Winter 2019
Are tenured and tenure-track positions, and tenure itself, disappearing from the landscape of the disciplines and higher education? Are there data that can help us understand the level of institutional demand for tenure-track faculty members and its relation to the supply represented in the annual production of new doctorate recipients? . . .
Each time a scholar is shouted down or denied a visa or arrested or killed because of the questions she or he might ask or the ideas and evidence she or he might share, the space for inquiry and expression shrinks. . . .
What I want for my students in the classroom is freedom to explore their ideas regardless of how the world might classify those ideas—freedom to ask questions free from fear of punitive judgment. . . .
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. . . .
As universities increasingly rely on contingent labor for undergraduate teaching assignments, graduate students are called on to lead the classroom despite having little to no institutional protection. . . .
The objective of a new humanistic approach that involves case studies would be to learn what works, what doesn’t, and why. Simply put, it would be to learn. . . .