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Class ends. Students pack up and head back to their dorms. The professor, meanwhile, goes to her car . . . to catch a little sleep, and then eat a cheeseburger in her lap before driving across the city to a different university to teach another, wholly different class. All for a paycheck that, once prep and grading are factored in, barely reaches minimum wage.
 
Welcome to the life of the mind in the gig economy. Over the past few decades, the job of college professor has been utterly transformed—for the worse. America’s colleges and universities were designed to serve students and create knowledge through the teaching, research, and stability that come with the longevity of tenured faculty, but higher education today is dominated by adjuncts. In 1975, only thirty percent of faculty held temporary or part-time positions. By 2011, as universities faced both a decrease in public support and ballooning administrative costs, that number topped fifty percent. Now, some surveys suggest that as many as seventy percent of American professors are working course-to-course, with few benefits, little to no security, and extremely low pay.
 
In The Adjunct Underclass, Herb Childress draws on his own firsthand experience and that of other adjuncts to tell the story of how higher education reached this sorry state. Pinpointing numerous forces within and beyond higher ed that have driven this shift, he shows us the damage wrought by contingency, not only on the adjunct faculty themselves, but also on students, the permanent faculty and administration, and the nation. How can we say that we value higher education when we treat educators like desperate day laborers?
 
Measured but passionate, rooted in facts but sure to shock, The Adjunct Underclass reveals the conflicting values, strangled resources, and competing goals that have fundamentally changed our idea of what college should be. This book is a call to arms for anyone who believes that strong colleges are vital to society.
 

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

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.”

During the last two decades, many U.S. universities have restructured themselves to operate more like corporations.  Nowhere has this process been more dramatic than at New York University, which has often been touted as an exemplar of the "corporate university."  Over the same period, an academic labor movement has arisen in response to this corporatization.  Using the unprecedented 2005 strike by the graduate student union at NYU as a springboard, The University Against Itself provides a brief history of labor organizing on American campuses, analyzes the state of academic labor today, and speculates about how the university workplace may evolve for employees.

All of the contributors were either participants in the NYU strike -- graduate students, faculty, and organizers -- or are nationally recognized as writers on academic labor.  They are deeply troubled by the ramifications of corporatizing universities.  Here they spell out their concerns, offering lessons from one historic strike as well as cautions about the future of all universities.

Contributors include: Stanley Aronowitz, Barbara Bowen, Andrew Cornell, Ashley Dawson, Stephen Duncombe, Steve Fletcher, Greg Grandin, Adam Green, Kitty Krupat, Gordon Lafer, Micki McGee, Sarah Nash, Cary Nelson, Matthew Osypowski, Ed Ott, Ellen Schrecker, Susan Valentine, and the editors.

(From the Preface) Many budding musicians—even from affluent families with both parents living at home and providing a strong supportive environment, combined with constant encouragement—find it very challenging to earn a PhD and reach the pinnacle of a deanship and professorship at a competitive institution of higher learning in the United States of America. As you read this book you will find that no one informed Willis Patterson of this phenomenon because without having the aforementioned criteria, he accomplished those goals and many more.

The book’s main character begins his life, similar to a diamond in the rough, and over time evolves into a rare gem at maturity. These pages will reveal how Willis Patterson of Ann Arbor, Michigan developed from somewhat of a lost child in the 1930s into a: sophisticated academician (Ph.D. in Higher Education Administration and Supervision from Wayne State University in Detroit, MI); a superior vocal performer; Voice Department Chair, Fulbright Scholar; esteemed Master Voice Teacher; Choral and Glee Club director extraordinaire; University Leader in the recruitment and retention of Minority students (Voice/Performing/Composition); an established Church Choir Director; and Associate Academic Dean of the School of Music at one of America’s finest universities, the University of Michigan.

This book is about a very humble man of significant stature. Although he was motivated and driven to become the best he could be in his quest for excellence—by kicking open the door of opportunity whenever it was presented (audition ready)—he never forgot his family members or hometown acquaintances.

Reduced state funding to public institutions. The removal of tenure from state statutes. Attempts to silence faculty. Michael Bernard-Donals takes on these issues and other crises in higher education in The Vulnerability of Public Higher Education, exploring how values once used to justify higher education—the democratization of knowledge, the fostering of expertise, the creation of well-informed citizens, and critical engagement with issues—have been called into question.

Bernard-Donals argues that public higher education, especially the work of faculty, has become vulnerable—socially, politically, professionally—and this book takes seriously the idea of vulnerability, suggesting that university faculty see it not as an encumbrance to their work but as an opportunity to form relations of solidarity with one another through mutual recognition and shared, albeit different forms of, precarity. Through a series of case studies on faculty rights and responsibilities, the efficacy of diversity initiatives, and tenure and academic freedom, Bernard-Donals employs a rhetorical perspective to show how vulnerability can reshape faculty work and provide ways to shift the relations of materiality and power while opening up new forms of deliberation, engagement, and knowledge production.

Toxic Ivory Towers seeks to document the professional work experiences of underrepresented minority (URM) faculty in U.S. higher education, and simultaneously address the social and economic inequalities in their life course trajectory. Ruth Enid Zambrana finds that despite the changing demographics of the nation, the percentages of Black and Hispanic faculty have increased only slightly, while the percentages obtaining tenure and earning promotion to full professor have remained relatively stagnant. Toxic Ivory Towers is the first book to take a look at the institutional factors impacting the ability of URM faculty to be successful at their jobs, and to flourish in academia. The book captures not only how various dimensions of identity inequality are expressed in the academy and how these social statuses influence the health and well-being of URM faculty, but also how institutional policies and practices can be used to transform the culture of an institution to increase rates of retention and promotion so URM faculty can thrive.