Talking out of School: Academic Freedom and Extramural Speech
By Michael Bérubé
By Michael Bérubé
By Patricia A. Matthew
By Robert Quinn
By Leland Tabares
By David Laurence
By Doris Sommer
Profession: articles, news, and resources for the work you do
What happens when a faculty member or department is the target of a coordinated attack? Initially, someone (frequently a student) who is offended. . . .
Are your personal and professional data secure? A few modest actions in three key areas. . . .
Higher education is facing everything from coordinated alt-right attacks on faculty members to threats of public violence. . . .
In the UK, higher education experts tackle the issue of adult learners. Can they make the case for government support of lifelong learning?
Course evaluations are not always an accurate indication of your teaching ability, but are still widely used. Find out how to get the best results.
Your compensation package from an academic institution is less than you anticipated. What can you expect from different types of institutions?
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. . . .
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? . . .
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. . . .
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. . . .
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. . . .
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?….