Confessions of a Community College Dean
In which a veteran of cultural studies seminars in the 1990s moves into academic administration and finds himself a married suburban father of two. Foucault, plus lawn care.
In which a veteran of cultural studies seminars in the 1990s moves into academic administration and finds himself a married suburban father of two. Foucault, plus lawn care.
August 26, 2010 - 9:30pm
As regular readers know, I’m kind of obsessed with questions of structure in American higher education. I’m working on a book on the subject now, and I keep bumping into a series of suspicions that I can neither prove nor disprove.
I don’t know if anyone has done a serious study of this. If someone has, I’d love a reference. But if not, here’s an idea for an enterprising Ed.D. student looking for a dissertation topic...
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August 25, 2010 - 9:51pm
A new correspondent writes (edited for anonymity):
August 24, 2010 - 9:09pm
A new correspondent writes:
August 23, 2010 - 8:31pm
The nieces came to visit this weekend. The older niece is three, and the younger one is five months.
The glory of an infant niece -- I’d imagine grandkids work the same way -- is that you get all of the cuteness, without the hard labor. When Younger Niece made the untoward digestive noises they make at that age, I could look at my brother without guilt. And when you’re a few years out of having an infant around, a little one makes a great nostalgia trip.
August 22, 2010 - 8:58pm
Who’s qualified to teach college level math?
This isn’t limited to math, but I’ll start there because it’s concrete. Similar issues arise in any number of other disciplines.
According to some in the math department, you either have a master’s (or higher) in mathematics, or you do not. Engineering isn’t math; computer science isn’t math; physics isn’t math; mathematics education isn’t math. The folks who hold this view claim that they’re upholding standards, and preventing a slow but presumably inevitable slide towards perdition.
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