Fall 2019
[T]he humanities now lose at games of allocation that numerical supremacism has rigged. With premises that acknowledge not only the value of data but also the value of complementary interpretive systems, outcomes will become less skewed. . . .
[T]he use of smallness in this article does not refer to student enrollment or faculty size, areas in which we are naturally not small by choice. Rather, the term addresses the danger of a certain form of contentment with the tight-knit communities that we have built as well as the nostalgia for traditions. . . .
What would it look like if PhD programs responded to this emerging reality that the most valuable professional development experiences for a substantial percentage of graduates (even those remaining in academia) are increasingly extradepartmental and sometimes extracurricular?. . . .
We need to do the very hard work in the humanities of taking the lead at our institutions to redesign our programs in ways that are relevant, urgent, meaningful, and indispensable to students’ lives, including work lives that do not resemble those of their instructors. . . .
Higher education’s stigma against community colleges is strong, particularly since graduate programs and advisers don’t intentionally prepare their students for community college careers. . . .