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Showing posts with label tenure. Show all posts
Showing posts with label tenure. Show all posts
Friday, April 20, 2012
On social media
Colleagues at the American Educational Research Association's annual meeting asked me to speak informally at a Sunday morning workshop on the topic of social media. I covered a range of topics, including what it's like to write for the Education Optimists. In case you're wondering what it's felt like "behind the scenes" here are the videos.
Monday, January 2, 2012
Remaking Academia: 12 Ideas for 2012
What follows is a summary of a Twitter thread I started a few days ago. Feedback suggested it might be useful to compile it here.
Here are 12 rough, off-the-cuff ideas about how we might collectively remake academia. Just to get the party started. Please throw yours in too!
1. Hey professor: Ask yourself "What new knowledge does this article contribute to the world? Does the method actually address the research question?" If the answer is no or it does not, for pete's sake please don't be so self-serving as to submit it for publication.
2. Publish for the sake of knowledge dissemination, not in the pursuit of tenure. There should be penalties for publishing bad work!
3. At least 1 out of every 5 publications should contribute a lesson for policy or practice at some level.
4. For every three articles placed in academic journals, write at least one executive summary for public dissemination. For those of you at UW, consider this part of the Wisconsin Idea. You could ask your department to host a site where you post these summaries collectively with your colleagues-- no need for a special outlet. Or, consider this bit of info from Julia Savoy- "you might consider depositing your work or summaries of pubs in Minds@UW, an institutional repository that offers a number of benefits, such as long-term archiving and permanent URLs. The outlet is already set up and indexed by Google and other search engines.
5. Blogging and writing op-eds and letters to editor, based on evidence not anecdote, should count for tenure.
6. The full costs of research, and all funders, should be disclosed in a standard statement at the end of articles.
7. It isn't "mixed methods" if you simply add anecdotes in the discussion section to "explain" your statistical findings.
8. Write about what you actually did not what you wished you'd done. Be honest, share tradeoffs and lessons learned.
9. The discussion section of a paper should be INTERESTING and worth reading, not a throwaway.
10. People with controversial opinions should be prized for bravery, not shunned for rocking the boat. Academic freedom & all.
11. Syllabi should include readings from competing perspectives, and varied political ones too.
12. There needs two be a "professor 101" course for all new faculty, helping socialize them to whatever "standards" are expected.
Here are 12 rough, off-the-cuff ideas about how we might collectively remake academia. Just to get the party started. Please throw yours in too!
1. Hey professor: Ask yourself "What new knowledge does this article contribute to the world? Does the method actually address the research question?" If the answer is no or it does not, for pete's sake please don't be so self-serving as to submit it for publication.
2. Publish for the sake of knowledge dissemination, not in the pursuit of tenure. There should be penalties for publishing bad work!
3. At least 1 out of every 5 publications should contribute a lesson for policy or practice at some level.
4. For every three articles placed in academic journals, write at least one executive summary for public dissemination. For those of you at UW, consider this part of the Wisconsin Idea. You could ask your department to host a site where you post these summaries collectively with your colleagues-- no need for a special outlet. Or, consider this bit of info from Julia Savoy- "you might consider depositing your work or summaries of pubs in Minds@UW, an institutional repository that offers a number of benefits, such as long-term archiving and permanent URLs. The outlet is already set up and indexed by Google and other search engines.
5. Blogging and writing op-eds and letters to editor, based on evidence not anecdote, should count for tenure.
6. The full costs of research, and all funders, should be disclosed in a standard statement at the end of articles.
7. It isn't "mixed methods" if you simply add anecdotes in the discussion section to "explain" your statistical findings.
8. Write about what you actually did not what you wished you'd done. Be honest, share tradeoffs and lessons learned.
9. The discussion section of a paper should be INTERESTING and worth reading, not a throwaway.
10. People with controversial opinions should be prized for bravery, not shunned for rocking the boat. Academic freedom & all.
11. Syllabi should include readings from competing perspectives, and varied political ones too.
12. There needs two be a "professor 101" course for all new faculty, helping socialize them to whatever "standards" are expected.
You have read this article publications /
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with the title tenure. You can bookmark this page URL http://apt3e.blogspot.com/2012/01/remaking-academia-12-ideas-for-2012.html. Thanks!
Saturday, August 1, 2009
Nothing to Do, and All Day to Do It
Cross-posted from BrainstormAugust is upon us, and we academics are nearing the end of our so-called "summer vacation.” My heart always sinks a little when I hear someone (usually a student) call it that, since I know the truth—it’s the busiest, most stressful time of the year. Those three months after grading ends and before the next term begins is when we try and finish every article, start several new ones, plan courses for the upcoming year, write grant proposals, and accomplish a million other small tasks that can supposedly be crammed in since, after all, we are not teaching (ok—some of us aren’t). These insane expectations, perhaps most often held by the untenured among us, lead to 80-hour weeks where we work frantically in fear that come September our to-do list won’t be any shorter. It’s hot, the pool calls, our kids are around to play, but we ignore all that and keep going.
Is life like this after tenure? I'm terribly afraid it is. I'm also sad to think (to realize) that this is likely the life of most Americans—especially those with no hope of eternal job security, whose hourly wage is so low as to demand these long hours? I’m betting yes. Will it ever change? Is there any hope of bringing a little sanity to our working lives, such that we can feel good about saying yes to questions like “will I take a vacation this year?” and “will I take one now?” Since I’m fairly sure that intermittent periods of relaxation are required for mental and physical health, I sure hope so. I’d love to see the Secretary of Health & Human Services get together with someone like the First Lady to take this on. This is a stressful time for so many reasons—and we (all of us) deserve a vacation. Or at least, an afternoon beer summit.
You have read this article academic life /
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Tuesday, June 16, 2009
Valuing Children
Cross-posted from BrainstormI am in the midst of what I sometimes feel is an incredibly risky endeavor. Or rather, what some would have me feel is risky.
I’m having a baby. A second baby. On the tenure track.
My ears sense some e-groaning. My fears detect some e-judgment. Maybe, somewhat out there, there is a little applause, and elsewhere sighs of relief.
The truth is, I don’t know what to say—except that I’m completely happy and scared, all at the same time.
Why happy? Because having a family is exactly what my husband and I always wanted. And having our first has proven to both of us that professional success is entirely eclipsed by the sheer joy of watching our son learn to eat a popsicle, or experience his first swim lesson.
Why fear? Because it is far from clear what baby #1 means for my tenure prospects, let alone baby #2. Because I have already been the recipient of far too many stories about pregnant professors overburdening their colleagues when they take leave, of comments from both men and women who say “well, one kid pre-tenure is one thing, but two…?” Because the question of how I am to juggle a late December birth with a two-course teaching load come spring has not yet been resolved.
I know I’m in good company—plenty of American working women have more than one child, and do it while working far less cushy jobs than I. Many have to forgo the pleasures of nursing, a job that requires upwards of 30 hours per week initially by itself. And a scary proportion do it all without healthcare.
I am lucky, to be sure. I am also—however—completely freaked out. Maybe that will change? I’ll keep you posted.
You have read this article academic life /
Chronicle of Higher Education /
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with the title tenure. You can bookmark this page URL http://apt3e.blogspot.com/2009/06/valuing-children.html. Thanks!
Monday, May 4, 2009
I (Finally) Figured Out Why I Want Tenure
Today was a big day. This morning’s paper ran a story containing quotes from me and from this blog that many of my colleagues will likely view as uncouth. Others will misinterpret it as desire for publicity and name recognition. These folks just don't know me like my family, and particularly my Poppa, does.
To my mind, I had little choice but to do what I did. My University is moving in an untenable direction, one that makes middle-class folks feel good, while at the same time trampling the long-term opportunities of the voiceless. I'm not alone- my family members have a long history of doing exactly this. I went on the record as opposed to a policy that is strongly supported not only by my administrators and supervisors, but also by most of the faculty around me. I wish I could say I felt brave and confident as hung up the phone with the reporter. I didn’t-- in fact, I ran to the bathroom and lost my lunch.
Over the course of the past many months, I’ve received a lot of advice about the Madison Initiative. Advisers have patiently explained to me that the policy is going forward with or without me, and that my time and energy spent fighting will be wasted. I’d be better off simply recommending a few minor alterations and falling in line; at the bare minimum this would help to ensure I could devote my energies to peer-reviewed publications and the kinds of thing academia typically rewards. A fight like this one, I was told, was something I had to earn the right to participate in—something I needed tenure for.
This is all undoubtedly true. The numbers of hours I’ve spent agonizing over the Initiative, pouring over its details, listening to the administration, reading what students have to say, reviewing relevant research on the topic again and again—it’s taken plenty of time and left room for very little sleep. If I were more prudent, that time could have been spent on my many R&Rs, helping put the icing on my tenure case.
Except until now, I really wasn’t sure what tenure was good for. I never set out to be a professor—I just wanted to question conventional wisdom and address it with the best available social science evidence. I'd do it in whatever setting allowed it. I never worried about unemployment; heck at times I find myself with 3 or even 4 jobs at a time. I am insanely fortunate, I know it, and so I thought how could I expect more? Tenure, I began to think, could be phased out in favor of more competitive salaries.
But today, I get it. At the end of my 5th year as an assistant professor, I just spoke out in a manner that could hurt my job prospects, possibly my research agenda, and who knows what else. I’m not saying anyone will directly throw the hammer at me- not at all. But people will be pissed, and they’ll find ways to make my life difficult. I recognize that.
So why bother? Why not wait until I had tenure- and true academic freedom? Because I’m not a professor just anywhere—this is Madison. Madison, for pete’s sake—the place where every academic in the country believes anyone can and does speak their mind, and is praised for it. I am deeply proud of this University’s tradition, and I want it upheld.
And in this case, the truth simply couldn’t wait. In my reading, the research here is unequivocal. I’ve got mountains of evidence that truly open discussions were not occurring, and could not under institutional constraints. I spend my days with students who have struggled to gain access to UW-Madison, and also with many of those who’d hope to attend but for major financial barriers. Yes, this policy increases financial aid—and that is a wonderful thing. But there were other routes to achieve the same end, and much better policy designs that were never considered or outright rejected. And so it was time to stand up for my students—and even more importantly for the Wisconsin high school graduates from poor families who will never find their way here. My own personal interests (e.g. salary, community of faculty, even tenure) be damned.
I have a two-year-old. When I leave the house every day I think about why I’m bothering. Today, the world knows why. And honestly, I’m both proud—and scared.
To my mind, I had little choice but to do what I did. My University is moving in an untenable direction, one that makes middle-class folks feel good, while at the same time trampling the long-term opportunities of the voiceless. I'm not alone- my family members have a long history of doing exactly this. I went on the record as opposed to a policy that is strongly supported not only by my administrators and supervisors, but also by most of the faculty around me. I wish I could say I felt brave and confident as hung up the phone with the reporter. I didn’t-- in fact, I ran to the bathroom and lost my lunch.
Over the course of the past many months, I’ve received a lot of advice about the Madison Initiative. Advisers have patiently explained to me that the policy is going forward with or without me, and that my time and energy spent fighting will be wasted. I’d be better off simply recommending a few minor alterations and falling in line; at the bare minimum this would help to ensure I could devote my energies to peer-reviewed publications and the kinds of thing academia typically rewards. A fight like this one, I was told, was something I had to earn the right to participate in—something I needed tenure for.
This is all undoubtedly true. The numbers of hours I’ve spent agonizing over the Initiative, pouring over its details, listening to the administration, reading what students have to say, reviewing relevant research on the topic again and again—it’s taken plenty of time and left room for very little sleep. If I were more prudent, that time could have been spent on my many R&Rs, helping put the icing on my tenure case.
Except until now, I really wasn’t sure what tenure was good for. I never set out to be a professor—I just wanted to question conventional wisdom and address it with the best available social science evidence. I'd do it in whatever setting allowed it. I never worried about unemployment; heck at times I find myself with 3 or even 4 jobs at a time. I am insanely fortunate, I know it, and so I thought how could I expect more? Tenure, I began to think, could be phased out in favor of more competitive salaries.
But today, I get it. At the end of my 5th year as an assistant professor, I just spoke out in a manner that could hurt my job prospects, possibly my research agenda, and who knows what else. I’m not saying anyone will directly throw the hammer at me- not at all. But people will be pissed, and they’ll find ways to make my life difficult. I recognize that.
So why bother? Why not wait until I had tenure- and true academic freedom? Because I’m not a professor just anywhere—this is Madison. Madison, for pete’s sake—the place where every academic in the country believes anyone can and does speak their mind, and is praised for it. I am deeply proud of this University’s tradition, and I want it upheld.
And in this case, the truth simply couldn’t wait. In my reading, the research here is unequivocal. I’ve got mountains of evidence that truly open discussions were not occurring, and could not under institutional constraints. I spend my days with students who have struggled to gain access to UW-Madison, and also with many of those who’d hope to attend but for major financial barriers. Yes, this policy increases financial aid—and that is a wonderful thing. But there were other routes to achieve the same end, and much better policy designs that were never considered or outright rejected. And so it was time to stand up for my students—and even more importantly for the Wisconsin high school graduates from poor families who will never find their way here. My own personal interests (e.g. salary, community of faculty, even tenure) be damned.
I have a two-year-old. When I leave the house every day I think about why I’m bothering. Today, the world knows why. And honestly, I’m both proud—and scared.
You have read this article Madison Initiative for Undergraduates /
media /
professor /
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UW-Madison
with the title tenure. You can bookmark this page URL http://apt3e.blogspot.com/2009/05/i-finally-figured-out-why-i-want-tenure.html. Thanks!
Tuesday, April 28, 2009
My Take on Taylor
Right now the blogosphere has run amok with talk of Mark Taylor's New York Times op-ed ("End the University as We Know It"), calling for the end of the university as we know it. Of course, with an op-ed like that, many will hate him. So I figured, why not highlight what's good here--and worth considering? In truth, Taylor hits a few high notes I'd like to simply echo. Such as....
1. There is far too little intra-departmental collaboration, and this may well point to the need for new models. I love the idea of cross-disciplinary organizational schemes with faculty gathered around common problems rather than traditional disciplines. But the "problem" areas have got to be more specific than simply "education" or "journalism" or "public policy." Not enough. I'm surprised Taylor didn't recognize that we already have a faculty focused on the problem of "law"-- duh.....
2. Grad students need to know how to get non-academic jobs, and know that life exists (and can be quite good) outside academia.
3. Colleges and universities need to start acting like teammates, especially those within public systems. Yes, SYSTEMS. Share resources, share students, share faculty--share. Can you tell I have a two-year-old?
The only one I strongly oppose--abolishing tenure. Not for the reasons you might think--truth be told, I'm not really focused on long-term job security. I think bright creative people tend to find jobs, somewhere (and of course I'd like to think I meet those criteria). But we need tenure, or something like it, because now is not the time to throw academic freedom into the wind. Trust me.
1. There is far too little intra-departmental collaboration, and this may well point to the need for new models. I love the idea of cross-disciplinary organizational schemes with faculty gathered around common problems rather than traditional disciplines. But the "problem" areas have got to be more specific than simply "education" or "journalism" or "public policy." Not enough. I'm surprised Taylor didn't recognize that we already have a faculty focused on the problem of "law"-- duh.....
2. Grad students need to know how to get non-academic jobs, and know that life exists (and can be quite good) outside academia.
3. Colleges and universities need to start acting like teammates, especially those within public systems. Yes, SYSTEMS. Share resources, share students, share faculty--share. Can you tell I have a two-year-old?
The only one I strongly oppose--abolishing tenure. Not for the reasons you might think--truth be told, I'm not really focused on long-term job security. I think bright creative people tend to find jobs, somewhere (and of course I'd like to think I meet those criteria). But we need tenure, or something like it, because now is not the time to throw academic freedom into the wind. Trust me.
You have read this article college /
Mark Taylor /
New York Times /
tenure /
university
with the title tenure. You can bookmark this page URL http://apt3e.blogspot.com/2009/04/my-take-on-taylor.html. Thanks!
Thursday, April 2, 2009
On Tenure
A hot topic in my life lately, though unfortunately something I know next to nothing about. (All's I know is that guaranteed academic freedom is and will continue to be important in my life). So I want to highlight another person's wisdom, from a cool article from Inside Higher Ed entitled "What I Wish I'd Known About Tenure".
These days I'm especially intrigued by the following pearls:
1. "Tenure is based on the university’s needs, not the achievements of those seeking tenure, and the university sets the rules and controls the odds."
2. "...the tenure process is like a form of academic hazing...Your chances of success may also improve if you do not get mired in departmental politics or have major conflicts with powerful departmental members."
So much for the "meritocracy."
These days I'm especially intrigued by the following pearls:
1. "Tenure is based on the university’s needs, not the achievements of those seeking tenure, and the university sets the rules and controls the odds."
2. "...the tenure process is like a form of academic hazing...Your chances of success may also improve if you do not get mired in departmental politics or have major conflicts with powerful departmental members."
So much for the "meritocracy."
You have read this article academic life /
higher education /
professor /
tenure
with the title tenure. You can bookmark this page URL http://apt3e.blogspot.com/2009/04/on-tenure.html. Thanks!
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