Mentoring Midcareer Colleagues
By Jean Ferguson Carr
By Jean Ferguson Carr
By James Mulholland
By Paula Rabinowitz
By Dana A. Williams
By Jason Courtmanche
By John Marx and Mark Garrett Cooper
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Helen Small, Merton Professor of English Language and Literature at . . .
For the past several years, we’ve been trying to rethink . . .
In a recent opinion piece for Inside Higher Ed, George . . .
Because pandemics are “social as well as biological phenomena,” the SHAPE (social sciences, humanities and arts for people and the economy) disciplines are essential to recovery.
Cuts to humanities programs “discredit the practices of slow thinking, patient listening, and careful communication that sustain and develop democracy,” writes Doris Sommer, director of the Cultural Agents Initiative at Harvard University.
The pandemic has underscored the value of integrating humanities topics such as ethics, history, literature, and culture into traditional medical education.
I am suggesting that doctoral programs think more expansively about the concept of composition as a practice in the construction of meaning so that graduate students are prepared to recognize their ability to teach interpretive practices . . .
If we believe in the value of the humanities and want them to have a future, then more of us need to serve as ambassadors to audiences beyond these degree-attainment cohorts. We need to regularly seek public connections—to find or create them.
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. . . .