Graduate students who were hoping for an NLRB decision in favor of NYU students wanting to unionize are recharting their legal course -- with mixed enthusiasm -- in light of NYU's surprise deal with the UAW.
Nichole Wilson, a psychology professor at Yavapai College, is having one of the best semesters ever in terms of student attendance and interaction. More than two-thirds of students have perfect attendance and there were only 12 absences over all over 30 class meeting dates. She attributes the change to a new approach she took this semester to explaining class expectations -- an approach she adopted after seeing a video of a flight attendant using a nontraditional approach to giving the safety instructions. Here is a video of Wilson's class introduction this semester (and likely next semester too, given how well it worked).
Innovation is the catchword of the day. You’ve heard the speeches and read the op-eds. Higher education needs to innovate: teach differently and use more high impact practices, improve completion rates, integrate new technologies, assess student learning, engage in interdisciplinary teaching and research, help students transition successfully to college – among other improvements.
I have been involved with many such reform efforts in the past two decades, but the same problem emerges persistently as we try to innovate – there are no core faculty to do the work over time, no plans for faculty engagement, no blueprints for professional development. There are no provisions, in short, to meet these goals. Great novel curriculums are developed, important new pedagogies tested and codified, and new forms of assessment instituted, but no one there to implement these key innovations.
One large national project after another fails to meet its goals because it does not provide a way to work with the faculty who keep our institutions functioning.
As we know, the composition of the faculty has changed. Numbers of non-tenure-track faculty, particularly part-time, have ballooned in proportion to the declining population on the tenure track. I have never found an innovation-focused project that includes plans to integrate non-tenure-track instructors or consider how the shrinking tenure track faculty members are too stretched with additional research and service work to be meaningfully involved in innovating.
As just one example, the MDRC evaluation of Achieving the Dream noted how the lack of integration of adjunct faculty negatively affected its success. Our employment practices are broken. Yet higher education is a service profession relying on human capital for success.
I have reached out to most national foundations, agencies and higher education associations to help them understand that without addressing the faculty role, the funded initiatives will be largely failures – if we are speaking about deep and meaningful scaled changes, not fringe marginal side efforts. Most foundations don’t want to fund superficial changes, but that is what the current landscape is set up to do.
We want innovation, but we aren’t willing to examine the capacity issues that thwart important and needed innovation. In fact, higher education’s capacity to innovate in important areas for student success is becoming increasingly hampered by the longstanding and escalating shift to a contingent workforce that is obliged to work with no support.
Others reformers hope to move away from a labor-intensive model – using technology to replace faculty. Technology, the thinking goes, can be programmed to teach as we want, can assess learning, and perhaps provide student support and guidance now missing at some institutions.
This is erroneous thinking. Technology alone does not engage students or use pedagogies that can instill critical thinking. Current high-tech pedagogies largely reinforce memorization or cater to highly privileged learners.
Technology as we know it now also cannot provide the human touch, which sparks learning. Learning is after all a social process. Technology alone cannot offer complex assessments. The support it provides is rote; it cannot offer career advice, help with time management, or assist students in thinking about life purpose and one’s role as a citizen.
Technology to replace faculty is magical thinking, an empty promise. And building technologies that can offer anything close to resembling human capacities is extremely expensive, not cheap. While technology is essential as higher education moves forward, for example, as can be achieved in hybrid classrooms, it is not a substitute for human beings.
If we are to engage in meaningful reform so that higher education can innovate, we need a strategy to develop new faculty employment models. Rather than ignoring the faculty or imagining that we can do without professors, we need a plan that can help redesign the faculty role to meet student needs institutional mission.
Some institutions are trying – tinkering with turning part-time roles into full-time non-tenure-track positions, providing access to important resources like professional development, creating a promotional track, and elevating teaching within the rewards and incentive system. But these experiments are fragile as there is no national vision for the faculty or support within the system for these new roles.
Without a funded, large-scale initiative to help connect disciplinary societies, faculty and academic leaders, students, unions, accreditors, business and industry, and policy makers, it is unlikely that any initiative will represent the interests of the key groups in the system. Such an effort would include some of the following steps:
Create a set of Future Faculty Career Pathways through research and vetting with knowledgeable and diverse stakeholders
Develop a major report on Future Faculty Career Pathways
Work with leading scholars on economic models to support new career pathways
Disseminate and achieve buy-in for Future Faculty Career pathway models using a strategic array of existing stakeholder groups, including trustees, presidents, academic administrators, policy makers, higher education associations, accreditors, disciplinary societies, unions, and faculty associations.
We need the best ideas advanced for redesigning faculty roles, which can come through garnering ideas from all the key stakeholders and having these groups help move that vision into the overall system. We need courageous funders to invest not just in innovations – but in the capacity to innovate.
Adrianna Kezar is professor at the Rossier School of Education and co-director of the Pullias Center for Higher Education at the University of Southern California. She also directs the Delphi Project on the Changing Faculty and Student Success.
An assistant professor of English at Indiana University Northwest has filed a complaint with the U.S. Department of Education's Office of Civil Rights accusing the institution of denying her tenure because she is a woman and because she is a lesbian. Anne Balay, who learned she was denied tenure in April, filed her complaint this week, the Windy City Times reported, alleging that students criticized her in evaluations not because she was a poor teacher but because she was openly gay. Those ratings contributed to her losing her bid for tenure, she says. "If you've never had an out professor before, and a professor says that they're a lesbian, you hear nothing else all semester," she told the Times, noting that some students had accused her of talking about sexuality too frequently -- something she denies. "Those are the only words that you retain."
Balay's fellow professors recommended her for tenure, but were overruled by the department chair, she says. At the next level of evaluation, she says a committee of College of Arts and Sciences professors recommended her for tenure but the dean vetoed that recommendation. Balay's faculty appeals board hearing was held Wednesday. In an email, she said the results were still unknown. A university spokeswoman declined to comment on Balay's case for the Times. Balay also has filed a similar complaint with the U.S. Equal Employment Opportunity Commission.
The most frequently awarded grade for undergraduates at Harvard University is an A, and the median grade is A-. University officials released those facts Tuesday at a meeting of arts and sciences faculty members, and a Harvard spokesman confirmed the information Tuesday night. The spokesman cautioned in an email against too much emphasis on the grade data. "We believe that learning is the most important thing that happens in our classrooms and throughout our system of residential education. The faculty are focused on creating positive and lasting learning outcomes for our undergraduates," he said. "We watch and review trends in grading across Harvard College, but we are most interested in helping our students learn and learn well."
Some Harvard faculty members are concerned, however, about grade inflation. Harvey Mansfield, who has repeatedly raised the issue, was the one who brought it up with questions at Tuesday's meeting. He told The Boston Globe that he thought grading patterns were "really indefensible."
The Chinese word for “crisis,” as generations of commencement speakers have reminded us, is written using the same character as “opportunity.” Whatever inspirational quality this chestnut may possess does not grow with repetition – and it is a curmudgeonly pleasure to learn that it’s wrong, or at best only fractionally true.
In fact both “crisis” and “opportunity” are written with two characters. The one they share can mean “quick-witted” or “device,” depending on context, and can be combined with another glyph to write “airplane.” (An airplane is uplifting, albeit not motivationally.) And Victor H. Mair, the professor of Chinese at the University of Pennsylvania who debunked this hardy linguistic urban legend, points out that apart from the Sinological blunder, it’s terrible advice: “Any would-be guru who advocates opportunism in the face of crisis should be run out of town on a rail, for his/her advice will only compound the danger of the crisis.”
But you don’t uproot a cultural weed all that easily -- especially not when crisis-mindedness has become totally normal. That’s a paradox but it’s also indisputable. A quick search of Google News finds 89.5 million articles with the word “crisis” in them as of this writing. Rhetorical inflation has a lot to do with it, of course. But it’s also the long-term effect of a state of mind that Susan Sontag characterized so well in an essay from 1988: “A permanent modern scenario: apocalypse looms … and it doesn’t occur. And it still looms. […] Modern life accustoms us to live with the intermittent awareness of monstrous, unthinkable – but, we are told, quite probable – disasters.”
The instances she had in mind were the threat of nuclear war and the AIDS epidemic. In 25 years, neither has disappeared, though other catastrophes (actual and potential) have moved to the fore. The crises change, but not the structure of feeling.
Anti-Crisis by Janet Roitman, published by Duke University Press, digs deeper than Sontag’s comments on apocalypse fatigue. Roitman, an associate professor of anthropology at the New School, approaches the ongoing discussion of subprime mortgage "crisis" (as it’s hard not to think of it) with questions about the assumptions and implicit limitations of a word so ubiquitous that it is normally taken for granted.
She does so by way of the late Reinhart Koselleck’s approach to intellectual history, known by a term even some of his English-language commentators have preferred to leave untranslated: Begriffsgeschichte. No way am I going to try to type that again, so let’s just refer to it as “conceptual history.” But arguably use of the full Teutonic monty is justified in order to distinguish Koselleck’s work from what, in the Anglo-American tradition, is called the history of ideas.
As Koselleck writes in an entry for a major conceptual-history handbook on social and political ideas, the term “crisis” played an important role in the work of the Young Hegelians, who took their master’s thinking about the philosophy of history as a starting point for the critique of existing institutions. Given that a key term in Hegel’s system is Begriff (the Concept) and that one of the Young Hegelians was Karl Marx, who maintained that recurrent crisis was an inescapable part of the history of capitalism itself – well, given all that, it’s possible to see how the word Begriffsgeschichte might carry layers of implication soon lost in translation.
The argument of Anti-Crisis is nothing if not oblique, and self-reflexive to boot, and paraphrasing it seems a fool’s errand. It is a good idea to grapple with Koselleck’s essay on crisis before reading Roitman’s book (so I learned the hard way) and no hard feelings on my part if you did so before finishing this column.
So now to run that errand. For Roitman, "crisis" is not simply a clichéd label for -- among other things -- recent economic developments, but a fraught and dubious concept. The word itself has roots in an ancient Greek medical term referring to the phase of an illness which will either kill the patient or end in recovery. It came into frequent use to describe social, political, and cultural phenomena beginning late in the 18th century -- one element in a very complex series of shifts of meaning between religious concepts of social and cosmic order and a (seemingly?) secular pattern of life.
The French Revolution, with the spectacle of comprehensive upheaval, doubtless made the word especially vivid. But Koselleck also cites Thomas Paine’s The Crisis, from 1776. “To Paine, the War of Independence was no mere political or military event,” he writes; “rather it was the completion of a universal world historical process, the final Day of Judgment that would entail the end of all tyranny and the ultimate victory over hell... .”
In sum, then, “crisis” came to possess small range of theological, political, and other connotations. Calling something a crisis implies its urgency or consequentiality. But it also posits that elements of the crisis are intelligible. They are the effects of departures from a norm, or aspects in the unfolding of some grand narrative. The crisis has causes, which we can discover. It has effects, which we begin to interpret even while enduring them.
“Crisis is a blind spot that enables the production of knowledge,” writes Roitman. “… More precisely, it is a distinction that secures ‘a world’ for observation.” The process rests upon “a distinction that generates and refers to an ‘inviolate level’ of order (not crisis)” that “is seen to be contingent (historical crises) and yet is likewise posited as beyond the play of contingency, being a logical necessity that is affirmed in paradox (the formal possibility of crisis).”
Now, assuming I understand her argument correctly, Roitman regards calling the great vertigo of financial free-fall a few years ago as something we can label a crisis -- at the risk of assuming we understand what it was, how it happened, and why.
That, in turn, posits that our ideas and information are adequate to the tasks: that government regulation distorts the healthy functioning of the marketplace (if you’re a neoclassicist) or that insufficient government regulation tips the market advantage to the unscrupulous (if you’re Keynes-minded) or that crisis is built into capitalism because of the tendency of the rate of profit to fall (as Marx believed, or didn’t believe, depending on which Marxist you ask).
The problem in any case being that the causal explanations now available rest on understandings of the economy that don’t take into account how crises (or, rather, judgments about the risk of crisis) are not only a factor in how decisions are made in financial markets but operate in instruments involved in the functioning of those markets.
Derivatives and credit default swaps are the examples that everyone has now of, at least. More have been invented, and still more will be. Risk management is a thriving field. So can we judge something to be in a crisis when expectations of crisis (and of profit from crisis) are operational – and bound to become more so? That isn’t a rhetorical question. I have no idea one way or the other, and if Anti-Crisis answers it, I did not mark the page.
“We persevere,” the author says, “in the hope that we can perceive the moments when history is alienated in terms of its philosophy – that is, that we can perceive a dissonance between historical events and representations…. We are left in a chasm: perplexed and immobilized by the supposed radical dissonance between the value of houses and the value of derivatives of houses.”
Perplexed? Yes. Immobilized? Not necessarily. (Epistemologically induced paralysis is only one of the possible responses to a foreclosured mortgage.) I respect Anti-Crisis for making me think hard, even if it occasionally felt like thinking in circles. Meanwhile, it turns out that that Simon & Schuster will be publishing something now listed simply as Untitled Financial Crisis Book, appearing under the company’s Books for Young Readers imprint in early 2015. Whatever baggage its conceptual history has laden it with, the notion of crisis seems to be making itself very much at home.