The Hows and Whys of Public Humanities
By Devoney Looser
By Devoney Looser
By Danielle Spratt and Bridget Draxler
By Jeffrey R. Wilson
By Jordan Windholz
By Ellen C. Carillo
Profession: articles, news, and resources for the work you do
Paula Krebs: You decided to create a podcast for your . . .
Educators know there’s a difference between hearing and listening. When . . .
Able-bodiedness should not be a prerequisite for conference participation. If . . .
Dissecting simulated organs and teaching computerized pupils are new ways that college students are engaging with artificial intelligence.
“It is essential that administrators begin to implement strategies to proactively combat impostor syndrome among Black college students.”
Two new reports reveal that the humanities are alive and well at community colleges, but are we asking the right questions?
Are tenured and tenure-track positions, and tenure itself, disappearing from the landscape of the disciplines and higher education? Are there data that can help us understand the level of institutional demand for tenure-track faculty members and its relation to the supply represented in the annual production of new doctorate recipients? . . .
What I want for my students in the classroom is freedom to explore their ideas regardless of how the world might classify those ideas—freedom to ask questions free from fear of punitive judgment. . . .
Now is the time to insist that extramural speech is a vital aspect of academic freedom—precisely because the struggle for academic freedom is the struggle for democracy. . . .
If you’re an adjunct and you think you’re not good enough and that somehow not being good enough got you where you are, don’t believe that. . . .
We thought that institutions would be more likely to pay contingent faculty members a living wage, increase opportunities for advancement, and offer security if their rankings depend on their willingness to do so. . . .
I want to persuade you, therefore, to abandon any sense of complacency and to believe that we are facing at this moment—right now—a crisis in the humanities. Without action, we humanists, and the graduate and undergraduate students we care about and serve, stand to lose a great deal. . . .