Archive for the 'happy endings' Category
2014-15 is going to be a pretty sweet year for me, as I’m going to be a long-term fellow at the Huntington next academic year! Yes, from August 2014 until June 2015, I will hold the Dana and David Dornsife Fellowship there. (I’ve known for over two months now and have been waiting for the Huntington to update their website, but I just can’t wait any longer to share the good news!) That’s right, friends: it’s swimming pools & movie stars for Historiann next year, at least on the weekends.
Here’s what the entire famille Historiann will look like on our way west this summer:
Lest you think my success this year was a coup de foudre, I’ll have you know that I have applied unsuccessfully for a long-term fellowship at the Huntington four times in the previous five years! Continue Reading »
From The Husband-Man’s Guide (Boston, 1712):
In this month sow Hemp & Flax, pole hops, set and sow all kind of tender herbs and seeds. Restore the liberty of the laborious Bee, by opening her hive. Let Tanners now begin to prepare to get Bark, and the good Housewives mind their gardens, and begin to think of their Daries. Now purge & bleed, you that need; for the use of Physick is yet very seasonable, the Pores of the body being open; therefore this and the last Month is th’ best time to remove and prevent Causes of sickness, and for speedy remedy in any extremity. Let blood these two Months the Moon being in Cancer, Acquary or Taurus, but held to be extream perilous for the Moon to be in that sign which ruleth the Member where the Vein is opened. So also it is held best to take Purges when the Moon is in Cancer, Scorpio or Pisces. But an Oyntment or Plaster is best apply’d when the Moon is in the same Sign that rules the Member to which it is applicable.
As it says after one of its recommended decoctions for common human complaints: Continue Reading »
For the first time in my life, I’m actually going to spend part of my spring break in Florida. Honestly; the farthest south in college or grad school I ever went was Baltimore. (I know! I was a total grind.)
See you on the flip side of the continent.
The usually techno-utopian Joshua Kim is channeling our pal, MOOC skeptic Jonathan Rees! It’s almost unbloglich! (I’ve jumped on Kim before and was kind of a jerk, but he was a thoroughly decent guy about it all, contacting me in a personal email.) In a post published yesterday at Inside Higher Ed, Kim reports that he was doing so well watching recorded lectures in three different MOOCs when Netflix released the entire new season of House of Cards recently, enabling Kim’s penchant for immersive binge-watching. In “How House of Cards killed my MOOCing,” Kim writes:
Access to media, from games to videos, is now as close as our smartphones.
The quality of compelling content available on our phones is only increasing.
House of Cards comes from Netflix. Amazon is releasing original programming. Some folks are lucky enough to have passwords to HBO Go accounts.
And this is only video. The real action is probably in mobile games and mobile social media platforms.
As higher education content migrates to our smartphones, as it surely will, this educational material will be competing with entertainment available on the very same platform.
The answer, of course, is that I was not really missing out on an education by missing out on my MOOCs.
An open online course is a wonderful thing for many many reasons, but participating in a MOOC is not the same thing as investing in an education. Continue Reading »
Can we all just hold hands and shout “DUHHH!!!!” together? NPR reports on a new study this morning:
Today, some 800 of the roughly 3,000 four-year colleges and universities in America make SAT or ACT submissions optional. But before a new study released Tuesday, no one had taken a hard, broad look at just how students who take advantage of “test-optional” policies are doing: how, for example, their grades and graduation rates stack up next to their counterparts who submitted their test results to admissions offices.
. . . . . .
[Former Bates College Deanof Admissions William] Hiss’ study, “Defining Promise: Optional Standardized Testing Policies in American College and University Admissions,” examined data from nearly three dozen “test-optional” U.S. schools, ranging from small liberal arts schools to large public universities, over several years.
Hiss found that there was virtually no difference in grades and graduation rates between test “submitters” and “non-submitters.” Just 0.05 percent of a GPA point separated the students who submitted their scores to admissions offices and those who did not. And college graduation rates for “non-submitters” were just 0.6 percent lower than those students who submitted their test scores.
How now? It turns out that “high school grades matter–a lot:” Continue Reading »
Howdy, friends! Historiann opened her mailbag this afternoon and found a question from a tenured, early mid-career humanist. She’d really appreciate your advice and assistance with her situation, which involves a job offer received while on sabbatical:
I’m on sabbatical this year and have been offered another job! My question is about the “repayment” of one’s sabbatical year. I signed something saying that I owed my current employer a year of work after my sabbatical. Some very knowledgeable people have told me that those clauses are rarely enforced or enforceable, but a colleague of mine who used to be employed at another university tells me they routinely sued people who didn’t return after a sabbatical.
So first, I’m wondering what your readers’ experiences are: do they know of faculty members who just left without repayment, or who were forced to return for a year–or was there some compromise or workaround? And second, I’d love advice on how to handle this clause in any possible negotiations with either party. It seems to weaken my bargaining position with both my current employer (they know I have to stay, at least for a year, and might be less willing to better my position) and my prospective employer (they’d be passing up a bird in the hand). Continue Reading »
It’s true: our friend Flavia from Ferule and Fescue has a real, live, codex book in her delicate hands as of yesterday! Some of you may remember that she was in crisis mode just 19 months ago, when after two years and two rounds of reviews solicited not together but seriatum, her would-be publisher dropped her project like a hot rock. Oh noes!!! Penn Press must have snapped her project up in a Philadelphia minute, and here it is: Confessions of Faith in Early Modern England. Order it for yourself or or university’s library now! Continue Reading »
with Meredith Broussard, a data journalism professor at Temple University in Philadelphia. Get this: she bans the use of e-books in her classes although she teaches courses in digital journalism (h/t to commenter Susan.) As Broussard explains on her syllabus:
You must bring a print copy of the texts to class. While I understand that e-books are convenient, and I enjoy reading them myself, our class depends on face-to-face interaction. Print is the absolute best interface for what we do in this class. The myriad interruptions and malfunctions of electronic readers tend to interfere with class conversation and distract you from being able to refer quickly to a passage in the text. So: read on whatever you like at home, but bring a book or a printout to class.
Why? It turns out that in her experience, our so-called “digital native” students don’t always plan ahead. (Surprise! Or not, for anyone accustomed to working with late adolescents and young adults.) Also, as I have argued here in the past, she notes that codex technology is unsurpassed for her teaching style and goals:
I really do believe that print is the ideal interface for a classroom. I used to allow e-readers in class. For a couple of semesters, I patiently endured students announcing their technical difficulties to the entire class: “Wait, I’m out of juice, I have to find a plug.” “What page is that on? My Kindle has different pages, so I can’t find the passage we’re talking about.” “Professor, do you have an iPad charging cord I could use?” After a while, I realized that I was spending an awful lot of class time doing tech support. The 2-minute interruptions were starting to add up. E-readers were a disruptive technology in the classroom—and not in a good way. Continue Reading »