A Note from the Editor
By Paula M. Krebs
By Paula M. Krebs
By Lee Skallerup Bessette
By Carolyn Betensky, Seth Kahn, Maria Maisto, and Talia Schaffer
By Robin J. Sowards
By Emily Van Duyne
By Beth Seltzer
By Amanda Tucker
Profession: articles, news, and resources for the work you do
Most classrooms where we teach about language and culture are . . .
Earning a PhD provides you with more skills and career . . .
The MLA’s 2011 “Professional Employment Practices for Non-Tenure-Track Faculty Members” . . .
Scientific data is important to humanity’s development, but science doesn’t hold the answer to every inquiry; a “blind reverence” for data can damage society.
Ads for academic and nonacademic jobs feature the ability to work with others “toward a common goal.” How can grad students acquire this skill?
Group chats have become a safe space for many black students attending institutions in which they are underrepresented.
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?….
While Web-based literary projects tend to function like textual archives and repositories for commentary, this project enables readers to compare the various textual configurations of the Rvf and, in the process, participate in the seven-centuries-long tradition of actively reading, interpreting, and rewriting the text. . . .
We have learned that games can offer many advantages to language learners and can turn what is typically viewed as a mindless extracurricular activity into a vibrant learning experience that extends beyond the confines of the classroom. . . .
Though tracking those who left the academy to pursue a range of careers postdegree looks from the outset to be an exercise in data collection, it is really about the stories—absent, untold, ignored—for which we use numbers as a placeholder. . . .