Archive for the 'students' Category

October 16th 2014
Death threats plus liberal gun laws = no feminist speech allowed

Posted under American history & Gender & jobs & race & students & unhappy endings & wankers & women's history

kevlar vestMany of you are probably following this story, an offshoot of the insane outpouring of misogyny known as GamerGate.  The latest news is that Anita Sarkeesian decided to cancel her speech at Utah State University yesterday.  A news article from the Salt Lake Tribune explains:

A nationally known feminist media critic said Wednesday that “it would be irresponsible” to give a lecture amidst mass shooting threats at Utah State University, knowing that police would not screen for weapons at the door.

In a phone interview from San Francisco, Anita Sarkeesian said she canceled Wednesday’s lecture not because of three death threats — one of which promised “the deadliest school shooting in American history” — but because firearms would be allowed in spite of the threats.

“That was it for me,” said Sarkeesian, who has kept multiple speaking engagements in the face of death threats, including one last week at Geek Girl Con in Seattle. “If they allowed weapons into the auditorium, that was too big a risk.”

She also pledged never to speak at a Utah school until firearms are prohibited on Utah’s campuses and called for other lecturers to join her in boycotting the state.

Wait–why would any sane polity or university let guns into a university lecture hall?   Continue Reading »

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October 8th 2014
Historiann: The New York Times Book Review Interview

Posted under American history & book reviews & class & Gender & happy endings & Intersectionality & jobs & race & students & the body & women's history

cowgirl3a

Giddyup!

Today’s post is was inspired by the interview with James McPherson in the New York Times book review last weekend.  I reviewed that interview in yesterday’s post.  Today, I’ve interviewed myself, and I encourage you to interview yourself too, either in the comments below, on your own blog, and/or on Twitter.  (Be sure to tag me @Historiann and #historiannchallenge.)

What books are currently on your night stand?

Lucky Jim by Kingsley Amis, and some travel guides for southern California.

What was the last truly great book you read?

If you mean a work of history, I’d say Foul Bodies:  Cleanliness in Early America by Kathleen Brown. That’s a book that makes a powerful argument about status and cleanliness, and how women became responsible for both of these things in their families and in the wider world. It’s a book that has tremendous implications about the ways in which body care became intensely gendered over the longue durée, which is something I think about whenever I see a housekeeper, a janitor, an employee of a nursing home or rehab facility, or a home health aide.

Who are the best historians writing today?

In no particular order: Lynn Hunt, Jill Lepore, Annette Gordon-Reed, Natalie Zemon Davis, and Judith Bennett. I could go on, but just reading those authors will keep anyone busy for a few years.

What’s the best book ever written about American history?

That’s a ridiculous question. What the hell is a “best book ever?” What do you think I’m going to say–France and England in North America by Francis Parkman?  Best book in the last century? Best book since 1776? Doesn’t the answer vary according to the fashion of the times and our own tastes? History is constantly being revised and updated by each succeeding generation of historians, so no book can ever be a “best book ever” for more than a few years. Continue Reading »

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September 4th 2014
Steady. Aim. Fire. Everyone’s SAFE!

Posted under American history & bad language & jobs & students & unhappy endings & wankers

cowgirlgunsign1Only in America, friends! Or as I said last week:  “Jesus Mary and Joseph.”  (Actually, for several days the intro to that post read “Jesus Mary and Jospeh,” but I don’t have readers who love to copyedit my blog posts of the sort that Tenured Radical gets. Praise be!) For those of you too lazy to click, I’ll enable you:

A professor at Idaho State University was wounded in the foot on Tuesday when his concealed handgun accidentally discharged in a classroom where students were present, the Idaho State Journal reported.

The police responded to a report of a university employee who had accidentally shot himself in a classroom of the university’s physical-science building. They discovered the wounded instructor, who had an enhanced concealed-carry permit. The weapon was in his pants pocket.

The newspaper identified the instructor as Byron L. Bennett, an assistant professor of chemistry. The police said no other injuries had been reported and no criminal charges had yet been filed.

In March, Gov. C.L. (Butch) Otter signed legislation allowing concealed guns to be carried on the state’s public-college campuses. The law took effect in July.

Arthur C. Vailas, Idaho State’s president, joined with the presidents of the state’s other public colleges in opposing the legislation. “When they passed this law it was bound to happen,” he told the newspaper of gun-related accidents on the campus.

I would say that this is like shooting fish in a barrel, but that’s probably making it seem too challenging. Several people notified me about this via email and Twitter, knowing that I’m 3 hours behind most of you these days. As commenter Indyanna’s subject line put it: “Well, that didn’t take long.” Continue Reading »

8 Comments »

July 17th 2014
Thursday round-up: because the internet edition

Posted under American history & jobs & students

cowgirlchapsDistractions, distractions, distractions!  How am I ever going to finish this damn book without moving to a remote Scottish village, a mountaintop cabin in New Mexico, or a Colorado ghost town without the internets?  Ironically enough, the internets have a lot to say these days about how the internets are scrambling our brains and changing our understanding of our own humanity.

  • First, we see via a link from Karin Wulf (@kawulf) Maria Konnikova’s “How to Be a Better Online Reader,” which argues that readers haven’t learned to cope with the distractions of reading online.  According to  Maryanne Wolf, “‘Physical, tangible books give children a lot of time,’ she says. ‘And the digital milieu speeds everything up. So we need to do things much more slowly and gradually than we are.’ Not only should digital reading be introduced more slowly into the curriculum; it also should be integrated with the more immersive reading skills that deeper comprehension requires.”  In other words, reading comprehension is shaped by factors other than the words on a page or a screen–the materiality of the text is fundamentally important.  But instead of chucking out our screens, we have to learn to adapt and teach online reading skills to our students.

Continue Reading »

9 Comments »

July 1st 2014
RED ALERT! Representing women’s & gender history at the Omohundro Institute’s annual conference

Posted under American history & bad language & Berkshire Conference & captivity & conferences & Gender & GLBTQ & Intersectionality & O Canada & students & unhappy endings & weirdness & women's history

cowgirlhayoopsFrom the mailbag today, a note from Sheila Skemp at the University of Mississippi:

A number of us returned from the (excellent!) Omohundro Institute Conference in Halifax this spring with a sense of uneasiness.  While the program was truly impressive, it did not include a single panel devoted to women/gender issues.  Given the strength of the field, this is truly troubling.  And we want to make sure that this does not happen again.

It’s true.  I reviewed the program, paper-by-paper, and while there were two paper titles that specifically mentioned women as historical subjects, they weren’t about women’s or gender history:  Megan Hatfield of the University of Miami gave a paper subtitled “War, Family, and the Transformation of Identity in the life of Eliza Pinckney,” and Rachel Hermann of Southampton University spoke on “‘Their Filthy Trash:’  Food, War, and Anglo-Indian Conflict in Mary Rowlandson’s Captivity Narrative,” (a subject I’ve written about before, in Abraham in Arms.CORRECTION, 7:45 P.M. MDT:  I missed Craig Bruce Smith’s paper on “Women of Honor:  Feminine Evolution through Dedication to the American Revolution.  That said, there were twice as many men named Craig on the program as there were papers focusing on women with a gendered lense.  Skemp continues: Continue Reading »

24 Comments »

June 26th 2014
An elementary explanation for how ed tech widens, rather than narrows, the achievement gap

Posted under American history & bad language & childhood & class & students & technoskepticism

Are the Lords of MOOC Creation listening?  I doubt it, but let’s review this article at Slate by Annie Murphy Paul anyway:

Why would improved access to the Internet harm the academic performance of poor students in particular? Vigdor and his colleagues speculate that “this may occur because student computer use is more effectively monitored and channeled toward productive ends in more affluent homes.” This is, in fact, exactly the dynamic Susan Neuman and Donna Celano saw playing out in the libraries they monitored. At the [affluent neighborhood] Chestnut Hill library, they found, young visitors to the computer area were almost always accompanied by a parent or grandparent. Adults positioned themselves close to the children and close to the screen, offering a stream of questions and suggestions. Kids were steered away from games and toward educational programs emphasizing letters, numbers, and shapes. When the children became confused or frustrated, the grown-ups guided them to a solution.

The [impoverished neighborhood] Badlands library boasted computers and software identical to Chestnut Hill’s, but here, children manipulated the computers on their own, while accompanying adults watched silently or remained in other areas of the library altogether. Lacking the “scaffolding” provided by the Chestnut Hill parents, the Badlands kids clicked around frenetically, rarely staying with one program for long. Older children figured out how to use the programs as games; younger children became discouraged and banged on the keyboard or wandered away.

Continue Reading »

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June 16th 2014
What a schmuck! Chris Hedges is a plagiarist.

Posted under American history & book reviews & jobs & publication & students & unhappy endings & wankers & weirdness

It turns out that Chris Hedges is a plagiarist.  Christopher Ketcham assembles a very damning dossier demonstrating that it’s serial, not incidental, plagiarism that he has committed.

It doesn’t exactly surprise me, given his logorhheac output, which is a typical tell in the case of other plagiarists (Stephen Ambrose, for example.)  It’s disappointing, however, because for the past several years, I have assigned chapters from his 2003 book War is a Force that Gives Us Meaning in my survey class, which I’ve organized around a consideration of warfare in early America.  It’s also embarrassing for me as a professor, doubly embarrassing because not only have I assigned portions of this book for a decade to students who flunked my classes when they plagiarized, but also because the news of his plagiarism in this book is more than a decade old!

The horror, the horror~!  (See Joseph Conrad, Heart of Darkness–I’m not plagiarizing Conrad, I’m evoking him here): Continue Reading »

23 Comments »

June 7th 2014
Education round-up: the suck it up edition

Posted under American history & jobs & local news & students & technoskepticism & unhappy endings

cowgirlbroncobestedFriendly greeting!  Comments on the local weather, and humorous story about my weekend plans.  Here we go:

  • Denver second grade teacher Austen Kassinger says that struggle is inherent to learning, and that parents need to push their children to achieve by owning that struggle.  After spending an entire evening working through five long-division problems in fourth grade, her mother told her to figure it out:  “No, she did not think the assignment was unfair. No, she would not write a note to Mrs. Hall. And no, I absolutely could not stay home from school. Thus went her long-standing policy for schoolwork: If my sisters or I didn’t understand something, it was our job, not hers, to talk to the teacher. . . .I wonder what would have happened if my mother had taken the approach of the comedian Louis C.K., whose tweets about his children’s homework recently went viral: ‘Yet again I must tell my kid ‘don’t answer it. It’s a bad question.’ ’ ‘Who is writi[n]g these? And why?” “My kids used to love math. Now it makes them cry. Thanks standardized testing and common core!’ My mother could have said some version of those things in response to my meltdown, but she didn’t. She chose not to blame the question, or the teacher, or the test. And because of her steady insistence that if I took ownership of my learning, I could master any subject, I recovered from long division and went on to take AP calculus, multivariable calculus and linear algebra — in high school.”
  • This is the chief complaint I hear from K-12 teachers:  lack of parental support for their work, or even resentment that parents undermine the standards they have set for their students.  Yes, the same parents who make sure their children get to soccer and football practices and games on time, and force their entire families to eat crappy food and live in the backs of their minivans and SUVs to do so.  I just don’t understand the priorities of my fellow Americans.  At all.
  • Dartmouth digital humanist Mary Flanagan writes about the power and the overwhelming distraction of laptops and other personal digital devices in class.  She has encouraged the use of digital technologies in her classes to good effect, “[b]ut most days, there will come a time where faculty or guest speakers actually speak, or dialogue happens or provocative points are raised. It is then that students with technology-control issues immediately check out and check into Facebook or online games or shoe shopping. Unless they are directly involved in a hands-on activity for which they will be accountable in public by the end of class, it is much easier to give in to the presence of technology and lose the experience of direct engagement.”
  • Do you ban the use of tablets, laptops, and/or phones in your classes?  I have a blanket statement on my syllabus about not using digital devices to distracting ends in class, but I haven’t banned them outright.  A few of my students every semester buy e-books and use their Kindles or tablets in class to access them as well as PDFs of assigned articles and primary sources.  This year, several students have used their phones for this purpose as well.  As for laptops, it’s only a few students at my university who use them in class, and my experience is that it’s both some of the high performers and some of the low performers who use laptops in class.  That is, they work well for very organized and dedicated students, and they serve as vehicles for distraction for others.  I have been of the opinion that it’s up to students to pay attention, or not–remembering full well all of the means by which I used to distract myself in college classes nearly 30 years ago.  Also, if students are distracted by someone else’s laptop or tablet, it’s up to them to find a seat in which they can learn.  But now I’m starting to think that digital distraction may play a role in the poor performance of my two most recent classes, and that I may need to start banning laptops.

Continue Reading »

26 Comments »

May 28th 2014
The so-called “liberal” academic workplace

Posted under class & Gender & Intersectionality & jobs & race & students & unhappy endings & wankers & weirdness & women's history

AliceteapartyJust go read this description of a job interview in a humanities program at a rich SLAC.  The search Chair told our informant, Anonymous, that the young African American woman on the faculty had been denied tenure.  Some flava:

Dr. Chair explained that the whole process had been very unpleasant and that the aforementioned white male colleagues had been “hurt” as a consequence. I said something innocuous in response like, “Oh well I suppose the tenure process is hard on everyone.” But Dr. Chair assured me that there had been problems for a while. “We just want this to be a nice place,” she said.

In addition to making her white male colleagues sad, Dr. Chair told me that the African-American woman who had been fired did not produce what she was expected to produce or teach what she was expected to teach. When I asked what those expectations were, Dr. Chair sighed and said something to the effect of, “She’s a black feminist, you know, and it’s just: not everything is about black feminism.” She said this to me matter-of-factly, as if it were a satisfactory answer to my question.

Continue Reading »

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May 27th 2014
The “high cost of higher ed” is in fact not going to college (and in not going to class)

Posted under American history & jobs & local news & students & unhappy endings

What am I missing

What am I missing?

David Leonhardt asks “Is College Worth It?,” and finds that the pay gap between college grads and people without college is at an all-time high.  Fortunately, he sings one of my favorite songs here too:

[The] public discussion today — for which we in the news media deserve some responsibility — often focuses on the undeniable fact that a bachelor’s degree does not guarantee success. But of course it doesn’t. Nothing guarantees success, especially after 15 years of disappointing economic growth and rising inequality.

When experts and journalists spend so much time talking about the limitations of education, they almost certainly are discouraging some teenagers from going to college and some adults from going back to earn degrees. (Those same experts and journalists are sending their own children to college and often obsessing over which one.) The decision not to attend college for fear that it’s a bad deal is among the most economically irrational decisions anybody could make in 2014.

The much-discussed cost of college doesn’t change this fact. According to a paper by Mr. Autor published Thursday in the journal Science, the true cost of a college degree is about negative $500,000. That’s right: Over the long run, college is cheaper than free. Not going to college will cost you about half a million dollars.

Longtime readers will recall my frustration with the “high cost of higher education” media conversation, mostly because I think it’s dominated by people who are choosing to pay for private, selective educations for their children, not by people who patronize our fine state colleges and universities, which have in fact kept the price of their educations artificially low by shifting a majority of their faculty from tenured or tenure-track positions to adjunct casual labor.  Also, where’s the accountability for school performance by students in these conversations?  Are students with 3.0 averages or higher suffering from unemployment at the same rate as students who didn’t work as hard in college?  We don’t know, because no one ever holds alumni responsible for any part of their achievement (or lack thereof).

This article comes just a week after I submitted my final grades for the two classes I taught in the spring semester, an upper-level course aimed at History and other Liberal Arts majors, and a lower-level survey course.  Continue Reading »

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