Archive for the 'students' Category

February 16th 2014
Poor management at CSU-Pueblo means work speedup for the proles

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

You might well think that.

Jonathan Rees at More or Less Bunk publishes CSU-Pueblo President Leslie Di Mare’s letter explaining that professors who teach a 3-3 now will be teaching a 4-4 load in 2014-15.  He also links to this article in the Pueblo Chieftan which publishes Professor William Brown’s analysis of the situation:

“On this new 4-4 plan some of us would go from teaching nine (credit) hours a semester to 12 hours a semester and as a result, we would be paid the same small amount,” Brown said.

“If you do the math it turns out that we would be getting a 25 percent pay reduction.”

Brown said the school’s managers, who he said were responsible for the budget crisis, are not taking pay cuts.

“I don’t know why we as faculty members and teachers, who have had no part whatsoever in this financial problem, why we should have to pay the primary price,” Brown said.

Go back to that link at More or Less Bunk to Di Mare’s letter.  It’s very strange.  The almost exclusive use of the passive voice and the subjunctive tense is striking:  faculty “are requested to teach a 12/12 credit hour load.”  Requested, not ordered?  Not required?   She continues:  “Contact hours relating to labs and clinicals should be taken into consideration in determining the 12/12 workload. Faculty may be assigned by their respective chairs to teach US 101, recitation sections, or general education courses, etc., when necessary.”

But wait–there’s still more indecision and doubt!  Continue Reading »

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February 13th 2014
Free speech and bad art at Wellesley

Posted under American history & art & Gender & students & the body & weirdness & women's history

Wake up!!!

Wake up!!!

Have any of you been following the fracas over the temporary installation of Tony Matelli’s “Sleepwalker” statue on the Wellesley College campus?  Lenore Skenazy published a faux-outraged commentary in the Wall Street Journal that summarizes the controversy and predictably makes fun of the campus feminists who object to the statue, rather than questioning the aesthetic judgment of the art museum director who decided to put up this crummy piece of art in the first place:

“Wellesley should be a safe place for their students, not a triggering one,” wrote one petition-signer, as if the statue actually made the campus dangerous. That’s a brand-new way of looking at—and trying to legislate—the world. So I checked in with Robert Shibley, senior vice president at the Foundation for Individual Rights in Education, about the Wellesley panic. “It’s the idea that any kind of discomfort is a form of assault,” he noted.

Once we equate making people feel bad with actually attacking them, free expression is basically obsolete, since anything a person does, makes or says could be interpreted as abuse.

Lisa Fischman, director of the art museum on campus, wrote an open letter to students explaining that, to her, the Matelli statue depicts a vulnerable, pathetic stranger. (He’s sleepwalking in his skivvies in the snow, after all.) But to the petition-signers, her point of view is apparently not worthy. One wrote that Ms. Fischman’s letter, like the sculpture itself, “should occupy a less intrusive place.”

Yet another wrote: “A school endorsing the decision to expose its female students to this . . . violates civil rights laws.” I’ll stop quoting these petition-signers now—their words are triggering some of my own fears.

Since when is it a “civil right” not to feel disturbed by a piece of art? And who gets to decide which art we chuck? You don’t like the “Sleepwalker,” but I don’t like “Winged Victory.” It stirs scary thoughts of decapitation. Dear Louvre, please stash that headless gal in the attic.

Yes, it’s over-the-top to describe an inanimate piece of sculpture as an assault.  But it’s also ridiculous to say that questioning Fischman’s judgment assaults liberty of speech as well.  (They submitted a petition; they didn’t occupy the museum and hold her at gunpoint in her office until she had the sculpture removed.  What the hell–it was a good effort to try to sell more copies of Skenazy’s four-year old book!) Continue Reading »

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February 5th 2014
Mooks talking MOOCs: Our AHA MOOC panel comments are now online at Perspectives

Posted under American history & class & European history & jobs & publication & students & technoskepticism

cowgirlropeAnd guess how I learned this?  Through the Twitter machine, when I saw Jonathan Rees tweet a link to his contribution, “The Taylorization of the Historians’ Workplace.”  (Regular readers will recall that Jonathan put together a panel on “How Should Historians Respond to MOOCs” at 2014 annual conference of the American Historical Association in Washington, D.C., last month.)

Our panel comments–slightly tweaked and edited–are now available at Perspectives.  Many thanks to editor Allen Mikaelian for his patient editing and great title suggestions for my contribution, “Can Teaching Be Taken ‘to Scale’?”  (Check it out–I quote William F. Buckley approvingly!)  I also quote one of you I saw at AHA who said to me something like Continue Reading »

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January 30th 2014
I think I’m a little bit in love

Posted under American history & book reviews & class & happy endings & jobs & students

Meredith Broussard

Meredith Broussard

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 »

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January 24th 2014
Friday round-up: It’s What You Want!

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

Booted and rarin' to go!

Booted and rarin’ to go!

Who’s knows what you want, what you really really want?  I do, and what you want is a round-up, of course.  It’s been too long.  Take a gander, friends:

  • MOOC meltdown!  (Quelle suprise!)  It’s almost as if I know what I’m talking about!  From Inside Higher Ed:  “A professor’s plan to let students in his Coursera massive open online course moderate themselves went awry over the holidays as the conversation, in his words, “very quickly disintegrated into a snakepit of personal venom, religious bigotry and thinly disguised calls for violence.” But some students have accused him of abusive and tyrannical behavior in his attempts to restore civility.”  Cue Nelson Muntz.  I suppose there’s something to be learned from internet hatefests, but I don’t think it should be for college credit.
  • Speaking of college credit:  check out this experiment in using Twitter to engage students in survey classes run by my colleague Robert Jordan.  He writes, “The students, primarily freshman, have formed groups of 10-15 individuals tasked with the goal of a producing and publishing a work of digital public history via Twitter over the course of the semester. . . . [S]tudents quickly learn to discern an academic from a non-academic source; work collectively to determine the best narrative structure for the publication of their particular topic; develop an awareness of the opportunities and challenges inherent to communicating information through digital media; utilize digital and physical library resources; construct Chicago Manual of Style-formatted bibliographies for their sources; and become “knowledgeable users” of several digital technologies.”  I’d say that’s pretty darn good for students in a 100-level survey course.  You can find Robert on Twitter at @rjordan_csu–this semester he’s offering a new undergraduate course in digital history that will in part be co-taught by my colleague, Sarah Payne, who’s teaching a digital history methods course at the graduate level.
  • As my late high school French teacher used to say, run, don’t walk over to Vanity Fair to read Joshua Prager’s portrait of Norma McCorvey, the “Jane Roe” behind the key Supreme Court decision on abortion 41 years ago in Roe v. Wade.  I’ve heard the moral of this story before–about McCorvey’s ideological flip-flop from pro-choice to anti-abortion, and the argument that McCorvey isn’t so much a political activist as an opportunist.  That’s probably not new to most of you either–and really, I don’t blame McCorvey for attempting to profit from her own exploitation, considering that she doesn’t have a lot else going for her.  No, I was more interested Continue Reading »

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January 23rd 2014
Religion and Sexual Revolutions in the United States: a graduate student conference

Posted under American history & Gender & GLBTQ & students

From a correspondent:

Call for Papers: “Religion and Sexual Revolutions in the United States”

Graduate Student Conference, May 9, 2014

John C. Danforth Center on Religion and Politics at Washington University in St. Louis

The John C. Danforth Center on Religion and Politics at Washington University in St. Louis invites paper proposals for a graduate student conference on the topic of “Religion and Sexual Revolutions in the United States.” We are interested in graduate student papers that focus on any aspect of religious responses and/or contributions to changing sexual cultures in the United States, from the colonial period to the present. While we expect the conference to generate insights on the sexual revolutions that grew out of the 1960s and 1970s, we also invite submissions that interpret the idea of “sexual revolution” more broadly, to include for example: the sexual politics of new religious movements during the First or Second Great Awakening; religious responses to the “flapper” and “pansy” crazes of the 1920s; or religious voices in the feminist “sex wars” of the 1980s. We particularly welcome proposals that complicate existing narratives about religious conservatism and sexual politics, that highlight leftist and centrist religious responses to sexual revolution, or that emphasize the contributions and reactions of minority religious communities and new religious movements to shifting sexual cultures and debates. Continue Reading »

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January 21st 2014
Baa Ram U. fails to distinguish between the victims of mass-murder and mass-murderers; suspends email account of professor for historical analogy

Posted under American history & class & jobs & local news & race & students & unhappy endings & wankers

cowgirlgun&holsterSMARTERSorry to be out of touch over the long weekend, friends.  I’ve been sick, and was made even sicker by this article forwarded by a colleague:

On Friday, many at Colorado State University-Pueblo nervously awaited word from administrators on exactly how many jobs would be eliminated there. Officials had warned that the number could be as high as 50 — a prospect that angered many students and professors at the university who dispute administrators’ assertions that the institution faces a deficit requiring layoffs.

Timothy McGettigan, a professor of sociology, sent out an email to students and faculty members in which he urged them to fight the cuts. His subject line was “Children of Ludlow,” referring to a 1914 massacre of striking coal miners in southern Colorado. McGettigan compared the way the central system administration was treating Pueblo to the bloody way coal mine owners treated their workers 100 years ago. He went on to say that, just like a century ago, those without power were being mistreated.

He said that the announcement that afternoon would reveal who was on Chancellor Michael Martin’s “hit list,” and said that the chancellor was “putting a gun to the head” of those who would lose their jobs, “destroying the livelihood of the people that he is terminating” and “incinerating the best opportunity that southern Coloradans have to earn their own little piece of the American dream.”

Of course, Jonathan Rees has been on this.  Unbelieveably, this is the explanation of CSU-Pueblo President Lesley Di Mare:

“On Monday afternoon, a spokeswoman for Colorado State-Pueblo sent an email to Inside Higher Ed saying that McGettigan had violated the policy on use of electronic communications. Further, she released a statement from President Lesley Di Mare, in which she invoked recent incidents of violence in education. “Considering the lessons we’ve all learned from Columbine, Virginia Tech, and more recently Arapahoe High School, I can only say that the security of our students, faculty, and staff are our top priority,” Di Mare said. Continue Reading »

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January 12th 2014
Effective history teaching: passion and deep knowledge (and stay classy!)

Posted under American history & childhood & Gender & happy endings & jobs & students & women's history

Eric Foner, a distinguished historian of the Reconstruction-era of the United States, makes a terrific point in an interview with David Cutler at The Atlantic.  (My apologies if the title of the article is his takeaway point:  “‘You Have to Know History to Actually Teach It.’” ) To wit, Foner says:

I tell my students nowadays who are in graduate school and going on to become teachers—the number one thing is to have a real passion for your subject and to be able to convey that to your students. Obviously the content is important, but that’s not as unusual as being able to really convey why you think history is important. I think that’s what inspires students.

In a follow-up question, Foner explains this in terms of the deficits in historical education he sees at the high school level:

The first thing I would say is that we have to get away from the idea that any old person can teach history. A lot of the history teachers in this country are actually athletic coaches. I mention this in class, and students always say, “Oh yeah, Coach Smith, he taught my history course.” Why? Well, Coach Smith is the football coach, and in the spring he’s not doing much, and they say, “Well, put him in the history course, he can do that.”

They wouldn’t put him in a French course, or a physics course. The number-one thing is, you have to know history to actually teach it. That seems like an obvious point, but sometimes it’s ignored in schools. Even more than that, I think it’s important that people who are teaching history do have training in history. A lot of times people have education degrees, which have not actually provided them with a lot of training in the subject. Continue Reading »

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January 10th 2014
Western Lands, Western Voices: The American West Center at Fifty

Posted under American history & conferences & Gender & Intersectionality & race & students

AWC50thFrom the Call for Papers I received from the American West Center‘s Director Greg Smoak:

“Western Lands, Western Voices,” a three- day interdisciplinary symposium exploring the past, present, and future of public engagement in the Humanities and Social Sciences will be held in Salt Lake City, September 19-21, 2014. The symposium marks the fiftieth anniversary of the University of Utah’s American West Center, the oldest regional studies center of its kind in the West. Our goal is to bring together college/university and community based practitioners for a lively discussion of the place and power of publicly engaged/applied scholarship in the American West.

Subjects:  We seek submissions from college and university based scholars, community based organizations and institutions, state and local historical and cultural entities, and indigenous Nations. The symposium will engage diverse fields including history, anthropology, political science, ethnic studies, literature, cultural studies, and the arts. We strongly encourage participants and projects that span disciplinary divides.  Submissions from graduate students, early career scholars, and community based scholars are particularly encouraged, as are those that address innovative ways of reaching public audiences. Continue Reading »

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January 8th 2014
What I saw at the AHA 2014: Who are the ladies?

Posted under American history & conferences & European history & Gender & GLBTQ & happy endings & Intersectionality & jobs & students & technoskepticism & the body & women's history

elvgrenartistHowdy, friends!  I spent last weekend at the American Historical Association’s annual conference in Washington, D.C.  Here’s what I saw & did, at least the not-unbloglich parts.

  • Tenured Radical and I had coffee on Friday and then dinner on Saturday and spent the whole time figuring out how to silence and oppress more junior scholars, in-between her multiple appearances on the program and her incessant blogging and tweeting about the conference.  Honestly, those of you who want to take her on had better stock up on your Power Bars and Emergen-C, because her energy and enthusiasm for her work online and as a public intellectual are utterly overwhelming.  I’m ten years younger than she is, and I’m already at least a week behind her!  For those of you who are interested, see her three blog reports:  AHA Day 1:  Digital History Workshopalooza, AHA Day 2:  Fun With the Humanities, AHA Day 3:  Remember the Women, and her always lively Twitter feed.  (Excuse me–I have to go have a lie down after just linking to all of that activity.)
  • Clever readers will hear echoes of Abigail Adams’s counsel to John Adams in Tenured Radical’s “Remember the Women” blog post.  I also keep thinking of that scene from Lena Dunham’s Girls in which the character she plays, Hannah, asks the other women, “Who are the ladies?”  (Shosh has been quoting a heterosexual dating advice book aimed at “the ladies,” and Hannah’s question implies that “ladies” is a stupid, made-up, narrow way to talk to real women, who come in all shapes, sizes, colors, and sexualities, etc., and both Hannah and Jessa resent being lumped into the notional category of “ladies”–just click the embedded video below.)  That was the essence of Tenured Radical’s question for the women on the “Generations of History” panel she writes about in her AHA Day 3 post when she asked what the panel would have looked like if it had included a lesbian, for example, or even some women for whom marriage and children were never a part of their life plan.
  • Continue Reading »

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