By Emily Van Duyne

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. . . .

By Beth Seltzer

If academic job ads routinely ask for a wide range of skills, why does graduate school training often devalue the activities that would build these skills? What does a faculty member do—actually, fully? . . .

By Carolyn Betensky, Seth Kahn, Maria Maisto, and Talia Schaffer

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. . . .

By Julia Daniel and Thomas Sura

Because professors stand to gain so much through equitable evaluation of collaborative work (and we are not just talking tenure), we argue that the rhetoric of collaboration in the humanities can do more to support professors. . . .

By Eric Hayot

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. . . .

By Paul T. Corrigan

In narrating the life and death of a literature professor, Wit asks what literature—particularly the study of literature in college—might offer in life and in death. Susie’s question gestures broadly: What is the end, or purpose, of literature? What significance does literature offer readers’ lives? How might teaching enable or hinder that significance?….