Higher Education Webinars
GenX Women in Higher Ed, Writing from Across the Globe
January 25, 2011 - 9:00pm
My motto for 2011 is simple: do less. By doing less, I’m hoping to accomplish more. No, it’s not an oxymoron. I try to do too much, so by cutting back on what I’m doing, both at work and at home, my goal is to do whatever task I’m working on more thoroughly, more mindfully, and more completely.
January 23, 2011 - 7:45pm
I just found out that I didn’t win a dissertation prize for which I had submitted my 300+ page work (I got honorable mention), so now I am brushing off the old girl for publication.
January 20, 2011 - 9:00pm
I think I’m having an identity crisis. I recently joined sites like LinkedIn and Academia.edu based on the suggestions of those around me, but the thing is, I don’t really know what I am. Am I a student? Am I staff at a University? Am I a writer?
January 19, 2011 - 8:30pm
From the archives - this post was originally published at http://uvenus.org on 3.01.2010. I’m in the unenviable position of preparing my dossier for “third year review”–that time where I get to tell my colleagues what I’ve managed to accomplish in the hectic time of early tenure track, to show that I can “produce” while also teaching, creating new programs, traveling, engaging in “service” for the university, holding it together enough to have intelligent conversations…
January 18, 2011 - 9:15pm
I am a person who is easily bored. It is in my character. I get tired of things easily. Not just of things, but also of people, of places, of food, of music etc. Once I achieve something, for me the taste is gone. I then jump on the next idea to get a new natural high out of what I do. This does not mean that I am a restless soul in every way. Luckily I harbor a stable core as well which lets me keep life-long friendships, favourite cafes that date from my university years or keepsakes from years ago. But this does not change the fact that I need novelty to feel alive every so often.
January 16, 2011 - 9:15pm
I see the change in some of my first-year college students as the semester progresses. The once energetic, curious, wide-eyed faces start to develop dark circles around their eyes. They come and tell me they’re staying up late, that they feel overwhelmed, under pressure, uninspired, alienated. What kind of students are these? Contrary to what you may be quick to conclude, they are some of my best! And I’m lucky enough to have some fantastic students.
January 13, 2011 - 7:30pm
A familiar truism about academia is that the battles are so big because the stakes are so small. Academics will fight over anything, from journal rankings (and which journals “count”), which department can use the word "rhetoric" in course titles, to who gets the credit for a big idea. For the most part, I've kept out of such battles because I need my energy for other things.
January 12, 2011 - 8:45pm
This is the first in a series of posts from our archives. We will be sharing posts that we published prior to partnering with Inside Higher Ed in July 2010. Why Do We Write? was originally published at http://uvenus.org on 4.12.2010.
January 11, 2011 - 9:15pm
After two decades in the academe, I have purposely avoided being nominated to any administrative position. This came from an earlier conviction that I would rather be a serious scholar than a paper-pushing bureaucrat. Because the pool of would-be university administrators seems to draw disproportionately from a handful of PhD holders, I thought it was a great disservice to have such expensive education wasted on the banality of managing. Besides, being tied to a desk job is the antithesis of my desire to travel abroad.
January 9, 2011 - 8:30pm
The Economist's 16 December issue opened its article on why doctoral degrees waste 21st century students' time and money with a vignette about Martin Luther. The Economist longed for the days when theses were short, sweet, and revolutionary. I began my own academic life as a historian of Lutheran education and could not avoid seeing the deeper parallels between 16th century and 21st century crises in education.
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