After this semester, with a particularly traumatic experience with a tenured (old, white, male) professor — I completely agree with you. I have seen the process of tenured so abused and meanwhile a faculty member with numerous student complaints, faculty complaints, and poor SPOT evals receive absolutely no consequences. I agree, tenure doesn’t exist in industry so why should it in academe?? Thanks for writing!
I so enjoyed your post! I teach writing, and in doing so, emphasize the importance of revisions. So, if students take my feedback seriously, they often receive quite high grades. I am ok with this. I want my students to work hard and develop more confidence in terms of writing. While I am ok with grade inflation in my own class, I will sound hypocritical here: I do wonder if grade inflation is connected to education inflation, where many students feel the need to have graduate degrees in order to receive high-quality, high-paying jobs! Thanks for writing!
As a writing teacher, I completely agree that more students and scholars need to know more about plagiarism! I understand that this tendency is higher in ESL students. In my classroom, I often introduce students to the Academic Phrasebank, an online resource that often helps students learn how to introduce other sources, rather than plagiarize: http://www.phrasebank.manchester.ac.uk/
I so enjoyed reading your post! I have always struggled with depression and anxiety, but I would say these issues have been extremely exacerbated by graduate school. I really like your suggestions that we, as students, should reorganize our expectations for school at this phase of our lives and I completely agree. Even though my advisor has told me I have plenty of publications, I still worry that I need more — stemming from negative self-doubt that I, alone, can put in-check. Thanks for writing!
I can relate to your perspective so much! I have a family friend who teaches at NYU, in the same department as the now infamous sexual harassment case there. It has been so interesting to hear how slowly these measures have moved through that university, or perhaps rather than interesting, I would say tragic — it is tragic to think of how slowly these proceedings have developed. I agree that all departments should be making moves toward equity as a much faster rate.
I really enjoyed reading and thinking about these stats! I was happy to see that so few PhD graduates came away with debt! I am inclined to think that the number of PhDs granted annually is still too high for the demand, but given that the PhD is after all, a research rather than teaching degree, perhaps this number is warranted! Thanks for writing!
I can relate to this post so much! I love your term of expertise drift! Earlier this semester I had to serve as a GTA to a hegemonic egomaniac who is an “expert” in one arena of technical communication, but who somehow, became a teacher for a myriad of other writing courses that he was in NO WAY capable of teaching! While I understand the need to be flexible and fit student / department needs, my experience with expertise drift suggests that this phenomena is EXTREMELY damaging for both GTAs and undergraduates. Thanks for writing!
I so enjoyed reading your post! I read SO MUCH Hardin as an undergraduate Environmental Studies student, and it was so fun to revisit him! I absolutely agree that the future professoriate should not “stay insular” as a model of higher education. Thanks for writing!
As a future (hopeful) faculty member in the humanities, I would suggest that this decline in these types of degrees post-2008 is largely connected to the fact that many liberal-arts colleges do a poor job of marketing / explaining how their educational systems can translate to degrees — which I believe they certainly can!