In 2011, Paul Clemens, a writer from Detroit published an up-close and personal look at deindustrialization called Punching Out: One Year in a Closing Auto Plant. It recorded the year he spent on a work team hired to dismantle and gut one of the city’s remaining factories. I wrote about the book when it came out, and won’t recycle anything here, but recall a few paragraphs expressing a particular kind of frustration that a non-Detroiter can only sympathize with, not really share.
The cause was a tendency by outsiders – or a subset of them at any rate – to treat the city’s decline as perverse kind of tourist attraction or raw material for pontification. Clemens had lost all patience with arty photographs of abandoned buildings and pundits’ blatherscate about the “creative destruction” intrinsic to dynamic capitalism. He also complained about the other side of the coin, the spirit of “we’re turning the corner!” boosterism. “No Parisian is as impatient with American mispronunciation,” he wrote, “no New Yorker as disdainful of tourists needing directions, as is a born-and-bred Detroiter with the optimism of recent arrivals and their various schemes for the city’s improvement.”
Dora Apel, a professor of art history and visual culture at Wayne State University, has, in effect, gathered everything that dismays and offends Clemens between the covers of Beautiful Terrible Ruins: Detroit and the Anxiety of Decline (Rutgers University Press).
She calls Detroit “the quintessential urban nightmare in a world where the majority of people live in cities.” But nightmare imagery can be seductive, making Detroit “a thriving destination for artists, urban explorers, academics, and other curious travelers and researchers who want to experience for themselves industrial, civic, and residential abandonment on a massive scale.”
That lure is felt most keenly by people who, after the “experience,” enjoy the luxury of going home to someplace stable, orderly, and altogether more pleasant. It’s evident Apel finds something ghoulish about taking pleasure from a scene of disaster, “feeding off the city’s misery while understanding little about its problems, histories, or dreams.” But the aesthetic appeal of ruins – the celebration of old buildings crumbling picturesquely, of columns broken but partly standing, of statuary fractured and eroded by time –- goes back at least to the 18th century, and it can’t be reduced to mere gloating. The author makes a brief but effective survey of “ruin lust,” a taste defined by “the beautiful and melancholic struggle between nature and culture,” as well as the feelings of contrast between ancient and modern life that ruins could evoke in the viewer, in pleasurable ways. She also points out how, in previous eras, this taste often involved feelings of national superiority, as with well-off travelers enjoying the sight of another country’s half-demolished architecture. (At least a tinge of gloating, in that case.)
It’s not difficult to recognize classical elements of the ruins aesthetic as "The Tree" by James D. Griffioen. One of a number of images reproduced in the book, Griffioen took the photograph in the Detroit Public Schools Book Depository, in which a sapling has taken root in the mulch created by a layer of decomposing textbooks – an almost schematic case of “the beautiful and melancholic struggle between nature and culture.” But Apel underscores the differences between the 21st century mode of “ruination” and the taste cultivated in earlier periods. For one thing, ““modernist architecture refuses the return of culture to nature in the manner of ancient ruins in large part because the building materials of concrete, steel, and glass do not delicately crumble in the picturesque way that stone does.”
More importantly, though, the fragments aren’t poking up from some barely imaginable gulf in time and culture: Detroit was, in effect, the world capital of industrial society within living memory. In his autobiography published in the early 1990s, then-Mayor Coleman Young wrote: “In the evolutionary urban order, Detroit today has always been your town tomorrow.” The implications of that thought are considerably more gloomy than they were even 20 years ago. One implication of imagery such as "The Tree" is that it’s not a reminder of the recent past so much as a glimpse at the ruins of the not too distant future.
Photography is not the only cultural register in which the fascination with contemporary ruins makes itself evident: There are “urban exploration,” for example: a subculture consisting (it seems) mainly of young guys who trespass on ruined property to take in the ambience while also enjoying the dangers and challenges of moving around in collapsing architecture. Apel also writes about artists in Detroit who have colonized depopulated areas both to reclaim them as living space and to incorporate the ruins into their creative work.
The effects are not strictly local: “the borders between art, media, advertising, and popular culture have become increasingly permeable,” Apel writes, “as visual imagery easily ranges across these formats and as people produce their own imagery on websites and social media.” And the aestheticized ruination of Detroit feeds into a more widespread (even global) “anxiety of decline” expressed in post-apocalyptic videogame scenarios, survivalist television programs, zombie movies, and so on. Not that Detroit is the inspiration in each case, but it provides the most concrete, real-world example of dystopia.
“As the largest deteriorating former urban manufacturing center,” Apel writes, contemporary Detroit is a product of an understanding of society in “rights are dependent on what people can offer to the state’s economic well-being, rather than vice-versa,” and “the lost protection of the state means vastly inadequate living conditions and the most menial and unprotected forms of labor in cities that are divested of many of their social services and left to their own devices.”
Much of the imagery analyzed in Beautiful Terrible Ruins seems to play right along with that social vision. The nicely composed photographs of crumbling buildings are usually empty of any human presence, while horror movies fill their urban landscapes with the hungry undead -- the shape of dreaded things to come.
The #forKariann may have achieved its aim: Joshua Eyler, the academic who has been publicly pleading for Aetna to approve an experimental treatment for his wife’s chronic pain, announced Monday that her treatment was approved. Eyler’s wife, Kariann Fuqua, is a full-time, non-tenure-track instructor of writing and communication at Rice University who developed small fiber neuropathy last year and is in near-constant pain in her hands and feet. An expensive treatment held promise for a life beyond pain medication, but Aetna rejected the prescription on the grounds that it was still experimental for her condition. So Eyler, the director of Rice’s Center for Teaching Excellence who’d been blogging about his wife’s condition, built a Twitter campaign under the hashtag #forKariann for Aetna to change its decision.
Eyler said that on Monday, as the couple was in the process of completing their first appeal, Fuqua’s doctor put in the treatment request again -- to the couple’s pharmaceuticals provider, Envision Pharmaceutical Services. Envision ultimately approved the treatment, Eyler said
Fuqua will begin her treatment next week.
“This means everything for our family,” said Eyler, who guessed that social media may have played a role in the decision, along with the persistence of his wife’s medical team. “It is a chance for her to live a life without as much pain. All we ever wanted was to have this chance, and now we turn our focus to the treatments themselves.”
I have spent the last several years participating in the collective hand-wringing that has occupied humanists and liberal arts educators everywhere. There is no point in rehashing the indignities that academe has suffered at the hands of legislators, administrators, corporations, and student-consumers. You know the lament all too well.
There seems to be some sense among us that what we are experiencing is an unprecedented problem; that somehow profit incentives, patriarchal administrators, corporate values – in short, “the Man” – have only recently taken over American education. We like to believe that once upon a time higher education had a golden age that was due, not simply to the nation being flush with cash or to growing populations, not to bull markets or boards full of generous millionaires, but to high-minded, honorable prevailing philosophies about democracy and justice that have since fallen by the wayside.
But, as philosopher Stan Goff points out, the idea of education-for-all didn’t enter American culture until well after the Civil War (even then it remained heavily segregated), and this was for somewhat suspect reasons. Progressives at the turn of the century “were concerned about the feminization of men, the recent influx of non-English speaking immigrants, the temptations to vice of urban life for boys, and a general lack of discipline among the young. The compulsory public school … was a ready-made solution. Progressives equated ‘good citizenship’ with respect for authority.” Widespread education was designed to produce manly men, and obedient women and workers, who would answer their nation’s call in peace and wartime. Football, Boy Scouts, and the National Rifle Association were parallel projects of this era. A flourishing of land grant universities and private institutions – supplementing the already-existing elite institutions – began producing a steady supply of human capital so that America could enhance its economic and military dominance.
In other words, American education has always owed its primary existence to the Man and has never really challenged his dominance. Not everyone is equally invested; there have been student uprisings here and there, and certainly particular persons on the margins have called for radical change. But by and large higher education has never demanded a fundamental re-thinking of the American project.
For example, on the whole, the educational sector doesn’t call for the return of the continent to Native Americans (my house!), payment of reparations to descendants of slaves (my taxes!), the end of industrial economies (my iPhone!), or the radical revision of state or national borders (my scary neighbors!). On the whole, we don’t question the concepts of nation-states, economic and social progress, the primacy of individual choice, or the use of state force – instead quibbling over their limits. Such concepts are the water we swim in and the air we breathe; except for an extremely small number of us who truly live off the proverbial grid, we hardly notice these assumptions, much less interrogate them.
And even those of us who are radical enough to challenge governmental or corporate sectors are almost certain to rebel against any wholesale revision of higher education. We may call for tweaks – more diversity, more tenure-track lines, fewer administrators, better family leave, better need-based financial aid. But the end goal of democracy (not to mention getting/keeping my job) stays the same. It’s not just Arne Duncan who sees educators as “nation builders.” Many times have I heard colleagues bring up “citizenship” when pressed to defend the work that we do.
While we may hope good citizens will speak truth to those in power, we must also admit that most of our students will end up – like us – not as revolutionaries but as more or less comfortable (and eminently replaceable) cogs in the global economic machine. Even in flagship institutions of liberal arts, a mainly white Western canon prevails that is designed to shape students who will foster some variation of American-style democracy, at home and abroad.
This is not the mythology we live by, of course. I, for one, am conscious to include readings in my classes that will anger nice white liberals and Fox News devotees alike. And I like to think of myself as counter-cultural in my educational ideals of “learning to think” or “awakening human beings,” which often involve a soft-focus image of toga-clad ancient Greeks or medieval monks, mingled in with brochure-worthy photographs of diverse and smiling young people doing good works. Such images are what motivated many of us to work in education, and are among the reasons (along with summers, health benefits, and retirement funds) that many of us stay on even after we’ve become disillusioned.
But in the end, I’m pretty dedicated to colleges and universities continuing to exist mostly as they are; the liberal arts education that has shaped me is, in very real ways, my religion. I’m unlikely to renounce it as such. Thus, all the stories I’ve told myself about changing the world are probably indicative of my wishes and best intentions rather than my reality.
What if revolution, not mere reform, is called for? What if we – yes, even those on the margins – have been so indoctrinated into the putative value of education-for-freedom that we can no longer see the ways in which educators – as educators – are part of the problem? If, as Audre Lorde says, the master’s tools will never dismantle the master’s house, what makes us think we can somehow make the institutions of American higher education work for something other than the master? Is it at least possible that, just maybe, the American educational system is so corrupt at its roots that we should welcome its passing?
Don’t get me wrong. If the Ivy Leagues and other billionaires are all that’s left when the rest of us crumble, I will be furious. But perhaps, if we take the long view, we could rejoice in the opportunity that this crisis presents – if not for us as individuals, then at least for future generations on the earth. What if our demise will make room for, be the mulch that nourishes, something even better? Perhaps instead of institutions imprisoned by endowments, academic calendars, boards, legislators, tuition discounts, or profit margins, there will be “flying universities,” “artisanal” colleges, online-residential hybrids, or various kinds of micro or macro institutions actually run by the people and for the people, not yet invented or even imagined.
As someone once said, “Everything. Everyone. Everywhere. Ends.” Why not us?
Kate Blanchard is associate professor of religious studies at Alma College.
Adjuncts at Whittier College gained some significant improvements to their working conditions in their first union contract, they announced late last week. They’ll see an increase in pay from $1,150 per credit hour to $1,550 by fall 2016, plus a $300 course cancellation fee within 21 days of the start of classes and pro-rated pay for any classes actually taught. A professional development fund also has been established.
The Service Employees International Union-affiliated adjuncts also gained more job security, such as 1-year appointments starting with the second year of service (up from semester-to-semester appointments). The contract includes additional protections for reappointment and evaluation and a “just cause” standard for discipline and dismissal.
Whittier adjuncts make up the third SEIU-related part-time faculty union to achieve a contract since SEIU began its Adjunct Action campaign, a major push to organize adjuncts across metro areas. Adjuncts at Tufts and Lesley universities saw similar gains in their first contracts. Dozens of other new unions are negotiating their first contracts.
Whittier President Sharon Herzberger said in an emailed statement that the college and SEIU "have been hard at work for about a year to reach a fair and mutually beneficial agreement. We look forward to continuing our constructive relationship with the union and our talented group of adjunct professors as we prepare to welcome our students in early September." (Note: This story has been updated from an earlier version to include Herzberger's comments.)
Conflicts of interest are inherent in faculty control over curriculum. When not addressed, these conflicts can result in faculty behavior that is neither in the best interest of their students nor of their colleges and universities. Our proposed approach for mitigating such conflicts involves shared governance, with faculty and administrators facing, and mitigating, potential conflicts together.
The possibility that conflicts of interest can lead to inappropriate decisions is recognized by nearly every profession and form of governance. Whether for lawyers, physicians,journalists, governments, the financial industry, or nonprofit corporations, a national or international regulatory body or trade association has imposed or recommended standards and disclosure requirements covering all types of conflicts.
Academe has also addressed conflicts of interest. The Redbook of the American Association of University Professors (AAUP) defines a conflict of interest:
“A circumstance in which a person’s primary interests and responsibilities (such as the responsibility to analyze research results as dispassionately as possible) may be compromised by a secondary interest (such as financial gain). Identifying a conflict of interest does not entail an accusation of wrongdoing. Conflicts of interest have been shown to affect judgments unconsciously, so a conflict of interest refers to a factual circumstance wherein an impartial observer might reasonably infer that a conflict is present. Not all conflicts of interest are financial in nature, but financial conflicts of interest are not only the ones most easily managed but also the ones most likely to undermine public respect for, and trust in, higher education.”
Other academic organizations as diverse as the National Science Foundation (which requires its grantee institutions to have “an appropriate written and enforced policy on conflict of interest”) and the American Psychological Association (one of the largest academic organizations in the world), also have such policies. Virtually every college and university also has its own conflict of interest policy. For example, the conflict of interest policy of the State University of New York defines a conflict of interest generally as “any interest, financial or otherwise, direct or indirect; participation in any business, transaction or professional activity; or incurring of any obligation of any nature, which is or appears to be in substantial conflict with the proper discharge of an employee’s duties in the public interest.”
However, all of the examples provided by SUNY concern financial conflicts, and the policy requires the identification of only a “financial disclosure designee” for each campus. This is typical of higher education policies, which focus on financial and/or research integrity conflicts. The City University of New York (CUNY) does have a policy (the multiple positions policy) that limits faculty teaching extra courses (for pay) within their institutions, but this policy does not directly touch upon faculty work concerning curriculum.
There is one internal, course-related, conflict of interest situation for which policies do exist: faculty assigning their own textbooks in their courses. The AAUP has such a policy. Rather than state that faculty members should not assign their own texts, however, the policy states that faculty should “seek to ensure that course-assignment decisions are not compromised by even the appearance of impropriety.” Again, this policy does not directly address the issue of faculty conflicts that may exist regarding curriculum.
For the majority of faculty members, course instruction constitutes a substantial workload, and the amount and type of that workload depends on what they are teaching. At the same time, decisions about what sorts of courses should be required for a major or a degree and what courses should be available are usually made by faculty members. Hence the potential conflicts.
The decisions made by faculty about what courses students should take not only have a direct impact on the work done by the faculty but also on department resources. Robert Zemsky, in his excellent book Checklist for Change, goes so far as to say that the question that “dogs nearly every attempt to change a collegiate curriculum [is] to what extent is the real purpose of a college curriculum today to distribute enrollments in such a way as to preserve faculty slots?” The more faculty in a department, say, of English, the more influence, power, and budget that department, especially its chair, has.
Consider some specific possible examples of conflicts of interest involving faculty members and curriculum. These examples are based on the almost 40 years of personal experiences of one of us (Logue) as a faculty member and administrator involving approximately 30 colleges and universities (though the experiences are primarily from prior to Logue’s most recent administrative position).
Faculty members could decide that a course should be a required general education course for all students, thus guaranteeing enrollments for a given faculty member and/or department. Further, two departments might agree to vote for each others’ courses being required general education courses, so that both departments’ courses would be included. Such actions could result in unusually high total general education requirements for students, so that students have fewer electives, and increasing students’ difficulty in efficiently scheduling all required courses and in doing double majors.
A department could decide to require students without college-level skills to take remedial courses that generate substantial enrollments for that department, even though the students cannot afford these courses, may be likely to fail them (repeatedly), and the students may not receive from these courses information or skills they are likely to need in college or beyond.
Departments or individual faculty could deny transfer credit so that transfer students will have to take these institutions’ own courses, delaying the transfer students’ graduation.
Courses of little student interest could be offered, thus enabling particular faculty members to teach them, either because the topics or the low enrollments are favored by these faculty. This would increase average course cost.
Faculty members could refuse to expend additional course preparation time in order to incorporate new technologies into their teaching, even though there is evidence that these technologies result in students learning more and/or having to spend less time to learn.
The faculty of a campus within a system could object to participating in establishing a system-wide course (such as calculus) that would ease student transfer within the system, due to the campus’s faculty not wanting to spend the extra time needed to work with a system-wide faculty committee to design the course.
A campus’s faculty could seek to offer more advanced degrees (e.g., master’s degrees at a baccalaureate college), not due to evidence that more graduates with those degrees are needed, but because those faculty wish to teach more advanced students, thus decreasing the institution’s time and funds that can be expended on the campus’s other students.
A department’s courses could be scheduled at the times preferred by faculty members, making it difficult for students to put together a full schedule of courses.
These are all situations in which faculty are making decisions regarding what sorts of courses should be required for or available to students. In some colleges or universities faculty members have been given, essentially, actual veto power over curriculum. In others, tension between the faculty and the administration has resulted in the administration awarding faculty what amounts to veto power. For example, at San Jose State University, the president had unsuccessfully tried to promote the use of online pedagogies, and then approved the following policy: “As departments and faculty control and determine the appropriate pedagogies for their courses, the university will not agree in a contract with any private or public entity to deliver technology intensive, hybrid, or online courses or programs without the prior approval of the relevant department, through the same department procedure that the department reviews pedagogical changes in in-person courses."
In still other institutions, the administration has the final authority and has exercised it (e.g., CUNY regarding its Pathways program). The Wisconsin legislature is moving to establish such an authority structure for the University of Wisconsin system. However, none of these cases address the issue of faculty conflict of interest with respect to curriculum.
Virtually everyone — board members, administrators, and faculty — agrees that it is the faculty members who have curricular expertise. Virtually everyone also agrees that when all parties work together, participating in shared governance, colleges and universities function better, including with better outcomes for students. However, there are disagreements as to precisely how shared governance should be structured. Some contend that it should consist of dividing up campus authority.
We contend, consistent with the eloquent exposition in Bowen and Tobin’s new book, Locus of Authority, that governance works best when everyone works together in teams with the administration making he final decisions, at least regarding faculty conflicts of interest (for an example of a recent disagreement about who should have final see see this article.)
Some writers see shared governance as a way for faculty to put checks on “administrators [who] often find it expedient to pursue their own purposes rather than, or at the expense of, those of the larger organization or their supposed superiors” (Ginsberg, The Fall of the Faculty). There is no doubt that some administrators engage in such behavior. One of us (Logue) saw an administrator at a not-wealthy university spend a large proportion of the administrator’s budget to start a new center that lacked an adequate business plan. Instead of bringing fame to the administrator, the center imploded within a few years.
However, although it may be useful for administrators and faculty to participate together in governance of institutions of higher education, the existing protections against conflicts of interest are not identical for these two groups. Most administrators — even presidents and board members — have supervisors who have the authority to terminate the administrators’ employment if their job performance is not satisfactory. Theoretically at least, major decisions made by any administrator can be reviewed by his or her supervisor, and if the supervisor views this administrator to have acted more with personal, rather than the campus’s, interest in mind, termination can ensue.
Most states are employment-at-will states, meaning that employers have the right to terminate their employees without justified cause. The administrator referenced above who started the inadequately funded, short-lived center that drew funds from departments that badly needed them lost his position soon after the center began to implode.
Contrast the situation of administrators with that of faculty members. Most faculty are members of a department led by a department chair. However, for tenured faculty members, that chair, though he or she may review department faculty, has no authority to terminate any faculty member simply for unsatisfactory performance, nor does anyone else have that authority. At most institutions, the standard for removal of tenure-track and tenured faculty would consist of significant unprofessional conduct, and would involve multiple reviews with multiple opportunities for appeal by the faculty member. (Non-tenure-track faculty members are unfortunately often lacking in job security, but they also are often not consulted in curricular decisions.)
These differences in the employment status of faculty members and administrators are essential, many would claim, to ensuring that faculty have academic freedom. Faculty members need job protections to ensure that they are not removed for expressing views that may be unpopular with others, and for protecting the important status of higher education as a place in which all views can be expressed without retribution.
The AAUP policy about faculty assigning their own textbooks states that “it is equally necessary to ensure that procedures followed by colleges and universities to protect students do not impair the freedom of faculty members or their flexibility of choice in deciding what materials to assign their students.” There is no question that tenure and the particular employment status of faculty members help to protect the tradition of academic freedom that we in the United States — justifiably — hold so dear. However, this structure also ensures that there are no checks or balances on curricular actions taken by faculty that may be motivated more by self-interest than by interest in the best outcomes for students or by an interest in exercising freedom of speech. At many institutions, faculty are essentially functioning as managers of themselves and of the academic enterprise, which is why conflicts of interest arise.
American higher education cannot maximize its efficiency or efficacy in producing qualified graduates, and cannot maintain credibility with the public (and funding sources), unless every effort is made to disclose and minimize all types of faculty conflicts of interest, including with regard to curricular, and not just financial, aspects of their institutions.
How can this situation be improved? Here is what we recommend:
National academic organizations should take the lead in devising model policies that cover all types of faculty conflicts of interest, including with regard to curriculum.
Using the national organizations’ policies as models, faculty and administrators should work together to devise conflict of interest policies that are appropriate for their particular institutions, policies that cover the curricular, and not just financial, interests of faculty.
These policies should recognize that curricular expertise lies with the faculty.
These policies should also recognize that, wherever possible, in order to minimize even the appearance of conflicts, curricular decisions should be based on objectively obtained data such as enrollments and demonstrated learning outcomes, and not simply on individual faculty members’ opinions.
Faculty with appropriate expertise should continue to make recommendations regarding curricular action items, whether those items are initiated by faculty or by other members of the institutions. However, consistent with the standards existing in so many other professions, and in accordance with their institutions’ agreed upon conflict of interest policies, along with those recommendations faculty should disclose, to appropriate faculty members and administrators, any possible conflicts of interest.
Simply disclosing possible conflicts of interest may have a dampening effect on them. Nevertheless, prior to any adoption of the faculty’s curricular recommendations, nonconflicted faculty (perhaps a curriculum committee whose members, according to themselves and others, have no conflicts with the particular item) should conduct an independent review of the curricular recommendations, of whether the conflict of interest policies have been followed, and of any potential conflicts of interest. If they find that there are potential conflicts, they should also state whether or not the curricular recommendations are nevertheless justified for the students.
Final decisions concerning procedural issues and whether there are conflicts (including among members of the review committee) should be made by a senior academic administrator. Should the administrator decide that one or more conflicts are present, the institution’s procedure might give that administrator one or more options, such as that the administrator can (i) reject the curricular recommendations as not being in the best interests of the students, (ii) ask for another faculty review, (iii) remove or reduce the conflict by approving the recommendations, but decreasing the benefits to the relevant faculty member and/or department, and/or (iv) decide that the curricular recommendations benefit students sufficiently to proceed even though a conflict exists.
We live in a country that has now fallen to 14th in the world in terms of the percentage of young adults with college degrees, a country in which public funding of higher education has been decreasing. Resources flow to higher education, in part, depending on how well the public perceives that higher education is doing its job, and that, in turn, depends, in part, on how much the public trusts higher education. That some of the instruction provided is designed more for the benefit of the instructors than for the students can harm that trust. Above all else we need to remain true to our mission of advancing learning. All of those involved in higher education should work together in facing these issues.
Alexandra W. Logue is a research professor in the Center for Advanced Study in Education of the Graduate Center of the City University of New York. She was CUNY’s executive vice chancellor and university provost 2008-2014. Ian Shrank is a lawyer who provides pro bono legal services to educational and other nonprofit organizations.
The board and then members of the American Psychological Association are expected to approve a ban on psychologists participating in any way in national security interrogations, The New York Times reported. The association is facing a severe scandal over revelations that some of its leaders worked closely with with Central Intelligence Agency and Defense Department to justify the participation of psychologists in interrogations widely seen as unethical. While some psychologists have said that there are ethical ways they can help intelligence agencies, the scandal has led many to call for a complete end to such a role.