere, and in between.
Offering creative comments on place, identity, and academic work are authors Charles Bergman, Mary Clearman Blew, Jayne Brim Box, Jeffrey M. Buchanan, Norma Elia Cantú, Katherine Fischer, Kathryn T. Flannery, Diana Garcia, Janice M. Gould, Seán W. Henne, Rona Kaufman, Deborah A. Miranda, Erin E. Moore, Kathleen Dean Moore, Robert Michael Pyle, Jennifer Sinor, Scott Slovic, Michael Sowder, Lee Torda, Charles Waugh, and Mitsuye Yamada.
Plum Wine: A Novel
Angela Davis-Gardner University of Wisconsin Press, 2006 Library of Congress PS3554.A9384P58 2006 | Dewey Decimal 813.6
Barbara Jefferson, a young American teaching in Tokyo in the 1960s, is set on a life-changing quest when her Japanese surrogate mother, Michi, dies, leaving her a tansu of homemade plum wines wrapped in rice paper. Within the papers Barbara discovers writings in Japanese calligraphy that comprise a startling personal narrative. With the help of her translator, Seiji Okada, Barbara begins to unravel the mysteries of Michi's life, a story that begins in the early twentieth century and continues through World War II and its aftermath.
As Barbara and Seiji translate the plum wine papers they form an intimate bond, with Michi a ghostly third in what becomes an increasingly uneasy triangle. Barbara is deeply affected by the revelation that Michi and Seiji are hibakusha, survivors of the atomic bombing in Hiroshima, and even harder for her to understand are the devastating psychological effects wrought by war. Plum Wine examines human relationships, cultural differences, and the irreparable consequences of war in a story that is both original and timeless.
2007 A Notable Fiction Book of 2007, selected by the Kiriyama Prize Committee
Amid a whirlwind of drugs, sex, and other temptations of the “English” world, a group of Amish teenagers on their Rumschpringe test the limits of their parents’ religion to the breaking point. The murder of one and the abduction of another challenge Professor Michael Branden as he confronts the communal fear that the young people can never be brought home safely.
Along with Holmes County Sheriff Bruce Robertson and Pastor Cal Troyer, Professor Branden works against the clock to find a murderer and a kidnapper, and to break a drug ring operating in the county, determined, wherever the trail may lead him, to restore the shattered community. In his desperate search, Branden struggles with the reluctance of the Amish to trust the law to help them find the answers to their problems.
In A Prayer for the Night, his fifth Ohio Amish Mystery, P. L. Gaus deftly balances the pace and practices of Amish life in northern Ohio against the unfolding urgency of a hostage situation. As Gaus has proven before, the mystery gains from its exploration of the ever-widening chasm between the traditional life of the Amish people and their interaction with the outside world.
A Professor at the End of Time tells one professor’s story in the context of the rapid reconfiguration of higher education going on now, and analyzes what the job included before the supernova of technological innovation, the general influx of less-well-prepared students, and the diminution of state and federal support wrought wholesale changes on the profession.
It happens every summer: packs of beer-bellied men with gloves and aluminum bats, putting their middle-aged bodies to the test on the softball diamond. For some, this yearly ritual is driven by a simple desire to enjoy a good ballgame; for others, it’s a way to forge friendships—and rivalries. But for one short, wild-haired, bespectacled professor, playing softball in New York’s Central Park means a whole lot more. It's one last chance to heal the nagging wounds of Little League trauma before the rust of decline and the relentless responsibilities of fatherhood set in.
Professor Baseball is the coming-of-middle-age story of New York University professor and Little League benchwarmer Edwin Amenta. As rookie manager of the Performing Arts Softball League’s doormat Sharkeys, he reverses softball’s usual brawn-over-brains formula. He coaxes his skeptical teammates to follow his sabermetric and sociological approach, based equally on Bill James and Max Weber, which in the heady days of early success he dubs “Eddy Ball.” But Amenta soon learns that his teammates’ attachments to favorite positions and time-honored (if ineffective) strategies are hard to break—especially when the team begins losing. And though he rejects the baseball-as-life metaphor, life keeps intruding on his softball season. Amenta here comes to grips with the humiliation of assisted reproduction, suffers mysterious ailments, and finds himself lingering at the sponsor’s bar, while his partner, a beautiful but baseball-challenged professor, second-guesses his book in the making. Can he turn his team—and his life—around?
Packed with colorful personalities, dramatic games, and the bustle of New York life, Professor Baseball will charm anyone who has ever root, root, rooted for the underdog.
This book is a guide to thinking about and planning for tenure, promotion, and academic career-planning. It is a synthesis of research, interviews and consultations, as well as personal experiences about surviving and prospering in academia. David Perlmutter tries to reveal as critically and as candidly as possible the "behind closed doors" and "people-incited" events, issues, processes, and relations that affect victory or failure in academia.
The Questions of Tenure
Richard P. CHAIT Harvard University Press, 2002 Library of Congress LB2335.7.Q47 2002 | Dewey Decimal 378.121
Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works?
In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools.
Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.
Hard of hearing since early childhood, John Christiansen spent the first 30 years of his life trying to fit in to a hearing world that did little to accommodate his communication needs. Although he excelled in academics, Christiansen found social situations stressful at every level, until he obtained a position as a professor of sociology at Gallaudet University. There he learned sign language and joined a new community. Reflections: My Life in the Deaf and Hearing Worlds grew out of his personal experiences inhabiting these two worlds.
As a sociologist, Christiansen could identify the toll that trying to communicate with hearing people took on his psyche, the classic looking-glass self in action: I am what I think you think I am. He saw that people with hearing loss frequently blame themselves for social awkwardness and gaffs, even though the responsibility for clear communication should be shared. Still, after living in the hearing world for most of his life, he opted to undergo a cochlear implantation to try to improve interaction with his hearing friends, wife, and children.
His description of adjusting to his cochlear implant brings fresh reality to the implant process. As he puts it, he was not a superstar. After ten years, though, he feels positive enough about his experience to endorse it. As a denouement to his affecting memoir, he describes the disruptive 2006 protest at Gallaudet over the choice of a new president from his vantage point as a member of the search committee. Reflections stands as a remarkable account of one person’s navigation through the intricacies of two different and occasionally opposing worlds.
Samuel Steward and the Pursuit of the Erotic: Sexuality, Literature, Archives examines one of the most fascinating sexual renegades of the twentieth century and the social, cultural, pedagogical, and erotic projects with which he was engaged. This innovative collection, edited by Debra A. Moddelmog and Martin Joseph Ponce, examines the life and work of Samuel Steward at their most daring and controversial. Samuel Steward—writer, literature professor, visual artist, tattoo artist, sexual archivist, unofficial sexologist, and vernacular pornographer—gave voice and vision to some of the central concerns of twentieth-century U.S. gay culture and politics. These essays frame Steward not merely as an associate or a lover of more well-known luminaries but as a significant cultural figure in his own right, one whose work anticipated some of the current aims and methods of queer studies.
With work by prominent scholars in queer, transgender, and sexuality studies, and with topics such as the queer archive, hoarding, masochism, the queer mystery, race and desire, sexology, and gay pornography, Samuel Steward and the Pursuit of the Erotic will appeal to a wide range of readers across a variety of disciplines invested in queer experience. Closing on a personal recollection from one of Steward’s last close friends, the volume will also appeal to readers interested in the personal aspects of this fascinating, idiosyncratic figure’s multifaceted life.
As another college year draws to an end, Professor Michael Branden is weary after nearly thirty years of teaching. Sitting in his office on a warm spring day, he receives an unexpected visit from an Amish man who claims his brother, a dwarf like himself, has been murdered. Their discussion of the odd details of the case is interrupted by a commotion on campus, which turns out to be the apparent suicide of a young woman, who, it seems, has leapt to her death from the college bell tower.
The investigations of these two deaths become intertwined as Professor Branden again teams up with his colleagues Pastor Cal Troyer and Sheriff Bruce Robertson to seek explanations for these bizarre events.
Separate from the World is a story of a rift between two Amish factions, one that favors the use of medicine and that participates in a college study of genetic traits particular to the Amish community, and the other that rejects any outside influence.
Once more, P. L. Gaus takes us inside a separate culture and, in a manner both gentle and grim, highlights the complex relationship of the Amish and the “English” as they live inside or outside each other’s orbits.
Best known as the writer who introduced French existentialism to English-speaking readers through her translation of Sartre's Being and Nothingness, Hazel E. Barnes has written an autobiography that is both the success story of a professional woman as well as a profoundly moving reflection on growing older. Transcending the personal details of her life, Barnes' memoir stands as an important contribution to the intellectual history of our century.
"An intimate record of our times and of the ongoing issues that challenge us to define ourselves over and over again."—Kirkus Reviews
"An engaging autobiography that spans not only [Barnes'] self-identified period of 'flourishing' but virtually all the twentieth century."—Library Journal
"Thoughtful, gracefully written reflections. . . . Readers will be glad they pursued an unusual woman's intellectual and personal journey."—Booklist
"An accessible, wonderfully written book packed with wisdom and insight."—Denver Post
"Absorbing and satisfying."—Gertrude Reif Hughes, Women's Review of Books
Author Steven J. Harper pays tribute to a well-respected teacher with this biography of a distinguished William Smith Mason Professor of History at Northwestern University, Richard W. Leopold. Harper had maintained contact with his former professor, as had hundreds of other alumni, meeting with him in the apartment to which his age and health confined him. When Leopold invited him to review his biographical materials to prepare a New York Times obituary, Harper began to catch glimpses of a deeper history in Leopold’s life: that of Jews in America after the turn of the century.
Across two years of Sundays, Leopold’s life came together and Harper began to notice parallels between the life of his professor and the life of his recently deceased father-in-law. Both grew up in less orthodox households but were still identified as Jewish by others; both attended Ivy League colleges, fighting (and beating) anti-Semitism there; and both served their country with distinction in World War II. The two men persevered through a twentieth century Jewish-American experience that they and many others shared, but rarely discussed. Steven Harper has caught them both on the page just in time to document their lives, their culture, and the nation that grew and changed alongside them.
Tenured Bosses and Disposable Teachers: Writing Instruction in the Managed University exposes the poor working conditions of contingent composition faculty and explores practical alternatives to the unfair labor practices that are all too common on campuses today.
Editors Marc Bousquet, Tony Scott, and Leo Parascondola bring together diverse perspectives from pragmatism to historical materialism to provide a perceptive and engaging examination of the nature, extent, and economics of the managed labor problem in composition instruction—a field in which as much as ninety-three percent of all classes are taught by graduate students, adjuncts, and other “disposable” teachers. These instructors enjoy few benefits, meager wages, little or no participation in departmental governance, and none of the rewards and protections that encourage innovation and research. And it is from this disenfranchised position that literacy workers are expected to provide some of the core instruction in nearly everyone's higher education experience.
Twenty-six contributors explore a range of real-world solutions to managerial domination of the composition workplace, from traditional academic unionism to ensemble movement activism and the pragmatic rhetoric, accommodations, and resistances practiced by teachers in their daily lives.
Contributors are Leann Bertoncini, Marc Bousquet, Christopher Carter, Christopher Ferry, David Downing, Amanda Godley, Robin Truth Goodman, Bill Hendricks, Walter Jacobsohn, Ruth Kiefson, Paul Lauter, Donald Lazere, Eric Marshall, Randy Martin, Richard Ohmann, Leo Parascondola, Steve Parks, Gary Rhoades, Eileen Schell, Tony Scott, William Thelin, Jennifer Seibel Trainor, Donna Strickland, William Vaughn, Ray Watkins, and Katherine Wills.
These autobiographical and analytical essays by a diverse group of professors and graduate students from working-class families reveal an academic world in which "blue-collar work is invisible." Describing conflict and frustration, the contributors expose a divisive middle-class bias in the university setting. Many talk openly about how little they understood about the hierarchy and processes of higher education, while others explore how their experiences now affect their relationships with their own students. They all have in common the anguish of choosing to hide their working-class background, to keep the language of home out of the classroom and the ideas of school away from home. These startlingly personal stories highlight the fissure between a working-class upbringing and the more privileged values of the institution.
Since 1986, Robert Klose has taught biology at a “small, impoverished, careworn” college in central Maine. Located on a former military base, the school became first the South Campus of the University of Maine, or SCUM, and later, Penobscot Valley Community College, then Bangor Community College, and most recently University College of Bangor. Despite its improved nomenclature, University College of Bangor remains an open-admissions environment at which “one never knows what’s going to come in over the transom.” Klose’s nontraditional students have included, in addition to single parents and veterans, the homeless, the abused, ex-cons, and even a murderer (who was otherwise “a very nice person”). Chronicling his experiences teaching these diverse students, Klose describes with equal doses of care and wry wit those who are profoundly unfit for college, their often inadequate command of the lingua franca, and the alacrity with which they seize upon the paranormal (the three-legged woman) while expressing skepticism about mainstream science. He reflects on the decline of reading for enjoyment and the folly of regarding email as a praiseworthy substitute for expository writing. He details what works in the classroom, identifies what has failed, and relates stories of the absurd, the sublime, and the unanticipated, such as one student’s outburst following a discussion of evolution: “For what you have taught today you shall be damned to everlasting fires of hell!” Tempering thoughtfulness with a light touch and plenty of humor, these essays prove that teaching, an “imperfect occupation,” remains a “special profession.”
The National Science Foundation's ADVANCE Institutional Transformation program has been awarding five-year grants to colleges and universities since 2001 to address a common problem: how to improve the work environment for women faculty in science and engineering. Drawing on the expertise of scientists, engineers, social scientists, specialists in organizational behavior, and university administrators, this collection is the first to describe the variety of innovative efforts academic institutions around the country have undertaken.
Focusing on a wide range of topics, the contributors discuss both the theoretical and empirical aspects of these initiatives, with emphasison the practical issues involved in creating the approaches. The cases
represented in this collection depict the many issues women faculty in science and engineering face. The essays in Transforming Science and Engineering illustrate that creating work environments that sustain and advance women scientists and engineers benefits women, men, and underrepresented minorities.
Abigail J. Stewart is Sandra Schwartz Tangri Distinguished University Professor of Psychology and Women's Studies at the University of Michigan.
Janet E. Malley is a psychologist and Associate Director of the Institute for Research on Women and Gender at the University of Michigan.
Danielle LaVaque-Manty, former Research Associate at the Institute for Research on Women and Gender at the University of Michigan, teaches composition at U-M's Sweetland Writing Center.
Colombian-born Santiago Martinez starts his adult life as a young gay writer living in Spain. Years later, as a university professor in New York City, Santiago is called back to his native Colombia upon the suicide of his sister. There he learns some shocking secrets about his childhood and adolescence and comes to the realization that cherished memories of the past are only illusion.
Using Servant Leadership provides an instructive guide for how faculty members can engage in servant leadership with administrators, students, and community members. By utilizing a wide range of research and through a series of case studies, Angelo J. Letizia demonstrates how, with a bit of creative thinking, the ideals of servant leadership can work even in the fractious, cash-strapped world of contemporary higher education. Furthermore, he considers how these concepts can be implemented in pedagogy, research, strategic planning, accountability, and assessment. This book points the way to a more humane university, one that truly serves the public good.
In the summer of 2000, David Hlavsa and his wife Lisa Holtby embarked on a pilgrimage. After trying for three years to conceive a child and suffering through the monthly cycle of hope and disappointment, they decided to walk the Camino de Santiago, a joint enterprise—and an act of faith—they hoped would strengthen their marriage and prepare them for parenthood.
Though walking more than 400 miles across the north of Spain turned out to be more difficult than they had anticipated, after a series of misadventures, including a brief stay in a Spanish hospital, they arrived in Santiago. Shortly after their return to Seattle, Lisa became pregnant, and the hardships of the Camino were no comparison to what followed: the stillbirth of their first son and Lisa’s harrowing second pregnancy.
Walking Distance is a moving and disarmingly funny book, a good story with a happy ending—the safe arrival of David and Lisa’s second son, Benjamin. David and Lisa get more than they bargained for, but they also get exactly what they wanted: a child, a solid marriage, and a richer life.
Students do months of research before choosing just the right college, but once theyre on campus, how many of them actually research the professors who are teaching their classes? To optimize your college education you need to find your schools best teachers but how?
What Every College Student Should Know is a guide to discovering the best teachers at your school and learning everything you can from them. Here, the unique writing combination of a professor and a student provides you with perspectives from both sides of the equation. You'll learn:
What questions to ask in selecting an instructor
How to evaluate professors based on the first class sessions
What to look for in a syllabus and grading policies
How to identify a professors teaching style and how to adapt to it
?Even the most outgoing students can expect only limited contact with their professors in the classroom, so the authors also provide tactics to take full advantage of meetings outside regular class time, such as:
Advice on how to review your exam or paper with your professor
Ways to build a relationship with a teacher and get invaluable feedback on your work
Tips on how to get the best recommendations from proffessors
White Boy: A Memoir
Mark D. Naison Temple University Press, 2002 Library of Congress E185.98.N35A3 2002 | Dewey Decimal 974.723
How does a Jewish boy who spent the bulk of his childhood on the basketball courts of Brooklyn wind up teaching in one of the city's pioneering black studies departments? Naison's odyssey begins as Brooklyn public schools respond to a new wave of Black migrants and Caribbean immigrants, and established residents flee to virtually all-white parts of the city or suburbs. Already alienated by his parents' stance on race issues and their ambitions for him, he has started on a separate ideological path by the time he enters Columbia College. Once he embarks on a long-term interracial relationship, becomes a member of SDS, focuses his historical work on black activists, and organizes community groups in the Bronx, his immersion in the radical politics of the 1960s has emerged as the center of his life. Determined to keep his ties to the Black community, even when the New Left splits along racial lines, Naison joined the fledgling African American studies program at Fordham, remarkable then as now for its commitment to interracial education.This memoir offers more than a participant's account of the New Left's racial dynamics; it eloquently speaks to the ways in which political commitments emerge from and are infused with the personal choices we all make.
Neil Gross shows that the U.S. academy’s liberal reputation has exerted a self-selecting influence on young liberals, while deterring promising conservatives. His study sheds new light on both academic life and American politics, where the conservative movement was built in part around opposition to the “liberal elite” in higher education.
Working with Faculty Writers
Anne Ellen Geller and Michele Eodice Utah State University Press, 2013 Library of Congress P301.5.A27W67 2013 | Dewey Decimal 808.04720711
The imperative to write and to publish is a relatively new development in the history of academia, yet it is now a significant factor in the culture of higher education. Working with Faculty Writers takes a broad view of faculty writing support, advocating its value for tenure-track professors, adjuncts, senior scholars, and graduate students. The authors in this volume imagine productive campus writing support for faculty and future faculty that allows for new insights about their own disciplinary writing and writing processes, as well as the development of fresh ideas about student writing.
Contributors from a variety of institution types and perspectives consider who faculty writers are and who they may be in the future, reveal the range of locations and models of support for faculty writers, explore the ways these might be delivered and assessed, and consider the theoretical, philosophical, political, and pedagogical approaches to faculty writing support, as well as its relationship to student writing support.
With the pressure on faculty to be productive researchers and writers greater than ever, this is a must-read volume for administrators, faculty, and others involved in developing and assessing models of faculty writing support.
In this engrossing memoir, poet and literacy scholar Eli Goldblatt shares the intimate ways reading and writing influenced the first thirty years of his life—in the classroom but mostly outside it. Writing Home: A Literacy Autobiography traces Goldblatt’s search for home and his growing recognition that only through his writing life can he fully contextualize the world he inhabits.
Goldblatt connects his educational journey as a poet and a teacher to his conception of literacy, and assesses his intellectual, emotional, and political development through undergraduate and postgraduate experiences alongside the social imperatives of the era. He explores his decision to leave medical school after he realized that he could not compartmentalize work and creative life or follow in his surgeon father’s footsteps. A brief first marriage rearranged his understanding of gender and sexuality, and a job teaching in an innercity school initiated him into racial politics. Literacy became a dramatic social reality when he witnessed the start of the national literacy campaign in postrevolutionary Nicaragua and spent two months finding his bearings while writing poetry in Mexico City.
Goldblatt presents a thoughtful and exquisitely crafted narrative of his life to illustrate that literacy exists at the intersection of individual and social life and is practiced in relationship to others. While the concept of literacy autobiography is a common assignment in undergraduate and graduate writing courses, few books model the exercise. Writing Home helps fill that void and, with Goldblatt’s emphasis on “out of school” literacy, fosters an understanding of literacy as a social practice.
Writing in Disguise is a series of increasingly personal essays that both discuss and dramatize through firsthand experience the significance of subordination in academic life, in terms of issues and structures but above all in terms of texts. Some are written: memos, rejection letters, even resignation letters. Some are not: anecdotes, protests, jokes, parodies.
All of these texts have in common the imperative of disguise, represented as the most crucial consequence of dominant discourse, within which subordination might speak only by knowing its place, and write only by producing hidden transcripts.
Caustic, pointed, satiric, Writing in Disguise is an engaging critique of aspects of academia involving the misuse, misappropriation, and misappreciation of verbal communication in its many guises.