Many scholars whose research might take them to Cuba have cheered the Obama administration's moves to loosen the rules on travel to the country. But professors at public universities in Florida will have to keep waiting. A Florida law bars public university professors or students from travel to any country in the Western hemisphere that is on the U.S. government's list of nations supporting terrorism. Even though President Obama has now removed Cuba from that list, The Miami Herald reported, the board that oversees Florida's universities has asserted that the ban remains in place until there are full diplomatic relations with Cuba. But the Herald reviewed the law and found no such provision. Some faculty members say that the state board is simply trying to block their travel to Cuba.
Do prestigious law degrees really matter? Yes, according to a new study from Chris Rider, assistant professor of business strategy at Georgetown University, and Giacomo Negro, associate professor of organization and management at Emory University. The authors studied the career paths of 224 law firm partners after their prominent firm failed and found that while as a group the partners were likely to accept new positions of lower status elsewhere, their individual success largely depended on where they'd earned their law degrees.
According to the study, published in Organizational Science, law partners who graduated from the most prestigious law schools were least likely to lose professional status as a result of the collapse of their firm -- likely because they were able to draw on a strong professional network and appeal more to clients to find new work. Quality and productivity, at least as measured by the graduates' precollapse compensation, wasn't a factor, the authors say. That's because the graduates of the most prestigious schools were not necessarily the highest paid. An abstract is available here.
This is not the best of times for faculty members. Many of the problems they face are beyond their control. And yet there are some they can address, especially if they are fortunate enough not to belong to the growing numbers of non-tenure-track, part-time, contingent faculty, but to those who can reasonably expect a secure future in the academy.
First and foremost is how they can transcend the barriers dividing them in finding the best way to serve their students, coming together not just as scholars in the same field and comrades in arms against administrators they perceive as soulless, but as a community of teachers. How can they achieve this by expanding their concept of what is, in fact, “their department”?
For one thing, how might they expand their thinking about the goals of their disciplinary departments themselves? For another, how can they go beyond a focus on their respective departments to contribute to the mission of the wider institution of which they are a part (and which, by the way, pays their salaries)?
We might begin by asking: Are faculty members taking an overly provincial approach, both intellectually and professionally, to their respective departmental programs? Insofar as an undergraduate major is focused on what a student will need to enter a graduate program, it is more properly seen as vocational training than as an integral part of a liberal arts education. Majors with relatively heavy requirements lead to a level of specialization that may be desirable for some students, but unnecessary and premature for others, many of whom will never seek a graduate degree in the field of their major. It is always possible to serve the interests of those heading to graduate school in the field by providing special curricular enhancements.
Faculty members should also consider how undergraduate departmental majors can connect more organically with one another and with the wider curriculum of the institution. This interest is not served simply by creating new interdisciplinary programs, since too often these have simply resulted in a proliferation of departmentlike entities and have failed to create greater intellectual coherence in the undergraduate experience as a whole. So, for example, in the place of separate ethnic studies programs and departments, one might instead see greater multicultural sophistication in the United States history curriculum, not to mention stronger collegial ties among faculty -- and hence students -- in the departments of history, anthropology, sociology and literature. The outcome might also yield a course or courses deemed desirable for all undergraduates.
If, in the spirit of John Donne, we wish to believe that no department is an island entire of itself, that every department is a piece of the main, we are no longer in a position to follow Donne’s next move and argue that if a single program be washed away (presumably, by the administration), the institution is less. As an institution continues to add programs without ever subtracting any, the curriculum comes to take on the aspect of a zombie movie in which the living cohabit with the undead and much frantic bumping into one another ensues.
On occasions when faculty come together for the lengthy, intensive process of an institution-wide “curriculum review,” the outcome too rarely justifies the time and energy expended. (I believe comparative research would show that, in general, the more elite the institution, the more modest the results.) Aside from their ritual dimension, such processes commonly involve the kind of logrolling especially familiar to political scientists, in which faculty members approach “general” or “distributional” requirements in terms of how their respective departmental interests are being served.
And yet, there have been some curriculum reviews that actually aim to make the student experience intellectually coherent, providing room for varying interests and passions while creating a student community that reflects the mission and identity of the institution. And apparently succeed in doing so. Some of us in the foundation world have been in a position to encourage this process, supporting those who are doing the real work.
How might graduate programs also better serve their students’ interests? Leaving aside the question of preparing graduate students for careers outside the academy altogether, graduate programs need to consider preparing them for the range of institutions within the universe of higher education in which they may find themselves. This means focusing on preparing students as teachers and not just as researchers, especially since their students’ chances of getting positions in research universities are clearly shrinking (though, even in such universities, better preparation as teachers would stand them in good stead).
Given that teaching assistantships are an important way of financially supporting graduate students, departmental faculty must decide whether they are viewing those students as junior colleagues or as cheap labor. This choice clearly influences how graduate students see themselves, as well as how well equipped they are for their working lives after graduation. Is responsibility for helping them develop as teachers being farmed out to teaching and learning “centers,” which are all too often teaching and learning “peripheries”? Or are there the strong collaborative ties between such centers and departmental faculty that are essential to the professional development of graduate students?
Some graduate programs are stepping up to this particular plate; more need to do so. Perhaps one way of getting their attention is to present them with the following choice: either (1) broaden the graduate program to properly prepare admitted students for a wider range of careers in higher education and beyond, or (2) limit the number of admitted students to those who are either likely to find jobs in research universities or who are interested in graduate education for its own sake and harbor no expectations about how the program will advance their future careers. Departments choosing the second option would have to find other ways for senior faculty members to occupy their time, which might possibly involve teaching undergraduates.
To put these two options in terms of reproductive biology, some species follow what is termed the R-selection strategy, in which a large number of offspring are produced and few are expected to survive. On the other hand, species that pursue the K-selection strategy produce fewer offspring but invest in them heavily, which results in their relatively high survival rate. Graduate departments, being (generally) composed of human beings, should presumably follow the strategy characteristic of our species.
And if, to continue the biological metaphor, we take note that evolutionary theory in general has come to emphasize cooperation as well as competition, we want to be sure that academics, as a population, are not so focused on departmental rivalries and individual career ambitions that they fail to have a sufficient regard for the common good.
A final point: the case for tenure is most commonly made in terms of academic freedom, which is certainly important. But the argument for tenure would be further strengthened if tenure were seen to reflect a deep mutual commitment between a faculty member and an institution -- a mutual commitment that truly serves them both.
Judith Shapiro is president of the Teagle Foundation and a former president of Barnard College.
In coining the word utopia, Thomas More was making a pun. The villain of Wolf Hall was, in real life, a learned man who wrote for people who could recognize a joke in Greek when he made one. The island republic of social perfection depicted in his most famous book was a good place (eu-topia), obviously. But it existed only in the imagination: it was also, literally, no place (ou-topia).
Alternating currents of optimism and skepticism crackle in the space between syllables. The ambivalence vanishes with “dystopia,” which, like dysentery (“bad bowels”), has nothing to recommend it. But there is more to dystopia than has been encoded in its etymology. The word usually implies utopia’s evil twin: a social order of perfect oppression, designed to bring the greatest misery to the greatest number.
The places Kate Brown writes about in Dispatches From Dystopia: Histories of Places Not Yet Forgotten (University of Chicago Press) are not all examples of hell on earth, by any means, but each bears the scars of some catastrophe that the visitor is bound to know about before arriving: the ghost town of Chernobyl, for example, or the basement of a hotel in Seattle full of the belongings of Japanese-American residents relocated to internment camps during World War II. The author introduces herself as “a professional disaster tourist,” though her day job is as a professor of history at the University of Maryland, Baltimore County. Her two previous books grew out of research on Russia and Ukraine during the Soviet era. Dispatches From Dystopia pursues many of the same interests while also working reflexively to consider the genres available for writing about place and memory: professional historiography, of course, but also personal narrative and travel writing.
“Many writers presume that the site of action is a given,” she notes, “as if places were neutral containers of human interaction rather than dynamic places in their own right.” At the same time, scholarly prose is often written from the vantage point of the proverbial “man from nowhere.” Make that “person from nowhere,” rather -- anyway, a voice that, while not omniscient, remains as rigorous and impersonal as possible.
“In their quest to explore the human condition,” Brown writes, “historians can hide behind their subjects, using them as a scrim on which to project their own sentiments and feelings. Let me put that another way: in my quest to explore the human condition, I have hidden behind my subjects, using them as a scrim on which to project my own sentiments and feelings. The third-person voice is a very comfortable one in which to reside. Permanently. The intimacy of the first person takes down borders between the author and the subject, borders that are considered by many to be healthy in a profession that is situated between the social sciences and the humanities.”
Such intimacy brings the potential for extreme embarrassment. Brown prefaces the lines just quoted by saying that her hands are sweating as writes them. Her early ventures into first-person scholarship met with resistance, expressed in well-meant warnings such as, “You won't get a job with that dissertation” and “Other scholars will assign you, but not cite you.” Which is understandable, because other risks besides personal and professional awkwardness can follow from experimentation of the kind Brown undertakes. The existence of “borders between the author and the subject” at least reduce the dangers of twee memoir -- and also of prolonged metaepistemic inquiry (how can the knower know the knower, much less the known?) that scorches the earth with tedium.
So for the first several pages of Dispatches From Dystopia I braced myself, only to find that Brown is the rare case of someone who can incorporate a number of registers of narrative and reflection within the same piece of writing, shifting among them with grace and quiet confidence. Her essays might be called position papers: topographical surveys of historical sites, with the mapmaker’s own itinerary sketched in.
The trips to erstwhile Soviet republics are not, she makes clear, a search for roots. A product of “the industrial heartland of the United States at a time when it was the world’s most prosperous and powerful country,” she is unaware of any German, Jewish or Slavic branches to her family tree: “I could hardly have been born farther from rural, famished, collectivized, heavily politicized, bombed and terrorized Right Bank Ukraine” -- the subject of her first book -- “a place that stands in my mind as the epicenter of 20th-century misery.”
But another essay suggests the advantages of this presumed naïveté. People she met granted the author a place in post-Soviet society “as an honorary child…. If I accepted this role passively, relinquishing my status as an autonomous adult and the critical rationality of a researcher, they often let me in, if fleetingly, for a closer look. By becoming childlike -- susceptible, disabled and dependent -- I became a temporary member of their community, which in the Soviet Union was defined by an understanding of biological vulnerability, mutual interdependence and obligation.”
Other expeditions require different personae. Her trip to what’s left of the city of Chernobyl elicits another kind of identification with people who have been there. Expecting a scene from opening days of the Gorbachev era -- irradiated but frozen in time -- she finds that everything that can be sold has been hauled off to market: “Even the knobs on the kitchen cabinets were gone. Even the time capsule schoolchildren buried in the 1970s had been looted. (I know because I was hoping to dig it up and loot it myself.)”
Brown’s first-person reflections are embedded in narratives and place descriptions that are more intricate and varied than a reviewer can even begin to suggest, and certain issues and motifs link the essays in ways that would probably reward a second reading. Each piece, like the volume as a whole, is an example of nonfiction that uses the first person, rather than just indulges it. The learned essay and the personal essay are different creatures and attempts to create a hybrid are often problematic at best. But Dispatches From Dystopia proves it can be done.
Mehmet Oz, a cardiothoracic surgeon and vice chair of the Department of Surgery at Columbia University Medical Center has attracted some attention recently because he has a TV show, The Dr. Oz Show, on which he spouts some incredibly stupid ideas about phony weight-loss cures and how psychics make you feel better.
But the recent debate about Oz centers on a question of academic freedom, after a group of 10 physicians wrote to Columbia University calling for him to be dismissed from his faculty position unless he stopped his dubious televised pronouncements.
We are surprised and dismayed that Columbia University’s College of Physicians and Surgeons would permit Dr. Mehmet Oz to occupy a faculty appointment, let alone a senior administrative position in the Department of Surgery.
As described here and here, as well as in other publications, Dr. Oz has repeatedly shown disdain for science and for evidence-based medicine, as well as baseless and relentless opposition to the genetic engineering of food crops. Worst of all, he has manifested an egregious lack of integrity by promoting quack treatments and cures in the interest of personal financial gain.
Thus, Dr. Oz is guilty of either outrageous conflicts of interest or flawed judgments about what constitutes appropriate medical treatments, or both. Whatever the nature of his pathology, members of the public are being misled and endangered, which makes Dr. Oz’s presence on the faculty of a prestigious medical institution unacceptable.
One of the 10 letter writers, Gilbert Ross of the American Council on Science and Health, described Oz as “a true asset to Columbia -- as a surgeon” and called for him to “return to the operating theater, where he can do much real good.” This makes it clear that the opposition to Oz being on Columbia’s faculty has nothing to do with his professional abilities. Instead, these writers want to punish Oz for his extramural utterances, because they fear that Oz’s position at Columbia adds credibility to the dubious medical claims on his show.
It’s doubtful that many of Oz’s viewers know anything about his job at Columbia or would care if they did know. They find him credible because of his personality and because he has “Doctor” in front of his name, not because he works at Columbia.
So the real reason these writers are seeking to fire Oz from Columbia is as a form of public shaming. The numerous condemnations of Oz’s show haven’t changed his behavior, and they want to turn up the heat. But they are wrong: academic positions should never be threatened as a tool to argue with people who are in error.
Michael Specter wrote in The New Yorker, “Free speech must be defended vigorously. But to invoke those principles in order to protect the right of one of America’s most powerful doctors to mislead millions of people seems a bit excessive.”
There’s nothing excessive about academic freedom or free speech, even when you apply those principles to famous and powerful people. The point of academic freedom isn’t just to protect the little guy. It’s to protect everyone, celebrity academics included. When Bertrand Russell was banned from teaching at City College of New York in 1940 for not being sufficiently homophobic in the eyes of a New York judge, he was one of the most famous academics in the world. But his banishment was both a violation of Russell’s individual academic freedom and a threat to everyone else less prominent than Russell, since attacks on academic freedom create a chilling effect on everyone.
Oz might not “need” academic freedom to remain America’s most famous doctor, but what about all the other academics who make controversial statements? The letter demanding Oz’s firing linked to a Salonarticle about Oz’s support for labeling genetically modified organisms (GMO) in foods, even though there’s no scientific evidence that GMO products are harmful to consume. But it’s also true that there’s no scientific proof of GMO safety required before a new product is introduced, and that GMOs may contribute to negative consequences for the environment and for human health, such as possible increases in certain kinds of pesticide use and the overuse of antibiotics in cows given recombinant bovine growth hormone (rBGH). And truthful labeling is required for food products even when those ingredients are safe.
If Oz can be fired, in part, because of his views on GMOs, what might happen to the scientists who find evidence about GMOs harmful to the bottom lines of powerful corporations, or who dare to join the overwhelming majority of Americans in expressing support for labeling?
Columbia University responded to the controversy with a simple statement: “As I am sure you understand and appreciate, Columbia is committed to the principle of academic freedom and to upholding faculty members’ freedom of expression for statements they make in public discussion.”
A group of medical faculty peers at Columbia wrote an article criticizing the information on Oz’s show, but noted, “Unless these foibles can be shown to render Dr. Oz inadequate or ineffective at Columbia, there is no justification for forcing him to resign from a well-earned position in academic medicine.”
Jennifer Gunter, a physician, argued, “The uproar from health professionals about Dr. Oz is has nothing to do with academic freedom -- it’s about false claims, bad information, ethics and conflicts of interest. Academic freedom is meant to support thoughtful ideas and research, not charlatans and liver cleanses.”
But academic freedom protects thoughtful ideas and research by limiting the reach of punishment for bad ideas -- especially when those bad ideas take place in a realm outside of one’s professional work. The fact that Oz talks about medical issues on his show makes him no different from Steven Salaita, whose tweets (which led him to lose a job at the University of Illinois) were extramural utterances even though the subject matter had some connection to his academic work on Israel.
An extramural utterance is defined by whether or not a university is paying a professor to speak, as they do with teaching and research. But if we say that extramural utterances should be judged by academic criteria, then we will chill the speech of academics in precisely the areas where they can benefit the public most with their knowledge. It’s tempting to imagine that we can force Oz to bring sound medical advice to daytime television by threatening his job. What will happen instead is that academic experts will keep silent on public controversies lest they endanger their academic positions, and we will be left with more charlatans to guide important debates.
The best response to Oz’s errors is counterspeech, not the removal of his academic freedom and dismissal from his academic position. There’s nothing wrong with criticizing Oz for having a show that dispenses dubious and often scientifically wrong advice to a gullible public, or even encouraging him to resign. But when people call for those who views they dislike to be fired even when they are fully qualified academically, it undermines academic freedom.
The University of Illinois initially responded to the Salaita controversy with the same principled defense of academic freedom that Columbia University invoked for Oz, before changing positions. But Columbia’s principles are sound: a true university should have academics judged by other academics based on their academic work, and should give them the freedom to speak -- on Twitter, in public speeches and letters, and on television -- without fear of censorship. We cannot count on the truth prevailing on daytime television, but we should not be afraid to allow an open debate of ideas in the public sphere.
John K. Wilson is the coeditor of AcademeBlog.org and the author of seven books, including Patriotic Correctness: Academic Freedom and Its Enemies.