At U of All People, we’ve had a 5/5 teaching load for as long as we can remember, which means almost no time to spare for non-essentials like eating or breathing. And with class size capped at 75 students, many instructors crack under the strain of grading 700 lab reports or a quarter-ton of essays on the causes of the Civil War.
Within the ranks of the English department, however, is an astonishing anomaly: Professor N. F. Eckshul, last year’s winner of the More or Less Best Teacher of the Year award, seems to have a great deal of time to spare -- time he spends avoiding committee meetings and not publishing. The methods for his ultra-efficient pedagogy have remained obscure, since the last time he had a class observation was 20 years ago. But just this month, Professor Eckshul, announcing his retirement, has decided to share what he calls his Ten Teaching Commandments:
1. Break up the class into small groups that can “teach themselves.” Give each group a project: interpreting a text, writing a paragraph. This activity can use up anywhere from five minutes to the entire class period. Pretend to monitor the students’ progress by occasionally dropping by each group and making helpful suggestions, such as urging the students to listen to each other. Group presentations should take up any remaining class time.
2. Rather than giving students new assignments, which are hard to think up and evaluate, have the students work on a portfolio, consisting of material written and rewritten and re-rewritten, until the entire semester’s work consists of three perfect pieces suitable for framing. When students complain about the tedium of this sequence, sternly intone about the importance of the revision process.
3. Why correct the students’ work if you can get them to correct each other’s material? Set up a system of peer review, where one student, no matter how inept, reads and comments on another student’s work, and so on down the line. Have the students present their reviews in class. If this set-up leaves you with too much unused time, continue the process with a peer assessment of the peer reviews.
4. What student hasn’t thought on occasion, “Hey, I could be in front of the room, doing what the teacher’s doing”? Fine. Ask each student to lead one class “as an educational experience.” No need to prepare for that day. Just sit back and relax, but take care to furrow your brow occasionally and look as if you’re taking notes.
5. When giving exams, always give true-false, fill-ins, or multiple-choice tests, rather than complicate matters with messy interpretations that require time-consuming judgment calls when grading. Using Scantron forms can even eliminate your role in grading entirely while preserving an illusion of objectivity.
6. If you must assign final papers, don’t bother appending any comments, since students won’t bother picking them up from your locked office. If one or two tiresome students really want to look at how you marked their final work, warn loudly that angling for a better grade leads to an automatic markdown.
7. Grade inflation is here to stay -- embrace it! Giving A’s makes everyone feel good, as well as nullifying any complaints about unfair grading policies, discrimination, and even sexual harassment. Just as important: it’s far less work to mark an A paper than a C+ effort.
8. Make yourself as inaccessible as possible before and after class, as well as canceling office hours whenever possible. Just before any time slotted to meet with students, scribble something indecipherable on your door about attending a meeting or convention. And if students can be absent when sick, why can’t you? When really pressed, hint at “personal matters.”
9. Make sure that your first and last classes of the semester are null-content, or at least require no teaching. The initial class can be finessed by simply handing out the syllabus and course requirements and warning the students that there’ll be real work next week. The last class can be filled with anecdotes and reminiscences. During the semester, show a lot of videos.
10. Schedule review days before exams, after exams, at the end of a curriculum section, and any time you need a break from real teaching. If you still need a break after that, use PowerPoint.
Of course, David Galef would never, ever use the techniques described in this column, but what do you think? Please break into small groups and present your findings in the Comments Section.
At U of All People, we rarely get the kind of commencement speakers that draw headlines: no Hollywood film stars or Wall Street magnates, no First (or even Second) Ladies. When we invited our own college president, Rather Knott, we were turned down. Twice. Maybe this is why, for the past five years, the keynote speaker has been Provost Milt Toast, whose squeaky voice has become oddly reassuring, even as year after year he mispronounces graduation as “gradiation.”
But starting this year, we’d like to rectify the situation, especially since our students and alums are tired of hearing the same “go forth into the world and do no harm” speech from the last five occasions. (Also, Provost Toast has made it clear that he’ll be away this commencement, according to the seven memos he sent last week.) The problem is that we have, as always, no budget, so we have to rely on the kindness of strangers and presumed acquaintances in our little realm of academe. Here is our hastily composed short list of candidates:
Politician: Maybe we can’t invite someone like Nancy Pelosi or Al Gore, but we’ve got someone with senior statesman experience right in our backyard: Dan Minor, mayor of Burgh, the city 30 miles away from U of All People, and home of Sanding Belt Industries. Mayor Minor has been in his post for 20 years, largely uncontested, running on a tax-cut platform that’s reduced the Burgh school system to a one-room schoolhouse. Yet rumors of graft are largely unfounded, or at least unfindable, despite mayoral perks of a tennis court and private airstrip. A bonus: Minor is a 1980 UAP graduate, and though he’s never donated anything more than his annual class dues, he might kick in if we flatter him with an honorary degree in something or other.
Media personality: David Duchovny, Alicia Silverstone -- out of our league. Thank God for Summer Day, local TV weatherperson and occasional news anchor. With her trademark “stormy” hair and drizzle-proof smile, Summer has announced the weather on Channel 17 Cable through rain, shine, and those kidney-shaped hailstones we had last March. She’s the first person we tune in to every morning, and the one we look toward in times of doubt, such as when we’re planning a weekend at the beach. Inviting her would guarantee sunshine at commencement.
Business tycoon: Warren Buffett is never going to stand on our homemade proscenium stage and urge investment in the future. But we can rely on Woody Pohl, the owner of Sanding Belt Industries in Burgh. A mom ’n’ pop business that grew to over 50 employees during the '80s, tanked in the '90s, and was bailed out by Mayor Minor in a documents-sealed case, Sanding Belt remains a mainstay of the region. In 2007, when his son Tadd applied to UAP, Pohl donated three giant sanding conveyor belts to the UAP fitness center to be used as treadmills.
Writer: Toni Morrison and Derek Walcott aren’t in the cards. But probably for the price of a campus book-signing, we can get Art Manqué, the author of such semi-noted novels as Aha! and Bring Me a Fork. A fixture at the local Starbucks, Manqué can often can be seen walking his laptop along the slagged paths of the UAP campus while muttering what appears to be character dialogue. His second-to-last novel is set in UAP’s student cafeteria.
Doctor: Do people even know who today’s surgeon general is? Never mind Regina Benjamin or even C. Everett Koop. We’ve got Lotta Miles, M.D. Starting out as a cosmetologist two decades ago, Dr. Miles is now a plastic surgeon with a large regional practice (“Miles ahead of the rest!”), responsible for the look of an estimated 20 percent of our student bodies.
Scholar-educator: Harold Bloom is busy. Jacques Derrida is dead. But we’ve got the beloved teacher and trainer Thayer T. Rex, a mainstay of our Classics/Art/Phys. Ed. Department for over 35 years. The rumor about his retirement in 2008 never panned out, but having Professor Rex deliver a valedictory speech to the undergraduates might make him take a hint.
If none of these speakers accept, we have a video of Provost’s Toast’s speech from last year we might be able to use.
David Galef is happily employed as an English professor at Montclair State University, not, thankfully, at U of All People.
When U of All People was founded back in 1970 (briefly losted in the foreclosure of 1987), little thought was given to its surroundings, the sleepy hamlet of Ennyville -- primarily because there was no Ennyville. The university itself emerged on 150 acres of reclaimed swampland, a federal land grant only in the sense that the government wanted to distance itself from a toxic sludge event that at the time was termed “accident at the plant.” But as the university grew from pontoons and quonset huts to potholed paths and faux Gothic halls in dire need of repair, the blind forces of capitalism have seen to the birth and growth of the town.
Ennyville started in 1975 with Sleep Here, a forty-room flea lodge built to accommodate the families of graduating students, campus guests, and sordid trysts. From there, it was a short series of steps to enterprises such as Mart’s Fuel Mart (“We’ll give you gas”) and Main Street Movie Theater (now Main Event, a performance space whose latest show was devoted to foot flogging, linked to the university art department). For obvious reasons, Ennyville has a close relationship to U of All People, or, as biology professor Jen Edix describes it, “the parasitism that exists between a nematode and the human intestine.” Other faculty have been less kind in their assessments. Yet Ennyville is careful to preserve a traditional college town air, if only to attract those at U of All People who consider themselves traditional or collegiate.
The Down Home Diner, housed in an authentic old railway car, remains a bit of a mystery, since no train service exists within 100 miles of Ennyville. Affectionately termed “the Roach Coach” by its clientele, Down Home has survived countless code violations, ranging from clogged grease traps to rodent droppings in the pantry. But the diner remains a favorite university hangout, particularly because so few options exist. And Down Home serves breakfast all day, especially for students whose idea of morning fare is French fries and gravy.
Perhaps in reaction to the dining venues on and off the campus, an upscale café called the Purple Plum does a brisk business in muffins, coffee, herbal tea, and more muffins. The school’s seven student vegans dine here. A 2003 foray into lunch business -- stuffed muffins with a choice of three fillings -- didn’t succeed, and now the Purple Plum is back to what it does best.
Charming Boutique #3 is the third incarnation of a candle and scented soap shop, whose owner in 1985 moved to the graveyard off Route 17. Chloe Retro, a recent graduate at the time, bought the business and turned it into Groovy Antiques, featuring items from the Sixties, such as giraffe-shaped bongs and peace signs made from barbed wire. Under new ownership after a drug raid, the store is now back to soap and candles, with a sideline in wobbly ceramics.
Wrecks-All Drugstore near Fraternity Row stocks what its customers need most, including a dozen brands of condoms and over-the-counter sedatives. Pharmacist “Pops” Popper aims to please, as he has for over twenty-five years, and also does a brisk backdoor business in what he vaguely refers to as “secondhand Rx.”
Boo Briar is the friendly proprietor of Boo’s, a liquor store that deals mainly in pint bottles. Open late, Boo’s has been deemed responsible for a large percentage of the DWI incidents around campus, but as Boo likes to joke, “Alcohol don’t kill people. It preserves ’em.”
Five houses of worship anchor the town, including the First Presbyterian church and two close Seconds. The Catholic church, Our Lady of Groaning, merges spiritual consolation with tutoring aid. “Haven’t got a prayer of passing the test?” reads the marquee sign. “We can help.” The Interfaith Chapel, recognizable by its defaced outdoor sculpture, is visited by no one.
The Swampland Bank (the name a nod to the college’s roots), offered free checking in the days when students still wrote checks, but now demands a minimum balance of $500 (with a creative option, still pending in court, for the equivalent in goods and services). The card slot in the ATM has been repeatedly jammed with super-glue since 2007, but the smashed security camera has shown nothing.
Of course, Ennyville does more than just cater to the buying patterns of students. The town boasted a population of 1,713 in the 2010 census and has learned to be self-sufficient (except in June, July, and August). The buildings around town house three second-rate doctors, an insurance-real estate-tax accountancy-law-and-carpentry firm, a nail salon staffed by illegal immigrants — even semi-affordable housing in a development called Kollege Rowe. In reciprocity, U of All People has reached out to Ennyville, offering a senior-citizen course-credit discount that amounts to $15.99, as well as free access to campus cultural events like Museum Night. The school also rents its 15,000-seat football stadium to local meetings of the Kiwanis Club.
Even the latest Omicron Upsilon prank, involving a gallon of sheep’s blood and the Interfaith Chapel, hasn’t done much to sour town-gown relations, after the fraternity paid an unnamed sum in restitution. As head of the local Chamber of Commerce, Len Meesum, puts it,“The love just keeps on coming.”
David Galef is happily employed as an English professor at Montclair State University, not, thankfully, at U of All People.
I am always working. If not at the office, then at home. And if not in front of a computer, then sitting on the couch with my nose buried in a book or a journal. And if not there, then riding around my yard on the lawnmower, reading the newspaper, or playing golf with friends.
Like most academics, I live the life of the mind, and wherever I go, my mind is there too: sifting through half-baked ideas; ruminating on the latest developments in my field; wondering if my 7-iron will take that tree out of play.
Unfortunately, my wife, Loren, doesn’t buy into this life of the mind thing, at least not completely. Sure, she understands that my job at the local college helps pay the bills, and she also understands that part of the job requires me to come up with ideas and write articles and books. But she has always been suspicious of my definition of work, and whether what I routinely call work should be considered working at all.
Loren has a profoundly materialist view of work. Some might say reductive. For her, work involves actually doing, well, work: something that can be seen and heard. She rejects the proposition that my mind is my office. (Or is it the other way around? My office is my mind? Which one sounds more impressive?) And she thinks the person who came up with that phrase is an idiot.
In graduate school, while writing my dissertation, I tried to convince her that writing should count as work. She agreed that typing on the keyboard, the act of putting words into sentences and paragraphs, counts as work. But she questioned whether the other nonsense I claimed was writing, like surfing the Internet, watching travel shows on TV, sitting in coffee shops, and drinking beer in the afternoon, was actually work. (In my defense, I never once claimed that my principal occupation at the time -- complaining about writing -- was work, even though my buddies, who were writing dissertations as well, assured me that it most definitely was.)
When I got my first job, I did most of my writing at the office. Loren believed that I was working because, well, I was working. I regularly brought home text for her to read and I managed to write a book and nearly two dozen guest columns for newspapers.
But recently, I’ve fallen back into my old habits. Just the other day, about a week before the fall semester began, Loren and I were working at home, she on a do-it-yourself project and me on a writing project. It was slow going that morning, and by about 11:00 a.m. I was ready for a break. I got up from the computer and sat down in the front room to read the newspaper. Loren was coming in and out of the house, taking measurements in the bathroom and cutting drywall in the garage. She passed by a couple of times without comment, but on the fourth trip I heard a low, Marge Simpson-esque grunt.
The sound caught my attention because Loren, like her mother before her, can communicate five or six different meanings with a grunt, depending on the modulation, ranging from mild annoyance to utter dismay. I thought the sound I heard that morning was on the mild end of the spectrum, so I kept on reading the paper.
Twenty minutes later, I went to see Loren’s progress in the bathroom.
“You’re annoying me,” she said before I could say a word, or even poke my head in and take a look around. “When I’m working, you can’t sit and read the paper where I can see you.” (In addition to her materialist view of work, Loren has a strict collaborative view of work as well. If she’s working, I must work. Or at least appear to work.)
I thought about debating her characterization of my morning activity, but quickly realized I could never convince her that reading the paper should count as work. “Okay,” I said, sheepishly returning to my computer.
Reading the paper that morning didn’t officially count as work, at least not in my house, but it did help me get some work done. That short break, and the distraction provided by other peoples’ ideas, helped me think about my project in a new, productive way.
And that’s the odd, surprising, and wonderful thing about the academic life, about the life of the mind. It often involves staring out the window or doing something else for a while -- putting our projects on hold for a couple hours so we can return to them later in the day, after our subconscious minds have had a chance to do a little work on them.
My marriage to a person who questions the life of the mind is actually quite good for me. It keeps me productive -- gotta keep those fingers tapping on the keyboard lest Loren think I’m looking at the Internet -- and it keeps me honest. I no longer confuse my golfing, reading, or Web surfing with actual work.
Tom Moriarty teaches writing and rhetoric at Salisbury University.
The student worker in our department office had messed up the committee report so that Page One was tucked between Pages Three and Five, and the last page was missing. A colleague of mine called this problem to her attention. “My bad!” she said cheerfully as she walked away.
A pause hung in the air. “Whatever happened to ‘I’m sorry’?” muttered the committee head, and we proceeded without the faulty report.
The phrase my bad, exported to the U.S. about a decade ago from Australia, has become a curse. Initially, it seemed a lighthearted way of claiming responsibility: not mea culpa, with its Catholic overtones of sinning and eventual forgiveness, but a slangy alternative. Turning bad into a noun was cute, if at first a bit grating, and it could apply to so many situations.
Chose the wrong textbook at the bookstore? My bad! Got caught plagiarizing your essay from Wikipedia? My bad! Forgot to attend class for the last two months? My bad!
It soon became clear that my bad wasn’t so much an acceptance of responsibility as shrugging it off. A rough translation of my bad these days might be “Okay, maybe I screwed up, but it’s no big deal, so stop pestering me.” And that’s simply not acceptable in many situations. It does matter that the assignment was late or that the homework wasn’t done at all. I’m still waiting for a follow-up like my good, to mean “I’ll make good on that.”
A companion phrase that emerged a few years ago plays on a simple tautology: It is what it is. In fact, it’s not as dumb as it sounds. It’s sometimes uttered with a fatalistic shrug, as in a summing-up of the campus cafeteria that serves inedible hamburgers, or in the wake of an administrative glitch that’s not going to get any better. Given American education’s ostensible reformist zeal, it even had a certain old world charm, an acknowledgment that certain situations were unchangeable, and that was life.
But the third or fourth time I heard it applied, I recognized it for what it was. “This copy machine is broken again!” screamed an assistant professor already late to class.
The secretary shrugged. “It is what it is.”
A more appropriate response would have been “I’ll call the repairman.” And since I also use that machine, I walked over and asked her to do just that.
"But it’s too late for her to get those copies made.”
“True. But it’ll help others. So call, okay?”
She twitched. “Whatever.”
Of course, whatever is the forebear for a lot of these blow-offs. Starting as a seemingly agreeable rejoinder (“Would you like to meet in my office or the seminar room?” “Whatever.”), it soon shifted to a fob-off (“I thought I told you the meeting was at three.” “Whatever”). The not-so-hidden meaning is “This is a stupid point to insist on, and don’t bother me.” Once on the lips of all sullen students, whatever seems to have lost popularity as middle-aged faculty members adopted it.
What’s new in this line? Keep your ears open for pretty much, as in “That pretty much sums it up.” Cut down to two words, its scope has broadened to include a wealth of sins: “Did you really blow off that research paper?” “Pretty much.” “Is that all you have to report?” “Pretty much.” It masks an avowal behind a laconic semi-affirmative.
My favorite, though, is Good luck with that! -- said with just enough edge for the hearer to suspect sarcasm but not be entirely sure, as in “I don’t really like English courses, but this semester I’m taking Shakespeare, Milton, and Modern Poetry.” “Good luck with that!” Or “I’ll have to finish my conference paper on the plane to New Orleans.” “Good luck with that!”
In fact, I heard it just the other day as a capper to someone who said he was trying to solve the longstanding parking problem at our university. In that particular instance, even I might have said, “It is what it is.”
David Galef is pretty much a professor of literature and creative writing or whatever at Montclair State University. He also writes dispatches from U of All People for Inside Higher Ed.
If you plotted our town on one of those vintage maps that show important products, we’d be an ear of corn, a fat green soybean, and a little black mortarboard. Even within the perimeter of the campus, we have farms for teaching and research. On one of these, a dairy farm of 200 cows, we are living out our destiny as a land-grant institution.
Land-grant institutions, you will remember, came into being under the Morrill Act signed by Abraham Lincoln in 1862. Tracts of land were granted to loyal states; the state could sell the acreage to raise funds to establish a university. Land-grant universities were required to teach mechanical arts (engineering), agriculture, and, in a nod to the desperate reality of the Civil War, military tactics.
In the early days of our university, the student brigade rolled out its cannon and practiced artillery on the central quadrangle. When called to the Somme, they went. And now, once again, in our sleepy town, you can hear the booming sound of cannon fire.
The first night the booms woke me I figured that I had been reading too much nineteenth-century French history and had a very bad case of Napoleon on the brain. Once he settles in, he’s a bear to get rid of. But my husband grumpily assured me that I hadn’t imagined it. Someone was firing a large gun on our campus.
The neighbors had theories:
(1) Frat boys setting off fireworks. The originator of this theory grew up here, which is why he assumes that any nighttime phenomenon that can’t be otherwise explained must be caused by fraternities.
But frat boys, although they do operate inside a highly structured and hierarchical institution, don’t set off their fireworks at regular intervals.
(2) “Firing to get rid of the Canada geese,” my husband theorized. “There are too many of them around the ponds.” But weren’t the Canada geese sleeping at night?
At a dinner party that night our host admitted he was exhausted. Early in the morning he had finally called 911 and complained.
We all leaned forward. So what is it?
His eyes twinkled. “You know all those cows? And think of all the methane they produce… .” The university, the 911 operator had explained, responsibly trying to keep all that hot methane out of the biosphere, had installed a machine that processed the methane with a loud bang. Unfortunately the timer had malfunctioned and that was why it had gone off all night rather than during the day.
“University flatulence,” he chuckled. “We should have known.”
I liked all these theories. I pictured the frat boys setting off fireworks at timed intervals (they would probably have an app on their cellphones to keep track), the geese going elsewhere (good riddance!), and the methane from the dairy cows exploding with a bang. But like many appealing theories of ordinary life, all three were wrong.
The university once again has a cannon. And on that modest dairy farm, our land grant mission, our very destiny -- agriculture, military tactics, and engineering -- has finally come together to defend our land-granted soil. And just in time, too. The enemy is massed all around, lined up on the wires, waiting to attack. Wasn’t it Marx who said that history repeats itself, first as tragedy, then as farce?
For the last two years flocks of crows have swooped down and pecked through the enormous rolls of corn stored in heavy plastic, causing rot and spoilage. Storing the feed corn for the coming year in giant plastic rolls is efficient and economical. Each plastic roll holds the equivalent of a sixty-foot silo and needs no maintenance. The farm tried netting over the plastic but the crows pecked through it. They tried poisoning, but neighbors complained about the crows keeling over in their yards, and the cruelty. So this year they have purchased a propane-powered nuisance cannon. At intervals it sets off a sonic boom of over one hundred decibels. Normally it goes off at random, regular intervals all day long. It went off all that sleepless night because someone forgot to turn it off.
Napoleon said that it was with artillery that you wage war and win battles. How he would have loved the university’s 21st-century weapon, the propane cannon. So portable! Blue and yellow plastic, a lightweight tripod, and 17,000 detonations from one small tank of fuel. Its only projectile is that now-familiar sonic boom. At least for now, the crows are in retreat.
Carol Spindel is an instructor of English at the University of Illinois at Urbana-Champaign.
Submitted by Rob Weir on December 23, 2010 - 3:00am
I've just had one of those semesters in which one of my classes had just enough rotten eggs to jeopardize the barrel. You probably know the eggs in question, the ones suffering from SBS (Spoiled Brat Syndrome). Love that term. It was given to me by one of my students who got tired of hearing from peer whiners. SBS students are those who occasionally come to class, voice a few complaints about how (they’ve heard) you conduct it, insist that you personally take responsibility for improving their grades, register moral outrage when told that you intend to hold them to the same standards as lesser-deserving students, and then disappear for several more weeks.
I get through this kind of class because I’ve learned not to waste my time on SBS sufferers. (Seriously, there’s little you can do to please them, so don’t bother trying.) The end-of-semester problem is that our campuses practice the same one-person/one-vote democratic practices that muddy our civic lives. Everyone gets to fill out a class evaluation, whether they're Einstein or the campus idiot, a perfect attendee or a ghost, a hard worker or an SB. Alas, it only takes a few SBs to pull down your class evaluation scores. I’ve written before about what you should and should not take away from student evaluations. My relaxed views on these notwithstanding, this semester’s brush with SBS students aroused my sense of justice. It's just not fair that students get to evaluate us, but we don’t get to say our piece about them. In theory, of course, our grades are their evaluations, but as many on this site have noted, professors who break the institutional curve do so at their own peril. Let’s just say that C has become the new F and B is now the new C. I say it’s time to give profs parallel rights and allow them to evaluate their students. Distribute machine-scored bubble sheets and make the results on each student available campus wide. Heck, let’s even set up a Rate My Students website.
Based on my university's instructor evaluation form, here is a working draft of what one might look like. (Disclaimer: This test comes to you as a seasonal dose of seasonal humor and should not be construed as an exercise in cynicism. I truly love almost all of my students, even a few of the SBSers.)
1. The student was well-prepared for class. a. Almost always. b. Frequently. c. Sometimes. d. Rarely. e. Have I ever seen this person?
2. The student actually reads directions before asking what they are. a. Almost always. b. Frequently. c. Sometimes. d. Only if the directions appear in red, bold, and 48-point font. e. A new immaculate conception is more likely.
3. The student demonstrated that s/he actually opened assigned books. a. Almost always. b. Frequently. c. No, but student cruised some cool websites. d. Student didn’t buy the books, but did complain about their cost and the fact that I didn’t use them enough in class e. Read! What kind of tyrant would impose such an indignity?
4. The student used class time well. a. Almost always. b. Frequently. c. Does catching up on sleep count? d. Perhaps, but it was at some out-of-class pursuit. e. Remind me again who this person is.
5. The student demonstrated a keen interest to learn. a. Almost always. b. Frequently. c. Maybe once, but I could be wrong. d. ROTFL. e. Who?
6. The student looked at the syllabus at any point other than day one. a. Student always consulted it. b. Frequently. c. Not sure s/he is familiar with the term. d. Left it on the desk upon leaving the first class. e. Thinks it’s my job to call each night and remind him/her of assignments.
7. Student made valuable contributions to the class. a. Almost always. b. Frequently. c. S/he once gave a cold to several classmates. d. Class exchanges were acrimonious though there’s no way s/he could spell that word. e. Class contribution analogous to Cruella Deville's to animal rights.
8. Percentage of time student spent working vs. complaining about working. a. Never complained. b. Seldom complained. c. About 50/50. d. You’d have thought I was asking for both kidneys. e. Never stopped complaining, though one must admire student's consistency and persistence.
9. Percentage of classes student actually attended. a. 100 percent or nearly so. b. 75-90 percent. c. At least 50 percent. d. Peer nickname was “Caspar.” e. Do I really have a student by this name? Are you sure?
10. Student begins working on major assignments at least 12 hours in advance. a. Almost always. b. Frequently. c. It could have happened once, but I kind of doubt it. d. Did you say “in advance?” Hah, hah! That’s a good one. e. Are you under the misapprehension that this student actually handed in work?
11. Student has actually looked at things marked on returned papers other than the grade. a. Almost always. b. Frequently. c. Yes, s/he once remarked on the lovely shade of red splashed across the page. d. Stop! You’re killing me with these jokes. e. See 10e.
12. Student accepts responsibility for mistakes. a. Almost always. b. Frequently. c. S/he once apologized for spilling soda on my office carpet. d. Insists s/he is always misinterpreted. e. Student’s lawyer will not allow me to answer this question.
13. How much did this student learn in your course? a. Quite a lot. b. An average amount. c. A new idea may have sneaked in when student’s guard was down. d. Wouldn’t the student actually have to be in class for this to happen? e. A brain surgeon with a power drill couldn’t get into this student’s head.
14. Estimated hours per week this student devoted to your course. a. More than 10. b. 5 to 10. c. A good 15 minutes. Maybe. d. 2-3 nanoseconds. e. Do zombies study?
15. What is your overall assessment of this student? a. S/he is a stellar student, a credit to her/his family, and has a promising future. b. Student has room for improvement, but has the potential to do well. c. Student’s ability to moan and complain certainly ranks in the top 25 percent. d. My God! If this student is ever again in one of my classes please, please just shoot me. e. I had a better chance of marrying into the British royal family than seeing this student at any point during the semester.
16. What testing would you recommend to this student’s adviser that would help that adviser plan the student’s future? a. LSAT. b. GRE. c. Test for possible learning disabilities. d. Myers-Briggs personality test. e. An EEG.
Despite recent economic indicators, as U of All People President Buck Passer is fond of calling the current recession, building is still proceeding apace on campus. In God’s name, why? Because the funds were earmarked a long time ago; i.e., even though we’re down to our last piece of chalk in the classrooms, we’re going to have a state-of-the-art echo resonance chamber up soon, next to Old Classroom Quarters #3 (the one that makes odd groaning sounds in autumn because of shifts in the adjunct-faculty-operated heating system). As President Passer explained in his three-minute opening address this semester, “Architecture is sexy. Faculty salaries aren’t.” So, for the next five years, or until the moolah runs out, the U of All People campus will be alive with the cheerful roar of electric saws, cement mixers, and nail guns. Here are just a few of the current building projects:
The Tip Tapp School of Dance: named after alumnus George Tapp, whose latest trophy wife, Tip, wanted something more substantial than another house in the Hamptons. This 40,000â€‘square-foot facility will contain five soundproof rehearsal rooms, a 3,000-seat auditorium with a massive proscenium stage, and even a classroom. Cost: $22 million, $40,000 of which will go to recruit students for the new dance major and hire instructors to teach them.
Institute for Production: originally called the Institute for Melamine Production, or IMP, recently nicknamed “the white elephant.” The blueprint for this low-slung structure of laboratories with high-security access was sidelined after the Chinese melamine scandals and only recently received the go-ahead from President Passer. Now the plan is to renovate the old Chem Building and install truck access in the rear. “I’ve been told the money’s coming from a Hong Kong consortium, and that’s all I know” says head of Engineering Inyure Poquette. “Anyway, it’s safe to say we’ll be working to produce something or other.”
Bland Cafeteria: puzzling, since we already have three cafeterias, a café, a refectory, and two dining halls. But this is what the class of 1985 pooled its donations for: a 24/7 facility so that students pulling all-nighters need never go without munchies. Shaped like a giant pretzel and designed by the ecologically correct Swedish architectural firm ELOF, known for its innovative use of building materials, Bland will have its very walls made of hardened dough. “It is edible, theoretically,” says ELOF CEO Elof Elofsen, “and that is the point, yes?”
Raquette Dormitory for Legacies: designed specifically with future donations in mind, this 20-bed facility will house only those students whose parents pledge $1 million above tuition costs. Features include en-suite swimming pools, a mink-lined jewelry vault, butler services, a secret exit, and BMW transportation to and from classes.
Fromley Facility for Under-Represented Sports. Sack racing, Tiddlywinks, and pole chasing are just three of the sports that will be practiced here. No one knows who Fromley is, but President Passer (UAP ’91) has let it be known that he “practically invented” underwater soccer when he was a sophomore. Fromley will also house UAP’s champion thumb-wrestling team, the only one in the United States.
Dollar Parking Lot: named after Harold Dollar, the transportation mogul whose son lost the use of his second vehicle in a parking-related injury. This multi-level facility, capable of holding three hundred vehicles with convenient access to all campus facilities, was pulled at the last minute in favor of something sexier: the Dollar Raceway, five miles from campus.
David Galef is a professor of English and the creative writing program director at Montclair State University. He also writes dispatches from U of All People for Inside Higher Ed.
Academe is in crisis. Young academics have been left out in the cold: according to American Association of University Professors (AAUP) statistics, only about 25 percent of new Ph.D.s find full-time, permanent jobs. We are wasting the talent of a generation.
There have been scattered proposals to redress the situation, such as cutting graduate programs, but none seems to have stanched the carnage. And it is unlikely to change in the foreseeable future; given current state and federal budget pressures, it will only get worse. Moreover, professors, especially tenured professors, probably won’t be first to gain increased public support when the economy rebounds.
Therefore, the best recourse is to solve the problem ourselves, taking matters into our own hands, as it were. To that end, I have recently founded an organization, Academic Opportunities Unlimited (AOU). Our motto is “We can’t guarantee you’ll get the job, but we can guarantee an opening.”
AOU is elegant in its simplicity, rebalancing an artificially skewed market. One of the effects of the job crisis is an aging professoriate. Since the 1970s, the scales have tipped heavily AARP-ward: while only 17 percent of faculty were 50 or over in 1969, a bloated 52% had crossed that divide by 1998. It is no doubt worse now, and strangling the air supply of potential new professors.
AOU would work to remedy this bias against youth. It would, through a rigorous screening process, pinpoint faculty who are clogging positions and select them for hits, or “extra-academic retirement” (EAR). While this might raise qualms from the more liberal-minded among us, we would argue that it is more humane, both to potential faculty who otherwise have been shunted aside and to those languishing in the holding pattern of a withered career, than our current system. The retirement would be efficient and quick, and strictly limited to those who, as the saying goes, have their best years long behind them.
In turn, AOU would enliven campuses with new faculty. It is widely acknowledged that faculty in most disciplines have their best ideas in the first flush of their careers, so a good part of their later careers are spent rewarming an old stew; AOU would encourage fresh ideas and innovative research, and bring some excitement back to campus. Undoubtedly, the changes would be visible: rather than looking like fugitives from a nursing home or a Rolling Stones concert, the faculty would be snappier, with better-fitting jeans.
A secondary benefit is that it would have a catalytic effect on those with tenure, who would step more lively when on campus or not hang on to their jobs until they had squeezed the last bit of ink from their yellowed notes. It would bring some concrete accountability to tenure and in turn help to recuperate its public image. Tenure would no longer be seen as a protection for lazy elitists, but a badge of genuine distinction and continuing merit.
Though AOU might prompt arguments like those against euthanasia, I think that it’s more apt to see it like “Do Not Resuscitate” orders in hospitals -- no easy choice, but the reasonable one in many situations. One can envision administrators building such a codicil into academic contracts. While aided retirement might be sudden, consider how many times people say that, if they had a choice, they would rather depart quickly than decline over years in hospitals and nursing homes. Is not academe, given its current demographic, a kind of nursing home for the intellectual class? AOU would be more humane than most other ways of expiring, and it turns the tide from a drain on scarce resources to a more just and productive use of them.
We should stress that AOU is not predicated simply on age, which would be ageist, but on productivity. We are as yet undecided on the exact process -- whether it should operate through nominations (a “three nominations and you’re out” rule -- 3YO) or through a statistical assessment of productivity -- although we will be conducting trial runs soon.
Foreseeing concerns that it might violate academic freedom, we should emphasize that AOU would not tamper with hiring; hiring should of course remain in the domain of the academic unit, as our motto indicates. AOU would clear the current logjam and create more openings, and then it would be up to particular candidates to demonstrate their excellence.
While AOU is an independent enterprise, we expect that university administrators will welcome the turnover of faculty. Cost-conscious provosts will embrace the reduction of salary lines from high-cost, low-yielding professors to starting salary levels. Deans will welcome the infusion of new energy instead of old entropy into departments. At the other end of the spectrum, students will be enthused by more-engaged faculty, with more contemporary popular culture references and the ability to text.
Among colleagues I’ve let in on the ground floor of AOU, there is some debate over whether we should employ independent contractors to conduct retirements or whether we should keep the job in-house. The consensus leans to the latter, which would provide an excellent opportunity for Ph.D. students or unemployed Ph.D.s to serve as “Opportunity Interns” (OIs).
Such an internship would have its own educational value. For one thing, it could give those in the positions a chance to apply the diverse academic skills that they have learned in practical ways -- those from physics could consult on ballistics, those in chemistry could advise about toxicity, and those in English could get coffee. It would be a truly interdisciplinary endeavor, and it would dispel the image of academics as nerds bound to the ivory tower, again building more public respect.
One way to think about it is that AOU would be a rational correction of the academic job market. The market has become distended in an artificial bubble; AOU would help to return the apportionment of faculty to a more natural range. Most scholarship shows that organizations work best if employees represent a breadth of youth and experience rather than clotting in one group, which, like sitting on one side of a rowboat, will swamp the organization. AOU would recover a more normal and productive range and revitalize the professorial ranks.
We welcome both nominations for EAR and applicants for Opportunity Internships.
Jeffrey J. Williams
Jeffrey J. Williams is a professor of English at Carnegie Mellon University. He is finishing two books: one tentatively called Against Obscurity: Essays on Criticism, Culture, and the University, and the other an edited collection of critical credos from minnesota review, which he edited for 18 years.
In these financially perilous times, campus administrators are looking for places to slash costs, whether that means a universitywide hiring freeze or axing the French department. Even if the measure saves only a few dollars, the act itself is significant. When stubborn trustees or even the uneducated public inquire what the college is prepared to sacrifice to stay afloat, the provost or her henchmen must have some answers.
This air of pragmatic desperation has certainly infected the atmosphere at U of All People, where Provost Jeanne Dark has begun all meetings with the invocation “Every crisis is an opportunity.” UAP President Lenny Grouper, the third school head in as many years, has indicated his nervous assent.
Just as desperate, departments and programs are coming to terms with negative raises and zero office supplies, even as they make their annual cases to deans and higher-ups for more money. These pleas are a curious balancing act of a forlorn tone to show need, and can-do optimism to avoid Provost Dark’s pulling the plug on the program. Below is a sampling of recent e-mails.
From: "Dirk Hartwell" <firstname.lastname@example.org> Date: 2011/02/14 Mon AM 09:53:21 EDT To: <email@example.com> Subject: 2011-12 budget
To Professor Moriarty, Dean of Humanities:
As you probably know, the psychology department converted its last remaining lab into a combined mail room and office space last year, selling off our pigeons and cages on eBay for a grand total of $352. Because of the increase in class size, from 25 to a cap of 120, we’ve had to bend our curriculum to fit. The good news is that we’ve inaugurated two new courses for the larger sections, Psych. Ed. and Mass Thinking, and though we have no one to teach them because of the untimely departure of Professor Spitch to U Hoo (where the cap on comparable classes is 27½ ), we’re soldiering on. I won’t even mention what we’ve done with our lab rats.
We all recall what happened to the French department last year during its fiscal crisis, so this isn’t exactly a plea for funds, just your solid support and perhaps a promise not to cut our last office staff member, Hilda Trupp, who’s thinking of getting married. If you want the larger picture, think of it this way: where would America be without psychology?
Date: 2011/02/14 Mon AM 10:18:21 EDT To: <firstname.lastname@example.org> Subject: music and money
To Dr. Mamon, Dean of the Arts:
Why, oh, why is music always the first in line during funding cuts? Our one concert grand is permanently out of tune, and our piano instructor is giving lessons on the side during class breaks just to make some extra money. The chorus needs funds to travel to Salt Lake City for its annual competition with the Mormon Tabernacle Choir. At the very least, you could provide us with new instruments. The children -- I mean the students -- will be so happy!
On the plus side, we’re putting on five concerts this year. Be sure and show up on March 6th, when we’ll be playing your favorite, “For the Love of Money.”
From: "George Manly" <email@example.com>
Date: 2011/02/14 Mon AM 11:22:18 EDT To: <firstname.lastname@example.org> Subject: fiscal fitness
I know -- we all know -- that you’re looking to cut costs, but please don’t look in the direction of the business school, especially not as we’re just climbing out of the recession. You don’t want to cripple our recovery, do you? Shrinking enrollments shouldn’t be reflected in our take-home pay. As you’re aware, most of our faculty have deliberately chosen to teach in the academy (except Ben Krupt), when they could be pulling down six figures in private industry, if this were still 2007 and they had those jobs.
All I’m saying is that we need to pump some more money into the economy, starting with the full professors’ salaries. As for the others, the trickle-down effect will work if we just give it time.
From: "Johnny Feare" <email@example.com> Date: 2011/02/14 Mon AM 12:13:14 EDT To: <firstname.lastname@example.org> Subject: the usual
It’s that time of year again, and it’s the same song as last time. I’ll keep it real simple. We need $100,000 more for football recruitment. Maybe $25,000 more for incidentals. This is a small request. Did I say $25,000 extra? I meant $50,000. We had a real good season last year. We’re doing pretty damn well now, too, but we could be doing better. And you know what the alums will say if we let things slide. You want to keep your job, don’t you?
David Galef is a professor of English and the creative writing program director at Montclair State University. He also writes dispatches from U of All People for Inside Higher Ed.