Joseph Barber gives advice about how to demonstrate to employers specific job competencies: teamwork and collaboration, leadership and project management, professionalism and work ethic, and career management.
Engaging larger publics and influencing policy through one's scholarship can be personally rewarding, but such work too often goes unrecognized in university systems of evaluation, write Joya Misra and Jennifer Lundquist.
The past 18 months leading to the election of Donald Trump last night have been incredibly challenging for us as a nation and certainly for all of us who work in higher education.
The angry and hostile dialogue has left many in our communities feeling unsafe, devalued and marginalized. For many of our students and staff members, the results of the election will magnify those feelings of outrage, despair, hopelessness and genuine fear for their future. It is important to note that after the rhetoric expressed during the election, our Muslim, Jewish, African-American, Latinx, undocumented and LGBTQ students and staff, as well as students and staff members who are sexual assault survivors, will likely have strong emotional reactions to this election outcome.
How do we move forward? First, we need to acknowledge what just happened. About 47 to 48 percent of voters, more than 59 million Americans, sent a clear message that they wanted something different and wanted someone who spoke to their concerns. We live in a fractured and divided country with two very different visions about our future path.
This division and the politics of hate that have surrounded this election make the work we do in student affairs even more important today than it was before the election.
This will not be easy, and it never is. Those of us who work in student affairs will need to take some time to absorb the results of this election, tend to the self-care necessary, support those who are hurting or angry and afraid, and then quickly get back to the work we do: providing support to our students who themselves will be struggling with a range of emotions following the election.
This election does not stop the work we must do to address racial injustice on our campuses and in our communities. It makes it more important.
This election does not stop the crucial work we are doing to increase degree progress and completion for first-generation students, low-income students and students of color. It makes it more important.
This election does not stop the need to support the hundreds of thousands of undocumented students who are on our campuses. It makes it more important.
This election does not stop the work we are doing to engage students in difficult conversations around race, gender identity, religion and sexual orientation. It makes it more important.
This election, and its results, creates an urgency for a new generation of leaders -- leaders who are on our campuses. The work we do to encourage active discourse, protest and activism is core to our democracy and to our need to engage a new generation committed to ideals of inclusion and social justice. This is more important than ever.
The next few months will be critical for our country and our colleges and universities. It is unknown how President-elect Trump will view the higher education sector. NASPA will continue to monitor, teach and provide opportunities for dialogue about these issues within the next few months.
I remain optimistic about the work we are doing in higher education and the role each student affairs professional plays in the lives of our students. Our work has never been more important.
Kevin Kruger is president of NASPA, Student Affairs Administrators in Higher Education.
The University of Colorado at Boulder is revamping doctoral studies in languages and literature, it announced Tuesday. The change -- in an effort to recruit top talent -- entails restructuring support for six Ph.D. programs into a new Consortium of Doctoral Studies in Literature and Cultures. Programs involved are those in French/Italian, Spanish/Portuguese, German, classics, English and Japanese/Chinese. Accepted consortium students will be guaranteed five years of funding, with the first and fifth years including cost-of-living stipends and zero teaching obligations. Middle years carry a reduced teaching load and a summer stipend.
“With a fifth year dedicated to writing their dissertations, less teaching in the intervening years and support during the summers, students will be able to complete their degrees and enter the job market much earlier than they are able to do now,” Helmut Muller-Sievers, director of Boulder’s Center for Humanities and the Arts, said in a statement. Students also will be encouraged to choose mentors from outside their departments, emphasizing a more cross-disciplinary approach, according to information from the university.
Proponents of the consortium also stressed its inclusion of English, classics and Asian literatures. “Often, universities try to streamline their literature offerings into a generic program in modern European languages, or such,” said Muller-Sievers. “Having Chinese and Japanese in the mix gives students an understanding of non-European traditions and cultures. Also, the inclusion of classics -- of ancient Greek, Latin and classical archaeology -- deepens our students’ understanding of our literary heritage, as well as of the materiality of texts and artifacts. The presence of English gives students access to faculty who are working on today’s most hotly debated topics.”
The Modern Language Association suggested in a 2014 report that humanities graduate programs do what they can to cut time to degree to five years. Stanford University already has moved forward with the idea.
Jan Schuette will depart as dean of the American Film Institute Conservatory at the end of the academic year, the institution announced Monday. Schuette has led the institution since 2014 but butted heads with faculty members, who voted 35 to eight earlier this year to express no confidence in him and request that he resign. Faculty concerns included those over shared governance, due process, academic freedom and instruction. Schuette said he plans to continue working in academia, as well as resume his professional career as a filmmaker and producer.
The Vassar College faculty has approved a plan to shrink the teaching load to four classes per year, from five, while adding a new student supervisory requirement. The plan, referred to as 2-2-1, also includes cutting the number of units students need to graduate. The vote was 135 in favor and 40 opposed, with one abstention. Though it passed by a relatively wide margin, with faculty proponents emphasizing a renewed commitment to one-on-one interaction with students, the plan has been controversial and remains so, to some. “My fear that Vassar's bad example could start a trend” among selective colleges, Donald Foster, Jean Webster Professor of Dramatic Literature, said via email.
New York University is further challenging a professor’s contention that he was encouraged to take time off after a diversity committee criticized his comments on an anonymous Twitter account and in a student newspaper. The university on Friday released a set of emails between the professor and his dean that suggest the professor requested leave and denied an opportunity to return to campus immediately.
Both Michael Rectenwald (right), a clinical assistant professor of liberal studies, and the university have said the paid leave was voluntary, but Rectenwald has said publicly that he was strongly encouraged to temporarily leave campus after it was revealed that he was Deplorable NYU Prof, the alias behind the Twitter account @antipcnyuprof. The account is critical of safe spaces, trigger warnings and NYU’s administration, among other topics.
In an op-ed in The Washington Post published late last week, for example, Rectenwald wrote, “I’ve become a campus pariah to some (and a hero, perhaps, to a few) in my nontenured NYU faculty job, thanks to the humorless, social justice warrior-brand of campus culture run amok and a misunderstanding about a Twitter account. Enmeshed in a conspiracy -- thinly disguised as sympathy -- of my colleagues’ design, I feel I’ve lost my academic freedom and I potentially stand to lose my appointment.”
The emails between Rectenwald and his dean, Fred Schwarzbach, paint a somewhat different picture. Early last week, for example, Schwarzbach wrote, “Contrary to what you have been saying publicly, we don't give leaves based on faculty members’ posts on social media. … If you no longer wish to take leave, please indicate so in writing to me immediately and we will make all the necessary arrangements to allow you to resume your classes and other duties immediately.” Rectenwald responded that he’d “tried to represents the facts of my leave truthfully, while also merely attempting to respond to the committee on diversity, which took such a potshot at me and with such a lack of collegiality. And I wanted to make my position on the whole trigger warning, safe space and bias reporting culture clear.”