tag:blogger.com,1999:blog-57998442442108236682024-03-12T19:40:12.474-04:00Monitoring University GovernancePromoting transparency and engagement in shared governance in universities and colleges (formerly "The Faculty Voice: Sharing While Chairing the Penn State Faculty Senate" April 2012-April 2013)Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.comBlogger422125tag:blogger.com,1999:blog-5799844244210823668.post-11176413978457894792021-10-15T13:49:00.003-04:002021-10-15T13:49:47.470-04:00Now Available: Fall 2021 Issue of AAUP's Academe <p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-JHFKlUV9lUQ/YWm-U75jScI/AAAAAAAAWu0/p5ybmjAOgyQlOA8QVK5hDDE6a6hsFqDngCLcBGAsYHQ/s408/Screen%2BShot%2B2021-10-15%2Bat%2B10.45.11%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="408" data-original-width="314" height="400" src="https://1.bp.blogspot.com/-JHFKlUV9lUQ/YWm-U75jScI/AAAAAAAAWu0/p5ybmjAOgyQlOA8QVK5hDDE6a6hsFqDngCLcBGAsYHQ/w308-h400/Screen%2BShot%2B2021-10-15%2Bat%2B10.45.11%2BAM.png" width="308" /></a></div><p></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">The fall 2021 issue of<span class="Apple-converted-space"> </span><em>Academe<span class="Apple-converted-space"> </span></em>surveys the present state of academic governance. It includes a new report on findings of the 2021 AAUP Shared Governance Survey, firsthand accounts of governance struggles on campuses around the country, and a pair of articles that confront the threat posed by attacks on critical race theory.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Follow the links in the table of contents below to read the issue.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Most interesting for me was <a href="https://www.aaup.org/article/2021-aaup-shared-governance-survey-findings-demographics-senate-chairs-and-governance">The 2021 AAUP Shared Governance Survey: Findings on Demographics of Senate Chairs and Governance Structures</a> By Hans-Joerg Tiede.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><blockquote>The 2021 AAUP Shared Governance Survey, the first such national survey
in two decades, covered a wide range of topics related to academic
governance. I reported on responses to survey questions about the
impact of the COVID-19 pandemic on governance and the relative authority
of the faculty in various areas of academic decision-making in an
online data snapshot titled <a href="https://www.aaup.org/report/survey-data-impact-pandemic-shared-governance" target="_blank">“Survey Data on the Impact of the Pandemic on Shared Governance”</a> and in the report <a href="https://www.aaup.org/report/2021-aaup-shared-governance-survey-findings-faculty-roles-decision-making-areas" target="_blank"><em>Findings on Faculty Roles by Decision-Making Areas</em></a>,
respectively. This report focuses on responses to questions about the
composition of senates and similar faculty governance bodies,
faculty-board communication, and the conduct of presidential searches as
well as questions about the demographic composition and professional
characteristics of faculty governance leaders. I present the results by
institutional control (public or private nonprofit); by Carnegie
classification (distinguishing broadly between doctoral, master’s, and
bachelor’s institutions); by institutional size, with institutions
categorized as “small” (fewer than two thousand students), “medium”
(between two thousand and five thousand students), or “large” (more than
five thousand students); and by the collective bargaining status of
tenured and tenure-track faculty members (at institutions with a tenure
system) or full-time faculty members (at institutions without a tenure
system). When possible, I also compare findings with results from
previous national surveys on shared governance conducted or sponsored by
the AAUP.</blockquote> <br /><p></p><span><a name='more'></a></span><p><br /></p><div class="book-navigation" id="book-navigation-8428"><h3>Features</h3><p><a href="https://www.aaup.org/article/2021-aaup-shared-governance-survey-findings-demographics-senate-chairs-and-governance">The 2021 AAUP Shared Governance Survey: Findings on Demographics of Senate Chairs and Governance Structures</a><br />By Hans-Joerg Tiede</p><p><a href="https://www.aaup.org/article/are-we-really-supporting-inclusion-contingent-faculty-governance">Are We Really Supporting the Inclusion of Contingent Faculty in Governance?</a><br />By Shawn Gilmore</p><p><a href="https://www.aaup.org/article/how-not-conduct-presidential-search">How Not to Conduct a Presidential Search</a><br />By Nicholas Fleisher</p><p><a href="https://www.aaup.org/article/interdisciplinarity%E2%80%99s-shared-governance-problem">Interdisciplinarity’s Shared Governance Problem</a><br />By Matthew Dean Hindman</p><p><a href="https://www.aaup.org/article/austerity-not-jesuit-value">Austerity Is Not a Jesuit Value</a><br />By
Gerry Canavan, Nathan Ellstrand, Samuel Harshner, Samantha Iyer, Maggie
Levantovskaya, Tanya Loughead, Dianna Taylor, and Prasad Venugopal</p><p><a href="https://www.aaup.org/article/critical-race-theory-and-assault-antiracist-thinking">Critical Race Theory and the Assault on Antiracist Thinking</a><br />By Rana Jaleel</p><p><a href="https://www.aaup.org/article/holding-line-against-attacks-critical-race-theory-nebraska">Holding the Line against Attacks on Critical Race Theory in Nebraska</a><br />By William Avilés</p><h3>Online Only</h3><p><a href="https://www.aaup.org/article/dissecting-tactics-university-evansville%E2%80%99s-realignment">Dissecting the Tactics of the University of Evansville’s Realignment </a><br />By Robert Baines</p><p><a href="https://www.aaup.org/article/shadow-curriculum-student-affairs">The Shadow Curriculum of Student Affairs</a><br />By Martha McCaughey and Scott Welsh</p><h3>Book Reviews</h3><p><a href="https://www.aaup.org/article/campus-encroachment-urban-communities">Campus Encroachment on Urban Communities</a><br />By Robin F. Bachin</p><p><a href="https://www.aaup.org/article/limits-persuasion-polarized-academy">The Limits of Persuasion in a Polarized Academy</a><br />By Joshua Dunn</p><p><a href="https://www.aaup.org/article/troubled-history-teaching-evaluation">The Troubled History of Teaching Evaluation</a><br />By Derek Gottlieb</p><p><a href="https://www.aaup.org/article/funding-guarantee-educational-success-underrepresented-students">Funding to Guarantee the Educational Success of Underrepresented Students</a><br />By Tatiana Melguizo</p><p><a href="https://www.aaup.org/article/trouble-%E2%80%9Cnew-normal%E2%80%9D">The Trouble with a “New Normal”</a><br />By Tina M. Kelleher</p><h3>Columns</h3><p><a href="https://www.aaup.org/article/editor-state-academic-governance">From the Editor: The State of Academic Governance</a><br />By Michael Ferguson</p><p><a href="https://www.aaup.org/article/president-leadership-during-crisis">From the President: Leadership during a Crisis</a><br />By Irene Mulvey</p><p><a href="https://www.aaup.org/article/faculty-forum-what%E2%80%99s-name">Faculty Forum: What’s in a Name?</a><br />By Matthew Finkin</p><p><a href="https://www.aaup.org/article/legal-watch-laws-restricting-teaching-about-race-threaten-academic-freedom">Legal Watch: Laws Restricting Teaching about Race Threaten Academic Freedom</a><br />By Edward Swidriski</p><h3>Nota Bene</h3><p><a href="https://www.aaup.org/article/2021-summer-institute-online">2021 Summer Institute Online</a><br />By David Kociemba</p><p><a href="https://www.aaup.org/article/aaup-responds-attacks-teaching-about-race">AAUP Responds to Attacks on Teaching about Race</a><br />By Kelly Hand</p><p><a href="https://www.aaup.org/article/supporting-build-back-better-act">Supporting the Build Back Better Act</a><br />By Kaitlyn Vitez</p><p><a href="https://www.aaup.org/article/aaup-foundation-supports-faculty-first-responders">AAUP Foundation Supports Faculty First Responders</a><br />By Kelly Hand</p><p><a href="https://www.aaup.org/article/guide-academic-freedom-language-cbas">Guide on Academic Freedom Language in CBAs</a><br />By Hans-Joerg Tiede</p><p><a href="https://www.aaup.org/article/assessing-faculty-participation-governance">Assessing Faculty Participation in Governance </a><br />By Hans-Joerg Tiede</p><p><a href="https://www.aaup.org/article/journal-academic-freedom-welcomes-new-coeditors">Journal of Academic Freedom Welcomes New Coeditors</a><br />By Kelly Hand</p><p><a href="https://www.aaup.org/article/academe-names-siobhan-senier-book-review-editor">Academe Names Siobhan Senier as Book Review Editor </a><br />By Kelly Hand</p><p><a href="https://www.aaup.org/article/new-aaup-staff-1">New AAUP Staff</a><br />By Sarah Mink</p></div>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-6204878880046789322021-08-12T21:09:00.004-04:002021-08-12T21:10:50.676-04:00The COVID Wars Continue at Penn State--A Tale of Two Senate Resolutions. . . and the Administration's Counternarrative<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-wOSfBI0iPTI/YRWofvJFX_I/AAAAAAAAWTg/Dg41YPevg08S8A8cVDvTc8qXn0lNa9SZQCLcBGAsYHQ/s419/Screen%2BShot%2B2021-08-12%2Bat%2B7.02.10%2BPM.png" style="margin-left: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="412" data-original-width="419" height="394" src="https://1.bp.blogspot.com/-wOSfBI0iPTI/YRWofvJFX_I/AAAAAAAAWTg/Dg41YPevg08S8A8cVDvTc8qXn0lNa9SZQCLcBGAsYHQ/w400-h394/Screen%2BShot%2B2021-08-12%2Bat%2B7.02.10%2BPM.png" title="" width="400" /></a></div><br /><p></p><p> </p><p>I have been following the sadly patched up disaster that has been the lurching progress toward what passes for policy at Penn State relating to the COVID pandemic (<a href="https://lcbpsusenate.blogspot.com/2021/08/pandemic-and-university-open-letter.html">Pandemic
and the University: "An Open Letter from Penn State faculty to the Penn
State Administration and the Board of Trustees"</a>). Not that any of this could be helped. All of the actors in this drama have been prisoners (and happily so) of the logic of the positions they occupy since the start of this pandemic, and they frankly know no better than what they are are doing. But a century from now that will be the epitaph of the first part of this century: here lies <i>homo adminstratus</i> incapable of agency other than to perpetuate the structures of power and culture into which they were willingly thrust. But administrators are not the only university actors trapped within the logic of the structures that they populate. University faculty also perform to type. That is especially the case for the faculty representatives in its University Senate. All people of good will--to be sure. But also all necessarily trapped within the logic of their position and discourses of power and legitimacy which binds each to the other. Faculty also may merit an epitaph of their own: here lies <i>homo complicitus</i> who is trapped by the logic of Esau, famished and willing to sell his birthright to the administrator Jacob for a pot of stew (Gen 25-34). <br /></p><p>The Penn State Administration's choice to privilege the un-vaccinated using the discursive tropes of contemporary anti-discrimination for atmospherics, has produced something of a backlash. That backlash has been strengthened in part because Penn State leadership choices (unlike their usual cautious efforts to fall somewhere hidden in the middle of bench marked decision making) put them somewhere on the right side of the outlier curve. </p><p>That has provided an opening for the University Senate, which to some extent has been formally marginally in the process of developing administratively "sound" policy, within the meaning universe of the university administrative community. The Senate has rushed through that opening. It has called a special meeting of that body to vote on two resolutions, aptly named Resolution A and Resolution B--offering up of two related versions of a counter narrative, and plan of action, to that marketed by the university administration. </p><p>Resolution A offers a counter approach to the administration's COVID planning for the Fall 20201 Semester. It calls for an immediate vaccination mandate for eligible Penn
State students, faculty, and staff and and demands that, until full vaccination can occur, that the university impose rules for universal mask mandates; twice weekly COVID-19 testing for individuals without proof of vaccination; and adherence to CDC recommendations. </p><p>Resolution B serves the purpose of condemning the current administrative approach. It os based on the obvious--the faculty was cut out of the process of decision making. It then seeks an affirmative vote of NO CONFIDENCE in the University’s COVID-19 Plan for Fall 2021. That s followed by a more meek request to be included in whatever revised decision making process might be triggered as a result of the vote. <br /></p><p>That the university's leadership core takes this serious might be evidenced by a last minute appeal to the faculty in the form of an "open letter" signed by the University's president. It s a marvelous statement of its kind. At the same time its discursive allegiance to the forms and sensibilities of the administrative milieu evidences both the increasing gap that is now apparent in the way that faculty and administration approach an issue, and as well <i>the differences in the way that risk is valued by those who bear the risk but have no control over risk versus those who control the risk but effectively can avoid bearing the risk</i>. </p><p>The Presidents narrative is detached (though the words are meant to suggest caring, at least form a distance) and Olympian. It speaks from above conveying the sense of those burdened with the balancing of factors in a "greater game" of which the productive forces of the university (faculty, staff, buildings, services) play a role. The Senate narrative is risk based as well, but from the perspective of risk bearers the discursive form is more personal and more immediate. The Senate balances risk on their bodies; the administration bases its risk calculus on abstractions--important abstractions to be sure, but bloodless, ledger entries within ideological structures of compliance and accountability regimes. That remoteness, of course, diminishes the micro risks of those who must bear responsibility for the operation of the ecologies of principles that the administration seeks to advance. And it ignores the anger of a professional caste once central to the running of the university that increasingly is recast in hyper technical functionaries and transformed into live ingots that serve as one factor in the production of university welfare. <br /></p><p>But decide for yourselves. In the immediate term the issue is simple enough--what and how does the university value most among the factors the university administrators balance, ad whose voices count (and how) in that balancing. <br /></p><p>The text of the two Senate Resolutions. along with the text of the Presidential Open Letter follow. <br /></p><p><br /></p><span><a name='more'></a></span><header class="entry-header">
<h1 class="entry-title"><a href="https://senate.psu.edu/senators/agendas-records/august-13-2021-special-senate-meeting-agenda/" target="_blank">August 13, 2021 Special Senate Meeting Agenda</a></h1>
</header>
<div class="entry-content">
<p><b>Via ZOOM at 10:00 a.m. – <span style="color: red;">PLEASE NOTE NEW ZOOM LINK</span><br />
</b><b>ZOOM link: </b> <a href="https://psu.zoom.us/j/97759044937">https://psu.zoom.us/j/97759044937</a></p>
<p><b>Or Telephone:</b><b><br />
Dial(for higher quality, dial a number based on your current location):<br />
US: +1 646 876 9923 (US Toll) </b><b> +1 301 715 8592 (US Toll)</b></p>
<p><b>Webinar ID: 977 5904 4937</b><b><br />
</b><b> International numbers available: https://psu.zoom.us/u/acf4Yq6mPh</b><b><br />
</b></p>
<p><b>Or iPhone one-tap (US Toll): +16468769923,97759044937# or +13017158592,97759044937#</b></p>
<hr />
<p><b><span style="color: maroon;">We will use TallySpace to vote
during this meeting. Senators who have voting rights should have their
Penn State 9-digit ID number ready and follow the instructions found
here: <a href="https://senate.psu.edu/senators/tallyspace-voting-instructions/" style="color: maroon;">https://senate.psu.edu/senators/tallyspace-voting-instructions/</a></span></b></p>
<hr />
<p><b><a href="https://senate.psu.edu/files/2021/08/0-Senate-Agenda-SPECIAL-Full-081321.pdf">View Full Special Senate Meeting Agenda (PDF)</a></b></p>
<div class="entry-content">
<h3><span style="font-size: 1.14286rem;">A. ANNOUNCEMENTS BY THE CHAIR</span></h3>
<h3><span style="font-size: 1.14286rem;">B. DISCUSSION OF UNIVERSITY PLANS FOR FALL SEMESTER</span></h3>
<ul><li><a href="https://senate.psu.edu/senators/agendas-records/august-13-2021-special-senate-meeting-agenda/appendix-a/">University Faculty Senate Resolution for Sequential Actions in Response to Penn State’s COVID-19 Policies as of August 13, 2021</a> – Appendix A</li><li><a href="https://senate.psu.edu/senators/agendas-records/august-13-2021-special-senate-meeting-agenda/appendix-b-2/">University Faculty Senate Response to the University’s Fall 2021 Plan (Vote of No Confidence)</a> – Appendix B</li></ul>
</div>
<div class="entry-content">
<h3>C. ACTION ITEMS – Plan to vote by approximately 11:40 a.m.</h3>
<ul><li>Vote on Resolution in Appendix A</li><li>Vote on Resolution in Appendix B</li></ul>
<h3>D. ADJOURNMENT</h3>
<p>Senators are reminded to wait to be unmuted and identify themselves
and their voting unit before speaking on the floor. Members of the
University community, who are not Senators, may not speak at a Senate
meeting unless they request and are granted the privilege of the floor
from the Senate Chair at least five days in advance of the meeting.</p><p> </p><p> </p><header class="entry-header">
<h1 class="entry-title"><a href="https://senate.psu.edu/senators/agendas-records/august-13-2021-special-senate-meeting-agenda/appendix-a/" target="_blank">Appendix A</a></h1>
</header>
<h2 style="text-align: center;">Faculty Senate Resolution for Sequential Actions in Response to Penn State’s COVID-19 Policies as of August 13, 2021</h2>
<h3 style="text-align: center;"><span style="text-decoration: underline;">Patricia Birungi , Kimberly Blockett, Wendy A. Coduti , Caroline D. Eckhardt, Siela N. Maximova </span></h3>
<p style="text-align: center;">(Senate Council Working Group)</p>
<h4 style="text-align: center;">(Positional)</h4>
<p><b>Rationale</b></p>
<p>We stand in solidarity with the <a href="https://www.collegian.psu.edu/news/campus/penn-state-upua-gpsa-leadership-call-for-university-wide-coronavirus-vaccine-mandate/article_0fb27dca-f266-11eb-83c1-0700c31e418e.html">University Park Undergraduate Association (UPUA), and the Graduate and Professional Student Organization Association (GPSA)</a>, <a href="https://www.centredaily.com/news/local/education/penn-state/article253218968.html">Borough of State College</a>, <a href="https://docs.google.com/forms/d/e/1FAIpQLScENJOk96EtocJ7MuEsdtTS2aPcU3qq0_9xyazOsNi7IW7yzg/viewform">American Association of University Professors (AAUP) – Penn State, and Coalition for a Just University (CJU)</a>
calls to mandate COVID-19 vaccinations for all eligible Penn State
students, faculty and staff. On May 12, 2021, the University Faculty
Senate <a href="https://senate.psu.edu/senators/agendas-records/may-12-2021-special-senate-meeting-agenda/appendix-a/">passed a resolution</a>
for Penn State to require COVID-19 vaccinations before the start of the
Fall 2021 semester. Based on the current decisions of Penn State
administration regarding COVID-19 policies, we present this resolution.</p>
<p><b>Resolution</b></p>
<p><b>Whereas, </b>the Penn State administration have not been
fully transparent, promptly communicative, nor inclusive concerning
COVID-19 planning and decisions;</p>
<p><b>Whereas, </b>the decision not to require COVID-19
vaccinations for Penn State students, faculty and staff jeopardizes the
health, welfare, and lives of people, particularly children and others
at increased risk;</p>
<p><b>Whereas, </b>the administration has not communicated
details about specific consequences or enforcement for non-compliance
with required COVID-19 policies;</p>
<p><b>Whereas, </b>current policies do not fully accommodate
faculty, staff, and student circumstances during a pandemic, which
require more alternatives and flexibility; and</p>
<p><b>Whereas, </b>all instructors do not have sufficient choice in determining course and/or class delivery mode(s) during COVID-19;</p>
<p><b><i>Be it resolved</i>, </b>that the University Faculty
Senate calls for an immediate vaccination mandate for eligible Penn
State students, faculty, and staff and further calls for the following
actions until full vaccination can occur:</p>
<ol><li>universal mask mandates;</li><li>twice weekly COVID-19 testing for individuals without proof of vaccination; and</li><li>adherence to CDC recommendations and/or restrictions for all Penn
State students, faculty, and staff (including gatherings on
University-managed property and University sponsored activities).</li></ol>
<p><b><i>Be it further resolved</i></b>, that the University Faculty Senate calls for</p>
<ol><li>instructor choice in determining course and/or class delivery mode(s) based on individual instructors and student circumstances;</li><li>faculty, student, and staff choice for remote options for any campus
activity including, but not limited to, office hours, graduate student
exams, and meetings; and</li><li>significant and diverse faculty representation proportionate to
administration on any and all committees, groups, or taskforces related
to COVID-19 plans and policies.</li></ol>
<p><b><i>Be it further resolved</i></b>, that the University
Faculty Senate reserves the right to revisit a Vote of No Confidence on
or before the next scheduled Senate plenary meeting, on September 14,
2021.</p>
<p>SENATE COUNCIL MEMBERS:</p><p> </p><header class="entry-header">
<h1 class="entry-title"><a href="https://senate.psu.edu/senators/agendas-records/august-13-2021-special-senate-meeting-agenda/appendix-b-2/" target="_blank">Appendix B</a></h1>
</header>
<h2 style="text-align: center;">University Faculty Senate Response to the University’s Fall 2021 Plan</h2>
<h3 style="text-align: center;"><span style="text-decoration: underline;">Mohamad Ansari – Past Senate Chair, Renee Bishop-Pierce, Victor Brunsden,<br />
Michele Duffey, Frantisek Marko, James Strauss</span></h3>
<h4 style="text-align: center;">(Positional)</h4>
<p><b>Preamble:</b></p>
<p>The University Faculty Senate of the Pennsylvania State University
endeavored to work cooperatively with the University to develop COVID-19
pandemic plans that protect the health, safety, and educational
interests of faculty, staff, and students. Toward this goal, Senate
passed a resolution about COVID-19 testing, monitoring, and management,
and a second resolution mandating COVID-19 vaccination for all Penn
State members. The University’s Fall 2021 Plan falls short of faculty
expectations and does not embody a sense of safety and confidence among
our faculty, staff, and students.</p>
<p><b>Resolution: </b></p>
<p>WHEREAS Centre County and most counties surrounding Penn State
Campuses have “substantial community transmission of COVID-19” as
designated by the Centers for Disease Control;</p>
<p>WHEREAS the University’s Fall 2021 Plan does not include a vaccination mandate for faculty, students, and staff;</p>
<p>WHEREAS the University’s Fall 2021 Plan does not account for faculty,
staff, students, and their household members, who are not eligible for
vaccination, and must be afforded the option of remote work to protect
their and their household’s health and safety;</p>
<p>WHEREAS the University’s Fall 2021 Plan does not allow faculty
autonomy over curriculum and pedagogy, including instructional mode and
classroom management;</p>
<p>WHEREAS the University’s Fall 2021 Plan does not require universal
arrival COVID testing for all students; nor a contact tracing plan that
is reasonable, given in-residence course delivery without physical
distancing;</p>
<p>WHEREAS the University Faculty Senate does recognize the University’s
recent announcement of masking for faculty and students as a positive
step; however, this action was not negotiated for unionized employees;</p>
<p>WHEREAS the University did not engage the University Faculty Senate
in shared governance regarding COVID planning and decisions. The
planning process was not transparent and decisions were made by an
exclusive administrative group without satisfactory explanation;</p>
<p>BE IT RESOLVED the University Faculty Senate of the Pennsylvania State University provides a <b>VOTE OF NO CONFIDENCE regarding the University’s COVID-19 Plan for Fall 2021.</b></p>
<p>BE IT RESOLVED the University Faculty Senate of the Pennsylvania
State University urges the University to reconsider their Fall 2021
Plan, work closely with Senate, and make all plans and contingencies
transparent to the university community, to directly address the
outlined issues of contention, as stated in the above resolution.</p>
<p>SENATE COUNCIL MEMBERS:</p><p> </p><p>__________</p><p> </p><p> <br /></p><table align="center" border="0" cellpadding="0" cellspacing="0" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: black; font-family: Times; letter-spacing: normal; orphans: 2; text-decoration-thickness: initial; text-decoration: none; text-indent: 0px; text-transform: none; widows: 2; width: 100%px; word-spacing: 0px;"><tbody><tr><td bgcolor="#FFFFFF"><table align="center" border="0" cellpadding="0" cellspacing="0" style="width: 96%px;"><tbody><tr><td bgcolor="#FFFFFF"><table align="center" border="0" cellpadding="0" cellspacing="0" style="width: 85%px;"><tbody><tr><td colspan="3"><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;"><img alt="Penn State Shield" height="86" src="https://www.dept.psu.edu/massmail/images/PSU_BLUE.jpg" width="262" /></p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;">Dear Penn State community,</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;">Over the last 18 months Penn State has worked to be systematic and deliberate in our response to the ever-changing course of the COVID-19 pandemic. Our singular objective is, and always has been, the health and safety of our community. Our decisions have been driven by data, science and advice from medical professionals at a local, state and national level.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;">Unfortunately, across the nation every action in response to the pandemic is being met with division and controversy. A recent Quinnipiac poll found 49% of adults opposed university vaccine mandates while 48% supported mandates. A recent decision at Penn State to require indoor masking regardless of vaccination status generated a petition exceeding 1,000 student signatures in opposition — in only its first day of posting. Many faculty members at Penn State supported the masking requirement and are also calling for a vaccine mandate. At the same time, others are attempting to organize “resistance campaigns.” Universities with vaccine mandates have been met with implementation, enforcement and legal challenges. Public universities, in particular, have challenges with the mode of response to the pandemic. Regulations across the country clearly reflect state-level political realities. State funding of our University requires a two-thirds vote of the Pennsylvania legislature, meaning that our funding relies on strong bipartisan support.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;">The focus of the controversy is on the means by which we achieve health and safety. Our actions at Penn State are designed to achieve the desired outcome, with as little polarization as possible. Our objective is progress and results. We believe we have a powerful way forward by incorporating all three of the strongest tools to mitigate COVID-19 — vaccines, masking and testing. And, we have systematically and deliberately adjusted as conditions have changed. Penn State’s posture with respect to vaccination illustrates this last point.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;"><b>First, we worked to make vaccination easy</b>. Prior to any evidence that the University would be able to offer vaccinations, we chose to purchase freezers and set up protocols in case we were asked to provide vaccinations. University Health Services at University Park successfully applied to gain permission from the state Department of Health to administer vaccines to students. We also successfully volunteered to be a vaccine distribution site for the Commonwealth of Pennsylvania. And we worked with private vendors to provide easy access to vaccines across the commonwealth for our employees and students. We leaned on the “we are” spirit of Penn Staters to focus on the health of all members of our community.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;">As we monitored conditions and saw a decline in initial vaccination rates, <b>our second step was to incentivize vaccinations</b> through weekly drawings for prizes and to encourage uploading of vaccination information so the University could better manage the pandemic. Incentives created an uptick in vaccination rates and uploading of vaccination status, but the prospect of the Delta variant, coupled with a national relaxation back to pre-COVID-19 behaviors, prompted us to develop even stronger requirements.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;"><b>We then took the step of instituting testing for all members of our community — faculty, staff and students — who have not shared with the University that they are vaccinated</b>. We informed all students of our expectations, and further indicated that without uploaded proof of vaccination, all students entering residence halls would be tested and any positive tests would prevent immediate entrance to residence halls — and students would require isolation. The requirement for repeated testing without vaccination is regarded as a significant incentive to become vaccinated. Further, in consultation with Faculty Senate leadership, we instituted masking in all University buildings regardless of vaccination status while we face the Delta variant.<br /><br />For the 18 months of the pandemic, we also have worked to regularize engagement and communications with our community. We specifically worked to involve Faculty Senate leadership, who have participated in our COVID-19 Management Team’s regular meetings, in addition to participation in the weekly or bi-weekly meetings of the Academic Leadership Council. The COVID-19 Operations Control Center (COCC) team members have provided extensive outreach to units, groups and colleges across the University to provide updates and support plans and activities.<br /><br />The combined implementation of the three most powerful tools — vaccination level, testing and masking — should help create a safe environment to fulfill our mission at Penn State. But we are more than capable of taking stronger action, much like last year when we rapidly pivoted to regulate gatherings and moved to remote status as demanded by circumstances.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;"><b>Which brings us back to the end goal — high vaccination rates.</b><br /><br />The evidence is growing that our deliberate and systematic process is working. The final results of our COVID-19 vaccination survey show that, among both undergraduate and graduate student respondents, 88% of University Park respondents, 73% of Commonwealth Campus respondents and 84% of World Campus respondents report being partially or fully vaccinated. As of today, more than 73.5% of students entering residence halls have already uploaded their proof of vaccination, and the numbers are steadily growing on a daily basis. We expect many other students will demonstrate vaccination status or provide proof of having COVID-19 over the last 90 days. Vaccination uploads by academic personnel are slightly lower at 69%, and unfortunately there has been little growth in academic uploads since early July. Survey data for all sectors suggest that vaccination rates are <b><i>higher</i></b> than what is currently uploaded and individuals have just not yet uploaded their information. The highest vaccination rate is for administrators, which is currently at 86%.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 20px;"><b>Of course, enforcement too, plays a role.</b><br /><br />If proof of vaccination is not uploaded, students in University housing will be tested on arrival and all students who have not uploaded their proof of vaccination, regardless of housing, will be tested weekly. The consequences for failure to test are significant — including suspension if individuals ignore repeated requests. When released, policies on frequent testing of employees who have not shared with the University that they have been vaccinated should also reveal higher rates.<br /><br />Although the data are promising and indicate that our deliberate, three-pronged efforts are making strong progress, we will continue to be vigilant — and we will take further steps if necessary to prevent the spread of COVID-19 on our campuses. We developed processes, protocols and policies through the pandemic that enable us to pivot successfully when we need to impose greater restrictions, and to relax restrictions as we make progress.<br /><br />Thank you for your efforts to promote a safe community. Please get vaccinated and upload your data. A safe and productive environment is everyone’s responsibility.</p><p class="bodytext" style="font-family: Arial, Helvetica, sans-serif; font-size: 14px; line-height: 18.2px; padding: 0px 0px 0px 20px;">Sincerely,<br /><br />Eric J. Barron<br />President, Penn State</p></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table>
</div>
</div>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-38340054333619353322021-08-03T13:27:00.009-04:002021-08-04T11:52:16.104-04:00Pandemic and the University: "An Open Letter from Penn State faculty to the Penn State Administration and the Board of Trustees "<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-6NtRJdB5_qI/YQl0UGCAzqI/AAAAAAAAWQY/T7lXRHNQUwEuk7BsabKp1lTFSCdlaAe6ACLcBGAsYHQ/s1520/Screen%2BShot%2B2021-08-03%2Bat%2B12.52.15%2BPM.png" style="margin-left: auto; margin-right: auto;" title=""><img border="0" data-original-height="1520" data-original-width="1188" height="640" src="https://1.bp.blogspot.com/-6NtRJdB5_qI/YQl0UGCAzqI/AAAAAAAAWQY/T7lXRHNQUwEuk7BsabKp1lTFSCdlaAe6ACLcBGAsYHQ/w500-h640/Screen%2BShot%2B2021-08-03%2Bat%2B12.52.15%2BPM.png" title="" width="500" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Pix Credit <a href="https://sites.psu.edu/academicaffairs/files/2021/07/INDIVIDUAL-OFFICE-8.5x11.pdf" target="_blank">HERE</a><br /></td></tr></tbody></table><br /> <p></p><p> The COVID-19 Pandemic has brought out the best and worst among key institutional stakeholders. It has accelerated trends that had been slowly working toward transformations of work, social, political, and cultural environments. Most importantly COVID-19 brought into sharp focus the oppositions inherent in the organization of society and the way in which societal principles and objectives are privileged, weighed, and balanced against each other.</p><p>That balancing of principles, which are assumed to always be aligned, but which more often than not cannot be adequately reconciled, is more sharply drawn when health (individual, economic, and societal health) is affected by the weighing and balancing. Less equitably, it appears to accelerate a trend in which control of risk and risk bearing are increasingly detached. In the case of the university it manifests as a shift in the authority to control risk migrating to institutional administrators who bear little risk (for example in the context of health risks brought on by conditions of pandemic) but can impose risk on faculty, students, and staff whose exposure to risk for themselves and their families are essentially out of their hands. <br /></p><p>The Administrators at Penn State University provide a somewhat ordinary example of the sort of balancing that is being undertaken by the institutional governance apparatus of state and state affiliated universities, the way they value health risks that they do not bear, and the resulting allocation of risk and reward within university structures that privilege some actors in ways denied others. </p><p></p><blockquote><p> <br /><a href="https://virusinfo.psu.edu/health-guidelines/" target="_blank"><span style="font-size: large;"><b>Health guidelines</b></span></a><br /><br /> <a href="https://1.bp.blogspot.com/-Y4YsROPRceQ/YQl2hpNpDCI/AAAAAAAAWQ8/UXiHvh_dmhYvFzgUpzxI9pTRgAkIok-MgCLcBGAsYHQ/s1556/Screen%2BShot%2B2021-08-03%2Bat%2B1.01.42%2BPM.png"><img border="0" src="https://1.bp.blogspot.com/-Y4YsROPRceQ/YQl2hpNpDCI/AAAAAAAAWQ8/UXiHvh_dmhYvFzgUpzxI9pTRgAkIok-MgCLcBGAsYHQ/w640-h44/Screen%2BShot%2B2021-08-03%2Bat%2B1.01.42%2BPM.png" title="" /></a> <br /><br />As of June 28, masks are optional inside University buildings for individuals who are fully vaccinated. Unvaccinated individuals must continue to wear masks indoors at all times. If you want someone to wear a mask when interacting with you in your private office, you can request they do so, but cannot require it. It is important to note that those who are visiting designated health care environments must continue to wear masks indoors and maintain physical distancing regardless of vaccination status.<br /><br /> In individual offices, staff members may post <a href="https://www.blogger.com/#">this sign</a> if they wish to request that people entering wear a mask.<br /><br /> <a href="https://www.blogger.com/#"><img border="0" src="https://1.bp.blogspot.com/-bYGTBWXNs3c/YQl1l0DWnnI/AAAAAAAAWQk/rCySunuKk1A0_sNYDl3RThJ47lcvlMqXQCLcBGAsYHQ/w640-h56/Screen%2BShot%2B2021-08-03%2Bat%2B12.56.06%2BPM.png" /></a><br /> <br /><br />Yes, unvaccinated individuals who have been in close contact with someone who is COVID-19 positive or suspected of having COVID-19 must quarantine for 7 to 10 days. They must quarantine for 10 days without testing if no symptoms have been reported during daily monitoring, or after seven days with a negative test on or after day five of quarantine and if they have no symptoms.<br /><br /> <br /><a href="https://1.bp.blogspot.com/-VckWEjWV9Jw/YQl2ru6D6jI/AAAAAAAAWRA/IdZJIxjTiH8MxYp04jROJ8ne_2pDDaoEACLcBGAsYHQ/s1600/Screen%2BShot%2B2021-08-03%2Bat%2B1.02.23%2BPM.png"><img border="0" src="https://1.bp.blogspot.com/-VckWEjWV9Jw/YQl2ru6D6jI/AAAAAAAAWRA/IdZJIxjTiH8MxYp04jROJ8ne_2pDDaoEACLcBGAsYHQ/w640-h72/Screen%2BShot%2B2021-08-03%2Bat%2B1.02.23%2BPM.png" /></a> <br /><br />No. According to the CDC, fully vaccinated individuals do not have to be tested or quarantine but should monitor themselves for symptoms for 14 days. If symptoms develop, employees should contact their personal health care provider.<br /><br /> <br /><a href="https://www.blogger.com/#"><img border="0" src="https://1.bp.blogspot.com/-Q2o81wuwA_c/YQl1lwjL-0I/AAAAAAAAWQg/bAK6nkDTzbklLHWQWmoroI9p4INqsd66gCLcBGAsYHQ/w640-h72/Screen%2BShot%2B2021-08-03%2Bat%2B12.56.21%2BPM.png" title="" /></a> <br /><br />Employees can find detailed information and guidance on the <a href="https://www.blogger.com/#">Health Guidelines</a>, <a href="https://www.blogger.com/#">Contact Tracing</a>, and <a href="https://www.blogger.com/#">Quarantine and Isolation</a> pages.<br /><br /> <br /><a href="https://www.blogger.com/#"><img border="0" src="https://1.bp.blogspot.com/-9tr2cMDKRdA/YQl1mQOAB7I/AAAAAAAAWQs/sXaQNFEJzNwCDolTgdoVftJef1KMExVFwCLcBGAsYHQ/w640-h54/Screen%2BShot%2B2021-08-03%2Bat%2B12.56.28%2BPM.png" title="" /></a> <br /><br />At this time, masking outdoors and physical distancing are not required. Fully vaccinated individuals are not required to wear face masks indoors, however, individuals who are not fully vaccinated are expected to wear face masks inside University buildings. Additionally, all individuals must wear a face mask while using public transportation, in accordance with CDC guidance, and in some additional settings such as when visiting on-campus health care facilities and when conducting in-person research involving human subjects.<br /><br /> Additional information about masking and physical distancing is available on the <a href="https://www.blogger.com/#">Health Guidelines page</a>.</p></blockquote><p><br /></p><p></p><p>Not all schools similarly situated have chosen to balance the needs for operations (and its derivative outcome), the psycho-social imperatives of physical presence, religious convictions, political choices, and health in the peculiar way chosen by Penn State. See, e.g., Indiana University, whose decision to mandate vaccination (with limited exceptions for medical or religious reasons) <a href="https://fox59.com/news/coronavirus/federal-appeals-court-rules-indiana-university-can-continue-covid-19-vaccine-requirement-denies-motion-for-injunction/" target="_blank">was recently upheld by the courts</a>). <br /></p><div class="separator"><a href="https://1.bp.blogspot.com/--JlrKb_m98I/YQl3nKYuDUI/AAAAAAAAWRM/FzHxAMa7AtskoCVzIqNYhR8Ku0oSWuXEACLcBGAsYHQ/s1718/Screen%2BShot%2B2021-08-03%2Bat%2B1.06.13%2BPM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="189" src="https://1.bp.blogspot.com/--JlrKb_m98I/YQl3nKYuDUI/AAAAAAAAWRM/FzHxAMa7AtskoCVzIqNYhR8Ku0oSWuXEACLcBGAsYHQ/w400-h189/Screen%2BShot%2B2021-08-03%2Bat%2B1.06.13%2BPM.png" title="" width="400" /></a></div><p>Faculty have essentially been cut out of the process of policymaking. They have been free to express their views of course. And their organs of governance, reduced to rgans of expressions of opinion, have done just that. But the University, like other administrative organs throughout liberal democratic collectives, like the United States, have chosen to treat this as a matter for which technical expertise is solicited (by invitation) from staff (in this case faculty), but it remains for the "grown-ups" (the administrator class to gather together to discuss and make decisions. This is not unusual post COVID. But it nicely expresses the transformation of governance and the greater transformation of the university from a collective of professionals to a learning factory with overseers. </p><p>Faculty, however, have not been content to lick their wounds--not at Penn State anyway. A group calling itself the Faculty Coordinating Committee of the Coalition for a Just University have decided to organize themselves to put pressure on the university apparatus in more public and politically traditional ways. They have drafted an "<a href="https://docs.google.com/forms/d/e/1FAIpQLScENJOk96EtocJ7MuEsdtTS2aPcU3qq0_9xyazOsNi7IW7yzg/viewform" target="_blank">Open Letter</a>" addressed to the University Administrative organs calling on the university to:</p><blockquote>1. Require vaccinations<br />2. Continue masking and social distancing<br />3. Continue to conduct random surveillance testing<br />4. Maintain improved ventilation standards<br />5. Institute a more reasonable and flexible teaching and learning policy<br />6. Improve Penn State's mental healthcare resources</blockquote><p>To date the letter has amassed over 650 faculty signatures and almost 600 signatures of students, staff, and others. It is not clear whether the Open Letter will produce any change in Administrative decision making. I suspect that calculus will tend to underweigh faculty concerns but center values based decisions on the risk of liability or loss caused by assessments of COVID impact, along with the political cost of taking a particular decision (and its impacts on budget negotiations with the legislature. It may also depend on the ideologies and politics of the Board of Trustees--but that is a black box (a subject for another day). More interesting, though, is the way that the Open Letter itself provides evidence of the way that Faculty shared governance has become something like a historical artifact that is retained for the gesture it represents to a historical period that is now receding fast. </p><p>Note that the issue survives whatever one's position is vaccination policy or mask wearing, or physical presence at the university. One does not have to be either pro or anti vaccination mandates, or pro or anti masking, or pro or anti physical presence to understand that the effective consequence here, evidenced by the process and impact of decision making, has shifted, perhaps permanently the role of faculty in governance, and certainly, has exposed the way and extent to which faculty is valued (in terms of risk to health, and the health of their families who may be affected) as a function of other objectives, goals, and principles, against which these may be weighed. And in the process, those who are required to bear the risk, no longer actively involved in controlling it, become an object in the governance of an institution and its institutional value maximizing calculus. Even that is not necessarily a bad thing--the effort to hide this, and to pretend that one still lives and operates in accordance with principles and expectations now abandoned (effectively), though, is a bad thing if only because it suggests the cultivation of misperception. <br /></p><p></p><p></p><p>The Call to Sign follows below along with the text of the Request to sign cover note. <br /><br /> <br /><br /> <br /></p><p><span></span></p><a name='more'></a><p> Cover note:</p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"></span></p></div><blockquote><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"></span></p></div><blockquote><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Dear Colleagues:</span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"> </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">As the Fall 2021 semester rapidly approaches, Penn State community members are sharing increasingly urgent concerns about rising COVID-19 cases and new and contagious variants. </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"> </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Many groups, including the Faculty Senate, UPUA, and GPSA, have called for more transparency, communication, and clear and appropriate plans to protect our community. And yet, we are again facing a return to a new semester without adequate support from or confidence in university leadership's commitment to keeping our students, faculty, staff, and surrounding communities safe. This is, as it has been, preventable and unacceptable. </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"> </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">The time to take action is now. Join us and<span class="Apple-converted-space"> </span></span><a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.google.com%2Fforms%2Fd%2Fe%2F1FAIpQLScENJOk96EtocJ7MuEsdtTS2aPcU3qq0_9xyazOsNi7IW7yzg%2Fviewform&data=04%7C01%7Cmare.sarr%40psu.edu%7C8d0f4ac31e79449ce15008d95694005b%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C637636015922377784%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2BI687WDaiJY%2F9mwCJpUeQjCRtfxczbm1yZgaSkQE7Vs%3D&reserved=0" style="color: blue; text-decoration: underline;"><span lang="EN-US">sign on to this open letter<span class="Apple-converted-space"> </span></span></a><span lang="EN-US">which calls upon the university to:</span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><ol start="1" style="margin-bottom: 0in;" type="1"><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;">Require vaccinations</li><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;">Continue masking and social distancing</li><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Continue to conduct random surveillance testing</span></li><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;">Maintain improved ventilation standards</li><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Institute a more reasonable and flexible teaching and learning policy</span></li><li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Improve Penn State's mental healthcare resources</span></li></ol></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">We recognize that in the coming days and weeks, university administration is likely to share new and updated plans for the Fall. We'll edit the demands in the letter accordingly; however, our confidence that any such measures will be sufficient to address the growing crisis is low. Signatures will not be released until the letter reaches over 200 signers. </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"> </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">Our collective voices are our power, and our window of opportunity is short. <span class="Apple-converted-space"> </span></span><a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.google.com%2Fforms%2Fd%2Fe%2F1FAIpQLScENJOk96EtocJ7MuEsdtTS2aPcU3qq0_9xyazOsNi7IW7yzg%2Fviewform&data=04%7C01%7Cmare.sarr%40psu.edu%7C8d0f4ac31e79449ce15008d95694005b%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C637636015922387775%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=ohw%2F3vqWJZV33bMnD64njaRN%2BJ1MfWxOMgNeQ0LRYxE%3D&reserved=0" style="color: blue; text-decoration: underline;"><span lang="EN-US">Please sign on,</span></a><span lang="EN-US"><span class="Apple-converted-space"> </span>and share this letter with any and all interested members of the Penn State community. </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"> </span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">In Unity,<span class="Apple-converted-space"> </span></span></p></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US">The Faculty Coordinating Committee of the Coalition for a Just University</span></p></div></blockquote><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"></span></p></div></blockquote><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in;"><span lang="EN-US"></span></p></div><p> <br /></p><p> _____________________________</p><p> </p><p></p><div class="freebirdFormviewerViewHeaderTitleRow"><div aria-level="1" class="freebirdFormviewerViewHeaderTitle exportFormTitle freebirdCustomFont" dir="auto" role="heading"></div></div><div style="text-align: justify;"><blockquote><div class="freebirdFormviewerViewHeaderTitleRow"><div aria-level="1" class="freebirdFormviewerViewHeaderTitle exportFormTitle freebirdCustomFont" role="heading"><a href="https://docs.google.com/forms/d/e/1FAIpQLScENJOk96EtocJ7MuEsdtTS2aPcU3qq0_9xyazOsNi7IW7yzg/viewform" target="_blank"><span style="font-size: large;">An Open Letter from Penn State faculty to the Penn State Administration and the Board of Trustees </span></a></div></div>**PLEASE SCROLL DOWN TO ADD YOUR SIGNATURE AND SHARE WIDELY!**<br /><br />Dear Penn State University Board of Trustees and Administration,<br /><br />As Penn State faculty, we are eager to welcome students back to campus for the start of the Fall 2021 semester, but we are deeply concerned that our university is unprepared to handle the ongoing increase in COVID-19 cases and the emergence of the more contagious Delta variant. There is no way to determine who is unvaccinated and should therefore be masked. According to all available information, the university does not plan to continue surveillance testing of asymptomatic students, which means that if an outbreak occurs, there will be no way to detect it early on and prevent the disease from spreading. Students who are unable to receive a vaccination due to health conditions—and will therefore run significant risk by being in an environment where many people have chosen not to be vaccinated—are being told that their only option is to take courses online, depriving them of equal educational opportunities. Nor is there a clear policy for faculty and staff who have health conditions that make frequent encounters with unvaccinated students at risk, or who live with unvaccinated children and/or people who are immunodeficient. <br /><br />Before the end of the Spring 2021 semester, the Penn State University Faculty Senate passed a resolution with overwhelming support (113 in favor, 31 against) calling on the administration to implement a COVID-19 vaccination requirement for all students, staff, and faculty. The undergraduate student government at University Park (University Park Undergraduate Association, or UPUA) also passed a resolution calling for a COVID-19 vaccination requirement for students, with similarly strong support (25 in favor, 10 against, and 1 abstention). More recently, on July 30, 2021, the UPUA and the Graduate and Professional Student Association have sent you an open letter asking for a vaccine mandate (<a href="https://www.google.com/url?q=https://www.instagram.com/p/CSAqXCIMk28/?utm_medium%3Dcopy_link&sa=D&source=editors&ust=1628012181493000&usg=AFQjCNHIS_x4Vjkyg1x_VTM50j6TGYKcYg">https://www.instagram.com/p/CSAqXCIMk28/?utm_medium=copy_link</a>). In all of these cases, the Penn State administration has chosen to ignore the recommendations of its own faculty and students; instead, it has limited itself to “encouraging” students to get vaccinated and offering incentives (including financial rewards). Penn State policy requires all students to have the measles, mumps, and rubella (MMR) vaccine, and all students living on campus must be vaccinated for meningitis. In contrast, the vaccination for COVID-19, a disease that has killed well over 600,000 people in the U.S. and more than 4 million worldwide, is being presented as a “personal choice.” <br /><br />We recognize that the situation is evolving and that you'll make announcements about changes to the plan for the upcoming semester and academic year. But given that more than 600 universities and colleges in the U.S. have implemented a COVID-19 vaccination requirement, among them Indiana, Rutgers, Maryland, Michigan, Northwestern, and Purdue (all members of the Big Ten Academic Alliance), our university is increasingly an outlier. During the 2020-2021 academic year, Penn State was near the very top of the list of U.S. universities with the most COVID-19 cases. We do not want to see such high rates of infection again. We are asking you for all of the following because we are Penn State and care about Penn State:<br /><br />1.) REQUIRE ALL STUDENTS, FACULTY, AND STAFF WHO WILL BE PRESENT ON CAMPUS TO BE VACCINATED FOR COVID-19. We have reliable and ample evidence that shows the efficacy of the vaccines in dramatically decreasing the likelihood of contagion and the severity of illness if infected. Vaccines work, and the more of us who get vaccinated, the better they will work.<br /><br />2.) CONTINUE TO REQUIRE MASKING AND SOCIAL DISTANCING. Just as we are learning that the vaccines are effective, we are also learning that they do not provide total inoculation and are not invulnerable. (Indeed, no vaccine is 100% effective). There are increasingly more “breakthrough” cases in which vaccinated people become infected. And according to the CDC, vaccinated people with breakthrough infections can spread the virus as easily as unvaccinated people.<br /><br />3.) CONTINUE TO CONDUCT RANDOM TESTING AMONG STAFF, STUDENTS, AND FACULTY to detect outbreaks early on and ensure that we do not become a Petri dish for a new variant of the virus. <br /><br />4.) MAINTAIN THE IMPROVED VENTILATION STANDARDS THAT WERE IMPLEMENTED DURING THE LAST ACADEMIC YEAR. Science shows that improved ventilation can greatly reduce the risk of COVID-19 transmission.<br /><br />5.) INSTITUTE A MORE FLEXIBLE AND REASONABLE TEACHING POLICY FOR ALL OF OUR FACULTY, STAFF, AND STUDENTS so that we have ample time to plan for remote courses as opposed to being forced to switch modalities from one week to the next. We also must be able to adopt different teaching/learning environments as the situation requires it. How will a faculty member continue to conduct in-person classes if several of their students are infected or in quarantine due to possible exposure and are therefore unable to attend class? How are those students supposed to continue learning? What if an outbreak shuts down an elementary school and a faculty, staff member, or student must remain at home with their child? We are a large, diverse community with different concerns and responsibilities. <br /><br />6.) IMPROVE PENN STATE'S MENTAL HEALTHCARE RESOURCES. We are approaching two years of a global pandemic. Many of us (faculty, staff, students, and other members of the community) have, are already experiencing, and will continue to face mental health challenges. It is absolutely indispensable that we have the resources and staff ready to help our community manage yet another year of the pandemic.<br /><br />As Penn State faculty, we care deeply about our students, colleagues, and other community members. Please help us create safe teaching and learning conditions so we can support our students this academic year. <br /><br />Sincerely,</blockquote></div><br />Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-1359129312358110762021-08-02T17:47:00.008-04:002021-08-02T17:57:36.364-04:00Now Available Bulletin of the AAUP (Summer 2021)--COVID and the University (and all is not Well)<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-kKebuHu-suo/YQhnOMiIvXI/AAAAAAAAWQM/Y00KOP7VxZU-s4L2Yf6rLiGTo4niZzajQCLcBGAsYHQ/s209/Screen%2BShot%2B2021-08-02%2Bat%2B5.44.06%2BPM.png" style="margin-left: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="209" data-original-width="165" height="400" src="https://1.bp.blogspot.com/-kKebuHu-suo/YQhnOMiIvXI/AAAAAAAAWQM/Y00KOP7VxZU-s4L2Yf6rLiGTo4niZzajQCLcBGAsYHQ/w316-h400/Screen%2BShot%2B2021-08-02%2Bat%2B5.44.06%2BPM.png" title="" width="316" /></a></div><br /><p></p><br /><br /><blockquote> The AAUP's annual Bulletin collects in one place the reports, policy statements, and official AAUP business materials of an academic year—in this case, 2020–21. Most of these documents have already been published on the AAUP website or in <a href="https://www.aaup.org/academe">Academe</a>, and the parenthetical dates after their titles refer to date of original publication. The Bulletin of the American Association of University Professors is published annually as the summer issue of Academe (or as the July–August issue prior to 2019). This table of contents links to PDFs of that print version. These PDFs will stand as the historical record for 2020–21 and will not be changed. (<a href="https://www.aaup.org/issue/summer-2021-bulletin?link_id=1&can_id=ca14cc940fbfc085012f2ff4e0b60a9c&source=email-2021-bulletin-2&email_referrer=email_1249009&email_subject=2021-bulletin" target="_blank">AAUP Bulletin Announcement</a>)<br /></blockquote><p> It comes as no surprise that the AAUP focuses its reporting this year on the most important event of this generation--COVID19. Thsi issue of Academe does an excellent job of memorializing the perspectives ad analysis of that crisis on the academy. It also suggests the great tragedy of the faculty voice in crisis. That tragedy is centered on the irresistible urge to assume a reactionary posture--and the discourse of a "return"--in the face of transformed conditions that will make the possibility of any such return effectively impossible. It will be left to others, perhaps, to forge forward. But this reporting provides a glimpse of the way in which that forward might lead backwards in the context of a industry capable of such a return. That this is not so and that other approaches may well have to be developed may be read between the lines.</p><p>COVID-19 has fast forwarded trends that have effectively sidelined traditional faculty governance and shared governance principles. Shared governance has been reduced effectively to a technocratic exercise. At its best it has reduced faculty governance structures to an odd form of focus group, or worse, has absorbed the faculty into the administrative apparatus at a low administrative level. In the process faculties have refused to embrace or neglected any effort to transform themselves into stronger instruments of accountability. Part of that, of course, is a function of the great transformation of this century--the effective elimination of tenure except as a vestigial condition. Faculty dependent on the renewal of contracts are hardly in a position to effectively "lean in" without substantial risk. And the technological revolution will reshape teaching and student engagement--and here it is the administration rather than faculty that are driving change. In the meantime faculty obsession with transforming their function from research to the exercise of a role as public intellectuals--a process abetted by an administration obsessed, in turn, with short term (and quite manipulative) impact measures, has altered the value of faculty as sources of the production of knowledge. They have become a political instrument, or on the other side, the blue collar producers of "facts" that can be consumed by the policy caste. Still there is much to lear from the orthodox narrative of the effects of COVID-19 on faculty. Links to the articles follow. <br /></p><p><br /></p><a name='more'></a><p></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">The<span class="Apple-converted-space"> </span><i>Bulletin of the American Association of University Professors<span class="Apple-converted-space"> </span></i>is published annually as the summer issue of<span class="Apple-converted-space"> </span><i><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJg7A96kLgU3I5dgAuXBgvOzvZA5Ra9v3yPlUFbERrwKQGvUsP2psk5ou32QXopgQ-ik76J9Ao862Q-6K44bgXjuAn0cvR58H05kjBya2ZPiLPp653phCWcegQBKLqH38LW9zAq2zT4rI8Y9ObzgxCp73qEfQXk0Zzrbs6Y-ZqDZOkHEgbU27vwrbREo5sM9Hfa_FgdAOga0Us3_T0tRUoo/3e4/oC8za9WXSBe0w7iCB-SKRQ/h2/capnNiKQAnD4UniRukw70IjE-CkTtY_IoPfvvvhQxOw" target="_blank">Academe</a>.<span class="Apple-converted-space"> </span></i>This year's<span class="Apple-converted-space"> </span><i>Bulletin</i><span class="Apple-converted-space"> </span>features a special report on COVID-19 and academic governance and findings from the 2020–21 Faculty Compensation Survey and the 2021 AAUP Shared Governance Survey.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Follow the links in this email or download a PDF of the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDEWaxiKeMD-d6zgPCbEmvmwpNTKIFLYwz59CN6Yy4WrLvWRsC2kB043ly4k93uWmnFRDhl3mAi1ejpf31V7raT2734Obl98_ihBXQ1oDiw0R0Qx95-FCztX72tDukV2anJYgApWRqwVDo_tjOZwbzTv3efk7slQOQ8zLUJJGsBKZfGIp29zDTslr7Lk76AzB9bzFN7-VibWpnL4qPgCtXSaIPl6RJtk0fpZdeRgEOO6h/3e4/oC8za9WXSBe0w7iCB-SKRQ/h3/YuOLfJKF0yvyYRiLr009iPeDr_PwPuFpZt2qL3Xz1o8" target="_blank">https://www.aaup.org/issue/summer-2021-bulletin</a><span class="Apple-converted-space"> </span>using your member log-in information.</p><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b>COLLEGE AND UNIVERSITY GOVERNANCE INVESTIGATIVE REPORT</b></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b></b><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftJSLyK8wGKgQmEjdtLmCNTjc-TfsM6x60Uh5__8ecLUJKF9rTpvoYzNBEREauT3GuPhj7a-tSfU736cjdldgXdk8W4ZnuS25bCUcqnuKtfMXpbRHZmgiEzGhsWSKYeXEHvx6J9CH4nS60Q5K2ADhBbxkqqrijyTXh4J1rxjOJmKb8nTLxdvpo0_z4Cb3IdnM6Bi_DIp3cp3J7RvNgAKse2ZiJbttAahi-rIjDk7aGdRWf7zaMTby3VXzjubgx0_2N/3e4/oC8za9WXSBe0w7iCB-SKRQ/h4/OMslBsDEq8QMM6bRNVjObUoWTS34hc6BktrA5TFxhMM" style="background-color: white;" target="_blank">Special Report: COVID-19 and Academic Governance</a></div><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b>RESEARCH REPORTS</b><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftI6NrXrUq4rCANIwDG99b-Q_5jdSmU163A0b0nMMGU4k29Ny9gljhxmqcl5HIIc1lbxQtEYDHJVDD4IUGP5_LwbvP88vInMldgaRua8T01w1bj5YA9Yz5AhSNKJ0tbLWgrpT_mPHMHizATFaJUOcE10rBBnK9CG3qXN3QfUO5-oBLJkaNrmmGbeuhe8rpVOKEl8l13d3tlQjfAXyznMqUuuUDw9P5jgHwZjpJgokoiiLGFaK5HJYcMVH1u6l65f55nxMIAfciFHJhgKqPmOMce79MOjF_vQKX-5tG25jw300/3e4/oC8za9WXSBe0w7iCB-SKRQ/h6/12J61LFYMOY86_QfePN6glskULEgiHof-ICQuYskPt4" target="_blank">Annual Report on the Economic Status of the Profession, 2020–21</a><br /><br /></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftKsMQ3kRwanX9nDkQwWFcPeHs4rwU1Vw4kQaf9BYZXC6jdD1OOj52nlucyeVphwhIKwaUWLuBpUSOlNPraOdRAiOrfcrsoeoSIJlsbOZ_H2N4GoTQofly1Oc1kc4Ex8Ua8L_ElB2xLvw4swEdYPbBCVaqN3JB1V-vw4u7puLUhch2Dx0hpyLu3a9s-YuY8TW-owMnQZy7o4CzjCHsl5G7cSlhlc73m17Mm-2x-5UpuB-68ncULia_Lli5xqq-ICMH7DSaAAHEcSTl2KwCt0e2xQ/3e4/oC8za9WXSBe0w7iCB-SKRQ/h8/8cx44bs8vTNoXeWJGxXmXFhN1RyifriNsbf-6K89WlE" style="background-color: white;" target="_blank">The 2021 AAUP Shared Governance Survey: Findings on Faculty Roles by Decision-Making Areas</a></div><div><hr /><div><b>ANNUAL REPORTS AND OTHER BUSINESS</b></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftbJRSeSy5sxokidYu0eKNJvc-FKffcrLXNJLqE7YSpKxgAC9vP_PZzbOgHvroiUVEEkfgP33B2fDwZNw2Nuu2iRyjYbTyGqZ3GkfxTHcMyBsLJXS2M6tf9gZm2eggoTxF_v2O9mwF6gBorOFOG4coUbXQfJnefn4p-ChJ4ceBHT1pUzW8d_Q4xJbpcc0Km5OSyjNQSSzTHsyyy23iYZ1oactih51H-ogjgNd63CnuXcwduuMPML48cRQ6b2jcp3YYsTWlOsZKCqLXDjtRWd-MXsG_mXETgHZ5bOqz1y-lDhs/3e4/oC8za9WXSBe0w7iCB-SKRQ/h13/lbdf85xKjqAe338ZqtTDqqa_C3D5xOcLylqq5L4MSA0" target="_blank">Report of Committee A on Academic Freedom and Tenure, 2020–21</a><br /><br /></div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkfthj3l-6OeljSSt1_J97umsLPHW_ZARmrb8XOqxQh-28jb8QIv_D3ecqCpAARcR496Op-wK7AEluQ1b4nOsZQSeW0cFyW3laaVm81kbZiSoVwsSzpEodX-HjwTOLolAAaJ3ZycaamD0-CuxRwbRgcqhu4-NiwQb4ro_0jDvc59bu1QkrTmv2janyoizkx3tCyLqOdrrI-NhAxHuj0Czid5xMeUxqiWWdi7-8DZA8377xiFm1q-fX4FN0HgEMAxE4cmAsbGU9mw2rGgohuErY9qqgkjo8NDfoeU2LjDktopp4Q/3e4/oC8za9WXSBe0w7iCB-SKRQ/h14/Jmr8gPtX1eG8S1mQ_0MmgDAir-B4vvVRSBSBnpVT2lE" style="background-color: white;" target="_blank">Report of the Committee on College and University Governance, 2020–21</a><br /><br /></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftfa0ItztFVPC4JoKRDVH5IY_InzWS8OdaHMIBUurCwJcQK6i23MHDUyMyKWOo1OGk_9gtyCKbFBectvt1rC2BZAMLKRj1nMlk4dRdduSqDGD28OJTpjiJdeoLZwMuTxWPwy7BoQaBh19zsjcVqU6EHmpajlB6YU0h0dhPBfdpR-y8KzXwTN9TlHiHRddVEvmfU1Vq2vaRlgutGLryH1cS_1x1yp31vJR4pFkGorZo1xW4piI072y5l2osRXbd7Myp/3e4/oC8za9WXSBe0w7iCB-SKRQ/h15/gzFMy8WypfD71Tj5LyRSHaXYLyalEiakBuy2xMAZ1SA" target="_blank">Report of the 2020 Biennial Meeting</a><br /><br /></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftvgSrgdr8OFn0qbaiN8WcEtLwQL-X54bNp5D51ad71i9hG2DpLhf5kndJoeQ9m_pzl2kgE6bYbEPo1RJj_s08JapfaF8UC3PJ-KaON5jOgYL7ggyZUUMQvkTtbYFqNO_oAMRAnSmPGl8tS_j6TGrFRcQ2ME4QRG7AQqpB-WL5RgXbcERRv2v405vW0jKiSSJmI-CxuV34596bEurwoTjoM44DfewW6-6AE-yMZRmrrmKehF9kqvJj7U20d0b9yPHq/3e4/oC8za9WXSBe0w7iCB-SKRQ/h16/Dpnj5ZKv83WmdflEtU5IucwlxsX-C_YfznizAVkWSVw" target="_blank">AAUP Officers and Council, 2020–21</a><br /><br /></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftDk-ZkDrMj64cJMg3eBKrTlwOR8Mzev_a-mQfh8LLv8zRM9eVppxrh04_EIHoRb_bhWaLiEQwuDh-CSFAHmNhz0UJVxbbray5FrJaqrdh8HkgEl5TQCr0N8B0xVJcPI4GiMwh5p9Pi9_q94i4ZCMh27zPyEcphefrXcaDcBehmSycMXPazlbtSSD_WLnnErxip_U2lVTI14N9m4dZIMJ-aaq4Et9gTo29lud6aYN49-bwdgXehXX48tj9DYnWnRTLl0q6goNH5umNo3okXsgN_vQ-N8fJ43AUZrks3EqbcrA/3e4/oC8za9WXSBe0w7iCB-SKRQ/h17/hQgLBtI3McA5bjdxDIXMuN72YWAwTLlE6vM2vRRI1fY" target="_blank">Board of Directors and Committees of the AAUP Foundation, 2020–21</a><br /><br /></div><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJE2R6mx2-6YzyIAhOtDce_mCR_zH3cOfM4CIJKDRkftfO0zyIAxbuwx6Q4ERhF3O_nJuJBFat2EJLiVA3pK38tC4o5k0aOEpdgb32K9lUjDmEpquAND9C4ErwtVu7iYtRDzCgc8NxNKAWm2TAAgzPkD_HF-0niCbFJVOVGEv2wkARDEhDzZc9JuSvZPt_P2Dy8mDS3Xs_G-NTE9D6BBF61gRamBa-lNy_pInhMZ1juTvCt301Xz2rw6zOhx_1tLuxfFEEwK7SugXYv8Ul2cCGLbczgtmrEcOG7bTd1nobLY/3e4/oC8za9WXSBe0w7iCB-SKRQ/h18/5DF7m6d_GDnlvsZTlLZYq1SA5c26PTup6JI9I9iPhV8" target="_blank">Committees of the AAUP, 2020–21</a><br /></div></div>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-12244796912270191882021-05-04T16:38:00.008-04:002021-05-04T16:47:48.902-04:00Now Available Vol 107(2) of the AAUP's Academe Magazine and its Vision for an Academic "New Deal"<p> </p><p> </p><center style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJg7A96kLgU3I5dgAuXBgvMsTI9dUlSaGSEjPQwIrARyLfEe0ToKy4YwmUimglA5bnfte1YuIjD56gaBueKV6pvLSY-df1CkxaQBVw1nfm8JHgSKc5lN7crEM6hfkBHXvtpFMpC43stcHPjgb0cvAE3FfdjFbxZmFbX90SFXDJyDKkg7vuz1RRhCZGHMjP13xZr8OdP2mz1mK6U5qvjHmwDcTUf9gXa52zJzFYkgLF3R/3bm/CeuN2b43RBm7XXOOV9cg0w/h0/5eho8igr48CmrErxBZ3nvHgNYpszDNx4VsCgvSb5rHA"><img src="http://can2-prod.s3.amazonaws.com/email_templates/logos/000/006/478/original/Academe_Header.jpg" style="border: medium none; margin: 20px auto; max-width: 600px; outline: currentcolor none medium; text-decoration: none; width: 600px;" /></a></center><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><i></i>Spring 2021 | Vol. 107, No. 2</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Times of crisis always seem to bring out that fundamental and powerful human response of looking back toward a golden age, whose re-establishment in contemporary form is thought to be essential for successfully overcoming crisis. The darker the present, the more powerful the urge to look to the past for the ideal that the future is tasked to recapture. <br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Al societies appear to have a golden age somewhere in their cultural back pocket--and sometimes elements of society, important social actors, have very specific eddies of "gold" that they can mine within these rapidly receding times that look better and better as they move farther and farther from out experiences. </p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">So it is with the world of the American academic community. In the face of a crisis, and the likley end of a century of more of less stable ideals of university education, a crisis with respect to which there is more than enough complicity to go around involving all of the academy's major stakeholders, even the complicit can look back and seek to replicate in modern form the essence of a past age which in retrospect now looks so appealing. </p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">To that end, the American academy has sought solace in the Great Depression, and in the transformative changes that occurred then (judged in the rear view mirror of time of course) --now transposed in ways that are acceptable to modern sensibilities, to the contemporary age and its contemporary problems. Thus Academe's marvelously valuable Vol. 107(2). Whether or not one is open to the vision that its many essays develop, the volume itself serves as an extraordinary testimony not just to the times, but also to the passing of an age. And it is in the shadow of the hope that these essays advance, that one might see the darker forms of what actually lies ahead for the American academy. Links to the articles follow below.<br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span></span></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span></span></p><a name='more'></a><p></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"> </p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"> </p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDEWaxiKeMD-d6zgPCbEmvmxFGVIGw8L2BQ-dgzVcMRhzCldsAy8obhUvZSw-o4TDXX6S6pUXbMCshvu7MsV6WYD6C3Rb1CnXVk5E6sFpAh3S3zZIauEzdPRfKzsjoPThjCE5vmVIDIQzoLZetvIR0L__bzzRib-e1_RU3uONS96qdT5d2-wZhS5oNcthUycQx4BeiItHl6Sow_KIbvFi9JuSyvGMXxL4U1r3_cJThFJLEJgft14Y8jit1Z3XghA6Ww/3bm/CeuN2b43RBm7XXOOV9cg0w/h1/zcErPzH-9s47M9r-wb8r0NKBzSnc5rz01DEupn6OYQM" target="_blank"><img align="left" alt="Academe cover" src="https://can2-prod.s3.amazonaws.com/uploads/data/000/535/813/original/Spring2021Cover_165.jpg" style="border: medium none; margin: 0px 10px 10px 0px; max-width: 165px; outline: currentcolor none medium; text-decoration: none; width: 165px;" title="Academe cover" width="165" /></a>The spring 2021 issue of<span class="Apple-converted-space"> </span><i>Academe<span class="Apple-converted-space"> </span></i>builds on the campaign for a<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/c511-KAjM3jU_4OIFtitbcfiFPTNxTiLDp8OmRSjCrXMEb9bijomkO2SAZ0iI9iX9bETa1A6k48slMfN5lCo0b45JkulWQyMtbAZ4Icj9wFDawI-gsj-KuVm3otHFTZe3Wuq6EjN_C2l5MAZgShouCtQHy3Efdkdeh_CkcSkRltroB2hNM0zkLOE7JCwJNTKO19cLoLLEBGlwqy39yS3jYOrICvaU14dXLIIwZSkCPfZCGQJKTEmxyMS0N76CxUQfCoRBr3PybV3j5_qOto3Ow/3bm/CeuN2b43RBm7XXOOV9cg0w/h2/t9Ml1V08c3_-Gs3OaiyLbhyBuQ38R5RISNZD9FnrP2M" target="_blank">New Deal for Higher Education</a><span class="Apple-converted-space"> </span>launched earlier this year by the AAUP, the American Federation of Teachers, and other allies. Contributors to the issue respond to the crisis now confronting higher education, calling for bold action to reinvest in colleges and universities; to reemphasize the core priorities of teaching, research, and learning; to advance racial and gender justice in the academy; and to forgive student debt and make college education an affordable path for all people. Eileen Boris, the Hull Professor of Feminist Studies at the University of California, Santa Barbara, and Annelise Orleck, professor of history at Dartmouth College and founding copresident of the Dartmouth AAUP chapter, served as guest editors of this special issue of the magazine.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Follow the links in the table of contents below or download a PDF of the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDEWaxiKeMD-d6zgPCbEmvmxFGVIGw8L2BQ-dgzVcMRhzPsWgy__W8YLzxYB5oc_D0MJr_CVocdwX2aW-HH3MFbXbPpfAKb6JIoVVBoAXpigE2hMSWj-39-VwD1kDz-snwr62-zrWL2v22UiDHVhJ4HdysaonXAQ3UO5sVWrBSi_vGVZDXRwh71zrI7nDSk6cZLWgnxd7QcI_NywIKGeXDsONvwNOp2dpCi3ppyBubXhx5sVZFn-zqm9NCYVJYOlbIg/3bm/CeuN2b43RBm7XXOOV9cg0w/h3/ZYPCxjnGuhA5vqz0rVY9LMVEPRRPzeXqFNRyyCNKB6A" target="_blank">https://www.aaup.org/issue/spring-2021</a><span class="Apple-converted-space"> </span>using your member log-in information.</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">If you have forgotten your password for the AAUP website, or wish to update your subscription preferences, please visit our<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDPnvB8GHDdak1ZsMpoprtQYHuk7i8GYDejQGAp0S6vyiOwhVTfLgD7jyo90IJzygpHtXKNGzzXyNKv5v5Wsi3EJ7SLUFFOj1trQJ6xZN-uKdHJqoKMgN1v2C3Ap-gd0TNwWSbekDS6r3nmX5D7eOPw51j2rqizO3jEFaZZweaVjudPNzEZkmOfQ9v9GZDwEQZQe3XRHZm94Z_TuuK-3EBNdsmSdXeUjoTI-zdF5SdaYHB70_eLr_Hu1ZWirDtGVUgA/3bm/CeuN2b43RBm7XXOOV9cg0w/h4/2T10cMg07RDGuHccthoL16TvakWzqZxKamGxwHcRjI4" target="_blank">member portal</a>.</p><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b>FEATURES</b></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbzDVu3RIoRg-eYWKEZP9qPEA85le0elyFu-oXXg2yXEAcYwhE15H6iElh48Gh2bToN4XUcTizM6zyNQnHoANfH8U4cZM2mPRbETx04tXprZ8eixovj7CrFD2YLD4q9noo8r5xVZaZOs0pKZGPySD8j1fiIlqiNkYHNvDm7DFmTM585qoQdzysR_DDw_0opvhXeVKwn2qufveyp-ijGCc42ujELqh78UcVQl1ko2fjXpX-x7AnywCL8QDjl-7F2drk/3bm/CeuN2b43RBm7XXOOV9cg0w/h5/7_fujmkiIOYlDhAouYbJZUkTlY7KalLG0EXHSsklke0" target="_blank">Bold Action for Higher Education</a><br /><i>What it will take to move a New Deal for Higher Education forward.<br /></i>By Irene Mulvey</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYcFFF9HWVQQDtPLVKK70zFYs-5ipfBChM3i85IiVGlwrpbyiXC5eHPkLEmciO8SM9AmSJYBBagdhCXDDl746xT-rOWG9F4TdCIEFBbvuxqm7rNKRlhuzTHYwljSBMocNCC06bTdJ35ON0Eu4Em8VUIyTL3h1yGecNRn9Y4I6bHCKuumE60QmJaabEq9YRTwH8G-yRTSenP_YCugSAnFjdJBis8aGFWKAVJDCX9zw2OhI0kUKY0me4uXsRmaqvpGkmMkopersUyX_3qQP47n_Ys/3bm/CeuN2b43RBm7XXOOV9cg0w/h6/qH2ekL55nJORTqSVLV7TM-4qa7mj8hvlhjCybdN-Z_o" target="_blank">It Is Time to Invest in Colleges and Universities</a><br /><i>Reinventing the US system of higher education.<br /></i>By Randi Weingarten</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzblacUWVP5JmYcYoOscfhOuxybEhqkMtYAKuvuLxBJz1zDYc5aNDdS_41M5x70SgU0r1T0HtYyZZinp-ayoghPpjp3ycnfER70lIilZBZJlJZWf_j6Xwau-OBvh2ZtcNI4ukycCl77sTFzH-i_ecpWodnfkNF_Ss6VBfZ5Tb4v2kvuH12PisvTsByPqMcJfJRheZj5_r-UoyN4OMejE_iMvP_mj32iW3tp1u6BDXZCazmz0mvdmC52so1f2vMzCLeGAoDm6byxop-qEg9RSMeVU/3bm/CeuN2b43RBm7XXOOV9cg0w/h7/zwWe-Li9dTE1rm3vZu1hyv3YPhxIj7POYVfQE4yeGFQ" target="_blank">Imagining a New Deal for Higher Education</a><br /><i>A vision for a more equitable and sustainable future.<br /></i>By Lisa Levenstein and Jennifer Mittelstadt</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYzuGpEXusTLEJ_fZRC45E3kOD511p2vKngvKPr7RhQGidRw7ghEBIUkK19clDFZxnTC9dpxbwzWx_5R8X1MSCqsLpqADSxPAruPiihwsZc0OnNlup58EwWZPrIIuPgziwfqztNumwQB6n39ycUWZJ2hFY8doxDofDGQkc-sXUDbciW-duzExqRPTAliwBPybNA0KYtAuaAOdqudC2Syf994qG_Ay6F7Xc58CahyK5QHjM5HvD-QCqAHZ8RYPNawx2S9XzPtqheibeRhDuKlgwq/3bm/CeuN2b43RBm7XXOOV9cg0w/h8/3jBLzNKj9gYOzp1ApP4yXOptc5aXvoowAZsKWFY2Q5w" target="_blank">Restoring the People’s Universities</a><span class="Apple-converted-space"> </span><br /><i>CUNY, the CSU, and the promise of socially transformative education.<br /></i>By Alejandra Marchevsky and Jeanne Theoharis</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYp9tbidFm42BhfMCievYdI4luPrGnHkn9w70d4cbQAwFma79Ky5wF71DkwPKpqQBYr3JJpJskb-thDELUFgBq5H1zfFXFMAgL2mvlTNTv3eDcUSvCKJKwDBTUSWy6tkP8XZC18IC9zB0rGMKBFlzwZX0SA15pB8fIOsV7FOy6_UGAsX2TUm14zGk5cmKDzqO30xz0Ebu-eC9PvTFdU_RWELTRroJNLb2W4pYaKYsJEg0e5iRYoSSS9f8l91-_jEEduyxLxwlsJmoMAwVO7zTeyteTJWEjAr8F759vPuKU64g/3bm/CeuN2b43RBm7XXOOV9cg0w/h9/6DFOWHfHWTAGU8iqSCu20Igj9M-BFhH05MnNf-liP30" target="_blank">Challenges and Possibilities at HBCUs after the COVID-19 Pandemic</a><span class="Apple-converted-space"> </span><br /><i>Reinvesting in vital institutions.<br /></i>By Beverly Guy-Sheftall and Kimberly M. Jackson</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbWN4UK2Gso_xVZQi6QH6UCJq2JZda4-5YwuNRfwkaelY97OUwV-lBCweXmx49hCc86_C_ciH0Z5vfhlHqg8lwVyBkjkXCfsnEWy1qZVNfKxZBnvw9JxKyJs8lkJP4j-Y-Kp3k9hN_5zO-RmvdgHX8XhYJirr3jgIEWDIy6uWuec689JwjAgtd1sqK7uXeJR96_o68e5OO35Hs4uDZKkN4v7XM8HS3h4MIZlNzgJfhp44KDor2fv2gOgPYnwdTXXZs/3bm/CeuN2b43RBm7XXOOV9cg0w/h10/8_b6TiPMF8_5pwoqvrn0fn89TkBKYigDkWR3wIpmBHU" style="background-color: white;" target="_blank">Bringing Abolition to the Ivory Tower</a><span class="Apple-converted-space"> </span><br /><i>The fight to reimagine campus safety.<br /></i>By Terri Smith and Adom Getachew</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZhigw3p3o1hZpCwAXqypb_wM0QX9dfhUTFuPlOM7YU-7OE24wKst3PcgWAzOLWLvTCwpzQspolo8jMqALz1PmrkRTCFuuYYNCrGYXZAq9orQfmutYsBhQHQzi_tsTZXQYaep0qLS4xfRup0DaO_6zoGACs7OBfU8vl5fbuxe780Yl2TQ96YToyfqMMVoMgEHZhKolQKz3JsBNMP1JrXEjUKSXlQNNkAU5Jbx-Kv2X3YXYaCU91byEOBlnzqemJGBQ/3bm/CeuN2b43RBm7XXOOV9cg0w/h11/TTsSAVL3FZDGfR0nD4j95GuqSH8RR-JHRwfH2NKoAho" style="background-color: white;" target="_blank">Graduate Student Workers on the Rise</a><br /><i>A forum on graduate student organizing and the future of academic labor.<br /></i>By Justine Modica, Mae Saslaw, John Klecker, Alex Miller, Surabhi Balachander, Jeremy Glover, and Glenn Houlihan</p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaJ0Eu9eq_0VUECdS94qQTqQ8hnOXrDqnBpGUgCD1h5PVcZUVCIseiewG3VNuhXHN4_o-k8XDicbUn6GyyiwYYITam9MeNH-Yof52Qg67K7OC__9H2w82aFhguCyKMWIdvF-1gQTd6Oc9XAxYx6XMJrU8l0XdcStmDKG-61LNLvf3zkxyjjpZvGgvZRYAugCz89Y2sqkGABW56MyLM8eDHYLbiNRZ69ii7I17ezZsj-yjKE50jMsNDCgbCyeKce6hso3X6qSGeLWWMRClDh4Sh7/3bm/CeuN2b43RBm7XXOOV9cg0w/h12/JCmwv1btKEAyZex8NC-sDr4wpmkz8OvnpOYOKYdBizA" target="_blank">Reclaiming Paul Robeson in the Time of COVID-19</a><br /><i>Solidarity and the Coalition of Rutgers Unions.<br /></i>By Donna Murch and Todd Wolfson</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaQpejTN0LMScqONwK8PdzsQ_rWP2vg-sxJRJ5casmJptiaTh-Ggjrgs7o5GIz_EkTIJo9LZdYrmGqzQP5O-lTd6B3avdE9xlD3GISN2gbRZC4h6-e_5t4VYt5h-Fjo1H5qIv_qDWScD9Xn96PCAQyd3tq6auquWMaausvUXnaiNxKTOKRK322vzM7lRGRjLfqDyCFup-gdcfii7kd7Y7EXSgklg4yJQShRLO4gjFvanPh2WTk1u83AXeacAsIfS7_HXFv6XEZ7UcnGh2IYNKKX/3bm/CeuN2b43RBm7XXOOV9cg0w/h13/xyBz2bnwGsK5KVqoaVAnhLOjbJtlhWLG0SuD_ePCKqk" target="_blank">A New Deal for College Teachers and Teaching</a><br /><i>Faculty equity = student success.<br /></i>By Mia McIver and Trevor Griffey</p><div><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbgqDNNab-jpnlQNXW5K2fDg_OOV6tddmfvi-s3bnZ0BZgj4oCTyUdVey6ok1JQsvjCI_lOHPBSLYQK2SOMQgUXPY0vPMbVNOKCFT6-rLza57VWHlF4nozpvRJMHlMqU-4S8--TOM46xLdWGcp7hVjhh6odcpBlTx3Ho2Y7AMBQCCXiyVjCnhXeY4cqFDr13byAUDISLzzjoZKQxnuzpbsPHXmOWFzca-XtzJDyaqb9Qw/3bm/CeuN2b43RBm7XXOOV9cg0w/h14/aTPjoDkB7Ki9xwPinPbwXiCIbfPfds36_Y81m3epTHc" target="_blank">Budget Justice</a><br /><i>Addressing the structural racism of higher education funding.<br /></i>By Christopher Newfield</p><div><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbWCifZn-8Ie62sa3uXCePGjkcis_waT_O4lIgrWnQommtddIPGUKFpputo9-TmSGu1yjXOqO0SGQPvLObbt9SKtciFgCedPWa6yK-Yjw1fypYmkEI5tyN_bejLj3c3xlwHZwa8xtgl_jFKahb1Z1F6E144w9cA53mgmh-EupjlKU-aCkQVlNkDZX_7AtUiXR9NVo_90FxGYgRgqZkRR78Lh8vs-y47pxLTwkO5BgU12avPaFpx6CuQTyIbJ21QVQI/3bm/CeuN2b43RBm7XXOOV9cg0w/h15/qwjzmUbfOLFYenR1_n25F1OIWaiDkDKgfv-nedlNQjw" target="_blank">The Miseducation of the Indebted Student</a><br /><i>An educational argument for full student debt abolition.<br /></i>By Jason Thomas Wozniak</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbHxm1sxNODLb1b4G8jePjyxImSQftvqZstLug_ZpJFZBr0lKWdo7kuSlK-hrX92NV8VVCbm0GneMSLYtmfkJDKvoywCrItTAtZCS1L0zzEvGS0ndFN0WfOS1AcQOGVkbQaRjlrD-82nWpSx_6udDxbYIAeVyeOM8ldZyUc32rEUsDxidHHfW7KBzgrDQToFnR8VrE4pi-I3CrEURsfngZ65gfIZnrNl7QpW7fL2YkQq3m2II3k2p24fkmmpDxXmaoCWmWPjggyErYea-LRnL21seOByn6yHvAb9sdMKszgLw/3bm/CeuN2b43RBm7XXOOV9cg0w/h16/DI_g_rX12OhrmqZV30bG7ic4s2Wp_xm8oPGbKwqMMjU" target="_blank">Remarks on the Launch of the New Deal for Higher Education Campaign</a><br />By Representative Ayanna Pressley</p><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzY1aWhCVSMXx1-yVgZLX1Qjs4MOiar8tCq3B8Cl6jgN_4_fA0GiKe0TLwJ1DY_64Ih5t_tNSNXO8SwolDkO9IVHDnDjG8llXLlFHUi5kGj1daMVgtn4Ytce8SzUaSnwNjl5ee1XgzO99Fc52pp0ibNfnA7atPWNt18iq_HvCbagLHQLr-GI5M7hdYBETObq-qnkBDbi1ZmD1LRcJfyd1y1A9pGMcfz8ehwhya7L5fJTbGsrWvtfJwwhkURYsyKlirWetK-jS8A24OQcwlRPgjFUKPoRr6N5J0kDup6CXe9ZcHIxyR1t_JxFBujyrbh7wO8/3bm/CeuN2b43RBm7XXOOV9cg0w/h17/kdtoCpdvdFPKwos0XwIxvzFnWISjcQTqU7qTdbpn3nc" target="_blank">Data Snapshot: Whom Does Campus Reform Target and What Are the Effects?</a><br /><i>An influential conservative website’s strategic coverage and its impact.</i><br /></div><div>By Hans-Joerg Tiede, Samantha McCarthy, Isaac Kamola, and Alyson K. Spurgas</div><div><hr /><p style="margin: 1em 0px;"><b>BOOK REVIEWS</b><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYHs-K0CD75Vb1ULZBbk0dS0ot4hys_ghZwccZ3BCtjO_Q0umFeV8BzuIBImxiFSpL870HUmjAwzQ5AYaSArmNh9cdFcRPzwzMe_InZCMLGyTsn0O79ZN_gpAawAAFvsGaQO-q00CXsb4nXf15ahZEnJYkltgXif_5Y_i7xwlRhAtxSd737lmZmv2LejV5UtSfPilW6B0Sm_2mXF8HXXfStDcd1adiu8E_SpubDc_2rzf5eFIBiq9IGPIEcCTBOIIQn2Cmx8FqNoAbiuu8tLWZ5/3bm/CeuN2b43RBm7XXOOV9cg0w/h19/Qi2CYow_Ro0fLs7V-oe52lyg6OiDlTicO7nh6KDonCE" target="_blank">Fighting for a College’s Survival</a><span class="Apple-converted-space"> </span><br /><i>Henry Reichman reviews<span class="Apple-converted-space"> </span></i>Free City!<span class="Apple-converted-space"> </span><i>by Marcy Rein, Mickey Ellinger, and Vicki Legion.<span class="Apple-converted-space"> </span></i></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaIcNBY0oUK7r0ufQIHZNgr3M5mfhEANkOlSAsJbrm5kaWZfXR45ukmKc9i1K9iiAUIRrMy6uIEixgqBnmq_tywlSKoyDME6NZYw_i6lfzbcn6BfBxWfA7651FJw7pCrS2ya69CTJqd8ZvCViZNYpHqWrB5v7Os_jiVyBL5Q-VTLMKGOfMz8t0BgQffB_Exjjn-ajxLz0BNjBHdWxfxDKbzAXaE7nIndpnK9aY3v3gQZPmxRXWvmqNj_i6QMo1hc4KE9rnLjc86-zy7kQuHHYqb/3bm/CeuN2b43RBm7XXOOV9cg0w/h20/Jlh7kYFQrqX8KIQXYN1NPu6zAMjzMPxNwkCxt4Tm-BI" target="_blank">Understanding Chinese Students on US Campuses</a><br /><i>Siqi Tu reviews<span class="Apple-converted-space"> </span></i>Ambitious and Anxious<i><span class="Apple-converted-space"> </span>by Yingyi Ma.</i></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzatcYsyqaPNR3oIuTi8u1ttlYYtgCoY6F2rH-TFgkB0mBXcwSoRt3r7h1kTiRZ66l1aNbAG6CRh8IDVEMZPDPEqf3u_4XdiSP1QU8VGQnfGwFnc6PmZqNam8R6fZJdz1gk7l0-WG86tGb-jO0ZlIUgjOlJRKpd2pp9TJZIvvtY5EocBO8VO5jaXZiV-6V8oSW20zMG_dnn69W15HHV6IaHyGrn2RgcP1gjv6Y40eiyMb5XelrMnL2ox7aJCBo5ONAv2NXcBFe13-MkjGUng4h8_pVLfea4ZnUIlaps0GmWy-w/3bm/CeuN2b43RBm7XXOOV9cg0w/h21/B490J0dXyqV8qbmDu3bLSebiuOJRsxji6aP1YUqIZVU" target="_blank">Hope, Resistance, and Transforming Higher Education</a><span class="Apple-converted-space"> </span><br /><i>Charles H. F. Davis III reviews<span class="Apple-converted-space"> </span></i>Campus Uprisings,<span class="Apple-converted-space"> </span><i>ed. Ty-Ron M. O. Douglas, Kmt G. Shockley, and Ivory Toldson.</i></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbXaP_GwwvN-Ys0uy6TwAUh1UYOV_IxyVls1pZd6h15PfB-nCz86KQV_Ma1ig8fFWVL5jl0AOmCKDMF_4jX9Luzfdk-LcbR-MCu1S8jRTidqzh7fuw0T48Xlj6bqMvjVJ48G7bL4jm7Ob_iG9bGgo40fikFIlsHHOvp1PQYlrDI6aMxug7hnOx1ZPSEAQimPIyWg7HvymOlnwHg2jw6BZ5BD3ioisHY2xHObe7f-XjMYH2W7c1F1hi000-0HaBdT84s6r42P6zgPAHbn655EN5rnL6HWUUF_Qok34aO2uru4EDr4BfdXaIHSKs-31H72_k/3bm/CeuN2b43RBm7XXOOV9cg0w/h22/yhHiaP5WUv3vmU6ccqIh_Ber58ohkVpWzChgSOv_UJg" target="_blank">Governance Boards and the Cost of Attending Public Colleges and Universities</a><br /><i>Robert C. Lowry reviews<span class="Apple-converted-space"> </span></i>Runaway College Costs<span class="Apple-converted-space"> </span><i>by James V. Koch and Richard J. Cebula.</i></p></div></div></div></div><p> </p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-14425590460650937072021-04-01T14:02:00.002-04:002021-04-01T14:02:59.345-04:00The Transformation of University Governance and the Triumph of a Peculiar Ideology of Fiscalization in the American University<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Zi7vJPYhE3s/YGYKvJgAOeI/AAAAAAAAVZ8/W98iZnSil0cB4jnvXMCDwwe8R5VrEmFRgCLcBGAsYHQ/s2752/Screen%2BShot%2B2021-04-01%2Bat%2B1.55.33%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1143" data-original-width="2752" height="266" src="https://1.bp.blogspot.com/-Zi7vJPYhE3s/YGYKvJgAOeI/AAAAAAAAVZ8/W98iZnSil0cB4jnvXMCDwwe8R5VrEmFRgCLcBGAsYHQ/w640-h266/Screen%2BShot%2B2021-04-01%2Bat%2B1.55.33%2BPM.png" title="" width="640" /></a></div><br /> <p></p><p> </p><p>The American Association of University Professor (AAUP) has just announced publication of a set of quite interesting article in the Spring issue of its Academe Magazine..</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></p><div style="text-align: justify;"><blockquote><p style="-moz-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: georgia;">The spring issue, which will be published in full in May, focuses on the campaign for a<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/c511-KAjM3jU_4OIFtitbcfiFPTNxTiLDp8OmRSjCrVlXZ6dE43fS84mPMciBZeMXxlmhB0Y8w23PaJ-Wozhi3-eH7aHNAGx0UBxQN7ux7J9cQ-tgvsbO2fc_5ieGLIP-ss2ur4epE03_t3BrzUyVIktSi1lVDm56wiYmAwSTjh9ZQsFJoyaHSovWHGgyHPGwLF2qHO9qShGF3iBcz7CMrf5FdUHW12S_bsuG7Z0BsdmBG0bhGy7kA9_H-yBiunx/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h1/95f6NGtNbpr9AarA6RHctNo3rjGOU7lG-u0DL5mCfsc" target="_blank">New Deal for Higher Education</a><span class="Apple-converted-space"> </span>and builds on the work of Scholars for a New Deal for Higher Education, a group founded last year by Jennifer Mittelstadt. Follow the links below or visit<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJg7A96kLgU3I5dgAuXBgvOzvZA5Ra9v3yPlUFbERrwKQGvUsP2psk5ou32QXopgQ-ik76J9Ao862Q-6K44bgXjuAn0cvR58H05kjBya2ZPi2njRw5uKuD3cHhrOj0k55Eud-IpULW_6qPSrJYfgu7-U2kJ0MYF8xqA-JGpcCz2ohaOy6HT3TFwAMJgtA4gSvEcw_QHnQR3cOpqC1IG4jfAG_0IfLIM1DLzVke4iYXFE/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h2/YbSE9qrEgZrMx-gHqgaoUU-f1o36BZ8a8DJHlHLoh7c" target="_blank">https://www.aaup.org/academe</a><span class="Apple-converted-space"> </span>to read more about the Scholars for a New Deal and the work of the faculty activists who are mapping out a new vision for the future of higher education.</span><b></b></p></blockquote></div><p style="text-align: justify;">Of particular interest is the "better late than never" observations of Michael Bérubé and Michael DeCesare in their Column: <a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza5zwcHAqLmNKA3B3SbS0dRSZvwH4PzQVNbaia5GSgt4qICquX1GalC8ZL1KQBox7eRv4A7ejzj3ZcAdfUzijMhk97xzhQCKX-7B1RXKP5_jJCB4jIn7OOKAI2YSAIwJL-nIOpgloZCPspotsrl1rsnHOX9htFieLAYQ_FG_bYjPcKi1WuShGc573Cl3VvrQVIv0OOiV3sD-G7FbNoTl0widIabJkDhHZneB96-De7Y_Lvxot_e-T78UnO28yqnEC4/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h8/h-5z-ZfSBWdZAOG4ZC6LExkxd2KnbB7UuQ3vEkF6wyQ">State of the Profession: Twin Crises</a>. They offer a "blunt assessment as cochairs of the AAUP committee that investigated
departures from AAUP-recommended standards of governance at eight
institutions." From this they weave a set of observations of trends they deplore that combine the trajectories of fiscal stewardship and protection of health into a potent cocktail spiced by the principles (so current in contemporary administrative ideology) of nimble leadership and of the migration of stewardship and responsibility from a decentralized model built around engagement by university professionals and overseen by its administrators, to one in which the professionalization of administration has itself served as the basis for drawing all authority into the now separable administrative class governing the university. Far too late (the professorate is itself trapped by the logic of its own pretensions as firmly as administrators are trapped in the logic of their own caste) they have come to realize the extent to which ideologies of governance to which they have been indifferent now serve as a powerful baseline for authenticating and legitimating decisions that effectively reduce faculty to factors in the production of goods (graduates and outside income) who are both fungible and whose employment is a function of institutional profitability as such things are measured by university administrators and driven by their boards. A de-professionalized faculty is one that is vulnerable to attack on its professional prerogatives. And yet over the course of a generation, faculty has done little to resist the incremental gnawing away of both its status and its prerogatives<br /></p><p style="text-align: justify;">Still, this lamentation is worth a careful read, if only for a glimpse at the state of affairs in university governance. But the time for lamentation has passed. And that is the great pity and the great failing of this effort. University stakeholders are not in need of keening; they are in need of the organization of response, or a consensus that response is now impossible if the goal is to preserve the imaginary of an academic life world that is quickly receding into historical fantasy. It is in that context that the issue theme assumes its ironic character. <br /></p><p style="text-align: justify;"><br /></p><span><a name='more'></a></span><p style="text-align: justify;"><br /></p><blockquote><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b>FEATURES</b></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b></b><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzblacUWVP5JmYcYoOscfhOuxybEhqkMtYAKuvuLxBJz1zDYc5aNDdS_41M5x70SgU1CrlKjmzWvmCCSFC5-CD1UK4qaZTyFhatquMbSNIiNNHAUXFG_4PvQm4MT-0bj-VSPYULl9fQY8-9M0BisPabnEQ3j8WBb4YPICYPKeMmv3QJH4xoZH2EA5vHU0xNMbTp5U0PvSt-pm6ZK0b5sIq7DD4K23WJcRZD8xeUavhvszsF7Duxwldk2XqClXr8yxe3vQo3NVufIFrrswMIrDO2O/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h3/4HsYac0cr_AzSWv-7L04URlKvD5beh5cu_CUIqcmUnE" target="_blank">Imagining a New Deal for Higher Education</a><br /><i>A vision for a more equitable and sustainable future.<br /></i>By Lisa Levenstein and Jennifer Mittelstadt</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYzuGpEXusTLEJ_fZRC45E3kOD511p2vKngvKPr7RhQGidRw7ghEBIUkK19clDFZxkJHFcksZ1rgXNlhEpcILAdDwgV73TuzXMyw-WZKpVzNRSv3PqI0s0HRCET-I0ESzlaVf75MKpcvMgwD4BLV6rwMeQrQOFtKDCakDc3478rzcc_DAAfD4sPVc4FDYU4Ki_iJCHbR02oD2jffxXeSAdppN9asRoJUJbAKVQwZZFFjqcnckwDPpY3JAyN5Ilm08fOOpsZHPF8GJ35e-vyZ-aS/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h4/9rcq4jUJBLlar9akI_bdfX75Xb-6yHa1P4usW5Bebr0" target="_blank">Restoring the People’s Universities</a><br /><i>CUNY, the CSU, and the promise of socially transformative education.<span class="Apple-converted-space"> </span><br /></i>By Alejandra Marchevsky and Jeanne Theoharis</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaJ0Eu9eq_0VUECdS94qQTqQ8hnOXrDqnBpGUgCD1h5PVcZUVCIseiewG3VNuhXHN6YswMnre-LqwVANpa9uLy8eOOhRvD-t9s6d0Uvr_t3dJBhkNyYuCo6ZeRgtATatH507lbhapL39eO3s0OuMUW9rP1ob1Ic2LR9glc3X0cY6qzl4_914-q-0EK1cHDpMkE0jI29HGICHFIRFPRGIlhs8wimMV_kYINiXIFjG_mLBTJTTzNiLzyH3dd7TFaphXT0xzlBeZh_TsV2O82-mYPX/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h5/eGSCEQpiSZqmS2RCAk-RGjgXWn0_YVd-UoRcZt0XPIg" target="_blank">Reclaiming Paul Robeson in the Time of COVID-19</a><span class="Apple-converted-space"> </span><br /><i>Solidarity and the Coalition of Rutgers Unions.<br /></i>By Donna Murch and Todd Wolfson</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaQpejTN0LMScqONwK8PdzsQ_rWP2vg-sxJRJ5casmJptiaTh-Ggjrgs7o5GIz_EkTvRDgmimbw6Lh1PJUA3sAJswS-JTuY9fYym1yPwWshwNcQEzAprb_417aKybJL8pwyrWC3OqJkvUaS5f_iayxqBUEaKX9nzPap_HxfGIFihvnGEnPW3FMJOCFbC41DJH59rBXX3KRBxU3ELf11mY_BTK5ypmwpjZktK7NVqG6jeJwavYo4F8Y3aR0xFtjBt9-ZUEQeZSPHY8nJbg8DjHI4/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h6/4ZTyUGCY9jWXJcbzPjw4gFCFeuNImK5eLl_5MYoEpM4" target="_blank">A New Deal for College Teachers and Teaching</a><span class="Apple-converted-space"> </span><br /><i>Faculty equity = student success.<br /></i>By Mia McIver and Trevor Griffey</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbWCifZn-8Ie62sa3uXCePGjkcis_waT_O4lIgrWnQomotL3b6jctBxJNSUGSFUdX82H111nz4jdS8Q8nNNBxVxliCYMDrptJQ-ZSBUePXyTY1eon8m9nA9_Yj4HElfy9TG_4tqJj2zkXXhRt_J_b9o76AKgU36eqNCdQEK18W09QZ3qLahOR5Qe1wYiTastILH67_sk7BX-edTWVmRHmfjNgDiQVtgXoI7Pn_i6csMzyf0ybqpqxrRniZW_JbyNVE/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h7/CZWAWGi3wFYNdUUyD0DzI9Hum-kM88FE30JmXZM_KTM" target="_blank">The Miseducation of the Indebted Student</a><span class="Apple-converted-space"> </span><br /><i>An educational argument for full student debt abolition.<br /></i>By Jason Thomas Wozniak</p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><hr /><p style="margin: 1em 0px;"><b>COLUMN</b></p><p style="margin: 1em 0px;"><b></b><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza5zwcHAqLmNKA3B3SbS0dRSZvwH4PzQVNbaia5GSgt4qICquX1GalC8ZL1KQBox7eRv4A7ejzj3ZcAdfUzijMhk97xzhQCKX-7B1RXKP5_jJCB4jIn7OOKAI2YSAIwJL-nIOpgloZCPspotsrl1rsnHOX9htFieLAYQ_FG_bYjPcKi1WuShGc573Cl3VvrQVIv0OOiV3sD-G7FbNoTl0widIabJkDhHZneB96-De7Y_Lvxot_e-T78UnO28yqnEC4/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h8/h-5z-ZfSBWdZAOG4ZC6LExkxd2KnbB7UuQ3vEkF6wyQ" style="background-color: white;" target="_blank">State of the Profession: Twin Crises</a><br />By Michael Bérubé and Michael DeCesare</p><hr /><p style="margin: 1em 0px;"><b>BOOK REVIEWS</b></p><p style="margin: 1em 0px;"><i></i><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaIcNBY0oUK7r0ufQIHZNgr3M5mfhEANkOlSAsJbrm5kaWZfXR45ukmKc9i1K9iiAVrO1XXpGCLK0fP4vAAJK05XoqJr6Gh9uanNzpOVRzge7rZtuxMbJrD4Zq2kz2ERkoAt-BL_T_EGD8uH3VPbXCP5XWqmnPxwr0oGYvriwUzoZ8HEZbWRQ2E1S3y4bs605LgbsEAOIJ_1uOvRTFWw3OdQGWnwT4eQDkRrizO2NjmQgiDviNCfQeBQCbxvZFfx5EX3tSYln6G98Gm0S83QOYG/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h9/-BMubhiLbbMx8nxOwpcGWK5ssAj8Het6lqtHch80g-g" target="_blank">Understanding Chinese Students on US Campuses</a><br /><i>Siqi Tu reviews<span class="Apple-converted-space"> </span></i>Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education<i><span class="Apple-converted-space"> </span>by Yingyi Ma.</i></p><p style="margin: 1em 0px;"><i></i><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzatcYsyqaPNR3oIuTi8u1ttlYYtgCoY6F2rH-TFgkB0mBXcwSoRt3r7h1kTiRZ66l2Etf37clJxTTaClzQrRkJyR2eQAPVa1QfodlyQgpU-qjWrqIU8pA9gVh2nW1tHMm9xKh-gWBKx9acTMZjZHtNtI6jULyvMHsulnBhz5PGWzE1gLSaLylx7eSZZQ9aYLkIpl606UzUCZPwVyvioZ4mE6zR-uSDReALtej0NxfoJrg34nj4xXpCotodhVRAyJ4WY_IzCWWWQI1Kz1tTmsQ-6/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h10/IurXo_ehGShghb9WHmCsO8tGD_U_BuysvaqErPnb0FU" target="_blank">Hope, Resistance, and Transforming Higher Education</a><br /><i>Charles H. F. Davis III reviews</i><span class="Apple-converted-space"> </span>Campus Uprisings: How Student Activists and Collegiate Leaders Resist Racism and Create Hope,<span class="Apple-converted-space"> </span><i>ed. Ty-Ron M. O. Douglas, Kmt G. Shockley, and Ivory Toldson.</i></p><p style="margin: 1em 0px;"><i></i></p><p style="margin: 1em 0px;"><b></b></p><hr /><p style="margin: 1em 0px;"><b>FROM THE ARCHIVES</b></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZsjzroGqhsp-B7Y7iegWPjyH-1oJ743PwD2L6w6iOMpsDbekGv0r6fA39MhGM8Y3bFhq9atvsOwBTnxGOcvUXZoVZ5GQMEUY997j02tZkf3EYKAGBrxyZ-th4B1e528PuneP41_l71mWxiGtP8i7oYhSZ6bk_WTUF4kWEJ5Me1FeRMEMdD2wFWy40lPXW_swaPRQxEt-IBqypD36WY-0BEHnAkzS9feOdZIFrXj_n22Iqpi1Zi9Z3gK10_r830OC2TLe96QiextjKTE0GWw9UV/3ap/8PQsxE-oQ7GTHTgYq6e9gQ/h11/CQGN0QP4dJS-VV5eA2VAsmKPuZBn3Vx0tVXDaZxA27U" target="_blank">Academic Freedom and Indentured Students</a><br /><i>Escalating student debt is a kind of bondage.</i><br />By Jeffrey J. Williams<i></i><br /></p></div><br class="Apple-interchange-newline" /><br /><p></p></blockquote><p><br /></p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-64668312954159168732021-02-09T16:20:00.005-05:002021-02-09T16:20:20.300-05:00Now Available Winter 2021 Issue of Academe <p> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-DusCq6vtNqM/YCL8Uq5UYCI/AAAAAAAAVJo/VdtqMjeQNp4goSI2OCxEBelrj2S4243WwCLcBGAsYHQ/s205/Screen%2BShot%2B2021-02-09%2Bat%2B4.18.44%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" title=""><img border="0" data-original-height="205" data-original-width="158" height="400" src="https://1.bp.blogspot.com/-DusCq6vtNqM/YCL8Uq5UYCI/AAAAAAAAVJo/VdtqMjeQNp4goSI2OCxEBelrj2S4243WwCLcBGAsYHQ/w308-h400/Screen%2BShot%2B2021-02-09%2Bat%2B4.18.44%2BPM.png" title="" width="308" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"></td></tr></tbody></table><br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">This issue of<span class="Apple-converted-space"> </span><em>Academe<span class="Apple-converted-space"> </span></em>examines several “preexisting conditions” within higher education that the pandemic has thrown into sharp relief. These long-standing problems—blind spots, inequities, deficiencies in policies and practices—have been exacerbated during the present crisis, but they require more than short-term fixes.<br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Follow the links in the table of contents below or read the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDEWaxiKeMD-d6zgPCbEmvmxtj4OcuVBVJm5mbjm8toJKpAL3-kG8HFZEuOBjIC76Vdt_v6zWOBWOSfwhEQkrUUQPwhgNmmDmmFoIlikqxrAmgtluDCrGZDKZxvQ4dc9dcCWkdLp7hWgRgswTccvrj0d2BsRzM-AxwjTirS2_tXKOI_5NQFlqfJhPjruFWstuEkECbZfc4sx7qPy8JNn5LqhygzOLdwb3gGFnfMTs50YDfBrf_joL7yqbfVHko6zokQ/39a/ftX7EtvNT2qa4KLpF-1jlg/h2/p2B0mrRZ4KrBomBenem24UyBZkJrV7pEmjuHv1xFeTA" target="_blank">https://www.aaup.org/issue/winter-2021</a>. Please consider supporting our work by<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDPnvB8GHDdak1ZsMpoprtQbZ0eTVhhsR9gnQYFEAMj7gO7DzqKybylMIWfGuunP92vtxXYj1WdlGf5LTI1WQCp0NWcRtqbigthDBFauTPWEN1pCpYoulEfXPPLwJH2Im8X18ugWHWAlJvyEjH8OCCcyNDOWYZVZK16_OPy_Ql8dgqtAEIKLz9m5EKn0qaNGYUrFZoYU_EszUzNZiVccjrOTI8Nrp94JRM10mEe0Brf-4oZK2X13s3ratO73IY0ECRw/39a/ftX7EtvNT2qa4KLpF-1jlg/h3/Nt7yQE7LYsvnA08UaHY4in72Twgs8vJ2627J5q4YO4U" target="_blank">joining</a>the AAUP. AAUP members have access to full-issue PDFs of<span class="Apple-converted-space"> </span><em>Academe</em>, can opt to receive the magazine by mail, and enjoy a range of other<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDPnvB8GHDdak1ZsMpoprtQYR3i4H9fefeuKXdPrx5Mo03KiQzRdyhvoYV2-a69eAKW7i62y7LZUQ9GfPXU5YfZzmSU42oTk9hQn6KXFjd9TsRRaCED_ESJ6daiVxFwi37xzcUM_hzDWeun44j7NA5HLASHQt_aTEJ5UR8GRy7y8tfsowOqIeDKLDY8FflJjnpTHkjj90Dt_lDeP-RlIzovRARfcfdqPI84pgJPPwy4NWJFR9PAY4dRs11eq3jTC6eg/39a/ftX7EtvNT2qa4KLpF-1jlg/h4/CtqhRFnC14cV_z5aWZev61ME2enMwx8MxpPY49AUGSM" target="_blank">benefits</a>.</p><span><a name='more'></a></span><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><strong>FEATURES</strong></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZsjzroGqhsp-B7Y7iegWPj3xBo7eemaqOEyndpjjp1U-49Q97VOVdnZcRHcKmKxU7VJBl8oUxuM5mco-R2R72l0a9NPI_poRC7PM3DraFjcjNHartePmvebxu6Wjmen1eumYW1QVSdVltOlUxSqJHHxP-LP0jqmKoJNZ5qm_T86WC91mz4UXEm9-vs_Xdx6t5oyZ_5J2bA5_fziZzvFuWT1Iahwr_PTENBGn1BI5H49wPzF2XSYSnZ9IMXCK6dC_m6pMGsx6nW2UTDrXRTaUAY/39a/ftX7EtvNT2qa4KLpF-1jlg/h5/2hnNXB4n2B80xtpYc9dtc_xgCZbh3F4VJqqPnG3ulUM">Academic Freedom in Online Education</a><br /><em>Bringing AAUP principles online.<br /></em>By Jonathan Poritz and Jonathan Rees</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza_yZpg0-ADBE1ohCGVKrYLwFTqTSID4FCxu8wNMgSaR0X90IusvpBUKEVEeDTYfnFJ9BbzbAMOPT5exCRwf2EgHWjoaH6it7rAsG5d8MtYCAoFpG9W1wxuvuq73TqhsHMlATl7h2UOuNtcH6qPhQgSilKwMC5CCxLy7LfEgrwIInQgEF-4sNMqEZNOO9YjaHg42Ov1lCBWz0gStXB2ihW6SZJzEhiD_hnTamJy8E_f5_9CAnxzFknk30zmZKzeu5UYXhOV2qcrIiiVpkOqVPDC/39a/ftX7EtvNT2qa4KLpF-1jlg/h6/7Je2mYYDz0JxjnHBGzLBOOYtqjlpTbcD3Zay_ncUxN4" style="background-color: white;" target="_blank">Now What? Adding Accessibility Midstream</a><br /><em>Accommodations in the online classroom.<br /></em>By Martina Svyantek, Scott D. Dexter, and Ashley Shew</p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYKCJnQc8NqsV5j5KsiZZVPve7YCHKmmhqJCaTbBgJknHOLQiL3fPjanbWupXyhVv8XDBmHoSjtGrf5toGpKbCjI_FIjWz09AgJfjXJP3AXxHehUs2ddx3Bi2HzJA50qMf3TKnxrZzLsxCCnUlu9naoA42NiAss2ssFea4UbqdbragTsY4Cx5WebWu9rd_ZM2A7SuapdDV-2sJbIRjanqHrgfizkcgzdCWcOsX6vm26MMrD1CLOD5XXJSeIxO8kbQNuLoPE22WRzwcLyPsyLQQe/39a/ftX7EtvNT2qa4KLpF-1jlg/h7/xmj5ewOJCZome5Jadch-ikC0uoZJW_464ua3SC0BVDY" target="_blank">Broadening Efforts to Address Gender Inequity</a><br /><em>A call to action.<br /></em>By Glenn Colby and Chelsea Fowler</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaHi5Pv6Joj830IngFIs-OTx8y1gM-5Xd7ATFDh9jCQsnVyrzp6DkKtDkKzQX_-QFh_WJv3CEEsfe8h8jyUtbBJGeR3-7XCY_hwbT6mqRgijFWiGKVqViBRb-Hj3OPQlfm6uYoA8bWmMMCFE5VNUiqvyUPENLOXD-OHx7X8vpooPD66GbDljn6_6ASYvJeeiY4nw1yyETm3M1x67Nd41r3m2P4NZkYcwOEUDhlHhqZOkWQgASTzyPg_eJrZeRQCShc/39a/ftX7EtvNT2qa4KLpF-1jlg/h8/2NlofT18jgty022a19Oj_NXwcA4SQxGIUzortLT1ufc" target="_blank">Equity beyond COVID-19</a><br /><em>Revising tenure and promotion standards.<br /></em>By Simon Feldman and Afshan Jafar</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbgzY26U0dUbpqdqtgPPs7nSseXgEKzyXNhdRYX0HsMUdXlCpTgyjIpoWrDl-f4OvPE4TDvUNXj5KWhDgk6ar-vpOHeiwAoQSy07EtkwfNnaUDP36yxAm5hiWc4mxmBEmMPqW8Tvn_mqKIDCJuZB1O4pm7PGZhiMgop43zBUVTMtFGRX5yLLtRDJBjf0aqSjbC2A_ZPwXYTShDRBmxCvnkA78U_Fc1piatTFbKqP9rs4GExzjz192dmJg3j6FqkaBdzLadu3ZXN7jyoqT7nW6z_no3WduGlvheqg4uYw6UN3g/39a/ftX7EtvNT2qa4KLpF-1jlg/h9/EAJf5PlCYIawU7DDtvKjWqoAykgN38-DUmDRRY7I2uQ" style="background-color: white;" target="_blank">Do Adjuncts Have Academic Freedom? or Why Tenure Matters</a><br /><em>The costs of contingency.<br /></em>By Henry Reichman</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbWY89Bipdn5qPJG6LipKIVXIRIzVGBh-j4xp1IkhiMWmjiU3BUrNxqApaT5uCOVKR-ANqXUMS-FpZ3-KSEicbWkIK4VqpYP0BCMUUVJW7jyhRyGuXDR1X6c5MhZsx8hnqPeHea9rMgfVJ7p8J5zv68GP-O-UErgZkSgq9gI38HX-enEjHoSn1OFWRAGGtREYePoBbdlLrfEg6mZTbWluhyzw7Dm7MumBbkAX0kaTORTQ/39a/ftX7EtvNT2qa4KLpF-1jlg/h10/eEXqtdUkVjnI0E0z1UjcRBI-ekxYQWsgQ6ZyoBlNKuI" target="_blank">It's Up to Us</a><span class="Apple-converted-space"> </span>(online only)<br /><em>The power of appealing to solidarity rather than authority.<br /></em>By David Siegel</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza-8hMtLo6w8xnSi4Chpxw0f7sXn-GQbNXYJfSvVuow6BCKygyNFWw-MFo-m3w0FitWJyzXR_c_79dYplqcbE1v47Z8g7LYZHld8OoU8vXJDGOTMaI7ITJ5vg4GRCxtDtPFT0prPWq0RZgcCZBCrwIyqhNVo3GArQxSuO_pIzB3OFBjLmVYbLUiwmTVwcDhPc2HBMt9lHatUwC8-RU8Qflz1T4Dq2P-l5t5NVhiEopaNT2TsSjoCLGkIWCRo6sMRJBjZF6EGr0fVibljJYGq7ScbSlKy7YYXHFhqmy1cadifw/39a/ftX7EtvNT2qa4KLpF-1jlg/h11/BMbfz_KRWjQ37oR3YzsUKGxCt6UMh6UY_vgJaoz3_1Y" target="_blank">Accrediting Commissions’ Standards on Faculty Governance</a><span class="Apple-converted-space"> </span>(online only)<br /><em>What do accreditors say about the role of the faculty?<br /></em>By Michael DeCesare</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZRQDpdodkSqyS4SfwyUJWHw9xz0qnYA70IKyvh2jG7Alcp9MI0Oq-kSf_SnoyJuX8SZuR4fQG3EzUa2uM5uQpjiNjnE5wl_i0JjLOiOpk2tNfZny-1zzNYQ0K86v5AtlsOkwiDdfxvIy-Oqd-2_fmCS2W0QnTqdmhUEDf2kfdWauTdgyKtNAMARCVaisgnPMcZRftHZbSSDunLBMfZDDZeLGLBvtxWEmAXsnwP-YavZ6jKrOJpjilAzcU32q8fRIY1_bu9jvLS9l5jxMi-zLfh70PR9IfD0E7c5Utc7ZAO4Q/39a/ftX7EtvNT2qa4KLpF-1jlg/h12/X3qK4SrEr_YawSp6ku9WNIPTLx4Q3arwoNVq_Ln-fy0" style="background-color: white;" target="_blank">Anti-intellectualism in Academia and Learning-Oriented Assessment</a><span class="Apple-converted-space"> </span>(online only)<br /><em>Intellectualism in the classroom is a casualty of institutional accountability.<br /></em>By Karin Brown</p><hr /><p style="margin: 1em 0px;"><strong></strong></p><p style="margin: 1em 0px;"><strong>BOOK REVIEWS</strong><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza7qHyyN_OvEYxF_XhQOJoNCwSmBJFutRonQSYVVjujvb7JdyKhmt86FB_hfFY0PDqftpPdxpV5Ffk3rY_so_v7Jfn3SZe8-Zn8npn28uQnk9Wmzs-2gWX2l_aBuKdLr--b2K9u8b_dBHLVJObiFBRhyFJQFa-aDFPiy3_IBTVgug7MllfzaE-CVL2C-Ya3aSEwciMef3yg23N0Clf9lBTktUXI3TLM-u47izSaJ04CyhxXt88Gq3gcEtUa0BQ8fH0a1RREhvNnLorkQanJT4RP/39a/ftX7EtvNT2qa4KLpF-1jlg/h14/tFaMATsV_rtmCMzGyO_eMraUqRsM-QjDbo76DQoeP2w" target="_blank">Diverse Women as Guests in the Academic House</a><br /><em>Caroline Sotello Viernes Turner reviews<span class="Apple-converted-space"> </span></em>Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia<span class="Apple-converted-space"> </span><em>edited by Yolanda Flores Niemann, Gabriella Gutiérrez y Muhs, and Carmen G. González.</em></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYxLEh5l2sfNAH9ISpHUvfnsHJqhlmMz9VE_M-dygYQCeubMrsPQCp07iyRGIhQE2LAG9pGVlH2JeXobDik4T8fMf0zQu_UkgTdSY4NuF0bf31Jc4QXOS5pOqFjsAlyepL7Y2rBsgBFaYj1CvOZXjW3eFbFN5_wnhymycd5IeIF8YZ5RESnMesIiUrgnnjSy7pUD-ZreDRbEspUcYE8l4Tf3rgo5BzhYsk8myOVMXYMpVcKIDR78gcHIVB8G5WZvt8/39a/ftX7EtvNT2qa4KLpF-1jlg/h15/DN_2tOnrhNcA__qRoTJt58rr0flK_DDHzqKqIVCRLsQ" target="_blank">Black Women in an Unjust Academy</a><br /><em>Caprice Lawless reviews<span class="Apple-converted-space"> </span></em>Lean Semesters: How Higher Education Reproduces Inequity<span class="Apple-converted-space"> </span><em>by Sekile M. Nzinga.</em></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzavWkaYK3vRuLnEwXH9LPDcav4XcHK3iELhP2EzMJ0VRYgCQ1NVDEQYesfwpp7DX31HFQQLk5cTxYGInfDmIV3RjZvzuNacUXqFspMEFzTCNg_EnJz4ycYGXsnheBAFkALKFBdAR9AS87Sx4Lj0cRY2fT303r_pooRJHUHWH91l0BjLX0yGZUpSwsTnNmnUgFyz5qLzRwZ8f2wVR1ber1-epLpuMLgchWaUG9AsFO7Be09bAeXbhmgiuANKV5tjru-lXh8CD_4Ut4FgQAGSo_P-/39a/ftX7EtvNT2qa4KLpF-1jlg/h16/vsS6WAgqbDo_8sjhJagMEOb0s3U9T_o5gi5azfW7gdM" target="_blank">Barriers for Women of Color in Law Schools</a><br /><em>Emily Houh reviews<span class="Apple-converted-space"> </span></em>Unequal Profession: Race and Gender in Legal Academia<span class="Apple-converted-space"> </span><em>by Meera E. Deo.</em></p><div><em></em><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza82wEIacoJfHBJFCQ-xVpeLqRSoYunwtqqNVq7zWt5SDaq2SR-jvk8DUfEA7ljxwo7iwpiew_WC-bVMdVZ12ne1hQExh3MybLuZOW_hKKKzbWVHmKLzWKwKzMT6FjTn0txsVh6Jljbo32wa3WJwDPovDwYWS3apoPTMoE_huK_WzjOdEMUNL1TJgMqn-6J4J2EV9F9-DFbXBkdiCwkZyRVXAqBy8N4kQbW1GYu48BDF58WiW27x62n398eD-sD9MJJj5tlSQM3vq3mcUL0jnOg/39a/ftX7EtvNT2qa4KLpF-1jlg/h17/ZF_C1tO5ZjzMDJOlmGLkU5aE35mTUbnTCSolA25hWKQ" style="background-color: white;" target="_blank">Challenging Merit from a Place of Privilege</a><br /><em>Mitchell L. Stevens reviews<span class="Apple-converted-space"> </span></em>The Merit Myth: How Our Colleges Favor the Rich and Divide America<em><span class="Apple-converted-space"> </span>by Anthony P. Carnevale, Peter Schmidt, and Jeff Strohl.</em><hr /><div><em></em><p style="margin: 1em 0px;"><em></em></p><em><strong></strong></em><p style="margin: 1em 0px;"><strong>CHAPTER PROFILE</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbs8bTOjnUpXUbKkPKIxEpx-dIbrVKIeXTrqnjKRlIVU8bVGi72M5g0l3sJ2H75Hr1i4HqeYZfb7Aqiej3Ijd1nbngkbvDZqP_9QJjRB2bHc2ZFXE_MCvVqKZahcyMpRvRZMC0HBGYn7XUKiG_vJhmMh-0xaro094OTLWLXnJmddkEsRlI04KlKhUpuv51heGR7pZYcCeL1X2HUgAS9g11Njr2Fl9Oz0uEDS1zemXkgX37n0_k1f2G3n_e_4cbI27Q/39a/ftX7EtvNT2qa4KLpF-1jlg/h18/Qb_kpwen7ux4RKfiCdoVm6-4O5uhjS3DdWe6xEbuy0M" target="_blank">The New School AAUP Chapter</a></p><hr /><p style="margin: 1em 0px;"><strong>COLUMNS</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbaAuaDrn6_-_rqci9yPRRWwIGQ9lGbSeBi04uENVFGIY_wb2b2L5Plmy54zL2TZH4Vu0OQMn8v5xrDlsjbYSeilzNt2NIatEbYk1c6w7Vh7MhURIDGbDNNDY5BzjZxZuwWc4eLOqtTHaV54_Rxu4lK_ZHEF_Qstk-wmafcOcnK5Rw2fOktGU7SMFsIeKo8Ixo9ZNziGd8UVOGkteMJASEdZxF5_4t-RtyQQI19_FU_n0vM4JGhIS4j5lnxSNDfb4TUIGZKnwbIr7JLXWp8UNDJ/39a/ftX7EtvNT2qa4KLpF-1jlg/h19/OqLzxCRFEuuJq27ADcjThkJZ9BRYRpcmS4qoRKEcZDU" target="_blank">From the Editor: What the Pandemic Has Revealed</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbYQVyV8QwD9yv3BD1D9_ISdewqIrO6wwbct1VNLrTvFjqFd6mJvSxW6lmZphqHx3mLIBNtcCUEQywp_7sm2b32JscHdS_oulPdlNTRUU_LZDybMvrnDyEzQqxNOwEO_r3UUfmgMHTqv_VVMGSC9r_bW1K-UxhQdSInabGl41VNIR9c49wd-Pn_y0cC06NHJebSN_0en21W1wvFIfg934dcmh8V4rzW9hKdsRTxqqeXPrA0fWIk-XETaTCJ7lCKoSuAdr5I2v2EpJxOsdtbXqFrH4eCaK1MENypgg73crbkwg/39a/ftX7EtvNT2qa4KLpF-1jlg/h20/AsO8ujj9fptj8w61eP6seuaP3PtDaJcF55cNco55lyM" target="_blank">Faculty Forum: Academia's Failed Populist Revolt</a><br /></p><p style="margin: 1em 0px;"><span class="redactor-unlink"></span></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza5zwcHAqLmNKA3B3SbS0dRtdxeAHDQY2UkUJZrk27JI94q3EOCEYVFkxg-58L1CgeMG5-3d_KtRc4bh-XZGtDccz12RbIC4IGkrNRBuVcoyn8XuZj3vPujWn1HzSfIqBTUuPFaJton7yZwANFuH-nkfdyCC1-aQHf0HEq4AtR6k0EwyLQ_tTqmYGdUAXskYzP3IYzzEKbYAnZNfLcwNnWLQ6mtpuP15x6-qeT_zbx73R_erY1BBxliotFnjTdNhIqU3z5fPKjtiYr-f09HDpAS/39a/ftX7EtvNT2qa4KLpF-1jlg/h21/UQEpWxpKJNxUk-cBvq5_qnaKbgbHZF6PjW7N1sMwuOI" target="_blank">State of the Profession: How We (Should) Govern Now</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaN5A1XGPtBhKclayYrutDIQm36zfdcUbZrsButRYWFRiK5BfLhd5MRcEwjl01EePOEn95om9veC9kANxhAUuakb-UHEC1KXUwaEBKaFW202ulW7YZq5HY3LS6OCLaDGFX4ijC7Ux71gMy6hlDOsa5eUeoVhnGCLTSuhQbupzBp24f5qQtKnTRGcsLs-mBxVatUS2MGR1lm83C5J10kGMZHAtro2Bx9cUhzemVBaXSBAJ_tQM1FL3EYRMbQQZoRmbI/39a/ftX7EtvNT2qa4KLpF-1jlg/h22/7LuLwwQ7EA_Og7tzV0x0oJoDdY7GBWWc6MhFTqBZLZ0" target="_blank">From the President: Create a New Normal</a><br /></p><hr /><p style="margin: 1em 0px;"><strong>NOTA BENE</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbtK1bl7B3d1tfy2KnPSScQGZXkzoBM46E0YZrqlH-bwWqVZku6aawk0yB_uFy3lVjabHtwb2Zoca3kVwymo4abmjaxlsF3Kb4MakMHE6VNMpavUjGLtVgGkmHK0SEm2MYPfGc5VYe6u6MsN1n7drT-dEj_exANs5UaT0HQD82aZ2V_zUsuC80k_3wFF2A1IJMR8OU6WYl4I2hgfcqrL-U-_fXbP0o24dQcCsRKyptbWYSFEgqdLVUr4QcKKSV41YE/39a/ftX7EtvNT2qa4KLpF-1jlg/h23/i6-5vt9YZ3bGkIUbfzC37xZTAr-HD1XmDaZGrfduWnY" target="_blank">A New Deal for Higher Education</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbeqY_gmJj6JYXGOeYT-mL7SpWpvtiXeIhbixy2zoCRe9sdCI0sQIO_RL1R6PJHNWJQFTc_jUHtf6RIFR9Ff7kUQdnqDcGzWojp_iwoC66VY2EYHuW9mQ72ZrTG64nhmHBtjoDuphenMLJU7V-SsqatZcyv9ceq_lCZszbJEDpp8NYl2PHFY2CWCW-XJ8EXWA6ty6iPYzGIohbQFDWnTqv63qgLUOjJFSgKNMeKO4h785lk8AASyW5TUVaTKqd_e0YaYGiqeFhbREeU-xwh2ysT/39a/ftX7EtvNT2qa4KLpF-1jlg/h24/pxG5CD10j7CC7Nzy3IhzFOQcX5_rif0U2kj-Ly08nPg" target="_blank">COVID-19 Response Fund Offers Aid to Chapters</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaYVaWqtukOTKnsTvyViVYUfueEIHzaAzk0Iq1nXlDhgHmnLsWhnTs4ci0ro33YZUpxE4OsIQb-SLPVRR6F_t0vn6Fmd6-Y4xLAwOInFVuGT-I5FQlwSvcAlaG55rxKJJHkxBMHX3aU3f3rZhpa9lUlhXh4OlSVurS3x5xDYZp7Db5RZ9ZSbCZnj9gR5W9JMsGInT8ui1tqjfx0T8Eh8qeU-CWprxvW_TCpBCSQSHumis6bxJr0CUadAb2-BWfLGKN86Ax0d_bx6Jn8uuBA_lMi/39a/ftX7EtvNT2qa4KLpF-1jlg/h25/ceAAqccIHXRVS0kXtEIvKoyS5YIxz5I-ccd-BY_2xSc" target="_blank">AAUP Files Brief in Antidiscrimination Case</a><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzb7IMCoIc47t-wG5Ip9nkfbLCie2Bv5YOMIVtMM73wRPd1E1uDVVMbqOSM4_kvhcl9az3qQHz_1MlMpXAmSjA7hLGukYrnNgpW5DpajRntIKOTQDOm9zOYA5-L4M8-FGgpxiQ-n3IVRUnC6ZWI4Jrm0XiNY6mk-QiVF6q4UeZsKJt6AbxOb4mNxrq0-a-J9ylSjuYej6VIL_yuCZpbkEpRE4IHKSkNkoqpfkVX6-hS5H2EnDaQXUfTi3nQKbtKiZsMbos4kasCtFS3it9wJH24q/39a/ftX7EtvNT2qa4KLpF-1jlg/h26/YtJxVzzUe-0F_gXX5GPBxZUAQMB8LVC_bANoNdEGN_E" target="_blank">Online Biennial Meeting Held in November</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZCEJqDjDPr5iOXuDnt6ufw8QwSyN-odogUUhvn81w30AVR_sXgXb-XwZiIT1xigigMsftrz-RIoIQuf7vEN2ZNqMARNalZ-wGcm4ztQHeqqh8ooGDc1bqqKgaFIcKebz_VCPyyDBZZaKZPWUfHs-lUf9lxFx8N6wpumDs2n161OKuDR8ykc5eXRovpBXWFz0lkBYja2xV34Be6xUyXzl11p8Pzhp1bz0OjAoW8In0BCJM42iZ2mypgyxyNOwUdz1w/39a/ftX7EtvNT2qa4KLpF-1jlg/h27/1LP5_bv1dkqKYFxQuhRXg9tv7oJAeUfW9Y-3W40m0LI" target="_blank">AAUP Expands Research Efforts</a><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZtaZ6t4bf4EbbGS0L7ZFVWo9-axpRo3F3oTfynHnhna8LVM_BeJ7y7XWBThHGihNzF4NOczGrROMkwxaHBxKXX26yV7U-5svSMpa4A7LFmWdo_I1FDtKzgX_MIgASN-wNZprU4LazlhZoOUpazzEqer1BJvSS9k7RIRtpFInOTcDR81nQj0dsNfOtomeh1fSfmPmbiR4WmeMdnSgbAJo7lQrMIEEFwRYlJryTdnjnsj1sfOCTZACAp2tLpTZJkYRg/39a/ftX7EtvNT2qa4KLpF-1jlg/h28/gNq12NoG1lp8LZ9to_uLeo0EP35GMkX0dwGW0QtEsW8" target="_blank">New Organizing Staff</a></p><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza2wyK2DVAzpX3WLCiyXmphOyyqeG5662SDfZYmRfNnOfQD2KngZyOvv4eLBQME6alkiMxZcDfJ5_HtP-aCZ8ox22aM_wclTuVDpQH2lQapvsKtdd3IBl2T8f8XwefoyqmJBU2uimLHKH3hdOd7eD18YWBfm6pExExAj-CPQIC8RMSUxh7rpv67aB19smtkyuRcAxG_60rmmYxNPOdX01gnlD3uQLFjfwlrEyDmBvfFgFzra9BvErklxBPvhKGA4NwMab4A6c0bYQgrQYRiLcQ6/39a/ftX7EtvNT2qa4KLpF-1jlg/h29/-Luh_0uZq0PDW1BaeSSLlh_heJAbX4Sl9gXS3Cfd2wI" target="_blank">Aaron J. Barlow, 1951–2021</a></div></div></div></div><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">This issue of<span class="Apple-converted-space"> </span><em>Academe<span class="Apple-converted-space"> </span></em>examines several “preexisting conditions” within higher education that the pandemic has thrown into sharp relief. These long-standing problems—blind spots, inequities, deficiencies in policies and practices—have been exacerbated during the present crisis, but they require more than short-term fixes.<br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Follow the links in the table of contents below or read the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDEWaxiKeMD-d6zgPCbEmvmxtj4OcuVBVJm5mbjm8toJKpAL3-kG8HFZEuOBjIC76Vdt_v6zWOBWOSfwhEQkrUUQPwhgNmmDmmFoIlikqxrAmgtluDCrGZDKZxvQ4dc9dcCWkdLp7hWgRgswTccvrj0d2BsRzM-AxwjTirS2_tXKOI_5NQFlqfJhPjruFWstuEkECbZfc4sx7qPy8JNn5LqhygzOLdwb3gGFnfMTs50YDfBrf_joL7yqbfVHko6zokQ/39a/ftX7EtvNT2qa4KLpF-1jlg/h2/p2B0mrRZ4KrBomBenem24UyBZkJrV7pEmjuHv1xFeTA" target="_blank">https://www.aaup.org/issue/winter-2021</a>. Please consider supporting our work by<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDPnvB8GHDdak1ZsMpoprtQbZ0eTVhhsR9gnQYFEAMj7gO7DzqKybylMIWfGuunP92vtxXYj1WdlGf5LTI1WQCp0NWcRtqbigthDBFauTPWEN1pCpYoulEfXPPLwJH2Im8X18ugWHWAlJvyEjH8OCCcyNDOWYZVZK16_OPy_Ql8dgqtAEIKLz9m5EKn0qaNGYUrFZoYU_EszUzNZiVccjrOTI8Nrp94JRM10mEe0Brf-4oZK2X13s3ratO73IY0ECRw/39a/ftX7EtvNT2qa4KLpF-1jlg/h3/Nt7yQE7LYsvnA08UaHY4in72Twgs8vJ2627J5q4YO4U" target="_blank">joining</a>the AAUP. AAUP members have access to full-issue PDFs of<span class="Apple-converted-space"> </span><em>Academe</em>, can opt to receive the magazine by mail, and enjoy a range of other<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDPnvB8GHDdak1ZsMpoprtQYR3i4H9fefeuKXdPrx5Mo03KiQzRdyhvoYV2-a69eAKW7i62y7LZUQ9GfPXU5YfZzmSU42oTk9hQn6KXFjd9TsRRaCED_ESJ6daiVxFwi37xzcUM_hzDWeun44j7NA5HLASHQt_aTEJ5UR8GRy7y8tfsowOqIeDKLDY8FflJjnpTHkjj90Dt_lDeP-RlIzovRARfcfdqPI84pgJPPwy4NWJFR9PAY4dRs11eq3jTC6eg/39a/ftX7EtvNT2qa4KLpF-1jlg/h4/CtqhRFnC14cV_z5aWZev61ME2enMwx8MxpPY49AUGSM" target="_blank">benefits</a>.</p><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><strong>FEATURES</strong></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZsjzroGqhsp-B7Y7iegWPj3xBo7eemaqOEyndpjjp1U-49Q97VOVdnZcRHcKmKxU7VJBl8oUxuM5mco-R2R72l0a9NPI_poRC7PM3DraFjcjNHartePmvebxu6Wjmen1eumYW1QVSdVltOlUxSqJHHxP-LP0jqmKoJNZ5qm_T86WC91mz4UXEm9-vs_Xdx6t5oyZ_5J2bA5_fziZzvFuWT1Iahwr_PTENBGn1BI5H49wPzF2XSYSnZ9IMXCK6dC_m6pMGsx6nW2UTDrXRTaUAY/39a/ftX7EtvNT2qa4KLpF-1jlg/h5/2hnNXB4n2B80xtpYc9dtc_xgCZbh3F4VJqqPnG3ulUM">Academic Freedom in Online Education</a><br /><em>Bringing AAUP principles online.<br /></em>By Jonathan Poritz and Jonathan Rees</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza_yZpg0-ADBE1ohCGVKrYLwFTqTSID4FCxu8wNMgSaR0X90IusvpBUKEVEeDTYfnFJ9BbzbAMOPT5exCRwf2EgHWjoaH6it7rAsG5d8MtYCAoFpG9W1wxuvuq73TqhsHMlATl7h2UOuNtcH6qPhQgSilKwMC5CCxLy7LfEgrwIInQgEF-4sNMqEZNOO9YjaHg42Ov1lCBWz0gStXB2ihW6SZJzEhiD_hnTamJy8E_f5_9CAnxzFknk30zmZKzeu5UYXhOV2qcrIiiVpkOqVPDC/39a/ftX7EtvNT2qa4KLpF-1jlg/h6/7Je2mYYDz0JxjnHBGzLBOOYtqjlpTbcD3Zay_ncUxN4" style="background-color: white;" target="_blank">Now What? Adding Accessibility Midstream</a><br /><em>Accommodations in the online classroom.<br /></em>By Martina Svyantek, Scott D. Dexter, and Ashley Shew</p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYKCJnQc8NqsV5j5KsiZZVPve7YCHKmmhqJCaTbBgJknHOLQiL3fPjanbWupXyhVv8XDBmHoSjtGrf5toGpKbCjI_FIjWz09AgJfjXJP3AXxHehUs2ddx3Bi2HzJA50qMf3TKnxrZzLsxCCnUlu9naoA42NiAss2ssFea4UbqdbragTsY4Cx5WebWu9rd_ZM2A7SuapdDV-2sJbIRjanqHrgfizkcgzdCWcOsX6vm26MMrD1CLOD5XXJSeIxO8kbQNuLoPE22WRzwcLyPsyLQQe/39a/ftX7EtvNT2qa4KLpF-1jlg/h7/xmj5ewOJCZome5Jadch-ikC0uoZJW_464ua3SC0BVDY" target="_blank">Broadening Efforts to Address Gender Inequity</a><br /><em>A call to action.<br /></em>By Glenn Colby and Chelsea Fowler</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaHi5Pv6Joj830IngFIs-OTx8y1gM-5Xd7ATFDh9jCQsnVyrzp6DkKtDkKzQX_-QFh_WJv3CEEsfe8h8jyUtbBJGeR3-7XCY_hwbT6mqRgijFWiGKVqViBRb-Hj3OPQlfm6uYoA8bWmMMCFE5VNUiqvyUPENLOXD-OHx7X8vpooPD66GbDljn6_6ASYvJeeiY4nw1yyETm3M1x67Nd41r3m2P4NZkYcwOEUDhlHhqZOkWQgASTzyPg_eJrZeRQCShc/39a/ftX7EtvNT2qa4KLpF-1jlg/h8/2NlofT18jgty022a19Oj_NXwcA4SQxGIUzortLT1ufc" target="_blank">Equity beyond COVID-19</a><br /><em>Revising tenure and promotion standards.<br /></em>By Simon Feldman and Afshan Jafar</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbgzY26U0dUbpqdqtgPPs7nSseXgEKzyXNhdRYX0HsMUdXlCpTgyjIpoWrDl-f4OvPE4TDvUNXj5KWhDgk6ar-vpOHeiwAoQSy07EtkwfNnaUDP36yxAm5hiWc4mxmBEmMPqW8Tvn_mqKIDCJuZB1O4pm7PGZhiMgop43zBUVTMtFGRX5yLLtRDJBjf0aqSjbC2A_ZPwXYTShDRBmxCvnkA78U_Fc1piatTFbKqP9rs4GExzjz192dmJg3j6FqkaBdzLadu3ZXN7jyoqT7nW6z_no3WduGlvheqg4uYw6UN3g/39a/ftX7EtvNT2qa4KLpF-1jlg/h9/EAJf5PlCYIawU7DDtvKjWqoAykgN38-DUmDRRY7I2uQ" style="background-color: white;" target="_blank">Do Adjuncts Have Academic Freedom? or Why Tenure Matters</a><br /><em>The costs of contingency.<br /></em>By Henry Reichman</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbWY89Bipdn5qPJG6LipKIVXIRIzVGBh-j4xp1IkhiMWmjiU3BUrNxqApaT5uCOVKR-ANqXUMS-FpZ3-KSEicbWkIK4VqpYP0BCMUUVJW7jyhRyGuXDR1X6c5MhZsx8hnqPeHea9rMgfVJ7p8J5zv68GP-O-UErgZkSgq9gI38HX-enEjHoSn1OFWRAGGtREYePoBbdlLrfEg6mZTbWluhyzw7Dm7MumBbkAX0kaTORTQ/39a/ftX7EtvNT2qa4KLpF-1jlg/h10/eEXqtdUkVjnI0E0z1UjcRBI-ekxYQWsgQ6ZyoBlNKuI" target="_blank">It's Up to Us</a><span class="Apple-converted-space"> </span>(online only)<br /><em>The power of appealing to solidarity rather than authority.<br /></em>By David Siegel</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza-8hMtLo6w8xnSi4Chpxw0f7sXn-GQbNXYJfSvVuow6BCKygyNFWw-MFo-m3w0FitWJyzXR_c_79dYplqcbE1v47Z8g7LYZHld8OoU8vXJDGOTMaI7ITJ5vg4GRCxtDtPFT0prPWq0RZgcCZBCrwIyqhNVo3GArQxSuO_pIzB3OFBjLmVYbLUiwmTVwcDhPc2HBMt9lHatUwC8-RU8Qflz1T4Dq2P-l5t5NVhiEopaNT2TsSjoCLGkIWCRo6sMRJBjZF6EGr0fVibljJYGq7ScbSlKy7YYXHFhqmy1cadifw/39a/ftX7EtvNT2qa4KLpF-1jlg/h11/BMbfz_KRWjQ37oR3YzsUKGxCt6UMh6UY_vgJaoz3_1Y" target="_blank">Accrediting Commissions’ Standards on Faculty Governance</a><span class="Apple-converted-space"> </span>(online only)<br /><em>What do accreditors say about the role of the faculty?<br /></em>By Michael DeCesare</p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZRQDpdodkSqyS4SfwyUJWHw9xz0qnYA70IKyvh2jG7Alcp9MI0Oq-kSf_SnoyJuX8SZuR4fQG3EzUa2uM5uQpjiNjnE5wl_i0JjLOiOpk2tNfZny-1zzNYQ0K86v5AtlsOkwiDdfxvIy-Oqd-2_fmCS2W0QnTqdmhUEDf2kfdWauTdgyKtNAMARCVaisgnPMcZRftHZbSSDunLBMfZDDZeLGLBvtxWEmAXsnwP-YavZ6jKrOJpjilAzcU32q8fRIY1_bu9jvLS9l5jxMi-zLfh70PR9IfD0E7c5Utc7ZAO4Q/39a/ftX7EtvNT2qa4KLpF-1jlg/h12/X3qK4SrEr_YawSp6ku9WNIPTLx4Q3arwoNVq_Ln-fy0" style="background-color: white;" target="_blank">Anti-intellectualism in Academia and Learning-Oriented Assessment</a><span class="Apple-converted-space"> </span>(online only)<br /><em>Intellectualism in the classroom is a casualty of institutional accountability.<br /></em>By Karin Brown</p><hr /><p style="margin: 1em 0px;"><strong></strong></p><p style="margin: 1em 0px;"><strong>BOOK REVIEWS</strong><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza7qHyyN_OvEYxF_XhQOJoNCwSmBJFutRonQSYVVjujvb7JdyKhmt86FB_hfFY0PDqftpPdxpV5Ffk3rY_so_v7Jfn3SZe8-Zn8npn28uQnk9Wmzs-2gWX2l_aBuKdLr--b2K9u8b_dBHLVJObiFBRhyFJQFa-aDFPiy3_IBTVgug7MllfzaE-CVL2C-Ya3aSEwciMef3yg23N0Clf9lBTktUXI3TLM-u47izSaJ04CyhxXt88Gq3gcEtUa0BQ8fH0a1RREhvNnLorkQanJT4RP/39a/ftX7EtvNT2qa4KLpF-1jlg/h14/tFaMATsV_rtmCMzGyO_eMraUqRsM-QjDbo76DQoeP2w" target="_blank">Diverse Women as Guests in the Academic House</a><br /><em>Caroline Sotello Viernes Turner reviews<span class="Apple-converted-space"> </span></em>Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia<span class="Apple-converted-space"> </span><em>edited by Yolanda Flores Niemann, Gabriella Gutiérrez y Muhs, and Carmen G. González.</em></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYxLEh5l2sfNAH9ISpHUvfnsHJqhlmMz9VE_M-dygYQCeubMrsPQCp07iyRGIhQE2LAG9pGVlH2JeXobDik4T8fMf0zQu_UkgTdSY4NuF0bf31Jc4QXOS5pOqFjsAlyepL7Y2rBsgBFaYj1CvOZXjW3eFbFN5_wnhymycd5IeIF8YZ5RESnMesIiUrgnnjSy7pUD-ZreDRbEspUcYE8l4Tf3rgo5BzhYsk8myOVMXYMpVcKIDR78gcHIVB8G5WZvt8/39a/ftX7EtvNT2qa4KLpF-1jlg/h15/DN_2tOnrhNcA__qRoTJt58rr0flK_DDHzqKqIVCRLsQ" target="_blank">Black Women in an Unjust Academy</a><br /><em>Caprice Lawless reviews<span class="Apple-converted-space"> </span></em>Lean Semesters: How Higher Education Reproduces Inequity<span class="Apple-converted-space"> </span><em>by Sekile M. Nzinga.</em></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzavWkaYK3vRuLnEwXH9LPDcav4XcHK3iELhP2EzMJ0VRYgCQ1NVDEQYesfwpp7DX31HFQQLk5cTxYGInfDmIV3RjZvzuNacUXqFspMEFzTCNg_EnJz4ycYGXsnheBAFkALKFBdAR9AS87Sx4Lj0cRY2fT303r_pooRJHUHWH91l0BjLX0yGZUpSwsTnNmnUgFyz5qLzRwZ8f2wVR1ber1-epLpuMLgchWaUG9AsFO7Be09bAeXbhmgiuANKV5tjru-lXh8CD_4Ut4FgQAGSo_P-/39a/ftX7EtvNT2qa4KLpF-1jlg/h16/vsS6WAgqbDo_8sjhJagMEOb0s3U9T_o5gi5azfW7gdM" target="_blank">Barriers for Women of Color in Law Schools</a><br /><em>Emily Houh reviews<span class="Apple-converted-space"> </span></em>Unequal Profession: Race and Gender in Legal Academia<span class="Apple-converted-space"> </span><em>by Meera E. Deo.</em></p><div><em></em><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza82wEIacoJfHBJFCQ-xVpeLqRSoYunwtqqNVq7zWt5SDaq2SR-jvk8DUfEA7ljxwo7iwpiew_WC-bVMdVZ12ne1hQExh3MybLuZOW_hKKKzbWVHmKLzWKwKzMT6FjTn0txsVh6Jljbo32wa3WJwDPovDwYWS3apoPTMoE_huK_WzjOdEMUNL1TJgMqn-6J4J2EV9F9-DFbXBkdiCwkZyRVXAqBy8N4kQbW1GYu48BDF58WiW27x62n398eD-sD9MJJj5tlSQM3vq3mcUL0jnOg/39a/ftX7EtvNT2qa4KLpF-1jlg/h17/ZF_C1tO5ZjzMDJOlmGLkU5aE35mTUbnTCSolA25hWKQ" style="background-color: white;" target="_blank">Challenging Merit from a Place of Privilege</a><br /><em>Mitchell L. Stevens reviews<span class="Apple-converted-space"> </span></em>The Merit Myth: How Our Colleges Favor the Rich and Divide America<em><span class="Apple-converted-space"> </span>by Anthony P. Carnevale, Peter Schmidt, and Jeff Strohl.</em><hr /><div><em></em><p style="margin: 1em 0px;"><em></em></p><em><strong></strong></em><p style="margin: 1em 0px;"><strong>CHAPTER PROFILE</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbs8bTOjnUpXUbKkPKIxEpx-dIbrVKIeXTrqnjKRlIVU8bVGi72M5g0l3sJ2H75Hr1i4HqeYZfb7Aqiej3Ijd1nbngkbvDZqP_9QJjRB2bHc2ZFXE_MCvVqKZahcyMpRvRZMC0HBGYn7XUKiG_vJhmMh-0xaro094OTLWLXnJmddkEsRlI04KlKhUpuv51heGR7pZYcCeL1X2HUgAS9g11Njr2Fl9Oz0uEDS1zemXkgX37n0_k1f2G3n_e_4cbI27Q/39a/ftX7EtvNT2qa4KLpF-1jlg/h18/Qb_kpwen7ux4RKfiCdoVm6-4O5uhjS3DdWe6xEbuy0M" target="_blank">The New School AAUP Chapter</a></p><hr /><p style="margin: 1em 0px;"><strong>COLUMNS</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbaAuaDrn6_-_rqci9yPRRWwIGQ9lGbSeBi04uENVFGIY_wb2b2L5Plmy54zL2TZH4Vu0OQMn8v5xrDlsjbYSeilzNt2NIatEbYk1c6w7Vh7MhURIDGbDNNDY5BzjZxZuwWc4eLOqtTHaV54_Rxu4lK_ZHEF_Qstk-wmafcOcnK5Rw2fOktGU7SMFsIeKo8Ixo9ZNziGd8UVOGkteMJASEdZxF5_4t-RtyQQI19_FU_n0vM4JGhIS4j5lnxSNDfb4TUIGZKnwbIr7JLXWp8UNDJ/39a/ftX7EtvNT2qa4KLpF-1jlg/h19/OqLzxCRFEuuJq27ADcjThkJZ9BRYRpcmS4qoRKEcZDU" target="_blank">From the Editor: What the Pandemic Has Revealed</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbYQVyV8QwD9yv3BD1D9_ISdewqIrO6wwbct1VNLrTvFjqFd6mJvSxW6lmZphqHx3mLIBNtcCUEQywp_7sm2b32JscHdS_oulPdlNTRUU_LZDybMvrnDyEzQqxNOwEO_r3UUfmgMHTqv_VVMGSC9r_bW1K-UxhQdSInabGl41VNIR9c49wd-Pn_y0cC06NHJebSN_0en21W1wvFIfg934dcmh8V4rzW9hKdsRTxqqeXPrA0fWIk-XETaTCJ7lCKoSuAdr5I2v2EpJxOsdtbXqFrH4eCaK1MENypgg73crbkwg/39a/ftX7EtvNT2qa4KLpF-1jlg/h20/AsO8ujj9fptj8w61eP6seuaP3PtDaJcF55cNco55lyM" target="_blank">Faculty Forum: Academia's Failed Populist Revolt</a><br /></p><p style="margin: 1em 0px;"><span class="redactor-unlink"></span></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza5zwcHAqLmNKA3B3SbS0dRtdxeAHDQY2UkUJZrk27JI94q3EOCEYVFkxg-58L1CgeMG5-3d_KtRc4bh-XZGtDccz12RbIC4IGkrNRBuVcoyn8XuZj3vPujWn1HzSfIqBTUuPFaJton7yZwANFuH-nkfdyCC1-aQHf0HEq4AtR6k0EwyLQ_tTqmYGdUAXskYzP3IYzzEKbYAnZNfLcwNnWLQ6mtpuP15x6-qeT_zbx73R_erY1BBxliotFnjTdNhIqU3z5fPKjtiYr-f09HDpAS/39a/ftX7EtvNT2qa4KLpF-1jlg/h21/UQEpWxpKJNxUk-cBvq5_qnaKbgbHZF6PjW7N1sMwuOI" target="_blank">State of the Profession: How We (Should) Govern Now</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaN5A1XGPtBhKclayYrutDIQm36zfdcUbZrsButRYWFRiK5BfLhd5MRcEwjl01EePOEn95om9veC9kANxhAUuakb-UHEC1KXUwaEBKaFW202ulW7YZq5HY3LS6OCLaDGFX4ijC7Ux71gMy6hlDOsa5eUeoVhnGCLTSuhQbupzBp24f5qQtKnTRGcsLs-mBxVatUS2MGR1lm83C5J10kGMZHAtro2Bx9cUhzemVBaXSBAJ_tQM1FL3EYRMbQQZoRmbI/39a/ftX7EtvNT2qa4KLpF-1jlg/h22/7LuLwwQ7EA_Og7tzV0x0oJoDdY7GBWWc6MhFTqBZLZ0" target="_blank">From the President: Create a New Normal</a><br /></p><hr /><p style="margin: 1em 0px;"><strong>NOTA BENE</strong></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbtK1bl7B3d1tfy2KnPSScQGZXkzoBM46E0YZrqlH-bwWqVZku6aawk0yB_uFy3lVjabHtwb2Zoca3kVwymo4abmjaxlsF3Kb4MakMHE6VNMpavUjGLtVgGkmHK0SEm2MYPfGc5VYe6u6MsN1n7drT-dEj_exANs5UaT0HQD82aZ2V_zUsuC80k_3wFF2A1IJMR8OU6WYl4I2hgfcqrL-U-_fXbP0o24dQcCsRKyptbWYSFEgqdLVUr4QcKKSV41YE/39a/ftX7EtvNT2qa4KLpF-1jlg/h23/i6-5vt9YZ3bGkIUbfzC37xZTAr-HD1XmDaZGrfduWnY" target="_blank">A New Deal for Higher Education</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbeqY_gmJj6JYXGOeYT-mL7SpWpvtiXeIhbixy2zoCRe9sdCI0sQIO_RL1R6PJHNWJQFTc_jUHtf6RIFR9Ff7kUQdnqDcGzWojp_iwoC66VY2EYHuW9mQ72ZrTG64nhmHBtjoDuphenMLJU7V-SsqatZcyv9ceq_lCZszbJEDpp8NYl2PHFY2CWCW-XJ8EXWA6ty6iPYzGIohbQFDWnTqv63qgLUOjJFSgKNMeKO4h785lk8AASyW5TUVaTKqd_e0YaYGiqeFhbREeU-xwh2ysT/39a/ftX7EtvNT2qa4KLpF-1jlg/h24/pxG5CD10j7CC7Nzy3IhzFOQcX5_rif0U2kj-Ly08nPg" target="_blank">COVID-19 Response Fund Offers Aid to Chapters</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaYVaWqtukOTKnsTvyViVYUfueEIHzaAzk0Iq1nXlDhgHmnLsWhnTs4ci0ro33YZUpxE4OsIQb-SLPVRR6F_t0vn6Fmd6-Y4xLAwOInFVuGT-I5FQlwSvcAlaG55rxKJJHkxBMHX3aU3f3rZhpa9lUlhXh4OlSVurS3x5xDYZp7Db5RZ9ZSbCZnj9gR5W9JMsGInT8ui1tqjfx0T8Eh8qeU-CWprxvW_TCpBCSQSHumis6bxJr0CUadAb2-BWfLGKN86Ax0d_bx6Jn8uuBA_lMi/39a/ftX7EtvNT2qa4KLpF-1jlg/h25/ceAAqccIHXRVS0kXtEIvKoyS5YIxz5I-ccd-BY_2xSc" target="_blank">AAUP Files Brief in Antidiscrimination Case</a><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzb7IMCoIc47t-wG5Ip9nkfbLCie2Bv5YOMIVtMM73wRPd1E1uDVVMbqOSM4_kvhcl9az3qQHz_1MlMpXAmSjA7hLGukYrnNgpW5DpajRntIKOTQDOm9zOYA5-L4M8-FGgpxiQ-n3IVRUnC6ZWI4Jrm0XiNY6mk-QiVF6q4UeZsKJt6AbxOb4mNxrq0-a-J9ylSjuYej6VIL_yuCZpbkEpRE4IHKSkNkoqpfkVX6-hS5H2EnDaQXUfTi3nQKbtKiZsMbos4kasCtFS3it9wJH24q/39a/ftX7EtvNT2qa4KLpF-1jlg/h26/YtJxVzzUe-0F_gXX5GPBxZUAQMB8LVC_bANoNdEGN_E" target="_blank">Online Biennial Meeting Held in November</a></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZCEJqDjDPr5iOXuDnt6ufw8QwSyN-odogUUhvn81w30AVR_sXgXb-XwZiIT1xigigMsftrz-RIoIQuf7vEN2ZNqMARNalZ-wGcm4ztQHeqqh8ooGDc1bqqKgaFIcKebz_VCPyyDBZZaKZPWUfHs-lUf9lxFx8N6wpumDs2n161OKuDR8ykc5eXRovpBXWFz0lkBYja2xV34Be6xUyXzl11p8Pzhp1bz0OjAoW8In0BCJM42iZ2mypgyxyNOwUdz1w/39a/ftX7EtvNT2qa4KLpF-1jlg/h27/1LP5_bv1dkqKYFxQuhRXg9tv7oJAeUfW9Y-3W40m0LI" target="_blank">AAUP Expands Research Efforts</a><br /></p><p style="margin: 1em 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZtaZ6t4bf4EbbGS0L7ZFVWo9-axpRo3F3oTfynHnhna8LVM_BeJ7y7XWBThHGihNzF4NOczGrROMkwxaHBxKXX26yV7U-5svSMpa4A7LFmWdo_I1FDtKzgX_MIgASN-wNZprU4LazlhZoOUpazzEqer1BJvSS9k7RIRtpFInOTcDR81nQj0dsNfOtomeh1fSfmPmbiR4WmeMdnSgbAJo7lQrMIEEFwRYlJryTdnjnsj1sfOCTZACAp2tLpTZJkYRg/39a/ftX7EtvNT2qa4KLpF-1jlg/h28/gNq12NoG1lp8LZ9to_uLeo0EP35GMkX0dwGW0QtEsW8" target="_blank">New Organizing Staff</a></p><div><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fza2wyK2DVAzpX3WLCiyXmphOyyqeG5662SDfZYmRfNnOfQD2KngZyOvv4eLBQME6alkiMxZcDfJ5_HtP-aCZ8ox22aM_wclTuVDpQH2lQapvsKtdd3IBl2T8f8XwefoyqmJBU2uimLHKH3hdOd7eD18YWBfm6pExExAj-CPQIC8RMSUxh7rpv67aB19smtkyuRcAxG_60rmmYxNPOdX01gnlD3uQLFjfwlrEyDmBvfFgFzra9BvErklxBPvhKGA4NwMab4A6c0bYQgrQYRiLcQ6/39a/ftX7EtvNT2qa4KLpF-1jlg/h29/-Luh_0uZq0PDW1BaeSSLlh_heJAbX4Sl9gXS3Cfd2wI" target="_blank">Aaron J. Barlow, 1951–2021</a></div></div></div></div>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-23470890484294434152020-11-22T17:50:00.001-05:002020-11-22T17:50:28.556-05:00Wilson China Fellowships<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Dv_xpg7eYlU/X7rqn4YkRfI/AAAAAAAAUws/Lj_3XoJ4zIAyjiuRqemEtxUrHE1qPv5owCLcBGAsYHQ/s1736/Screen%2BShot%2B2020-11-22%2Bat%2B5.47.06%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1736" data-original-width="1320" height="640" src="https://1.bp.blogspot.com/-Dv_xpg7eYlU/X7rqn4YkRfI/AAAAAAAAUws/Lj_3XoJ4zIAyjiuRqemEtxUrHE1qPv5owCLcBGAsYHQ/w486-h640/Screen%2BShot%2B2020-11-22%2Bat%2B5.47.06%2BPM.png" title="" width="486" /></a></div><br /><p></p><p> </p><p class="xmsonormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 12pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-size: 11pt;">This month,<span class="Apple-converted-space"> </span><span style="color: black;"><a href="https://chinafellowship.wilsoncenter.org/" style="color: #954f72; text-decoration: underline;">the Wilson-China Fellowship</a><span class="Apple-converted-space"> </span>is recruiting its second class of scholars, and I'm writing again to ask if you could send the below information to any colleagues you think would have interest.<span class="Apple-converted-space"> </span></span></span></p><p class="xmsonormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 12pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-size: 11pt;"> </span></p><p class="xmsonormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 12pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-size: 11pt;">The only requirements are that they be a U.S. citizen and that they received a PhD after January 1, 2009. They do not need to be China-focused scholars necessarily, but only have an interest in conducting research on aspects of China's rise and its impact on the world and/or the United States. The first class included research on energy issues, information and technology, as well as traditional geopolitical and security issues.</span><span style="font-family: Calibri, sans-serif; font-size: 11pt;"></span></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 12pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-size: 11pt;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: "Times New Roman", serif;">As a brief description, the aim of this fellowship is to produce new and original pieces of research that improve understanding of the role that China is playing in the Indo-Pacific, its relations with its neighbors and the United States, and its impact on peace and security issues. Additionally, the Fellowship seeks to build bridges between traditional academia and the policy world, and to support a new generation of American scholarship on China. A brochure is follows.</span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in 0in 0.0001pt; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-family: "Times New Roman", serif;"><span></span></span></p><a name='more'></a><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-YGXB7bYaX2M/X7rq9vBo19I/AAAAAAAAUw4/V3opsdj9ujAEDNJ3UCzNHksg2ggaj_49QCLcBGAsYHQ/s1428/Screen%2BShot%2B2020-11-22%2Bat%2B5.49.07%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;" title=""><img border="0" data-original-height="1428" data-original-width="1108" height="640" src="https://1.bp.blogspot.com/-YGXB7bYaX2M/X7rq9vBo19I/AAAAAAAAUw4/V3opsdj9ujAEDNJ3UCzNHksg2ggaj_49QCLcBGAsYHQ/w497-h640/Screen%2BShot%2B2020-11-22%2Bat%2B5.49.07%2BPM.png" title="" width="497" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Add caption<br /></td></tr></tbody></table><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-FQ4iIWJods8/X7rq9ss3TPI/AAAAAAAAUw0/AHQGmuTXED48SFfve5qdxlYwjNALoDSgACLcBGAsYHQ/s1436/Screen%2BShot%2B2020-11-22%2Bat%2B5.48.56%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1436" data-original-width="1102" height="640" src="https://1.bp.blogspot.com/-FQ4iIWJods8/X7rq9ss3TPI/AAAAAAAAUw0/AHQGmuTXED48SFfve5qdxlYwjNALoDSgACLcBGAsYHQ/w492-h640/Screen%2BShot%2B2020-11-22%2Bat%2B5.48.56%2BPM.png" title="" width="492" /></a></div><br /> <p></p><p> </p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-9495331532107738522020-11-12T11:13:00.007-05:002020-11-12T11:13:55.544-05:00Call for Papers: AAUP Journal of Academic Freedom<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-z8iSp22s6QA/X61erc8M3qI/AAAAAAAAUoM/lfCA19DQddYlSSVMUB4iuOwRYP0GtkOMQCLcBGAsYHQ/s628/Screen%2BShot%2B2020-11-12%2Bat%2B11.10.44%2BAM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="202" data-original-width="628" height="206" src="https://1.bp.blogspot.com/-z8iSp22s6QA/X61erc8M3qI/AAAAAAAAUoM/lfCA19DQddYlSSVMUB4iuOwRYP0GtkOMQCLcBGAsYHQ/w640-h206/Screen%2BShot%2B2020-11-12%2Bat%2B11.10.44%2BAM.png" title="" width="640" /></a></div><br /><p></p><p> </p><h1 class="title" id="page-title">
Journal of Academic Freedom </h1>
<p>The AAUP<i> Journal of Academic Freedom</i> publishes
scholarship on academic freedom and on its relation to shared
governance, tenure, and collective bargaining. Scholarship on academic
freedom is typically scattered across a wide range of disciplines. The <i>Journal</i>
provides a central place to track the developing international
discussion about academic freedom and its collateral issues. Essays
range from historical studies to analyses of contemporary conflicts,
from accounts of individual faculty experiences to institutional
histories.</p>
<p>The <i>Journal</i> is published online annually, and is supported by funding from the <a class="warning-aaupfoundation" href="https://www.aaupfoundation.org/" target="_blank">AAUP Foundation</a>. We release a call for papers each fall.</p><p>JAF has put out a "Call for Papers" for its next volume, scheduled for publication in fall 2021. The Journal of Academic Freedom will consider any original article on the topic of academic freedom,</p>
<p><a href="https://www.aaup.org/reports-publications/journal-academic-freedom/call-papers" target="_blank">See the latest call for papers. Which also follows below<br /></a></p><p> <span></span></p><a name='more'></a><p></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">On Twitter, Kenyan blogger Keguro Macharia (@keguro) regularly poses the question, “How will you practice freedom today?” It is a useful reminder that freedom is not only an ideal but also a practice and lived experience. The question prompts us to ask, How does one practice, rather than merely protect, academic freedom? And how can these practices be expanded and made irresistible?</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">As these practices are enacted in the context of austerity that curtails academic freedom, we also ask, How can collective and individual responses to austerity redefine available practices of freedom? How might posing academic freedom as a struggle over material means change our ideas and strategies? What is the relationship between academic freedom, other ideas of freedoms, and other freedom struggles? How does academic freedom function for precarious faculty and staff, for students, for tenured and tenure-track faculty from marginalized groups?</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">For its next volume, scheduled for publication in fall 2021, the<span class="Apple-converted-space"> </span><i>Journal of Academic Freedom</i><span class="Apple-converted-space"> </span>will consider any original article on the topic of academic freedom, but we are especially interested in the following topics:</p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Academic Freedom and Freedom Struggles</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Black studies scholar Barbara Ransby observes that the Black Lives Matter movement “is nothing less than a challenge to all of us to rethink, reimagine, and reconstruct the entire society we live in.” This includes the university and practices of academic freedom. The ongoing uprisings associated with the Movement for Black Lives demand that we reconsider higher education’s physical spaces and cultural practices, including monuments and public art; classroom curricula and conversations; the peopling of the university; and the relationship between institutions and the communities they serve, or fail to serve.<span class="Apple-converted-space"> </span></p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Sanctuary Campuses</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">How do calls for sanctuary campuses affect the practice of academic freedom? What are aspirational and actually existing models of sanctuary campuses, and how do these engage broad questions of shared governance and academic freedom? How does the struggle for sanctuary campuses link higher education advocacy to broader social movements?</p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Pedagogy and Affect</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">The classroom is an important space for the practice of academic freedom. Contemporary freedom movements raise important questions about access to the classroom and diverse experiences within it. Along with the dynamic challenges posed by teaching during the COVID-19 pandemic, insights from freedom struggles provide new models for teaching and learning. How do LGBTQ, disability rights, and BIPOC formations propose alternative practices of academic freedom? What are the parameters of these new models, and what opportunities and challenges do they convey?<span class="Apple-converted-space"> </span></p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">The Material Means of Mental Production</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Academic freedom is conditioned on access to resources—libraries, classrooms, research funds, time, access to a community of scholars—that are the tools that Karl Marx called the “material means of mental production.” Though the ideal of the university promises academic freedom to faculty, in reality external boards and state governors are the legal guardians of university property and ultimately control access to the instruments of knowledge production. How do academics fight to wrest control of the material means of mental production? What is the relationship of this struggle to broader social transformations? How has the imposition of austerity budgets at public and private institutions changed the terms of these struggles?</p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Libraries and Librarians</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">In the struggle for academic freedom, libraries are essential sites and librarians are essential workers. How can libraries be spaces for the expansion of academic and other freedoms? How do issues around collections, catalogs, access, reference, and information literacy affect academic freedom? How have librarians expanded academic freedom in fights against austerity budgets, profit-driven publishers, and surveillance, and in fights for open access, privacy, and freedom from harassment?<span class="Apple-converted-space"> </span></p><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Internationalist Practices</h3><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">How are practices of academic freedom different in political contexts outside of the United States? What lessons in fighting austerity emanate from other geographic contexts? How are austerity regimes outgrowths of colonial and neocolonial ones? How are practices of academic freedom also practices of decolonization?</p><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><h3 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; color: #404040; font-family: Arial; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">SUBMISSION GUIDELINES</h3><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Electronic submissions of 2,000–8,000 words should be sent to<span class="Apple-converted-space"> </span></span><a href="mailto:jaf@aaup.org" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">jaf@aaup.org</a><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span class="Apple-converted-space"> </span>by<span class="Apple-converted-space"> </span></span><b style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">February 8, 2021</b><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">, and they must include an abstract of about 150 words and a short biographical note of one to two sentences about the author(s). Authors using pseudonyms must notify the journal at the time of submission, disclose their real names, and explain their reasons for wishing to keep their identities confidential.<span class="Apple-converted-space"> </span></span><b style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Please read our editorial policy and the complete call for papers at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDHzguEHytgOiZYGKtByOvTjzwpybaCqfUi6bIick2QZUExNOrYdyyBG2HqgYQKwOoVt_NLDMOplRMuKDSGLsW5itc8wzWRlRVZtthvJdSueJuP3YAC1zMswe8SkUM4mMeYwQSieegD7v_SVRMb2nImg5Re9wRgLVZ0c2Z9Lz0ksdfU00uynU9c1zED-lXJklWhZoEiesZ8VhSXCN1sVb-YDFPycW0krJIkM9-Q2zpn0TCVpWvm8TcVYjifAWZUSjsTSCn_UA_GTCpvY8uMiDR1ro2mjptcVV04FBwDhG3sNV_AQxc4xTFACHlHyTYmXr6YYk5zr20Okk9SOWPoKtNE5eicfVbT7ez1M6AJbTjY2T/36t/1Xotd3GTQ-iH8C5UIqtkKA/h1/QJf4cYO_QAjakt0glnJHuP0xSY79uuhSUNBTcpGndYw" target="_blank">https://www.aaup.org/about-jaf</a><span class="Apple-converted-space"> </span>prior to submitting.<span class="Apple-converted-space"> </span></b><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">We welcome submissions by any and all faculty, staff, graduate students, and independent scholars. If you have any questions, contact faculty editors Rachel Ida Buff at<span class="Apple-converted-space"> </span></span><a href="mailto:rbuff@uwm.edu" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">rbuff@uwm.edu</a><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span class="Apple-converted-space"> </span>or S. Ani Mukherji at<span class="Apple-converted-space"> </span></span><a href="mailto:mukherji@hws.edu" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">mukherji@hws.edu</a><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(0, 0, 0); color: black; display: inline; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span class="Apple-converted-space"> </span>(please do not send submissions to these addresses).</span><hr style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Please help us get the word out about the call for papers by sharing with your colleagues. Forward this email or share a link to the<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDNFJ103DVmsUoEmt07rZxQo0hkmjcXAaGx3flfoUAO9ZZxlBr_eiCgp8zmuaPalO3Z8WXOMToVPBEynXzlZIeSi3dYYxXlPk0kE5Rlg5wk1tQ77CdnAdm9I1raPcxmumIO_CUl5c3kNj-0ibqVJvIq4qfVGQ5_A__DkHQ9CB__UR_bz0fH7HpeyT6wvQr41z-8lTy6MgCqDm-td5TR6ha3QaI1kvL823GjEBgj1A693DcYJlzgUMmdqM_wCcTp-W9UXUtGdeLB2Gas7XDv15ywe3Ha9LgdukBBwAjAR8NTOnwM_9i87EaNdgDvJHqTqBwfttXIgtbs0li4GkRFJwg-4NQEVeIfQT3bmHe-zk1ayB_m3zBmXn8PGgPtUcWc22w8xgTHpM_yAJ_XMO5-WkTYTHT-nOUPuaku3Lgve-IEqr/36t/1Xotd3GTQ-iH8C5UIqtkKA/h2/XIphcxmTjL0fREVbvUrpMqNPUmi9cIlifrmv8ZqIrjg" target="_blank">AAUP website</a>, where<span class="redactor-unlink"><span class="Apple-converted-space"> </span>a PDF of the<span class="Apple-converted-space"> </span><i>Journal of Academic Freedom<span class="Apple-converted-space"> </span></i>call for papers</span><span class="Apple-converted-space"> </span>is available for download. We look forward to reading your submissions!</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Rachel Ida Buff and S. Ani Mukherji<br />Faculty Coeditors,<span class="Apple-converted-space"> </span><i>Journal of Academic Freedom</i></p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-49940993900173173772020-10-21T11:57:00.002-04:002020-10-21T11:57:20.768-04:00The COVID-19 Crisis: Fall 2020 Issue of AAUP's ACademe Magazine <p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-49A2pqMWWU4/X5BaUf6TkYI/AAAAAAAAUg8/v9_NeSOb62IdBie8Jqz1-U_VZ2q538NkwCLcBGAsYHQ/s212/Screen%2BShot%2B2020-10-21%2Bat%2B11.53.52%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="212" data-original-width="159" height="400" src="https://1.bp.blogspot.com/-49A2pqMWWU4/X5BaUf6TkYI/AAAAAAAAUg8/v9_NeSOb62IdBie8Jqz1-U_VZ2q538NkwCLcBGAsYHQ/w300-h400/Screen%2BShot%2B2020-10-21%2Bat%2B11.53.52%2BAM.png" title="" width="300" /></a></div><br /><p></p><p>I am delighted to share the articles in the Fall 2020 issue of Academe which describes itself as taking "stock of the crisis that has transformed our lives and the way we work. It features a series of reflections on faculty life during the pandemic as well as articles that look ahead to the near- and long-term challenges of the COVID-19 crisis in higher education."</p><p><br /></p><p>Links to the articles and essays follow.</p><p><span></span></p><a name='more'></a> <p></p><p> <br /></p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><strong>FEATURES</strong><br /></p><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaD4zHCqu8uLpb7WxC_iUsUL2HVZHsq5YIA8SpSDKGuJz1LEDCjeXJPJF8F1bLZuKy6qmUe9Y4GS2lFy81O6KJOsU-aIg2tPkhIh_6aMpODfcCncO3s1ZiTO9M_Yy0QfgRvGwvdhpTDzsrPfJeWT1jhuHYRC-JlluP_e1vHl5KUTGm0Xh7N80Ba3RfFfC8-JwZMsHwlZsI8pvjR6pd1S3E_3-qBbrNtmZ5mhceTCWhcpK1kZNqY_-ycdk8iZDHeIlg/367/ZOQBLB03SbWGOBlgMal5kQ/h4/1WqU00fF7m2Jk4x0dbaeDoIoJIGeXlFvBaXsLjYZb8s" target="_blank">Reflections on Faculty Life in a Pandemic</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>Faculty perspectives on the COVID-19 crisis.</em></div><ul style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZfqWvtNlN9CbSI3OibkWK0aASsRfHSBSEpIdU93GyOzkfQR_fBFVl8ixAkxb5WCkJ1ukj2xPCEpiUH9i1k3Z0idkNW2Mbgor0BGxQ645uTxVH-Bb8rLvHKpyaPjI0jke0ka6c_CQR_7B1eYddnR8vBo6AAZrTbqCLWo3KePZRfAnVg3H365ZuYib9HE8SXDTkMfAPwNr_9qdWB84YiJZK6S-RDk_ViZcXSijHD3L8eaUJLT_a8Z4EUZojoDhiWO2U/367/ZOQBLB03SbWGOBlgMal5kQ/h5/44IeSIzbBMRWVcqXcuyD_GgJJnJjaE0sb5c14LKWwnw" target="_blank">Care Is a Practice; Care Is Pedagogical</a><span class="Apple-converted-space"> </span>by Jesse Stommel</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYtU6sM-oC_hXnFO2ZzGoJB4z1vBGZEsHd06ebHZZK-32jpP8QkLHiOB8OYX2dSC4t1zceHjA6cgE1PleINFyyePsiA2kPJpYQ4BMUiRt8vnBwpaQak2u0AaziTRtjk9MDtOavtP7qHTyvzsEvATMk9MiT79-1eJfz6Q8a8hfr2NxNQEBCB2yYdCHWHx8oZRphNq9IVzcC5WLZku6S_HmpbBbQWRWs2ZUvnpa7zpKDTbg/367/ZOQBLB03SbWGOBlgMal5kQ/h6/R7hG1hVa2Cz6Zrgkz864NyjyJUNMPdU1WsZu96p9wgI" target="_blank">The House of Cards</a><span class="Apple-converted-space"> </span>by an adjunct faculty member in the Northeast</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZhD5Lz0UI2pZq1fUzb8jy8jUAShAfI301P73xoLLSZ75VIfZXISbcGAn7NjnvC3UTtNpUfOhZa42qBqB68LOpVuyRcgDvGBjHIEb0EFNiIRNxE6rZUMxa5subWqq7gPHRpnmlD5vjZXqoUXFuanTormvKNsLgCXxZ5VrkSFEqfVX3gk_GJuI4R5JTRwu74UvrRpnKh27TxAyJbjjYOvgS4-dZhdfOqRxeCmu6G5ekMQ1aCbBepzYP7dvSZIo0S63HY5xyqtgp-j6b6As4eL3ww/367/ZOQBLB03SbWGOBlgMal5kQ/h7/RC99YMBLZJ5XNZhXV3iCLrWgE7HZ1iYCWrCUzIV6WHc" target="_blank">Change Can Come Swiftly When We Rally Together</a><span class="Apple-converted-space"> </span>by Matthew Boedy</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaD4zHCqu8uLpb7WxC_iUsU2iFBgfkl7ihp8xCVOkQ_oXl6jTKuM27UH34l4vbyM4lL8NOrwZd3h2X_8s8iK5UB8BE59I6C9ISlNr4T2d_G3h1Mk4DnB8ufoPKcNqUaBaUgqzfdMf-e13fS2l7wW7v9RBqgiGXgFJawWkxX42nT0K6meuQuwin1XRydG1r3ARIHBvKTag0XUIrM-0NK-FhdU7PgRZUFwt9l-xoAXYpC6w/367/ZOQBLB03SbWGOBlgMal5kQ/h8/jSvpd7Ta0OzQ7PgXHesSDuJMCi8v1TwlQvCp9tlNOVo" target="_blank">Reflections from the Battle Lines</a><span class="Apple-converted-space"> </span>by Teena Chopra</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYxLEh5l2sfNAH9ISpHUvfn4bAXUScWF4asr1k_kEMLab4uYZ31jH7WE6BGmWifET4VzY-sfJi0N6z7o78HcWS105bok830NhU7BMY0GD1KwyBGPwrmYxmCmO8kPGwOoFlLVMfylbO1wjDVJkYLGhoOvIPGtC65K8fzBVRDjrvs8nTz7bqn2Iec2mBdOVaVX9KZCuDQHTVPU0SaiCRZ6MMtq2xz1Nj9_JPaEKzFb36ZhpI2ypdyiq3pemEJ6ZtTscJIRx2eJr1VdDTxz20JmmZA/367/ZOQBLB03SbWGOBlgMal5kQ/h9/ScHUZ_VdVD41-wNykzhxs7SKZgKnchB1IqtZyyMQWKI" target="_blank">Black Women, Mutual Aid, and Union Organizing in the Time of COVID-19</a><span class="Apple-converted-space"> </span>by Donna Murch</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZOmxOeKT60NJzKkdBPyfi405CTWqw2UOqTW1h6H43-4Cl7lsVGHAc9ulwzQjdTFtBmNgHxcK2iZSyKrlyv0SQq1P4c008r2Ow8Ik5qdQ28t_vHQIHmM38T2QilMjzlbAG5zUTcg0Tj7Q6K-l3YECgAyUKUpl9v-gj8Y8t52zap2v-gbnPtqac_jXvGmnG-W9lnjcXu4DMax7lhBIWuGzDtT5gVNVEoi9ChQ48NyQTzbQ/367/ZOQBLB03SbWGOBlgMal5kQ/h10/4NG7oOD6tQpgzpwdyMFhw6gf7JlfGSKZ-Ijy5AEHaA0" target="_blank">Moving beyond Crisis</a><span class="Apple-converted-space"> </span>by Michele Hardesty</li><li><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbpGja5yqCJen9oxSyuGK5ZpcTyV7MX--ve1wxbt2LsKzs6y8a2GAa9HWwSpDnRPP4RDQT8X7WXGTYoVoSCT3IHG2Km5EZQs7-JLTJlSIOjvChVVwQhP3cr4iRoB-bImHfqMCOK2X0mwB0cPF7IGz-xVgz7z9XHu8q36ORX3lsTIz8GrZCuVmK5C6TWYFsnux7V3Euzxk6G8kNhnQjnsG5B2Pwo9T5lUbTPSdjdjRcL6w/367/ZOQBLB03SbWGOBlgMal5kQ/h11/yXhrKxbVBNo3sTr5Bo04C4oDwObUpzEcBT4jF-0YPTA" target="_blank">Owning the Fail</a><span class="Apple-converted-space"> </span>by a lecturer in Florida</li></ul><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzau3lgfhyEAaWsz4jMGPQLQGabuJTcdts8SGg_Am46nCYUKQjpfqStDjVQwI9EwfT9reBVd_zzqTC6uX_fWDTiLpXODQDwZoGZAVpNm-uP2014Utoy4XHCB4CF9H_RWtKkLURIMk-pw97Ya2ISw2tsIcc4OtIH1dhhtNJh9SMn7AdL1Ufadluaq3srCx4ljzLRrzyIMLZ_tCBSf6f0PQYlFUVa-t723qpLLzSCBjLx9wQ/367/ZOQBLB03SbWGOBlgMal5kQ/h12/PMsakotEzKIkMrRES1r7jBG5Epk58gSGwovBCw7CKyc" target="_blank">The Necroliberal University</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>COVID-19, racial violence, and the management of death.</em></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Benjamin Balthaser and Bill V. Mullen</div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbOXs4dDprp8xDHt3a-JFeJq13l_BfyigZglWPMtRDnNxP-e7xwOTcMpKZaJnQ5fDz6feYrHlIqJ0OdxgsPEdNLycjZoxDgiqdCx_DBW5MHBImHvIle2LYX7ouo0xIGXtihwfBRXZvGAyWgPiuYyVlfNaJ7l6n9LLkHb02pzN4boSeCgsqYw_agFZhDkiGSCJ4kajXRjCZYCumBssGcIBPcoLmSBwAsJQ6KmXXWzIolTw/367/ZOQBLB03SbWGOBlgMal5kQ/h13/m71bBVdBF7Bm9Fcuthq0UWROuExaHzvP34im0WYvP5I" target="_blank">For a Reparative University</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>What should our postpandemic future look like?</em></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Michael Meranze</div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZAHRfPD_mU3qcdgo92Dg9YCN3qN8DbOe0rdb84GY0Ts9Aeotr-AAO5TiMJvmLqMbM2U2c-t5yRDrLqjulF-AFpeodyRMFte4hRwtKT9onSLgQXdnth2xTPTT8onfTeR1pvLq9OOu5AF7BWkAZdt12ADSrmvAmFQ_cNsnCZqB4LZxi_q9pbHa6I4yMBJJFrgLPpQmwLye-vyEOfpz6r79FH6WjXTBYljt5ecSDVy_2poEyb0Fj6kUWFaZYBxbxTUC8xIS94dnNtZxlsHIZR-mQ9/367/ZOQBLB03SbWGOBlgMal5kQ/h14/czRkXimeNnmXD5hcuIFzjiseMczCCCDjwsElmYxf7PI" target="_blank">A Marshall Plan for Rebuilding Higher Education</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>An economic prescription for change.</em></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Jeffrey Sommers, Mark Blyth, James Galbraith, and Luz Sosa<br /><br /></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbAMqUzNqwwKz-eGwkGTkKc3HzxvboNxLFHhQjfwuFLZ2QjFaGDG77jzjMturU6dWPS9hKcFUe5qbEZtBoDiPx0N3R5IfO1T_0bPSvEcCOcAN1mEabMKfMZtI052ZKltc5DJ53DepIwx9gpln78zlNSPhQvT2NQIlzpbbVuXoOaFH50uVym7ovCvlBEa5Hwm6pF5Y5WwFrIGvffHHAbDE7wPemcsbFMaOQryTj-t2UX7CH446XPOCc8-BLKlT1--4tUcod7c7ef3sQjPVUWLMRI/367/ZOQBLB03SbWGOBlgMal5kQ/h15/sZZxJI6EzmosIic6mjLShISFFE43yhLmJ2J94XxfVD8" target="_blank">COVID-19, Academic Mothers, and Opportunities for the Academy</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>The pandemic’s toll on women faculty caregivers.</em></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Mary A. Hermann and Cheryl Neale-McFall</div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZE9tgwZiSqmMfnn3vN4wCg4Wqrv2d8uSR08sXt3t8sz07IwmpjExN1W_CcJ-XIlvqHAeGrDD-jfKvBjv7xL3iotzHm0negHnUIp4YOA8Gs3OiYoo0uo3hI-qVb119lfNXKckPwEPyTzcMxRQ5yGroHzHXDrfN7_G_Fz6QTeIz06CN9qsgY7X8lw5QlkHP2dJYeLE84L-j7UDo8RiOo6zivGABgoXmc3O8kFMpPu-n8cMpR04HxTCJEidoeb77-jJ8gSoXqqmd6QioLO_FkLhH1QZrn4lzGyL1YMCJ1hFWo0A/367/ZOQBLB03SbWGOBlgMal5kQ/h16/Otv2kz1frWaicbrDTFvietVs-O3CAz7GEsrwdbY-6yA" target="_blank">How Diversity Rhetoric Obscures Structural Inequities in Higher Education</a></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><em>Silver-tongued administrators and pissed-off professors.</em></div><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Cathryn Bailey<br /><br /></div><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZSu3CsU1HWglppvXRgW7EwYPXDqM-M6ZTZ6nY378hqFg4bUJkZDK7ilq0kdf9ay0hyyVmvfYRHcKYxEr6Muf2FiFobF-zLEo2fWNqcr8OR61c1dWI12sJ_CAEHQ5KJt7VCX7WAJ4IwKlaWf9lJY245kdlfqiLCsCjxl6POhkhqqFZkOdeGgqfpdvNxRlbeLV1Zm9DngpoZmXMtkpEG6GCIHcL1VQcR_0YxYcYtbEhI2071vdx9jnDHTJ6M2BnW6YY/367/ZOQBLB03SbWGOBlgMal5kQ/h17/oSM5K3ZSWgMgwiiy8ZRwUfc714oApxuolGDyeBSsiog" target="_blank">Liberal Education after the Pandemic</a><span class="Apple-converted-space"> </span>(online only)<br /><em>A health emergency demands a new perspective on higher education.</em><br />By James Buckwalter-Arias</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzam2FXUhtMHjEWa_jpPtXDFWYRP8t8FwyVZW-kFfCWTbMsUBcF_bjF0durth8pch7PZf_3zXCRp3WoDVSXFOAP5Vof6SzjJMhsdh01gjWnS4NUA19t5o-EIgsKALZ47XcG4KM5F-riq5aKJCsZN7GEWyAKQZBk2yagtP6o9yuTJ428dDlWaZAXOsjMtNCWS8XANsDTB4M4lEk9NeAadjZYOw2lYGI4bZxyF1HISUyI0meDrNQH-Jco6jH7exJN_gkc/367/ZOQBLB03SbWGOBlgMal5kQ/h18/uxBy8vMGBTMbGDyL9rdMUZDV3QRabzeioc_dKnzSerQ" target="_blank">Learning through the Pandemic</a><span class="Apple-converted-space"> </span>(online only)<br /><em>Transactional online education is failing our students.</em><br />By Robin A. Harper and Michael Orlando Sharpe</p><p style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYrVa8seuObHgYOCCEbBeQYfPTgLS9Jld65gnI8MuaM8RW-LYGJ4yGxNO8mBmaXT29kbBXGJH2DuhtMFaMitzhvS2AHN-keT_YLXnTWWXVjSsdczjCCzn2-qp1PzMM0d6dpUHEaE1rooh_IUEK-Sl6VeqQLzHmt7g8E9qPXlBCitdjoQyTf4ZXIT74tdIf8miQGclP-ArYhy74pvPQGV7XIMHXZiSmA9LyNY6BW42SpJDLbl-lYlNaJhZsuDG3vvfQ/367/ZOQBLB03SbWGOBlgMal5kQ/h19/7ZH2IgTuoA0Tefx25RF_UVbga6bXmGT0RJe2cbuVOTA" target="_blank">How (Not) to Corporatize a University</a><span class="Apple-converted-space"> </span>(online only)<br /><em>Corporate culture is incompatible with shared governance.</em><br />By Dane Kennedy<strong style="font-family: "open sans", sans-serif; font-size: 15px;"></strong></p><br class="Apple-interchange-newline" /><br />Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-66523648377052437072020-09-24T11:21:00.001-04:002020-09-24T11:21:59.102-04:00The Transfiguration of University Faculty Senates in the Shadow of Pandemic<p style="text-align: justify;"> <br /><br /><br /><br /><a href="https://1.bp.blogspot.com/-0rvVP0ZUNGs/X2y3WYWXG5I/AAAAAAAAUWA/3yP7rd9t7PURVQNN-nwHQ4aZRfHDhVgqwCLcBGAsYHQ/s430/Screen%2BShot%2B2020-09-24%2Bat%2B11.12.11%2BAM.png"><img border="0" height="640" src="https://1.bp.blogspot.com/-0rvVP0ZUNGs/X2y3WYWXG5I/AAAAAAAAUWA/3yP7rd9t7PURVQNN-nwHQ4aZRfHDhVgqwCLcBGAsYHQ/w608-h640/Screen%2BShot%2B2020-09-24%2Bat%2B11.12.11%2BAM.png" title="" width="608" /></a><br /><br /> <span style="font-size: x-small;">Pix: <span class="mw-mmv-title"><a href="https://en.wikipedia.org/wiki/Diocletian#/media/File:ChristPeterPaul.jpg" target="_blank">Catacomb of Saints Marcellinus and Peter </a>on the <a href="https://en.wikipedia.org/wiki/Via_Labicana" title="Via Labicana">Via Labicana</a>. </span></span></p><p style="text-align: justify;">University Faculty Senates in the United States continue to struggle to define their role within universities that increasingly function like large public administrative agencies. This emerging "university new era" governance framework is grounded in the professionalization of an administrator class and the de-professionalization of faculty. That shift has had profound effects both on the governance of the university as an institution, and on the way in which the role of faculty is understood as workers on sometimes enormous (and in some cases enormously wealthy)<i> learning</i> <a href="https://en.wikipedia.org/wiki/Latifundium" target="_blank"><i>latifundia </i></a>(some might suggest modern and more benign forms of <i>knowledge</i> <a href="https://en.wikipedia.org/wiki/Encomienda"><i>encomienda</i></a>). <br /><br />Where once faculty were more centered within the governance of the university (and certainly within its colleges and departments), now de-profesisonalized, they are run like administrative agencies by bevies of (former) faculty eager to rise within the administrative state that the university has become. University administrations have become engorged with assistant, associate and special case deans; they have become the sum of departments that now manage virtually every aspect of academic life (1) as an aid to, (2) for the convenience of, and (3) because of the need for specialized administrative skills and attention in connection with, the processing of students through degree programs and the management of faculty. The later, no longer capable of self management because we have now come to believe they lack the skills. . . and certainly the time given their teaching and research obligations in frenetic competition in peer prestige markets on which their internal and external status depends), become objects of management. <br /><br /> And yet, like the institutions of Republican Rome after the establishment of the the <i>Principate</i> (and then the <i>Dominate</i> after the crisis of the 3rd century AD), the university's ancient institutions of shared governance, and the muscle memory of the rituals of an earlier age remain long after their effectiveness has passed into oblivion. Like the Roman Senate during the <i>Principate</i> (after the victory of Augustus Ceasar) University Faculty Senates assumed a consultative and consensus producing role in the years after the start of this century. Penn State provided a good example of this general evolution, one in which the institutions of the Senate were respected even as its authority was being evacuated in favor of better managed administrative led special committees in which the real business of "shared" (and well managed) governance was being undertaken. </p><p style="text-align: justify;"></p><p style="text-align: justify;">But the COVID-19 pandemic may well have produced the crisis that may precipitate fairly rapid change along the trajectories described above. That is, in the shadow of COVID-19 and its threat to the income and function of the university, the pace and character of changes in the relationship between (de professionalized) faculty and (a rising corps of professional) administrators may move shared governance from the more benign forms of a <i>Principate</i> to those of a crisis entrenched and much more bureaucratized and hierarchical <i>Dominate</i>. <br /></p><p style="text-align: justify;">These are the thoughts that came to mind as, along with other members of the Penn State University Community, I received this message from the Chair of its University Faculty Senate: <br /></p><h1 style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; break-after: avoid; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 16pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b><i><span style="color: black; font-size: 11pt;"></span></i></b></h1><blockquote><h1 align="center" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; break-after: avoid; caret-color: rgb(0, 0, 0); color: black; font-family: "Times New Roman", serif; font-size: 16pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: center; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black; font-size: 11pt;">Faculty Senate Newsletter</span></h1><p align="center" class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: center; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;">September 29, 2020</span></p><p align="center" class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: center; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;">The University Faculty Senate will meet remotely on Tuesday, September 29, 2020, at 1:00 p.m. via ZOOM (link below). <a name="docs-internal-guid-2e31d322-7fff-5b35-f2"></a></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: #201f1e; font-family: "Times New Roman", serif;">The Faculty Senate remains deeply committed to representing our faculty and student body during these challenging times. Numerous questions and concerns were raised at our recent plenary meeting on September 15, 2020 that could not be fully addressed due to time constraints. Events have continued to evolve, and we would benefit from continued and open conversation with all members of our community. In that spirit, the meeting will begin with an extensive Forensic to support a conversation about how we can best continue to meet our shared mission of teaching, research, creative activity, service and outreach for the Commonwealth of Pennsylvania across our campuses.<span class="Apple-converted-space"> </span></span><span style="color: black; font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"><br /><span style="color: black;">The Senate will consider One Forensic Report e<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;">ntitled:<span class="Apple-converted-space"> </span></span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><a href="https://senate.psu.edu/senators/agendas-records/september-29-2020-special-senate-meeting-agenda/appendix-a/" style="color: #0563c1; text-decoration: underline;">The State of Penn State</a></span></span>.</span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: black;"> <span class="Apple-converted-space"> </span></span><span class="InternetLink" style="color: blue; text-decoration: underline;"><b><span style="font-family: "Times New Roman", serif;"> </span></b></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;">Faculty Senate meetings are held via ZOOM. Please refer to the University Faculty Senate website for<span class="InternetLink" style="color: blue; text-decoration: underline;"><span class="Apple-converted-space"> </span><a href="https://senate.psu.edu/senators/agendas-records/september-29-2020-special-senate-meeting-agenda/" style="color: #0563c1; text-decoration: underline;">ZOOM connection instructions</a></span>.</span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="color: #1f497d; font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;">Members of the University community are welcome to attend this meeting. Any member of the University community not a member of the Senate may request the privilege of the floor on any item of business already before the Senate. Such a request must be made to the Chair, through the Executive Director, at least five calendar days before the meeting at which the individual wishes to speak. The Senate Agenda will be posted on the Senate website one week prior to each meeting and the<span class="Apple-converted-space"> </span></span><a href="http://senate.psu.edu/senators/agendas-records/" style="color: #0563c1; text-decoration: underline;"><span class="InternetLink" style="color: blue; text-decoration: underline;"><span style="font-family: "Times New Roman", serif;">Senate Record (minutes)</span></span></a><span style="font-family: "Times New Roman", serif;"><span class="Apple-converted-space"> </span>will be posted approximately three weeks following each meeting. <br /></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;">For information on submitting major, minor, option, or course proposals, view the<span class="Apple-converted-space"> </span></span><a href="http://senate.psu.edu/curriculum/guide-to-curricular-procedures/" style="color: #0563c1; text-decoration: underline;"><span class="InternetLink" style="color: blue; text-decoration: underline;"><span style="font-family: "Times New Roman", serif;">Guide to Curricular Procedures</span></span></a><span style="font-family: "Times New Roman", serif;">. View The<span class="Apple-converted-space"> </span></span><a href="http://senate.psu.edu/curriculum/senate-curriculum-reports/" style="color: #0563c1; text-decoration: underline;"><span><span class="InternetLink" style="color: blue; text-decoration: underline;"><span style="font-family: "Times New Roman", serif;">Senate Curriculum Report</span></span></span><span></span></a><a name="_Hlk37768372"></a><span></span><span style="font-family: "Times New Roman", serif;">.</span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"> Beth Seymour<br />Chair, University Faculty Senate</span></p></blockquote><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><span style="font-family: "Times New Roman", serif;"></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="mailto:ems22@psu.edu" style="color: #0563c1; text-decoration: underline;"><span></span></a><a name="_Hlk18947702"></a><span></span></p><br /><br /><div style="text-align: justify;">The message, and the meeting to come, may well illustrate more the changing face of faculty involvement in governance, than it might produce any sort of consensus or action that will have real effect on the way n which the university is governed in this emerging era. It expresses not just a concern, but also an attempt, to preserve what is left of faculty authority against its erosion in the face of the imperatives of the consequences of crisis that may go to the viability of the ancient institution in contemporary times. It suggests as well, the forms of the rear guard actions that may well characterize the forms of retreat from authority that ay characterize the next several years in the new era of the university and its workers. The form of the university faculty senate will certainly remain with us for some time to time. What one makes of it, though, remains an import and open question.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Senate Forensic document along with the "<a href="https://senate.psu.edu/university-faculty-senate-resolution-on-return-to-work/" target="_blank">University Faculty Senate Resolution on Return to Work</a>" follow below. <br /></div><br /><br /> <p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"> <span></span></p><a name='more'></a><p></p><header class="entry-header">
<h1 class="entry-title">Appendix A</h1>
</header>
<div class="entry-content">
<p><strong>9/29/20</strong></p>
<h2 style="text-align: center;"><strong>THE STATE OF PENN STATE</strong></h2>
<h4 style="text-align: center;">(Forensic)</h4>
<p>The forensic discussion will start with a focus on the <a href="https://senate.psu.edu/university-faculty-senate-resolution-on-return-to-work/">University Faculty Senate Resolution on Return to Work</a>
passed by Senate Council at its June 23, 2020 meeting. This resolution
focused on ‘faculty choice’ regarding the University’s planning process
for returning to in-person instruction in the Fall. The resolution
presented a set of principles focused on the role of faculty as key
partners in the decision-making process for instruction at the
University across all of its campuses, expressed concern about the
health and well-being of our campuses and communities, and ended with a
set of requests to the University.</p>
<p>The principles, concerns, and requests to the University issued in
this resolution are still relevant now and provide a framework for
discussing many of the most pressing issues today. The questions in the
forensic are intended to help the Senate briefly review the work of the
last few months, identify concerns and requests that have arisen since
the Return to Work resolution or that have been unsatisfactorily
addressed, and offer substantial time for open discussion and comments
that Senators may want to make, along with providing points of
convergence for us moving forward.</p>
<p>The Faculty Senate remains deeply committed to representing our
faculty and student body during these challenging times. Numerous
questions and concerns were raised at our recent plenary meeting on
September 15, 2020 that could not be fully addressed due to time
constraints. Events have continued to evolve, and we would benefit from
continued and open conversation with all members of our community. In
that spirit, the meeting will begin with an extensive Forensic to
support a conversation about how we can best continue to meet our shared
mission of teaching, research, creative activity, service and outreach
for the Commonwealth of Pennsylvania across our campuses.</p>
<p>The following questions will be asked during the meeting:</p>
<ol><li>How has the University Faculty Senate Resolution on Return to Work been implemented in University decision-making?
<ul><li>What still needs to be addressed?</li></ul>
</li></ol>
<ol start="2"><li>What new or additional items should be addressed by Faculty Senate?</li></ol>
<p><em>Beth Seymour, Chair, University Faculty Senate</em></p><p><em> </em></p><p><em> </em></p><div class="wrapper" id="main">
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<h1 class="entry-title">University Faculty Senate Resolution on Return to Work</h1>
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<p style="text-align: center;"><strong>Renee Bishop-Pierce, Penn State Scranton<br />
</strong><strong>Maureen Jones, College of Health and Human Development</strong></p>
<p style="text-align: center;"><strong>(Positional Resolution)</strong></p>
<p><strong>Background</strong></p>
<p>In early June 2020, a resolution was drafted about “faculty choice”
with regard to the then-tentative possibility of Penn State returning to
residential education for the Fall 2020 semester. Within days of
drafting the resolution, Senator Renee Bishop-Pierce of Penn State
Scranton, who is Chair of the Senate Committee on Faculty Affairs, and
Senator Maureen Jones of the College of Health and Human Development,
who is chair of the Senate Committee on Intra-University Relations,
circulated a message containing the draft resolution addressed to all of
the Chairs and Vice Chairs of all of the Senate’s Standing Committees
asking for input, support, and guidance. A passage from the earliest
message contains the following plea:</p>
<p style="padding-left: 40px;">We feel that this needs the immediate attention of the senate for several reasons:</p>
<ol><li style="list-style-type: none;">
<ol><li>Faculty are continuing to express their concerns and fears. We want
to help allay some of those fears, if possible, while maintaining
strong, positive shared governance with the administration. We would be
remiss in our role as senators and committee chairs if we did not give
faculty an opportunity to express their concerns. Faculty need to see
that their Senate is working for them.</li><li>Faculty would like to be able to contribute to helping find solutions and providing input as we plan for the upcoming semesters.</li></ol>
</li></ol>
<p style="padding-left: 40px;">It is critical to get input on this resolution from the committee chairs to help us prepare a document we can all support.</p>
<p>After robust discussion via e-mail correspondence, which lasted for
approximately one week, composed of more than sixty discrete messages,
resolution drafters Senators Bishop-Pierce and Jones reviewed the
feedback they received, incorporated it, and then reformatted the draft
into the resolution presented herein.</p>
<p>Senators Bishop-Pierce and Jones subsequently shared the new draft
with Vice Provost for Faculty Affairs Kathy Bieschke and University
Faculty Senate Chair Beth Seymour in a meeting scheduled,
unsurprisingly, to discuss the resolution and gather additional feedback
on the draft. The draft was then circulated again to all of the Chairs
and Vice Chairs of all of the Senate’s Standing Committees asking for
their support. The draft received unanimous support. The resolution was
then submitted for consideration by Senate Council in their June 23,
2020 meeting.</p>
<hr />
<p style="text-align: left;"><strong>UNIVERSITY SENATE COMMITTEE CHAIRS AND VICE CHAIRS<br />
IN SUPPORT OF THIS RESOLUTION INCLUDE: </strong></p>
<p><strong>Senate Committee on Admissions, Records, Scheduling, and Student Aid</strong></p>
<ul><li>Kathleen Phillips, Chair</li><li>Maura Shea, Vice-Chair</li></ul>
<p><strong>Senate Committee on Committees and Rules</strong></p>
<ul><li>Victor Brunsden, Chair</li><li>Annie Taylor, Vice-Chair</li></ul>
<p><strong>Senate Committee on Curricular Affairs </strong></p>
<ul><li>Mary Beth Williams, Chair</li><li>Harold Hayford, Co Vice-Chair</li><li>Suzanna Linn, Co Vice-Chair</li></ul>
<p><strong>Senate Committee on Education</strong></p>
<ul><li>Michele Stine, Chair</li><li>Stephen Van Hook, Vice-Chair</li></ul>
<p><strong>Senate Committee on Education Equity and Campus Environment</strong></p>
<ul><li>Kimberly Blockett, Chair</li><li><span style="font-size: 1rem;">Brian Redmond, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Faculty Affairs</strong></p>
<ul><li>Renee Bishop-Pierce, Chair</li><li><span style="font-size: 1rem;">Josh Kirby, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Faculty Benefits</strong></p>
<ul><li>Ira Saltz, Chair</li><li><span style="font-size: 1rem;">Denise Costanzo, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Global Programs </strong></p>
<ul><li>Brian King, Chair</li><li><span style="font-size: 1rem;">Martha Strickland, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on IAC</strong></p>
<ul><li>Mark Stephens, Chair</li><li><span style="font-size: 1rem;">Terry Blakney, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Intra-University Relations</strong></p>
<ul><li>Maureen Jones, Chair</li><li><span style="font-size: 1rem;">Karyn McKinney-Marvasti, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Libraries, Information Systems, and Technology</strong></p>
<ul><li>Ann Clements, Chair</li><li><span style="font-size: 1rem;">Francesca Ruggiero, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Outreach</strong></p>
<ul><li>Andrew Freiberg, Chair – confirmed</li><li><span style="font-size: 1rem;">Cindy Simmons, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Research, Scholarship, and Creative Activity</strong></p>
<ul><li>Roger Egolf, Chair</li><li><span style="font-size: 1rem;">Ira Ropson, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on Student Life</strong></p>
<ul><li>Timothy Robicheaux, Chair</li><li><span style="font-size: 1rem;">Jennifer Nesbitt, Vice-Chair</span></li></ul>
<p><strong>Senate Committee on University Planning</strong></p>
<ul><li>Jim Strauss, Chair</li><li><span style="font-size: 1rem;">Frantisek Marko, Vice-Chair</span></li></ul>
<hr />
<h3 style="text-align: center;">UNIVERSITY FACULTY SENATE RESOLUTION ON RETURN TO WORK</h3>
<p><strong>WHEREAS, </strong>on March 16, 2020, the President asked
faculty, staff and graduate students to deliver synchronous courses in a
remote learning environment, online advising, online mentoring, online
career counseling, and various forms of online support vital to our
functioning as a University;</p>
<p><strong>WHEREAS, </strong>the faculty, staff and graduate students
responded, delivering courses in a remote, synchronous learning
environment, taking on additional workload to ensure that teaching and
learning continued with a minimum of interruptions;</p>
<p><strong>WHEREAS,</strong> the faculty are scholarly experts in their
fields and disciplines, who design curriculum, and who are granted
academic freedom to deliver courses in the ways that are best matched
for their courses, students, and expertise; and</p>
<p><strong>WHEREAS,</strong> the faculty deserve the right to articulate
what they consider are the best circumstances for learning in their
particular course or courses;</p>
<p><strong>THEREFORE, LET IT BE RESOLVED THAT:</strong> As the University plans for this year, we should follow these principles:</p>
<ol><li>THAT faculty, staff, and graduate students should have input on any decision that impacts teaching and learning;</li><li>THAT maintaining faculty positions is a high priority in fiscal decision-making; and</li><li>THAT faculty are free to exercise academic expertise with regard to the format and delivery of their course(s) as they see fit.</li></ol>
<p><strong><u>IMPLEMENTATION OF THESE PRINCIPLES REQUIRES </u></strong><u>faculty, staff, and graduate student input on decision making and some assurance with regard to job security for faculty:</u></p>
<p><strong><u>HENCEFORTH, </u></strong><u>faculty, staff, and graduate students deserve more input in decision making, and, therefore,</u> the University Faculty Senate affirms:</p>
<ul><li>That there should be faculty membership on all University
committees, taskforces and special committees working to research,
solve, and/or monitor issues that impact teaching and learning
(publishing committee membership and charges);</li><li>That faculty, on an individual basis, be consulted to assess the needs and challenges for their respective in-person courses;</li><li>That faculty determine how best to deliver their courses;</li><li>That faculty at each campus and college have the opportunity to
problem solve the best options for the specific needs of each student
body;</li><li>That the University honor faculty judgement regarding health and
safety related to in-person teaching and all other academic activities,
according to current public health guidelines;</li><li>That faculty be included in development of monitoring strategies
(i.e. development of incremental monitoring of cleaning procedures,
adherence to polices, testing outcomes etc.) to ensure a safe return to
in-person teaching; and</li><li>That faculty be provided with up-to-date monitoring results to
provide input and revise strategies regarding health safety standards</li><li><strong>THEREFORE, LET IT ALSO BE RESOLVED, that if the University
or Academic Unit cannot provide a safe on campus environment for
faculty, staff or students, then faculty will be granted their rights to
shift course delivery to remote or online method.</strong></li></ul>
<p><strong><u>HENCEFORTH, </u></strong><u>faculty request that the University: </u></p>
<ul><li>Provide no contest to unemployment insurance claims for faculty released due to economic issues;</li><li>Provide current, and, if needed, increased support and resources
(including resource sharing across all campuses and enhanced library
services), for remote education and the transition to and from remote
learning platforms;</li><li>Treat SRTEs as formative assessment until further notice;</li><li>Manage and monitor barriers to promotion and/or tenure resulting from COVID 19 issues;</li><li>Give current faculty priority when assigning teaching or other compensated work; and</li><li>Give high priority to redirecting funds saved from
cancelled/postponed events and travel disbursements in
spring/summer/fall 2020 toward faculty related purposes, including
non-tenure line faculty needs.</li></ul>
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<h2><br /></h2>
</div><p class="MsoNormal" style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Calibri, sans-serif; font-size: 11pt; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 0in; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"> </p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-79086800681115219112020-09-23T14:08:00.006-04:002020-09-23T14:11:07.939-04:00Leonard M. Baynes: Remembering Ruth Bader Ginsburg<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Xexh66SEWh0/X2uNte3XQpI/AAAAAAAAUUU/weZD-KxcLZARQtVEtgltL_agthdBy7eswCLcBGAsYHQ/s271/RBG%2BPicture1.png" style="margin-left: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="271" data-original-width="214" height="640" src="https://1.bp.blogspot.com/-Xexh66SEWh0/X2uNte3XQpI/AAAAAAAAUUU/weZD-KxcLZARQtVEtgltL_agthdBy7eswCLcBGAsYHQ/w506-h640/RBG%2BPicture1.png" title="" width="506" /></a></div><p style="text-align: center;"> <span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Librado Romero / New York Times <br /></span></p><p> </p><p></p><p>Ruth Bader Ginsburg touched many of our lives. For some the connection was personal, for others as a consequence of her leadership in the academy and then as a judge and then justice. Many have written about those connections. I was most touched by that written by my classmate and now dean of the University of Houston Law Center, Leonard M. Baynes. Professor Ginsburg and Professor Kellis Parker, were and remain, as Dean Baynes notes, godsends for many of us. They remain so. <br /></p><p> With his permission I have re-posted his beautiful tribute and remembrance. <br /></p><p> </p><p><span></span></p><a name='more'></a>
<p></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1;"><b><span style="font-family: "Times New Roman",serif; font-size: 24pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">What I learned from law professor Ginsburg</span></b></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><i><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">By Leonard M. Baynes</span></i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Xexh66SEWh0/X2uNte3XQpI/AAAAAAAAUUU/weZD-KxcLZARQtVEtgltL_agthdBy7eswCLcBGAsYHQ/s271/RBG%2BPicture1.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="271" data-original-width="214" height="320" src="https://1.bp.blogspot.com/-Xexh66SEWh0/X2uNte3XQpI/AAAAAAAAUUU/weZD-KxcLZARQtVEtgltL_agthdBy7eswCLcBGAsYHQ/w253-h320/RBG%2BPicture1.png" title="" width="253" /></a></div><br /><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-no-proof: yes;"><br /></span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"></span><p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Librado Romero / New York Times </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Ruth Bader Ginsburg, the first woman
to be made a tenured professor at Columbia Law School in New York, is shown
Jan. 18, 1972.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">I was a student of Supreme Court
Associate Justice Ruth Bader Ginsburg’s at Columbia Law School. She taught me
and 150 other first-year students a two-credit civil procedure course. Little
known to us, it was her last semester of teaching before being elevated to the
D.C. Circuit of Appeals and then later to the U.S. Supreme Court.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">At Columbia, at that time, there was
little diversity among the law faculty. Ginsburg was the first tenured woman,
and Kellis E. Parker was the first tenured African American. For many students,
both professors Ginsburg and Parker were godsends. They were approachable,
dedicated to students and excellent classroom teachers. They were distinct from
the other professors by not conforming to the then-popular Socratic method of
instruction exemplified by the stereotypical law professor Charles Kingsfield,
as presented in the book and movie “The Paper Chase.” In the classroom,
Ginsburg didn’t hide the ball. She was clear and concise. She served as arole
model for those who aspired to be law teachers. More importantly, I also
learned a lot of substantive legal concepts about the rights to juries, appeals
and final judgments.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Even after ascending to the bench,
she didn’t forget her former students. She agreed to perform the wedding
ceremony of one of my classmates many years after our graduation. She accepted
lecture engagements around the country.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">I marvel at how the rest of the
world has gotten to see what we all saw up front as first-year law school
students, and we all learned more about the struggles that she faced as a
pioneering woman lawyer demonstrating her strength of character in face of
adversity. Beyond her legal brilliance, she demonstrated her superior work
ethic, determination and stick-to-itness as she battled cancer. She seemed so
indestructible. Her workout routines with her trainer were legendary and even
were the basis for a popular book: “The RBG Workout: How She Stays Strong … and
You Can Too!” She demonstrated to all of us the importance of keeping fit.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Her life story, her romance with professor
Marty Ginsburg and her famed legal career became both a popular movie and a
documentary. She became affectionately known as the “Notorious RBG” for her
stands on equality, especially gender equity.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Like Associate Justice Thurgood
Marshall, who was the first African American to serve on the U.S. Supreme
Court, she litigated landmark civil rights cases prior to ascending to the
bench. She was a leading civil rights icon who through litigation, turned
innovative legal theory regarding gender discrimination into strong legal
doctrine advancing gender equality.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">For our students today, it might be
hard to imagine the many barriers women faced back then. I give one example
from my family.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">My eldest sister Chris, before she
was married, had a good-paying job and good credit but didn’t qualify for a
mortgage to buy a duplex. The bank demanded that it would only give her the
mortgage if she had our father co-sign. My sister was angry at this injustice
even up to the time of her death many decades later. She felt this particular
discrimination was directed at her because she was an unmarried woman. In the
1960s, young unmarried women were not supposed to get mortgages in their own
name; the stereotype was they would marry, become a housewife and bear
children, making them personally unavailable for repaying the mortgage. My
father did end up co-signing the loan. She bought the house and kept it even
after she married. Ginsburg’s advocacy helped to overturn some of these
discriminatory practices.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Ginsburg’s death at 87 feels like
the end of the civil rights era. It also feels like her death may be a
harbinger of an end of an almost even number of progressive and conservative
voices on the Supreme Court. But at this time, I focus not on those obviously
important issues but specifically on the loss of a great law teacher who
demonstrated to my whole class that the constitution is a living breathing
document and that each lawyer through their creativity has the power to make
change for a more inclusive society.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">I express my sincerest condolences
to the Ginsburg family, the Columbia alumni community, the U.S. Supreme Court
and all those who admired Justice Ginsburg and were inspired by her.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><i><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";">Baynes</span></i><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"> <i>is the dean and a professor of law at the University of
Houston Law Center.</i></span></p>
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{page:WordSection1;}</style></p>Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-72549345167823904332020-09-15T13:31:00.005-04:002020-09-15T13:31:45.564-04:00COVID and the University from the American Association of University Professors<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-m8-SiEg3iug/X2D6TV9k34I/AAAAAAAAUOc/1Rm7jY_YWZUJTk-AuWu7NYVUAgFUwIulQCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-09-15%2Bat%2B1.30.27%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="175" data-original-width="585" height="95" src="https://1.bp.blogspot.com/-m8-SiEg3iug/X2D6TV9k34I/AAAAAAAAUOc/1Rm7jY_YWZUJTk-AuWu7NYVUAgFUwIulQCLcBGAsYHQ/s320/Screen%2BShot%2B2020-09-15%2Bat%2B1.30.27%2BPM.png" title="" width="320" /></a></div>
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<strong>What’s New with<span class="Apple-converted-space"> </span><em>Academe</em>?</strong></div>
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<em></em></div>
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This month’s newsletter offers a preview of selected articles from our forthcoming fall issue on the COVID-19 crisis in higher education. Follow the links below or visit<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDJg7A96kLgU3I5dgAuXBgvMXaIoQ8pb7kaQM4YttQQNeO9ouBGxPTByGvST38U0unyaUGNWPg8cws4p708-TiNwsggL6B1NihreIZzPNmy6hTx_ShuMeAVO9qJ1TQk4C7xwCT57f4quRlYJ_NlcdoldJT2HE8etT3IUAiJiUbaqpJXV7OmttmyU1JKzvZ1LjL7XNst3lpTaBJjjqeqg43BtpezWWji4dmtYm4rSoxx3HEnyZCScGWejYT_o0Lr92mw/357/J1EptYVOS5KYo0c9rxz37w/h1/9dfuXoEd56ieKraxqrfhQx54HBhv8pryiqo0F4fWVRM" target="_blank">https://www.aaup.org/academe</a><span class="Apple-converted-space"> </span>to read a new series of reflections on faculty life during the pandemic and other highlights from<span class="Apple-converted-space"> </span><em>Academe<span class="Apple-converted-space"> </span></em>and the<span class="Apple-converted-space"> </span><em>Academe Blog</em>.</div>
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Links to the articles follow below. </div>
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<strong></strong></div>
<a name='more'></a><strong>PANDEMIC REFLECTIONS</strong><br />
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<strong></strong></div>
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<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZfqWvtNlN9CbSI3OibkWK0aASsRfHSBSEpIdU93GyOzlcJ12eiwmPHTUp3n5MxCqF7YkuPgC42xS6ZFY9CXXxE4zKLmF9ZMHRqZ-I0kZdgV0iY4SPqsd8ILEs00xfGyfOQS_6-rKVnBcemgK4juNsuAD6wX4cgCshMdFcQTdBoO54gsz_oJ_yb6RRyTkoxOW-_kdIGYdrZMJZ2uoe4djkg4CFqLfIoqsJ_0ttEQ5lrBtQVPp6P4TdukZOPgJws_J8hoM8eCxlQ7K0ABLVP_npm/357/J1EptYVOS5KYo0c9rxz37w/h2/tQbQRGgecok8qMWGpgXL7OviY7I3SHscJf5EqpCZkKs" target="_blank">Care Is a Practice; Care Is Pedagogical</a></div>
<div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
By Jesse Stommel</div>
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<em>How can we be together online?</em></div>
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<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYtU6sM-oC_hXnFO2ZzGoJBHb5hlriso8urC_GIt156ID9F6Y4pueb_zQSnqHRRi92msnSUlZPJpAeeM8fVL5h7FrjX3b_iSYc_5gzmacAPCpPud33tjKkpw1nEp5FBpgxgiZAZtUuTcjqMcHqs53U-cOiEBzaTAXjwEOBy9EqGeiAzgqlukNADWCpqi4lwFjZHn1N1GaDrSdyw8Fbj1lZznLC1onPaQkTpurl4507nELsaHqCbFJb6npPuDYnHry0/357/J1EptYVOS5KYo0c9rxz37w/h3/p7AtDAlqPQfDrp8ZSY1CreT3BBN0uZPpn3atuKJKn1w" target="_blank">The House of Cards</a></div>
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By an adjunct faculty member in the Northeast<br /><em>Will COVID-19 finally bring down a system that pairs the most overworked and least supported faculty members with the neediest students?</em></div>
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<br /></div>
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<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZhD5Lz0UI2pZq1fUzb8jy8jUAShAfI301P73xoLLSZ75VIfZXISbcGAn7NjnvC3UQtHQS9yh-PKZuGlJgHOmBa8Enz8pUYU-UQ9jzpPAixDVTA_lxt0N48Qjy1xp-17GtGDXwWCwBYc99cvvP6w--th6xnAVhE7Nyio2PxPiSn-RasPeinaxKPaJHM323e3NAxZdgu3UNksxSECctOZ5N4i09zcjmFkkvXXn3bBQp2A6InzrcorcX8Yw9sM5w5GLUOhFhURIhBsE3xwFBFhq80iGVDsudZddQYAWcgikXLvA/357/J1EptYVOS5KYo0c9rxz37w/h4/DkjJ7OrMXx0kQVT5U1t_iKvg5450HX7t6vbFY4rmTa8" target="_blank">Change Can Come Swiftly When We Rally Together</a></div>
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By Matthew Boedy</div>
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<em>How the Georgia AAUP conference fought for a mask mandate—and won.</em><br /><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzaD4zHCqu8uLpb7WxC_iUsU2iFBgfkl7ihp8xCVOkQ_obLyPxBRjWkwFedeQlg22vwsfZXccbngEFrmcK_WR03gTi0PdNCmzFxEQTqRju3CIzWG_gDES-_PAknGJABPqonB_bpyQ4aYgjIn8xrrf_KVmU1UIVx7-9zxXFaMos3dxOTYN09WYqBmDryYPnDurC3FQvGYcU4FEDSTJyV4BgMcoYgWkz1yPDzgGdAUSoEqWtOKfs-5kNQyAlQd6iQEamT-EVH9s8i4DRPh9dOOSZBD/357/J1EptYVOS5KYo0c9rxz37w/h5/7cG5usl-uGJ_9QUVA2By3PyoR5pGF72hMAyKwmcbH-g" style="background-color: white;" target="_blank">Reflections from the Battle Lines</a></div>
<span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(80, 80, 80); color: #505050; display: inline !important; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">By Teena Chopra</span><br style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" /><em style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Medical faculty members are fighting to keep our communities safe.</em><span style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; background-color: white; caret-color: rgb(80, 80, 80); color: #505050; display: inline !important; float: none; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"></span><div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<div>
<br /><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYxLEh5l2sfNAH9ISpHUvfn4bAXUScWF4asr1k_kEMLab4uYZ31jH7WE6BGmWifET4VzY-sfJi0N6z7o78HcWS1Y-U7IhygXNOda6VKHL-DKL4CPZZXenHM9MarGNOpO54nKj27o2MElvF93RxyN0OrIT9Z1S_Swh7FjUYiUdd5CSQ1Y07SzGuOwVsbLu1afFgO1wV4iAX1oe1T6ibBE6lHOToxXxr0aLOGRL5_ym7EzBrT-pV6py-ZdEs6Hf8YDfjF48-z7UBsCESzJLkCIanjkmsB1SerFE8TUaJ0LwIj_94U1lBfYaYOMIhSThCKT74/357/J1EptYVOS5KYo0c9rxz37w/h6/RmeowgEafFd3n8-gSW7D4XmZC-BKxDOQq9-CTshx4lw" target="_blank">Black Women, Mutual Aid, and Union Organizing in the Time of COVID-19</a><div>
By Donna Murch</div>
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<em>The pandemic has lent new urgency to demands for a just future.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZOmxOeKT60NJzKkdBPyfi405CTWqw2UOqTW1h6H43-4NpEr_r-zBZkS0NKZpyjpFmL76YKnW-8WHEpeJoJPevRacAtvLHXs1azyLVJesfwfPiEBJ0ejSDKeWzdnbkzvRcSR4S2z97zqg4ET9VODB8CahYvCy9NAvmI8pelVFt0hKE3T7vjhmKgZN5-OVw_hS3qT8tS8hZb3l5Dqkt9RmXODQVZzshdfr5qN-skZmYNWKU6vZWzwroL0scgtmqqfUE/357/J1EptYVOS5KYo0c9rxz37w/h7/KSfSyUIOBs4aygFTgOgyTzCxWOOyCa_b6uLLPlL6Xh0" target="_blank">Moving beyond Crisis</a></div>
<div>
By Michele Hardesty</div>
<div>
<em>How the Hampshire College AAUP chapter built solidarity and avoided faculty layoffs.</em></div>
<div>
<br /></div>
<div>
<em></em><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbpGja5yqCJen9oxSyuGK5ZFGnKBab_Ga3c-MVuyygk1EY9VcnG-9RFCEeMzgeHXa93wgMnFrF2qpmCV1axdMkUSUewwZb7HsemPEZwpVG1gnAHHpj2FPgSeQozHJ8eF2wEhH8KQy6w-zbjVbLh-L3u16Q_HAQoun86bvrCYSPggyx19bbeKMx5YfG0tCAsPHFAFrfh62RM8YMRfBRysdLVctgi_P0_GaVWZCVJZ79Lx7wCnxS_Oa9L10nbmT32_pk/357/J1EptYVOS5KYo0c9rxz37w/h8/Za6ChUJZwzebwqxoUUfxJz1blh0ID8Fd1zQJOr1F9yM" target="_blank">Owning the Fail</a></div>
<div>
By a lecturer in Florida</div>
<div>
<em>Students have a right to be disappointed in our institutions.</em></div>
<hr />
<div style="margin: 1em 0px;">
<strong>FEATURES</strong></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzau3lgfhyEAaWsz4jMGPQLQGabuJTcdts8SGg_Am46nCaeaELrfmDlxp0gW9n2DskZJbRgUkb9fHAGEquZcT0iqDlZxPSjePWojX8QQbP-BsG1pp6HFQnb6dPDdiK5ybmJFz2Ya-ULuFLjRmztklW-G5Dcf1boyzAb9RyAE3xS7Rkl--KPD4I7V-WkujS0ER69pLbiTOiJCod88oUO-CKDMnLaaHHxwfjite10j_QYTNRTAqxIad6z-lYTvpDlfMb8/357/J1EptYVOS5KYo0c9rxz37w/h9/XPOao407PTouu8MIM8yUpzz5Yd73-4xiIqGV62QvM8k">The Necroliberal University</a><br />By Benjamin Balthaser and Bill V. Mullen<br /><em>COVID-19, racial violence, and the management of death.</em></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzZSu3CsU1HWglppvXRgW7EwYPXDqM-M6ZTZ6nY378hqFnduBIJALN1UzDswyWTpINbHL1EyDxD80HyenRSrlG22z6toQUi3jTFxjNhSsh7vc7wKiK-KTuQW7z9Ts-vtJuUjbwHy7ktGbCgWxNXg51NPZZpr6G3PgAOQDHtJ0mDYEJA8jKogYct4owXdR9o-V-3WtzzpDqWpWzPpKn8FDOAbP88aedUVQX8I4fVofMFbpXrX2yASSL0k6CiTNR1NskulD71Yw3tlIELnj5W6M8QJ/357/J1EptYVOS5KYo0c9rxz37w/h10/Qrjc_cNP-R9Ev-StE8pAUI8NqZ6YbumCadMfL2V6XaE">Liberal Education after the Pandemic</a><br />By James Buckwalter-Arias<br /><em>A health emergency demands a new perspective on higher education.</em></div>
<hr />
<div style="margin: 1em 0px;">
<strong>BOOK REVIEW</strong></div>
<div style="margin: 1em 0px;">
<strong></strong><a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYkO1Pk--8oCr-Y-6qDBV9fbEP-Nv_iuzFh4vsdRgiPO-Q3-wgRRZJ7gPkJnRZecB_0TPTfiW1TGfehvjyxGiRQUmvtzqve6llxzHNRLj_aUYOLUgewOklYlJMFGs-7YZoS7gnAuz1zTxC9EZX08tuR5_BZFPylOYoFiVjq9CwPYZvja5lYkBFSefrpSIadcKNr8lZy3mmvvWzRGZb0Qp9wwddmgqTghg0k18cvQ8brZz0uQ09m66eWWQrEXSRiACx0a4__AI8EC-D_6i9gsxk7/357/J1EptYVOS5KYo0c9rxz37w/h11/7dR22poI2yHvoqmt4TX1Uu4a6wjUG20t4qfcq5d-crQ" target="_blank">A Worthy Primer on Free Speech</a><br />Henry Reichman reviews Suzanne Nossel's<span class="Apple-converted-space"> </span><em>Dare to Speak: Defending Free Speech for All</em>.</div>
<hr />
<div style="margin: 1em 0px;">
<strong>CHAPTER PROFILE</strong></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbmX6PqFkisp-LIjsgIai6Dh8AVvhmCnNzalZ56TlVa973Bk2SkL4p5Ud-kz5InUeULF1p2oavbgf8_0QICnIcysjkBHeVpJQCaqhtilN2R2sIr3Op6b9uTWXqQmzSSUoGrx8VQEAOueyPKbFnHExL4NWaQo8rcH8jGzW3pefPo-xluOrPjgyqmu5rgPzTOALEEsJ71Fa4tXdYnIbAtUco_T_cjx2SZ5T22l7Py79H-1t6AMkscdM5E81rli1lFjKeB0H14z2flRgUo2RwxwqRG/357/J1EptYVOS5KYo0c9rxz37w/h12/9pnDD6AYeD-Pqk-OzJch002uYDIiq6aQGMsgraV-xd8">United Academics of the University of Oregon</a></div>
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<div style="margin: 1em 0px;">
<strong>COLUMN</strong></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzbvFkKqU_QG9nV4GfNtorhzIpyO9UGabS8_QKbcnWJbGuUviun8hDDHKyKT1XsfER9l6Fpm8eLM_m6wsxKr3Hz6cTzmicvohN8AT5LUHKFKho1OwoE29HtIAThg1b1nKiAfya15BRTKnSQC5FPktA67NqTkvvpL0vOKlv4be0KsKEWIdAh4XQ4ruOfv_URB51l6OxABKclBT2cRfCJaxDfx2A5CbVjhs8l57FPEt6S54sHVaD063dew6tfW-7Pt4aBzDScGrOZOuKE4BEUZ-U80/357/J1EptYVOS5KYo0c9rxz37w/h13/L4rjU3CRSK0COiVnEo27BpegOH1KcMZuVVwOxhLVx-8" target="_blank">From the President: A Time of Reckoning</a></div>
</div>
<hr />
<div style="margin: 1em 0px;">
<strong>FROM THE ARCHIVES</strong></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/atcYNHk4Eh2YdGnwBh-YDDIUnFdlshhfs0xve0L_fzYLhjuDzTElCwkkWqn9Rafx4aLw2aOaLZSx9_RAgF_3-jUIViR5SI4Pkkm0faBy3xcp0mwZDTmFMPtMAp8obuAbxJtfMZ3njvNNVrhEQA7mI78OhxtR2t_qjLigVhqOLO5rAEdWObB9Si2cYm4542TPDvFGiICwBXdscrmPdPohLQgGa54WjGIjHZdL1u_mKJoHjPhWRp8vtkyA-g6TQFYRjWO8Tz75QJBAaTr86tzxQ481IFxWMHDaeSFoSB-yQkZca8ts6JGrG2Hl15h0js9-snaIhgjoqESr4v44p_yQXA/357/J1EptYVOS5KYo0c9rxz37w/h14/Lb8b6niVzmEp3vCpsmtLeYsrWIOmxHzR8FK4WEQJCf4" target="_blank">Eight Actions to Reduce Racism in College Classrooms</a><br />By Shaun R. Harper and Charles H. F. Davis III<br /><em>When professors are part of the problem.</em></div>
<hr />
<div style="margin: 1em 0px;">
<strong>FROM THE BLOG</strong></div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqLxw-1IS0YhyHCe1IMDIHB5nwo-Tsas8GDc4T12fJ-eGTGvejoPzgB8AN_SM_RgRnC-g9X_syb_clCUL3NsU-ccYzEOcfNUtobnsIBl8H1gIeh8t_BfnEYnku2eJU_1Y4MWtSuR_EJdClR0887vZST3aKqn1t7d7xv7VRNoJl8BJ0UEeo4FNZtz2-9Km3BPSaQikC3hsmpysZb1AJwW5Yb9AdW_87sPJasDOV-BktCkofVPbsC0lZmMGafjMaqeeQ6_yAX5gYmkfv7XsvAF1I0oHGzcrI1jyz1uyPCNz-Jp8Q/357/J1EptYVOS5KYo0c9rxz37w/h15/vVeN_IgBJNUjfI3f38wAUmiLUeguaKLhLMuy24tpbwU" target="_blank">Is the Managed Campus a Graveyard?</a><br />By Rachel Ida Buff</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqJkxOLNvUZCxCvu9QEu1oRf3x3IgLwr1IOfV8I9Ir_QbQQ9mv-aIabAj0BE_9I1Uc8mf7rAwjxxtB0BZ23ouxWl2omQ4isU7yJpgVy1ptXdBEngCMzBQEgVvHZuIs6mxfODG8lRoZBHDIbWbAsiaG9dybEmve0wjwoxieWDi90gz4NLc73lGWTKxppzK39uvRTO_lsb_bq6a35Rf-Tl8JdiayRZ_L76OCuT2Hmo-DOpi7Mw4Vpa1JJ_eFiLZ_IwpkLhvkk-rLX-iFHFRnSbiQ6w/357/J1EptYVOS5KYo0c9rxz37w/h16/In29DmVDKU8RdFudkqn0bMtWTZDy-_fGlKVvPPukC7w" target="_blank">The Conflict over the Conflict</a><br />By Ernst Benjamin</div>
<div style="margin: 1em 0px;">
<strong></strong><a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqIHcYAOverNE_xpuOJl0GNPhogjvF4qXQ3R3H_J3rFkSa32SWu61T4Zu4MlKYS8bDzMfqg8k3fTebh3Ln6Z48Di7RVw9mb0Nj8uOe2FbNWobGy-pxH9Wpu_vkuVmk4dDgKUJi8nvlpUT8l2VzpHjK6jw6CX5W4Uve76aH6owoVbckfJub_qKjPKe-pPHCl-cL77ijO4j6qsFzYF4uW0rgxydixEOGEO7pfqj2lGH-_M8bFm7GSDdnF1AGtL8oe-sWc/357/J1EptYVOS5KYo0c9rxz37w/h17/R9Sy1LsHH0ScTaJa_xvCw3k_QVCaMOeKyEx5TDFJJ_w" style="background-color: white;">Scholar Strike</a><br />By Anthea Butler and Kevin Gannon</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqK2nPrO2Ndw2omLP2iQCyJtc-A9E_STZtE4BQyNtzUzAs6--eRRPuKO1nOYrn1orlgFfIfRYrQH1Ptf7k3Jy9HlPz6jMn29gq7eeueM9FxUFBhyVTe4bDURl2rn_7b1qsVyKQsysnvSXDla-_WJu7y4OVn5HkSCQL98wokSwnz1DE-Q-Dp3XDBX5rxDwFvijVrms0WkfCdtcbu1LuJNDU8ZsUmBptfFb5hkYHOsSPSB9uidJfl1SKFyUw4wxERAB7SbGChv7qqipfLYrbpiLkS8pXKqbyIfCw4NaMhZXrFy5A/357/J1EptYVOS5KYo0c9rxz37w/h18/04tm8t4Dz4tqQqaQ_WUJUis3ypFe5XOcD-iAtt8ilqk" style="background-color: white;">Academic Freedom, Free Speech, and the Syllabus</a><br />By Marybeth Gasman</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqLLm4ce7jzDpQQ6R5iFCs3d3vrcr5aShRf6M7cgc0McgdwlCmHjFZQPavz5P9Yp8PRk8pRm2Q07QkRPrYxEax3gjSXWl3VveAdxlfph6uzG-k74AIO-2g3V05P0aI1b8aZhkMOgocOVQ5vQnt-7A-XrbiswG0uRuI5kLBD6pTY3rUgRUNhiokT4lZ-1zmQ3orzsfri15bzCMkGOb56RW43WUDrXvdGfedgZ1A1FnicwNyrQYBjGYKOxTzl3IxfTjjBbipkIee_rNrdX3e2aUfrRHUkgMmBWYh3jbrLI2H9QpU0wXQP0ow7EvA8uyQX0bjVAHXmF2sCX2OeZvqtpCjly/357/J1EptYVOS5KYo0c9rxz37w/h19/1EVKnBsFe5utek_yKGx4on0nFp4Ehrez6fRK9R1exKM" style="background-color: white;">They Said They Were Sorry: Akron’s Administration Kicking Us at Our Lowest Moment</a><br />By Sue Ramlo</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqKqjaLuD6oCmTqpz2rNcGZESG5d0FUVm9aWLtg_-FtuYwNw5s-nFfFVPPOZhelBRs-h5vznvPJOJgPUHAurXofdzHhwGNLfTV9qywi9CjkR2dhGLBQ4PE4HH39NVStS-0YW4W0ytFoGrUc5mkapNhzLoULmeE13lBp-_jT7MoUwEwT7h3oPfdB2V-IzbSdFwINntaNMkF8Y-zp3KYvS-SJIZDnzgJutltDP3etd9iUHdM3DHCE3kEKEbJJYLZIai-N56DnDmXhZcBoFP6GRpOwXM1xkYdLPON2s2q1Cleg3rQ/357/J1EptYVOS5KYo0c9rxz37w/h20/DbK2Cn_XCBHEZTM5FlEf6DImfm5GKTqlsz03waaOzZ0" style="background-color: white;">Racism, Policing, and Santa Clara University</a><br />By Danielle Fuentes Morgan</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqLPUiYaPi6d7W5WAL6EkqxBV_pvacfob-bgEYT_A4RRmi4Xr_BqHejhjMRuEyQSwtODKpl0ZfPbCQdfJ45cW69CmLrWP094fjRgGVOOCvK764_5qD20ZxdBrXs1xiLiFMeQGVAoof4Xqxmcs3KXtN5pNxqzazn-yG5uoYbL8FWqxw2nk5jtYv2nIi8phCMGTmRQe8YGXN7XS51JwT-HfwWNkeVRsUvMs6XUGsefpXyVeujhPw4nqnCtMze48DOQsEkaVPu82PhnZ22H1XJ4_Wws-hTRRwntVq_j6i0G7uv6z7i9ejW6IghT9VvMproW_c8/357/J1EptYVOS5KYo0c9rxz37w/h21/TecQM1f2CXXuWfLMFaEssaENg-9nIW38tmLmTXQXdlI" target="_blank">Why We Need Freedom of the Press on Campus Now More Than Ever</a><br />By John K. Wilson</div>
<div style="margin: 1em 0px;">
<a href="https://u1584542.ct.sendgrid.net/ss/c/P8Elou2Rvc0qoMPEUZrMXTSvOr4LrBtFOorOZ3gYJqL5tRb2Jn8TgH16xpRdrxGA1CO1f1zKM3fRK4zLNlY0zUHLAvsCMgV3fTg-m9kdD8Rr1-GOQ1e_sPnTKSzmNpxzeMSQHfn3JLFT7S0vizsozxdbUjsfiB45sSGRPRtyitpofouGVjikPJ73I4vW1avFoKhG0taf-cBa0l8Qt1jGODHy8fn69SJC_UmBWZ7ulzX2ZIZMbOIIK6KCxHgW-Md1asjmKEmR6WHQYxSYXsbth34YU__mDVLjHqdqEmDgzpBYq4L0jmvH4KFORCydd7Xb3htgxKuJrcHfeMQbi52dZA/357/J1EptYVOS5KYo0c9rxz37w/h22/ur6T9zDezK-W6SbBSBxj-bpvBvyPXCRWqvwVi5ukyOU" style="background-color: white;">Library Collections and Coronavirus Capitalism</a><br />By David Eifler and Margaret Phillips</div>
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<a href="https://1.bp.blogspot.com/-BaVSHtbE9ug/X2D6PoTBvcI/AAAAAAAAUOY/giVYwj4Z-PkD4OEIaCl98BE8CX1kwW2TACLcBGAsYHQ/s1600/Screen%2BShot%2B2020-09-15%2Bat%2B1.30.27%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="175" data-original-width="585" height="95" src="https://1.bp.blogspot.com/-BaVSHtbE9ug/X2D6PoTBvcI/AAAAAAAAUOY/giVYwj4Z-PkD4OEIaCl98BE8CX1kwW2TACLcBGAsYHQ/s320/Screen%2BShot%2B2020-09-15%2Bat%2B1.30.27%2BPM.png" width="320" /></a></div>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-46935183561917072992020-07-25T22:49:00.003-04:002020-07-25T22:49:28.286-04:00Measures for the Appointment and Management of Foreign Teachers (Draft for Solicitation of Comments) [外籍教师聘任和管理办法(征求意见稿)]<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-9_6NRBGXZzA/XxzueechI9I/AAAAAAAAT54/fT4sZ5_ctDkCSTWzzNOyX8x5ad16V40owCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-07-25%2Bat%2B10.44.24%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1331" data-original-width="1600" height="532" src="https://1.bp.blogspot.com/-9_6NRBGXZzA/XxzueechI9I/AAAAAAAAT54/fT4sZ5_ctDkCSTWzzNOyX8x5ad16V40owCLcBGAsYHQ/s640/Screen%2BShot%2B2020-07-25%2Bat%2B10.44.24%2BPM.png" title="" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Pix Credit: <a href="https://www.studyinternational.com/news/precarious-times-foreign-teachers-china/" target="_blank">Precarious times for foreign teachers in China</a>.</td></tr>
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The Ministry of Education of the People's Republic of China has distributed for comment (征求意见稿) <a href="http://www.moj.gov.cn/news/content/2020-07/21/zlk_3252777.html" target="_blank"><i>Measures for the Appointment and Management of Foreign Teacher</i></a>s [外籍教师聘任和管理办法]. Much of the legislation covers the usual issues in the usual fashion. With respect to these there are issues of efficiency and the connection between objectives and the administrative methods chosen to meet these objectives. But these issues are little different from those facing an administrative apparatus anywhere. And the legislation represents the end of a process already well underway in 2019 (e.g., <a href="https://www.studyinternational.com/news/precarious-times-foreign-teachers-china/" target="_blank">Precarious times for foreign teachers in China</a> ("Another reason that authorities are cracking down on foreign teachers is ideological. China has long been wary of foreign influences in education, and in December 2016, <a href="http://eng.mod.gov.cn/TopNews/2016-12/09/content_4766119.htm">Chinese President Xi Jinping reminded education leaders</a> that, “Adherence to the Party’s leadership is essential to the development of higher education in the country”, emphasising the need to “build universities into strongholds that adhere to Party leadership”.")).</div>
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And indeed the two sets f provisions that are the most interesting for foreigners are those relating to the legalization of the policy of Part leadership over education. These merit sustained consideration. The first is Article 5:</div>
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Article 5 (Specific Obligations) Foreign teachers shall abide by Chinese laws and regulations, abide by Chinese public order and good customs and professional ethics of teachers, and abide by the principle of separation of education from religion. The educational and teaching activities and contents implemented shall conform to China's educational policies and basic teaching principles. It is required that China’s national sovereignty, security, honor, and social public interests must not be harmed. [第五条 (特定义务)外籍教师应当遵守中国法律法规,遵守中国的公序良俗和教师职业道德,遵守教育与宗教相分离的原则,所实施的教育教学活动和内容应当符合中国的教育方针和教学基本要求,不得损害中国的国家主权、安全、荣誉和社会公共利益。]</blockquote>
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The second are Articles 27-32 (Chapter 4 Supervision and Responsibility [第四章 监督与责任]). Articles 27 and 28 establish an administrative structure for the supervision of the obligations imposed by law on relevant national and local governments. Article 27 requires the establishment of deep cooperation between the science and technology depart and the education departments of the State Council. The Science and Technology Department is charged with sharing a list of foreign teachers, and the education department is required to deliver to the science and technology department lists of foreign teachers prohibited from employment "in real time." Article 28 charges the education administrative department of the local people’s government, the administrative department of science and technology, the entry-exit management agency of the public security organ, and other relevant departments shall strengthen the daily supervision of the employment of foreign teachers by educational institutions with the daily supervision (日常监管) of foreign teachers for violations of law relating to their hiring and work. </div>
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Articles 29-32 then establish the parameters by which the Chinese Social Credit system is extended to foreign teachers in China. Article 29 requires that assessments relating to the foreign teacher's compliance with law, ethics, and quality of teaching be <span class="tlid-translation translation" lang="en">included in a national foreign teacher comprehensive information service platform. Good social credit scores will ensure that regulatory hurdles relating to employment will be convenient. Article 30 then lists four key areas of activities that will reduce social credit scoring: </span><span class="tlid-translation translation" lang="en"><span class="tlid-translation translation" lang="en">(1) Serious academic misconduct; (2) Engaging in paid work in violation of regulations outside the appointed educational institution; (3) Dismissed in violation of the rules and regulations of the employment agency; and (4) Resigning without authorization after the appointment period has not expired [(</span></span>一)有严重学术不端行为的;(二)在受聘任的教育机构以外违规从事有偿工作的;(三)违反聘任机构规章制度,被解聘的;(四)聘任期未满,擅自离职的。<span class="tlid-translation translation" lang="en"><span class="tlid-translation translation" lang="en">]. Lastly Article 31 lists those actions or activities that will result in dismissal of appointment. The resulting Social Credit score will require that such individuals be placed on a <i>black list</i>, which will make it impossible for educational institutions to hire them [教育机构不得聘任有前款情形的外籍人员担任外籍教师。]. The ten include: </span></span></div>
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(1) Words and deeds that damage China's national sovereignty, security, honor, and public interests;<br />(2) Being held criminally responsible;<br />(3) Obstructing the implementation of the education policy;<br />(4) Violating public security management such as taking drugs;<br />(5) Sexual assault or abuse of minors;<br />(6) Engaging in religious education or preaching illegally;<br />(7) Engaging in cult activities;<br />(8) Sexual harassment of students or other serious violations of China's public order and good customs, teachers' professional ethics and codes of conduct;<br />(9) Providing false certification information in the process of applying to teach in China;<br />(10) The total number of untrustworthy records specified in Article 30 of these Measures exceeds 3. [(一)有损害中国国家主权、安全、荣誉和社会公共利益的言行的;(二)被追究刑事责任的;(三)妨碍教育方针贯彻落实的;(四)有吸食毒品等违反治安管理行为的;(五)有性侵害、虐待未成年人行为的;(六)非法从事宗教教育或者传教的;(七)从事邪教活动的;(八)有性骚扰学生或者其他严重违反中国的公序良俗和教师职业道德、行为准则的;(九)在申请来华任教过程中提供虚假证明信息的;(十)本办法第三十条规定的失信记录累计超过3条的。].</blockquote>
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Lastly, Article 32 provides that educational institutions that fail either to ensure the proper operation of the social credit system (by facilitating negative activity) or hire a blacklisted foreign teacher will "be handled by the public security organs of the local people’s government at or above the county level."<br /> </div>
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For foreign faculty from liberal democratic states, the changes require a conscious sensitivity both to supervision, and to the measurement of conduct by reference to values and markers that are not the same as in many of their home states. This is particularly true with respect to "(1) Words and deeds that damage China's national sovereignty, security, honor, and public interests" [(一)有损害中国国家主权、安全、荣誉和社会公共利益的言行的] and "(3) Obstructing the implementation of the education policy" [(三)违反聘任机构规章制度,被解聘的] if only because they may no way of understanding where the conduct boundaries or expectations are. In those cases, it will likely fall to educational institutions to closely supervise and guide foreigner teachers in the conduct of their classes. It is also likely that educational institutions that contribute foreign faculty to the black lists will likely find their own social credit scores dangerous lowered, and in the worst cases, may find themselves on a black list as well (likely, at a minimum, prohibited from hiring any foreigners). <br /><br />None of this, of course, ought to surprise. And in many cases the net result of the provisions will hardly be felt--other than with respect for the need to cultivate a greater sensitivity of the context in which teachers operate. Still, even when teaching very young children, it will be necessary to be conscious that an offhand remark, or a reference to baseline principles and concepts that are cherished in a home country (and not really thought about as problematic) may be sensitive in the context in which it is heard. It is the inadvertent act that poses the greatest threat. </div>
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Of course, much of this would be ameliorated if it is possible t understand the analytics that will go into the social credit scoring for foreign teachers, and more importantly, the way that black lists are constructed, and the rules for getting off a black list. None of that seems to be available currently. In a sense, then, the value of social credit in this case is to provide guidance necessary to adjust conduct. Thus rather than produce regulatory guidance, authorities might be able to produce a guide to how scoring will be measured (the value of data and its identification) for purposes of Articles 30 and 31. </div>
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Moreover, in certain circumstances, the rules may provide substantial challenges for educational institutions and their foreign faculty. This may be particularly true at the university and graduate levels in those areas that touch on professional education, business and some of the disciplines in the social sciences, especially where the issues touch on necessary aspects of globalization or are connected to foreign and comparative study. It is likely that substantial regulation and soime waivers and a waiver system will have to be greater in those respects--but the price will likely also be substantially greater supervision of those activities. As a result, it is possible that except for elite institutions, and those otherwise designated for that purpose, the scope and conduct of teaching by foreigners will change. At a minimum, national and local authorities would do well to provide more specific guidance to avoid a situation where the law itsef serves as a series of traps for the unwary (and those otherwise not guided by savvy educational sponsors). Otherwise the result will be to reduce the presence and impact of foreign educators in China. In that respect it may be necessary to carefully consider the Communist Party Basic Line respecting "Reform and Opening Up" in the New Era (e.g., "The Party shall implement the strategy for invigorating China through science and education") <br /><br /> The entire provision in the original Chinese along with a crude English translation follows. Interested individuals and entities are encouraged to send their comments to the Ministry. </div>
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<a href="http://www.moj.gov.cn/news/content/2020-07/21/zlk_3252777.html" target="_blank"><span style="font-size: large;"><b>外籍教师聘任和管理办法(征求意见稿) </b></span></a><br /><br /> 发布时间: 2020-07-21 09:00 来源: 教育部 <br /><br /> 【字号: <a href="http://www.moj.gov.cn/news/content/2020-07/21/zlk_3252777.html#">大</a> <a href="http://www.moj.gov.cn/news/content/2020-07/21/zlk_3252777.html#">中</a> <a href="http://www.moj.gov.cn/news/content/2020-07/21/zlk_3252777.html#">小</a>】 <br /> 打印 <br /><br /><br /><br />第一章 总 则<br /><br /><br />第一条 (立法依据)为了促进教育国际合作与交流,规范外籍教师的聘任和管理,根据《中华人民共和国教育法》《中华人民共和国教师法》《中华人民共和国出境入境管理法》《中华人民共和国外国人入境出境管理条例》等法律法规,制定本办法。<br /><br />第二条 (概念界定)本办法所称外籍教师,是指由教育机构聘任、取得外国人来华工作许可和工作类居留证件、在中国境内从事教育教学工作的外籍人员。<br /><br />本办法所称教育机构,是指依法设立的实施学历教育的各级各类学校和幼儿园、自考助学机构、校外培训机构。<br /><br />第三条 (基本方针)聘任外籍教师遵循扩大开放、按需聘任、保证质量、优化服务、分类管理的方针。<br /><br />第四条 (聘任范围)聘任外籍教师的岗位,应是有教育教学工作实际需要、国内暂缺适当人选且不违反国家有关规定的岗位。<br /><br />第五条 (特定义务)外籍教师应当遵守中国法律法规,遵守中国的公序良俗和教师职业道德,遵守教育与宗教相分离的原则,所实施的教育教学活动和内容应当符合中国的教育方针和教学基本要求,不得损害中国的国家主权、安全、荣誉和社会公共利益。<br /><br />第六条 (管理体制)国务院教育行政部门负责教育机构聘用外籍教师的统筹监管;国务院外交、科技、公安、移民等行政部门按照职责分工,负责外籍教师的签证、来华工作许可、入境和居留许可等管理工作。<br /><br />地方人民政府教育行政部门负责本行政区域内教育机构聘用外籍教师的监督管理;地方人民政府外事部门、科学技术行政部门、公安机关及其他相关部门按照职责分工负责本行政区域内外籍教师的有关管理工作。<br /><br />第二章 条件和程序<br /><br />第七条 (基本要求)外籍人员具备取得来华工作许可和工作类居留证件所需要的条件,具备本办法规定的教育教学专业资质,可以由教育机构聘任为外籍教师。<br /><br />第八条 (资质条件)外籍教师应当具备从事教育工作所必需的教育资质和教学技能。其中,在各级各类学校担任学科专业(含外国语言文学专业)教师的,应当具备学士以上学位和相关教育机构相关学科2年以上教育教学工作经历或者相关领域工作经历;担任外国语言培训教师的,应当具备学士以上学位并受过相应的语言教学专门训练,取得相应的语言培训资质且一般从事母语国母语教学;用中文教授相关课程的,普通话水平应达到《普通话水平测试等级标准》三级乙等及以上标准或者通过汉语水平考试获得相应等级证书。<br /><br />外籍人员已获得博士学位,或者取得国籍国教师资格证书,或者拥有教师教育类学士以上学位的,可以免除相应教育工作经历要求。<br /><br />第九条 (其他条件)外籍教师应当身心健康,品行良好,无犯罪记录,无传染性疾病和精神障碍史,无性骚扰、吸食注射毒品、长期服用依赖性精神药品等行为以及其他可能对学生安全和身心健康造成影响的疾病、行为。<br /><br />第十条 (相关许可)外籍人员从事外籍教师工作的,应当办理外国人来华工作许可、Z字签证和工作类居留证件,获得批准并按规定进行外籍教师备案后,方可开展教学活动。<br /><br />第十一条 (机构职责)教育机构聘任外籍教师,应当确定拟聘任的外籍人员具有担任外籍教师的专业资质和相应条件。<br /><br />第十二条 (工作许可)拟聘任外籍教师的教育机构应当向省级人民政府科学技术行政部门或者其授权的行政部门申请外国人来华工作许可。除外国人来华工作许可所需的材料外,还应当提交拟聘用外籍教师符合本办法第八条要求的相关教育教学资质证明、拟聘任理由的说明,以及外籍人员对遵守本办法第五条规定和符合本办法第九条要求所作的个人承诺材料。<br /><br />第十三条 (签证申请)拟聘任的外籍教师应当依据相关程序和规定,向中国驻外签证机关申请办理Z字签证。<br /><br />驻外签证机关可通过面谈、核实材料等方式,依法决定是否签发Z字签证。<br /><br />第十四条 (居留许可)教育机构应当协助拟聘任的外籍教师向县级以上地方人民政府公安机关出入境管理机构申请工作类居留证件。<br /><br />第十五条 (教师备案)教育机构应当在外籍教师收到来华工作许可及居留许可后五个工作日内,将合同文本首页、注明聘期页和双方签字页、外籍教师来华工作许可、居留许可等材料的副本或者电子文本上传至全国外籍教师综合信息服务平台,由服务平台生成外籍教师备案号码。<br /><br />第十六条 (境内申请)教育机构拟聘任已在中国境内合法居留的外国人担任外籍教师的,应当按照本办法办理来华工作许可和工作类居留证件,并按规定进行外籍教师备案。教育机构拟聘任取得永久居留资格的外国人担任外籍教师的,需按规定进行外籍教师备案。<br /><br />第三章 服务和管理<br /><br />第十七条 (机构职责)教育机构应当健全外籍教师聘任、管理、服务和考核制度,规范外籍教师任教行为,保障外籍教师合法权益,妥善保管外籍教师的任职档案。<br /><br />第十八条 (合同管理)教育机构应当与聘任的外籍教师签订书面合同。合同内容应当包括但不限于:外籍教师的工作任务、工作地点、岗位职责、聘任期限、双方的权利与义务、考核办法、争议解决机制以及违约责任等。<br /><br />第十九条 (信息公示)教育机构应当将所聘任外籍教师的姓名、国籍等基本信息和聘任岗位、备案号码、工作许可证等信息在其公示栏及网站上公示,国家另有规定的除外。<br /><br />第二十条 (岗位培训)教育机构应当根据外籍教师的文化背景和岗位特点,制定外籍教师职前和职后培训计划,对初次聘任的外籍教师,应当自行组织开展或者委托具备条件的专业教育机构开展不少于二十个学时的岗位培训,内容应当包括中国宪法、法律、国情、师德、教育方针政策和业务知识、教学能力等。<br /><br />第二十一条 (机构管理)教育机构应当依照法律和合同约定加强对外籍教师的服务与管理,保证教育教学质量。<br /><br />教育机构或者外籍教师不得以密集安排课程等明显不合理的方式实施短期集中授课。<br /><br />第二十二条 (兼职管理)同一聘期内,外籍教师只能与一个教育机构签订合同,取得一个备案号码。<br /><br />经聘任机构同意,外籍教师可以在其他教育机构合理兼职。外籍教师兼职的,聘任机构、外籍教师与兼职教育机构应当签订三方协议,明确各方权责。聘任机构不得向兼职教育机构收取任何费用。兼职聘任合同应当报主管教育部门备案,主管教育部门应当将名单通报公安机关出入境管理部门备案。外籍教师累计兼职授课时间不得多于在聘任机构的授课时间。<br /><br />第二十三条 (考核监督)教育机构应当健全考核制度,加强对外籍教师师德师风的规范和监督,全面考核外籍教师的履职情况。<br /><br />外籍教师的教学对象为未成年人的,聘任机构应当履行保护未成年人的法定职责,采取适当措施保障未成年人的人身安全和身心健康。<br /><br />第二十四条 (鼓励措施)教育机构应当保障、支持外籍教师开展教学研究、学术交流等活动,并以适当方式参与民主管理。<br /><br />教育机构对在教育教学、人才培养、促进中外交流等方面表现突出的外籍教师,应当予以表彰奖励,并可以向有关主管部门推荐,申请政府及有关部门的表彰、奖励。<br /><br />第二十五条 (聘任变更)外籍教师转聘其他教育机构的,教育机构应当依法重新申请外国人来华工作许可及工作类居留证件并办理相关手续,同时按本办法规定重新申请获得外籍教师备案号码。<br /><br />第二十六条 (平台建设)国务院教育行政部门建立并管理全国外籍教师综合信息服务平台,建立外籍教师备案的具体规范。<br /><br />教育行政部门、教育机构可以在全国外籍教师综合信息服务平台注册,登录平台备案、查询相关信息。<br /><br />第四章 监督与责任<br /><br />第二十七条 (信息共享)建立外籍教师信息共享机制。国务院科学技术行政部门应当把发放外国人来华工作许可的外籍教师信息实时推送给国务院教育行政部门,国务院教育行政部门应当把从业禁止的外籍教师名单实时推送给国务院科学技术行政部门。<br /><br />第二十八条 (日常监管)地方人民政府教育行政部门、科学技术行政部门、公安机关出入境管理机构及其他相关部门应当加强对教育机构聘任外籍教师行为的日常监管,及时发现、查处违反相关法律法规规定聘任外籍教师的行为。<br /><br />教育行政部门及教育督导机构在日常监管中或者通过投诉、举报等途径发现教育机构有聘任外籍人员从事教育教学情形的,应当查验其是否具有外国人来华工作许可证、工作类居留证件和外籍教师备案号码,有违法情形的,应当及时报告相关主管部门。<br /><br />第二十九条 (诚信记录)建立外籍教师信用记录制度。外籍教师在聘任期间遵守中国法律、合同约定,教育教学质量高、师德师风良好,教育机构应当在考核中予以反映,并向主管教育行政部门报告,纳入全国外籍教师综合信息服务平台予以记录。<br /><br />对获得政府及有关部门表彰、信用记录良好的外籍教师,由科学技术行政部门和公安机关出入境管理机构在获得许可、办理相关手续等方面提供便利。<br /><br />第三十条 (失信记录)外籍教师违反合同约定,有下列情形之一的,教育机构予以处理后,应当报告主管教育行政部门。教育行政部门经核实,计入信用记录:<br /><br />(一)有严重学术不端行为的;<br /><br />(二)在受聘任的教育机构以外违规从事有偿工作的;<br /><br />(三)违反聘任机构规章制度,被解聘的;<br /><br />(四)聘任期未满,擅自离职的。<br /><br />第三十一条 (从业禁止)外籍教师有下列情形之一的,教育机构应当予以解聘,并报告主管教育行政部门,记入信用记录:<br /><br />(一)有损害中国国家主权、安全、荣誉和社会公共利益的言行的;<br /><br />(二)被追究刑事责任的;<br /><br />(三)妨碍教育方针贯彻落实的;<br /><br />(四)有吸食毒品等违反治安管理行为的;<br /><br />(五)有性侵害、虐待未成年人行为的;<br /><br />(六)非法从事宗教教育或者传教的;<br /><br />(七)从事邪教活动的;<br /><br />(八)有性骚扰学生或者其他严重违反中国的公序良俗和教师职业道德、行为准则的;<br /><br />(九)在申请来华任教过程中提供虚假证明信息的;<br /><br />(十)本办法第三十条规定的失信记录累计超过3条的。<br /><br />教育机构不得聘任有前款情形的外籍人员担任外籍教师。<br /><br />第三十二条 (非法聘任)教育机构及其他社会组织,非法聘用未经许可和备案的外籍人员任教,或者组织聘用外籍人员非法从事教育教学活动的,由县级以上地方人民政府公安机关及其出入境管理机构依法予以处罚。构成犯罪的,依法追究刑事责任。<br /><br />第三十三条 (机构造假)在申请外籍教师来华工作许可、居留许可过程中,伪造、变造文件和证明材料的,由县级以上地方人民政府公安机关及其出入境管理机构依法予以处罚。<br /><br />第三十四条 (管理责任)教育机构违反本办法,有下列情形之一的,县级以上教育行政部门应当责令改正,并可以给予每人次1千元以上1万元以下的罚款,对教育机构主要负责人给予警告或处分;情节严重的,可以依法责令停止招生,科学技术行政部门1-3年内对其外国人来华工作许可申请不予受理;情节特别严重的,由教育行政部门依法吊销办学许可证:<br /><br />(一)聘任未取得外籍教师备案号码的外籍人员任教或者不按时限报备的;<br /><br />(二)发现聘任的外籍教师有本办法第三十条、第三十一条所列情形,不及时予以处理的;<br /><br />(三)安排外籍教师从事非法营利活动或者实施明显不合理的巡回短期集中授课的;<br /><br />(四)对外籍教师疏于管理造成恶劣社会影响的;<br /><br />(五)对学生家长投诉外籍教师违法违规行为,不及时进行调查处理的;<br /><br />(六)对外籍教师的履历和能力等进行虚假宣传,误导公众的;<br /><br />(七)违反外籍教师兼职相关规定的。<br /><br />第三十五条 (情况通报)科学技术行政部门、公安机关在工作中发现教育机构违法聘任外籍人员,或者外籍教师存在违法犯罪行为的,应当及时向教育行政部门通报有关情况及查处结果。<br /><br />第五章 附 则<br /><br />第三十六条 (补充规定)高等学校聘请外籍专家进行学术交流、短期访学的,应当按照相关规定申请F字或相应类别签证。高等学校参照本办法对外籍专家开展的教育教学活动进行管理。<br /><br />外籍人员子女学校聘任外籍教师的,参照本办法执行。<br /><br />线上培训机构聘任外籍人员在境外以在线方式承担教育教学工作的,参照本办法制定资质条件、签订合同,实施服务和管理。<br /><br />第三十七条 (配套政策)各省、自治区、直辖市教育行政部门可以会同有关部门制定本行政区域内外籍教师聘任管理的具体规范。<br /><br />第三十八条 (生效日期)本办法自2020年 月 日起施行。<br /><br />国务院教育行政部门、科学技术行政部门、原国家外国专家局发布的有关聘任外籍教师的规定与本办法不一致的,以本办法为准。<br /><br />本办法施行前已在中国境内从事外籍教师工作的,应当自本办法施行之日起六个月内,依据本办法第十九条规定履行备案手续。</blockquote>
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<br /><br /> Measures for the Appointment and Management of Foreign Teachers (Draft for Solicitation of Comments)<br />Release time: 2020-07-21 09:00 Source: Ministry of Education<br />【Font Size: Big Middle Small】<br />print<br /><br />Chapter One General<br /><br />Article 1 (Legislative basis) In order to promote international cooperation and exchanges in education, and to regulate the employment and management of foreign teachers, in accordance with the Education Law of the People’s Republic of China, the Teachers Law of the People’s Republic of China, the Exit and Entry Administration Law of the People’s Republic of The Regulations on the Administration of the Entry and Exit of Foreigners of the Republic and other laws and regulations formulate these measures.<br /><br />Article 2 (Definition of Concept) The term "foreign teachers" as used in these Measures refers to foreigners who are employed by educational institutions, have obtained work permits and work permits for foreigners to come to China, and engage in education and teaching in China.<br /><br />The term "educational institutions" as mentioned in these Measures refers to all types of schools and kindergartens at all levels and kindergartens, self-examination aid institutions, and off-campus training institutions established in accordance with the law to implement academic education.<br /><br />Article 3 (Basic Policy) The recruitment of foreign teachers shall follow the policy of expanding openness, hiring on demand, ensuring quality, optimizing services, and classified management.<br /><br />Article 4 (Scope of Appointment) The positions for hiring foreign teachers should be those that have actual needs for education and teaching, and are temporarily lacking suitable candidates in China and that do not violate relevant national regulations.<br /><br />Article 5 (Specific Obligations) Foreign teachers shall abide by Chinese laws and regulations, abide by Chinese public order and good customs and professional ethics of teachers, and abide by the principle of separation of education from religion. The educational and teaching activities and contents implemented shall conform to China's educational policies and basic teaching principles. It is required that China’s national sovereignty, security, honor, and social public interests must not be harmed.<br /><br />Article 6 (Management System) The education administrative department of the State Council is responsible for the overall supervision of the employment of foreign teachers by educational institutions; the foreign affairs, science and technology, public security, immigration and other administrative departments of the State Council are responsible for the visas, work permits, entry and residence of foreign teachers in accordance with the division of responsibilities. Management work such as licensing.<br /><br />The education administrative department of the local people's government is responsible for the supervision and management of the employment of foreign teachers by educational institutions within its administrative area; the foreign affairs department of the local people's government, the science and technology administrative department, the public security agency and other relevant departments are responsible for the management of foreign teachers in the administrative area according to the division of responsibilities jobs.<br /><br />Chapter II Conditions and Procedures<br /><br />Article 7 (Basic Requirements) Foreigners who have the conditions required to obtain work permits and work-type residence permits in China, possess the professional qualifications for education and teaching specified in these Measures, and may be employed by educational institutions as foreign teachers.<br /><br />Article 8 (Qualifications) Foreign teachers shall have the necessary educational qualifications and teaching skills for engaging in educational work. Among them, those who work as teachers in disciplines (including foreign language and literature majors) in schools of all levels and types should have a bachelor's degree or higher and more than 2 years of education and teaching work experience in related disciplines of relevant educational institutions or work experience in related fields; serving as a foreign language training teacher Those who have a bachelor’s degree or above, have received corresponding special training in language teaching, have obtained corresponding language training qualifications, and are generally engaged in native language teaching in the native country; if the relevant courses are taught in Chinese, the standard of Putonghua should reach Level 3 of the "Putonghua Proficiency Test Level Standard" Level B and above standards or pass the Chinese proficiency test to obtain the corresponding level certificate.<br /><br />Foreign personnel who have obtained a doctorate degree, or have obtained a teacher qualification certificate from the country of nationality, or have a bachelor degree or higher in teacher education, may be exempted from the corresponding educational work experience requirements.<br /><br />Article 9 (Other Conditions) Foreign teachers should be physically and mentally healthy, behave well, have no criminal record, no history of infectious diseases and mental disorders, no sexual harassment, injecting drugs, long-term use of dependent psychotropic drugs and other behaviors that may be safe for students Diseases and behaviors that affect physical and mental health.<br /><br />Article 10 (Relevant Permits) Foreigners who are engaged in foreign teachers’ work shall apply for a foreigner’s work permit, Z visa and work-type residence permit, and shall not start teaching activities until approval has been obtained and the foreign teacher’s record has been filed.<br /><br />Article 11 (Institutional Responsibilities) When appointing foreign teachers, educational institutions shall determine that the foreign personnel to be hired have the professional qualifications and corresponding conditions to serve as foreign teachers.<br /><br />Article 12 (Work Permit) The educational institution that intends to hire foreign teachers shall apply to the scientific and technological administrative department of the provincial people's government or its authorized administrative department for a foreigner's work permit in China. In addition to the materials required for the work permit for foreigners to come to China, the relevant education and teaching qualification certificates that the foreign teachers to be employed meet the requirements of Article 8 of these Measures, an explanation of the reasons for the proposed appointment, and the foreign personnel’s compliance with Article 5 of these Measures shall also be submitted. Provisions and personal commitment materials that meet the requirements of Article 9 of these Measures.<br /><br />Article 13 (Visa Application) The foreign teachers to be hired shall apply for a Z visa to the Chinese visa agency abroad in accordance with relevant procedures and regulations.<br /><br />Visa agencies stationed abroad may decide whether to issue a Z visa through interviews and verification of materials.<br /><br />Article 14 (Residence Permit) Educational institutions shall assist foreign teachers to be hired to apply for work-type residence permits to the entry-exit management agencies of the public security organs of local people's governments at or above the county level.<br /><br />Article 15 (Teacher Filing) Educational institutions shall, within five working days after the foreign teachers receive the work permit and residence permit in China, submit the first page of the contract, the page indicating the term of appointment and the signature page of both parties, and the foreign teacher’s work permit in China , The copy or electronic text of the residence permit and other materials are uploaded to the national foreign teacher comprehensive information service platform, and the foreign teacher record number is generated by the service platform.<br /><br />Article 16 (Domestic Application) Educational institutions that intend to hire foreigners who have legally resided in China as foreign teachers shall apply for work permits and work-type residence permits in China in accordance with these Measures, and file foreign teachers as required. If an educational institution intends to hire a foreigner who has obtained a permanent residence qualification as a foreign teacher, the foreign teacher must be filed as required.<br /><br />Chapter III Service and Management<br /><br />Article 17 (Institutional Responsibilities) Educational institutions shall improve the employment, management, service and assessment systems of foreign teachers, regulate the teaching behavior of foreign teachers, protect the legal rights and interests of foreign teachers, and properly keep the employment files of foreign teachers.<br /><br />Article 18 (Contract Management) Educational institutions shall sign written contracts with foreign teachers who are hired. The content of the contract should include, but is not limited to: the foreign teachers’ work tasks, work location, job responsibilities, appointment period, rights and obligations of both parties, assessment methods, dispute resolution mechanism, and liability for breach of contract, etc.<br /><br />Article 19 (Information Disclosure) Educational institutions shall publish the basic information such as the name, nationality and employment position, record number, work permit and other information of the foreign teachers they hire on their announcement columns and on the website, unless otherwise stipulated by the state .<br /><br />Article 20 (On-the-job training) Educational institutions shall formulate pre-service and post-employment training plans for foreign teachers based on the cultural background and post characteristics of foreign teachers. For foreign teachers who are hired for the first time, they shall organize or entrust qualified professional education on their own The institution shall carry out job training of no less than 20 hours, and the content shall include the Chinese Constitution, laws, national conditions, teacher ethics, education policies and professional knowledge, teaching ability, etc.<br /><br />Article 21 (Institutional Management) Educational institutions shall strengthen the service and management of foreign teachers in accordance with laws and contractual agreements to ensure the quality of education and teaching.<br /><br />Educational institutions or foreign teachers shall not implement short-term concentrated teaching in an obviously unreasonable way such as intensively arranging courses.<br /><br />Article 22 (Part-time Management) During the same employment period, foreign teachers can only sign a contract with one educational institution and obtain one record number.<br /><br />With the consent of the employing institution, foreign teachers can reasonably work part-time in other educational institutions. Where foreign teachers work part-time, the hiring agency, foreign teachers and part-time educational institutions shall sign a tripartite agreement to clarify the rights and responsibilities of each party. The employing institution shall not charge any fees to the part-time educational institution. Part-time employment contracts shall be reported to the competent education department for the record, and the competent education department shall report the name list to the entry-exit management department of the public security organ for record. The accumulated part-time teaching time of foreign teachers shall not be more than the teaching time in the employing institution.<br /><br />Article 23 (Assessment and Supervision) Educational institutions shall improve the assessment system, strengthen the regulation and supervision of foreign teachers' ethics and style, and comprehensively assess the performance of foreign teachers.<br /><br />If the teaching objects of foreign teachers are minors, the appointing agency shall perform its legal duty to protect minors and take appropriate measures to ensure the personal safety and physical and mental health of minors.<br /><br />Article 24 (Encouragement Measures) Educational institutions shall guarantee and support foreign teachers to carry out teaching research, academic exchanges and other activities, and participate in democratic management in an appropriate manner.<br /><br />Educational institutions shall commend and reward foreign teachers who have outstanding performance in education and teaching, personnel training, and promotion of Sino-foreign exchanges, and may recommend them to relevant authorities and apply for commendations and rewards from the government and relevant departments.<br /><br />Article 25 (Change in Appointment) If a foreign teacher transfers to another educational institution, the educational institution shall reapply for a foreigner’s work permit and work-type residence permit and go through relevant procedures in accordance with the law. At the same time, re-apply for a foreign teacher in accordance with the provisions of these Measures Record number.<br /><br />Article 26 (Platform Construction) The education administrative department of the State Council shall establish and manage a national comprehensive information service platform for foreign teachers, and establish specific standards for foreign teachers' filing.<br /><br />Educational administrative departments and educational institutions can register on the National Comprehensive Information Service Platform for Foreign Teachers, log on to the platform for filing, and query related information.<br /><br />Chapter IV Supervision and Responsibility<br /><br />Article 27 (Information Sharing) Establish an information sharing mechanism for foreign teachers. The science and technology administration department of the State Council shall push the information of foreign teachers who issue foreign work permits to China in real time to the education administration department of the State Council, and the education administration department of the State Council shall push the list of foreign teachers prohibited from employment to the science and technology administration department of the State Council in real time.<br /><br />Article 28 (Daily Supervision) The education administrative department of the local people’s government, the administrative department of science and technology, the entry-exit management agency of the public security organ, and other relevant departments shall strengthen the daily supervision of the employment of foreign teachers by educational institutions, and promptly detect and investigate violations Laws and regulations stipulate the act of hiring foreign teachers.<br /><br />Educational administrative departments and educational supervision agencies discover that educational institutions have hired foreign personnel to engage in education and teaching in daily supervision or through complaints, reports, etc., shall check whether they have a foreign work permit, work-type residence permit and foreign nationality If the teacher’s record number is illegal, it should be reported to the relevant competent department in time.<br /><br />Article 29 (Integrity Record) Establish a credit record system for foreign teachers. During the period of employment, foreign teachers abide by Chinese laws and contractual agreements, and the quality of education and teaching is high, and the teacher's ethics is good. Educational institutions should reflect this in the assessment, report to the competent education administrative department, and include it in the national foreign teacher comprehensive information service platform for record .<br /><br />For foreign teachers who have been commended by the government and relevant departments and have good credit records, the administrative department of science and technology and the entry-exit management agency of the public security organ provide convenience in obtaining permits and handling relevant procedures.<br /><br />Article 30 (Record of Untrustworthiness) If a foreign teacher violates the contract and has one of the following circumstances, the educational institution shall report to the competent education administrative department after handling it. Upon verification by the education administration department, it is included in the credit record:<br /><br />(1) Serious academic misconduct;<br /><br />(2) Engaging in paid work in violation of regulations outside the appointed educational institution;<br /><br />(3) Dismissed in violation of the rules and regulations of the employment agency;<br /><br />(4) Resign without authorization after the appointment period has not expired.<br /><br />Article 31 (Prohibition of Employment) If a foreign teacher has one of the following circumstances, the educational institution shall dismiss it and report it to the competent education administrative department for credit record:<br /><br />(1) Words and deeds that damage China's national sovereignty, security, honor, and public interests;<br /><br />(2) Being held criminally responsible;<br /><br />(3) Obstructing the implementation of the education policy;<br /><br />(4) Violating public security management such as taking drugs;<br /><br />(5) Sexual assault or abuse of minors;<br /><br />(6) Engaging in religious education or preaching illegally;<br /><br />(7) Engaging in cult activities;<br /><br />(8) Sexual harassment of students or other serious violations of China's public order and good customs, teachers' professional ethics and codes of conduct;<br /><br />(9) Providing false certification information in the process of applying to teach in China;<br /><br />(10) The total number of untrustworthy records specified in Article 30 of these Measures exceeds 3.<br /><br />Educational institutions shall not hire foreign personnel with the conditions mentioned in the preceding paragraph as foreign teachers.<br /><br />Article 32 (Illegal Appointment) Educational institutions and other social organizations that illegally hire foreign personnel without permission and filing for teaching, or organize and hire foreign personnel to illegally engage in educational and teaching activities, shall be handled by the public security organs of the local people’s government at or above the county level. Its entry-exit management agency shall impose penalties according to law. Constitute a crime, be held criminally responsible.<br /><br />Article 33 (Organizational Falsification) In the process of applying for a foreign teacher’s work permit and residence permit in China, forgery or alteration of documents and certification materials shall be granted by the public security organs of the local people’s government at or above the county level and their entry-exit management agencies in accordance with the law Punishment.<br /><br />Article 34 (Management Responsibilities) If an educational institution violates these Measures and has one of the following circumstances, the education administrative department at or above the county level shall order corrections and may impose a fine of 1,000 yuan to 10,000 yuan per person. The main person in charge of the institution shall give a warning or punishment; if the circumstances are serious, enrollment can be ordered to stop according to law, and the science and technology administrative department will not accept the application for a foreigner’s work permit in China within 1-3 years; if the circumstances are particularly serious, the education administrative department shall follow the law Revocation of school permit:<br /><br />(1) Employing foreign personnel who have not obtained the foreign teacher registration number to teach or failing to report within the time limit;<br /><br />(2) It is found that the foreign teachers hired have the circumstances listed in Article 30 and Article 31 of these Measures, and they are not dealt with in time;<br /><br />(3) Arranging foreign teachers to engage in illegal profit-making activities or implementing short-term concentrated teaching tours that are obviously unreasonable;<br /><br />(4) The negligence of foreign teachers in management causes bad social impact;<br /><br />(5) Failure to promptly investigate and deal with complaints from parents of foreign teachers for violations of laws and regulations;<br /><br />(6) False publicity on the resumes and abilities of foreign teachers to mislead the public;<br /><br />(7) Violation of relevant regulations on part-time jobs for foreign teachers.<br /><br />Article 35 (Circulation) If the administrative department of science and technology or the public security organ finds that educational institutions have illegally hired foreign personnel, or foreign teachers have illegal and criminal acts, they shall promptly report the relevant situation and investigation results to the educational administrative department.<br /><br />Chapter V Supplementary Provisions<br /><br />Article 36 (Supplementary Provisions) Institutions of higher learning that hire foreign experts for academic exchanges or short-term study visits shall apply for an F-type or corresponding type of visa in accordance with relevant regulations. Institutions of higher learning shall manage the educational and teaching activities carried out by foreign experts in accordance with these Measures.<br /><br />The schools for children of foreign personnel who hire foreign teachers shall refer to these Measures.<br /><br />Online training institutions that hire foreign personnel to undertake education and teaching work overseas shall formulate qualification conditions, sign contracts, and implement services and management in accordance with these Measures.<br /><br />Article 37 (Supporting Policies) The education administrative departments of all provinces, autonomous regions, and municipalities directly under the Central Government may, in conjunction with relevant departments, formulate specific norms for the management of the appointment and management of foreign teachers in their respective administrative regions.<br /><br />Article 38 (Effective Date) These Measures shall come into force on the day of 2020.<br /><br />Relevant to the appointment of foreign teachers issued by the State Council's education administration department, science and technology administration department, and the former State Administration of Foreign Experts Affairs</blockquote>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-40085682174574949182020-07-03T13:53:00.000-04:002020-07-03T17:23:09.892-04:00Diversity in Silence: A Look Back To Diversity Reform Now Forgotten at Penn State University<div class="separator" style="clear: both; text-align: center;" title="">
<a href="https://1.bp.blogspot.com/-8EcbkuO_QpY/Xv9ehCKWlvI/AAAAAAAATs8/ceARPRiTfRoUr-I5yP-VDjYpxsq0gQ17gCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-07-03%2Bat%2B12.36.00%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="900" data-original-width="1600" height="358" src="https://1.bp.blogspot.com/-8EcbkuO_QpY/Xv9ehCKWlvI/AAAAAAAATs8/ceARPRiTfRoUr-I5yP-VDjYpxsq0gQ17gCLcBGAsYHQ/s640/Screen%2BShot%2B2020-07-03%2Bat%2B12.36.00%2BPM.png" title="" width="640" /></a></div>
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I have not commented on the recent, and potentially quite profoundly transformative, movements to center diversity generally, and the African American experience in particular, in the American University. Penn State University, like many other similarly situated university institutions, has now sought to intensely engage with the issues that have become once again passionately current in the United States. On 10 June 2020, "Penn State President Eric Barron <a href="https://news.psu.edu/story/622847/2020/06/10/president/message-penn-state-president-eric-j-barron">issued a statement</a> . . . outlining steps the university will take to address instances of racism, bias, and religious intolerance within its community." (<a href="https://onwardstate.com/2020/06/10/president-barron-outlines-penn-states-actions-against-racism-hate-speech/" target="_blank"><i>President Barron Outlines Penn State’s Actions Against Racism, Hate Speech</i></a>). <br />
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Given the nature of events, and the very short time cohorts of students have an intense engagement with the university, for many this may seem new and long overdue. For faculty, many of whom have been insulated from events increasingly shunted behind the closed doors of "leadership teams" and the closed cultures of emerging university bureaucratic practices, the extent of university efforts to confront issues of inclusion may well seem somewhat removed fro their lives--and certainly from the center of their shared governance experiences. </div>
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<a href="https://1.bp.blogspot.com/-hZasem7aAt8/Xv9xE22M7_I/AAAAAAAATtc/epSxdEIZssId_qo4ZG2NdN-3UJ9lohV9ACLcBGAsYHQ/s1600/IMG_0803.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://1.bp.blogspot.com/-hZasem7aAt8/Xv9xE22M7_I/AAAAAAAATtc/epSxdEIZssId_qo4ZG2NdN-3UJ9lohV9ACLcBGAsYHQ/s320/IMG_0803.jpg" title="" width="240" /></a>For the ever growing administrative superstructure, and its increasingly distinct and remote operational ideologues, the issue of diversity has been treated as one of many on a large platter of issues , the importance of which might have been measured by the risk it poses. The reason for that, of course, is that at the heart of emerging ideologies o<span id="goog_1700040281"></span><span id="goog_1700040282"></span>f university governance is the framing principle of risk avoidance, implemented through the application of the secondary principles of prevention, mitigation, and remedy. Every challenge to the university (that is to the stability of the governance of the institution, and the avoidance of threats as those are understood by university administrators) is understood only within the parameters of risk, and the riskiness of choices among prevention, mitigation, or remedial measures. Diversity issues--like campus drinking, the registration system, the allocation of student fees, and the smooth running of dormitories, parking spaces, and events--are conceptualized first as a normative challenge (goal) but one that must be assessed for the risk it poses and the value of adopting policies that focus on prevention, rather tan on mitigation and remedy. It has been, in that sense, nothing special.</div>
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And yet, it would be a mistake to believe that there have not been efforts to change the way that senior officials approached the application of these governance parameters, even within the logic of what they perceive their operational function to be. </div>
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One such effort to bring greater focus on diversity started in January 2013 under my leadership of the Penn State University Faculty Senate when at my invitation students addressed the Penn State University Faculty Senate about the issue. (<a href="http://lcbpsusenate.blogspot.com/2013/02/diversity-awareness-task-force.html">Diversity Awareness Task Force: Statement to the University Faculty Senate January 29, 2013</a>). Following that intervention a Joint Diversity Awareness Task Force was constituted including elements from the major stakeholders of the University. Its charge included: </div>
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· Bring a diverse group of administrators, faculty and students together to work collaboratively to engage in dialogue and provide recommendations to the University Faculty Senate and Administration to enhance diversity awareness in the University Community. <br />
· Thoroughly investigate practices that will be most effective to increase diversity understanding among the student body.<br />
· Provide recommendations to the Faculty Senate Committee charged with reforming the general education curriculum as a whole. </div>
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This post chronicles both the achievement of that remarkable committee over the course of several years--and the ultimate marginalization of its work--now so long forgotten that it is not even a memory within the administrative organs of the university, much less among its stakeholders. Those efforts are worth remembering if only as a cautionary take for the current group of individuals and institutional representatives now bent on a similar task. The principal lesson was one that I pointed out in 2014, even before the full set of Joint Diversity Awareness Task Force Reports was produced:</div>
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<a href="https://1.bp.blogspot.com/-yYgPTJMSNEU/Xv9x7b4428I/AAAAAAAATts/pDiAlsZcIFQwPRebbQwxk8YdZanLbIhWwCLcBGAsYHQ/s1600/Screen%2BShot%2B2019-11-30%2Bat%2B12.34.36%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1068" data-original-width="1068" height="400" src="https://1.bp.blogspot.com/-yYgPTJMSNEU/Xv9x7b4428I/AAAAAAAATts/pDiAlsZcIFQwPRebbQwxk8YdZanLbIhWwCLcBGAsYHQ/s400/Screen%2BShot%2B2019-11-30%2Bat%2B12.34.36%2BPM.png" title="" width="400" /></a>This response provides an excellent illustration of the approach to
diversity at many institutions--engagement and oblivion. This is all
the more important because of it collateral result--<b><i>Marginalization</i></b>. Even as the University devotes a tremendous amount of resources to its <a href="http://senate.psu.edu/about_senate/committees/gepotf/gepotf.html" target="_blank">reconstruction of General Education</a>,
even as it focuses substantial public time to experiential learning and
other important elements of a public education--the education and
practice of diversity is buried and marginalized. . . . The expectations appear simple enough--provide a formally responsive
forum for meeting, produce a report well received but avoid robust
interconnection to the vital life of the university, and then move on
with a sense of satisfaction of having engaged with diversity. (<a href="https://lcbpsusenate.blogspot.com/2014/03/diversity-in-silence-joint-diversity.html">Diversity in Silence--The Joint Diversity Task Force Report at Penn State University Becomes Less Visible</a>).</div>
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That chronicling was set out in a series of Reports produced by the JDATF over the course of several years. Now long forgotten (and effectively inaccessible except by university faculty senators "For agendas or records prior to 2016-2017, please contact the <a href="https://senate.psu.edu/contact-us/">Senate office</a>. Faculty Senators may access Agendas and Records through the Senate Archives.") they are reproduced below. </div>
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The initial efforts of the JDATF was descried in an Informational Report submitted to the Penn State University Faculty Senate. However, it was never presented. It was the first marker of the institutional approach to diversity efforts that were not tightly controlled by the institutional center--SILENCING.</div>
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The Penn State University
Faculty Senate Council approved the JDATF’s Informational report and it
will be included in the March 18th Senate Agenda. But it will not be
presented. It will be posted online only and that there will not be any
presentation at the Senate meeting. The JDATF will not be able to
present the report or stand for questions. (<a href="https://lcbpsusenate.blogspot.com/2014/03/diversity-in-silence-joint-diversity.html">Diversity in Silence--The Joint Diversity Task Force Report at Penn State University Becomes Less Visible</a>).</div>
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The Report Follows; it is worth a read in light of the contemporary (2020) debates within universities. </div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">Appendix X</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">2/10/2014</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">JOINT DIVERSITY
AWARENESS TASK FORCE</span></div>
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<u><span style="font-family: "times new roman"; font-size: 12.0pt;">Update</span></u></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">(Informational)</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">Diversity
is a key feature of our modern industrial and labor market culture.<span style="mso-spacerun: yes;"> </span>Companies like Hewlett-Packard, Harvard
Pilgrim Healthcare and IBM consider cultural competence an important management
requirement (important enough to hold managers accountable with financial
incentives).<span style="mso-spacerun: yes;"> </span>We strive to prepare
students who are at the top of their fields of employment.<span style="mso-spacerun: yes;"> </span>An understanding of diversity and the ability
to interact effectively with people from diverse backgrounds is fast becoming a
required skill for leadership positions in the workplace, as well as the public
sphere.<span style="mso-spacerun: yes;"> </span>Graduates who leave the
University well on their journey toward gaining cultural competence will have a
clear competitive advantage as they assume leadership roles in the workplace
and as emerging leaders in local, state, national and international government.</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">The charge of our task
force given in May of 2013 was to: </span></div>
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<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 0in; text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Bring a diverse group of
administrators, faculty and students together to work collaboratively to engage
in dialogue and provide recommendations to the University Faculty Senate and
Administration to enhance diversity awareness in the University Community.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Thoroughly investigate practices that
will be most effective to increase diversity understanding among the student
body.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0in; text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Provide recommendations to the Faculty
Senate Committee charged with reforming the general education curriculum as a
whole.</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">To date, our task force has met
formally as a group nearly a half-dozen times, including an all-day retreat.
Members of our task force have presented twice to the General Education Task
Force, once to the Council on Engaged Scholarship, and have met with
administrators to discuss the need for diversity and inclusion education at
University Park, our Commonwealth Campuses, as well as for the New Student
Orientation Program (NSOP). Five members of the Joint Diversity Awareness Task
Force (JDATF) sit on subcommittees of the General Education Task Force (GETF).
We are also currently in the process of obtaining valuable metrics both through
new campus climate studies, as well as mining data from a variety of previous
surveys sent to the Penn State community. </span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">As a result, the JDATF has developed six
recommendations to date, though we have additional ideas we would like to explore
further and are open to new suggestions from the Faculty Senate. Our current
recommendations are:</span></div>
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<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Diversity should be a core element of
the new general education curriculum.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Diversity should be considered by the GETF
as a theme, if a thematic approach is implemented in general education reform.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">A “Diversity Passport” program should
be implemented. This program would be similar to programs to enhance diversity
and inclusion at other CIC institutions, but would be a voluntary mechanism for
engaged scholarship. The program would utilize opportunities that already exist
at Penn State for students to be involved in lectures, engaged dialogues, guest
speakers, and civic engagement. Students that are interested in gaining further
experiences would be able to participate in a tiered program. Participation in
such a program could be noted on a student’s transcript. It would not be a
reference for multicultural expertise, but rather a way for Penn State students
to show their employers that they have chosen to use their time at Penn State
to learn about other cultures.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">The content and material in US and IL
designated courses should be enriched. Instead of requiring only 25% of the
course material to focus on diversity, we recommend 50% of the material in a course
designated as such be spent on diversity <i style="mso-bidi-font-style: normal;">and</i>
inclusion. For a course to count as both a US and IL course, 100% of the
material would need to focus on these concepts. Additionally, a new criterion
“to increase understanding of the nature of power, privilege, and discrimination
in the United States and abroad at the societal, institutional, and individual
levels” should be added to the list of criteria for a US/IL course designation.
Furthermore, we recommend that over a period of three years, all courses
currently designated as US and IL courses be reviewed to determine if the
courses meet the criteria.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -0.25in;">
<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">The current (and well received) New Student
Orientation “We Are Penn State” diversity and inclusion program for incoming
students should be enhanced based on assessment of the needs of incoming
students and the utility of that program so far.</span></div>
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<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">Professional development activities for
faculty and staff to increase cultural competence should be created.</span> </div>
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Based on the discussions that occurred at the General Education Task Force Retreat on January 24, 2014, the following adjustments to our recommendations will be considered by the JDATF: </blockquote>
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<span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "times new roman"; font-size: 12.0pt; line-height: 115%;">If a
thematic approach to general education is recommended and adopted, diversity
and inclusion should be a core element of every theme.<span style="mso-spacerun: yes;"> </span>At least one course in the theme should incorporate
a significant diversity and inclusion dimension (at least 50%), and at least
one course should incorporate a significant international dimension (at least
50%).</span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "times new roman"; font-size: 12.0pt;">Penn State takes great pride
in helping to prepare the leaders of the future.<span style="mso-spacerun: yes;"> </span>Our graduates reflect and contribute to the
success and reputation of our institution. Our emphasis on student centeredness
and the corresponding benefits of diversity to the student body operate within
the context of our role as one of the top institutions of higher education in
the world</span></i><span style="font-family: "times new roman"; font-size: 12.0pt;">.
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<span style="font-family: "times new roman"; font-size: 12.0pt;">-</span><span style="font-family: "times new roman"; mso-bidi-font-size: 12.0pt;">A Framework to Foster Diversity at Penn
State: 2010-15, p. 2</span> </div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">By
graduating world-class leaders who are aware of the integral role diversity and
inclusion assume in any work environment, we are fulfilling Penn State’s Land
Grant mission both in Pennsylvania and around the world.<i style="mso-bidi-font-style: normal;"> </i></span></div>
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<u><span style="font-family: "times new roman"; font-size: 12.0pt;">Members</span></u></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">Brian Aynardi – Co-chair<span style="mso-tab-count: 2;"> </span>Krishna Jayakar</span></div>
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<span style="font-family: "times new roman"; font-size: 12.0pt;">Mark Brennan<span style="mso-tab-count: 4;"> </span>Terrell
Jones</span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Melissa
Creely<span style="mso-tab-count: 3;"> </span>Jonna
Kulikowich</span></span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Barbara
Dewey<span style="mso-tab-count: 3;"> </span>Karyn
McKinney – Co-chair</span></span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Caleb
Fernandez<span style="mso-tab-count: 3;"> </span>Evelyn
Miller</span></span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Jesus
Hinojosa<span style="mso-tab-count: 4;"> </span>Curtis
Price</span></span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Antwain
Hunter<span style="mso-tab-count: 3;"> </span>Theresa
Vescio</span></span></div>
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<span class="discreet"><span style="font-family: "times new roman"; font-size: 12.0pt;">Patreese
Ingram – Co-chair<span style="mso-tab-count: 2;"> </span>Carlos
Wiley</span></span></div>
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The JDATF was reconstituted thereafter and I was appointed its chair. The charge was complex for charges of its kind:</div>
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Given the complexity, the JDATF was divided into three working groups, each responsible for aspects of the charge: (1) Technical Curricular Sub-Committee; (2) Policy Coordination Sub-Committee; and (3) Substantive Policy Sub-Committee.</div>
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The timeline and work of the three committees were summarized in a Report presented to the Penn State Academic Leadership Council (a self reflexive administrative organ of senior and middle level functionaries at the University vested with much of the administrative power of the University which is not a transparent governance collective). See<a href="https://lcbpsusenate.blogspot.com/2016/03/embedding-diversity-at-penn-state.html"> Embedding Diversity at Penn State: A Progress Report From the Penn State Joint Diversity Awareness Task Force </a>(including the<b> PowerPoints</b> of the presentation made to those officials). </div>
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The first of the four reports produced by the three sub-committee working groups was presented February 2016 and Approved by the PSU Faculty Senate March 2016 (<a href="http://senate.psu.edu/senators/agendas-records/march-15-2016-agenda/appendix-n/">Moving Forward )</a></div>
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Three additional reports were submitted (over some objection) to the Penn State Senate for its consideration at the 19 April 2016 meeting. These may be accessed here:</div>
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<br /></div>
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<a href="https://lcbpsusenate.blogspot.com/2016/04/diversity-at-penn-state-reports-of_16.html">Diversity
at Penn State: Reports of the Joint Diversity Awareness Task
Force--Moving Forward Embedding Divesity Policy--Advisory/Consultative
Report</a> </div>
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<br /></div>
<div style="text-align: justify;">
<a href="https://lcbpsusenate.blogspot.com/2016/04/diversity-at-penn-state-reports-of_15.html">Diversity
at Penn State: Reports of the Joint Diversity Awareness Task
Force--Diversity Best Practices--Advisory/Consultative Report</a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<a href="https://lcbpsusenate.blogspot.com/2016/04/diversity-at-penn-state-reports-of.html">Diversity at Penn State: Reports of the Joint Diversity Awareness Task Force--US/IL Courses Survey--Legislative Recommendations</a></div>
</blockquote>
And the result to my knowledge: a mention in the "<a href="http://2. Education and Scholarship Held First Amendment Panel Discussion The Faculty Senate’s Joint Diversity Awareness Task Force recommended enhancements to diversity-related courses New Student Orientation We Are Project First “All In” conference attracted 400+ attendees from twenty Penn State campuses Faculty Senate approves Report Bias website be added to all University course syllabi Amended Policy AD84 – “Preferred Name and Gender Identity Policy” (formerly “Preferred Name Policy”) Global All In Scholarship Award ">All In</a>" at Penn State website. And that, perhaps, is the most important lesson of all. Voices that are subordinated within complex hierarchies ad embedded within institution enhancing risk avoidance metrics that require balancing among competing risks as a function of institutional administrative authority pint to the sort of decison making where efforts like those of the JDATF are encouraged precisely because diversion is a string risk mitigating activity. That, at least, is how it appears from the outside. <br />
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<br />Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-89542322682876427782020-06-24T14:56:00.000-04:002020-06-24T14:56:58.791-04:00Thoughts on Giorgio Agamben - Requiem per gli studenti (A Requiem for Students) and the Birth of the Hollowed Out Simulated University<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-heKXzyR48y0/Xs7tbsv9RAI/AAAAAAAATVE/jVFq99Vcqdg0P4CFpRlAPzitXJLqs-IVwCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-05-27%2Bat%2B6.44.47%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="498" data-original-width="854" height="372" src="https://1.bp.blogspot.com/-heKXzyR48y0/Xs7tbsv9RAI/AAAAAAAATVE/jVFq99Vcqdg0P4CFpRlAPzitXJLqs-IVwCLcBGAsYHQ/s640/Screen%2BShot%2B2020-05-27%2Bat%2B6.44.47%2BPM.png" title="" width="640" /></a></div>
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<i><span class="text Amos-5-16" id="en-KJV-22440">Therefore the <span class="small-caps" style="font-variant: small-caps;">Lord</span>, the God of hosts, the <span class="small-caps" style="font-variant: small-caps;">Lord</span>,
saith thus; Wailing shall be in all streets; and they shall say in all
the highways, Alas! alas! and they shall call the husbandman to
mourning, and such as are skilful of lamentation to wailing. . . </span></i><span class="text Amos-5-18" id="en-KJV-22442"><i>Woe unto you that desire the day of the <span class="small-caps" style="font-variant: small-caps;">Lord</span>! to what end is it for you? the day of the <span class="small-caps" style="font-variant: small-caps;">Lord</span> is darkness, and not light</i>. (<a href="https://www.biblegateway.com/passage/?search=Amos%205&version=KJV" target="_blank">Amos 5:16, 18</a>)</span></blockquote>
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<a href="https://1.bp.blogspot.com/-3QOovl0QXeo/XvNmNylVtWI/AAAAAAAATpA/URIQRJHB31AkG2IEva7LJqgSq9Z2qAi7ACLcBGAsYHQ/s1600/Screen%2BShot%2B2020-06-24%2Bat%2B10.41.11%2BAM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="478" data-original-width="405" height="200" src="https://1.bp.blogspot.com/-3QOovl0QXeo/XvNmNylVtWI/AAAAAAAATpA/URIQRJHB31AkG2IEva7LJqgSq9Z2qAi7ACLcBGAsYHQ/s200/Screen%2BShot%2B2020-06-24%2Bat%2B10.41.11%2BAM.png" width="169" /></a><a href="https://egs.edu/biography/giorgio-agamben/" target="_blank">Giogio Agamben</a> has written an exquisite essay on the university in the wake of COVID-19; It is a lamentation, a wailing, a mourning for the darkness that has been called forth from the pandemic. It is a provocative piece of impudence at a time when such things may be punished by social actors and risk averse institutions. "<span class="text Amos-5-13" id="en-KJV-22437">Therefore the prudent shall keep silence in that time; for it is an evil time." (<a href="https://www.biblegateway.com/passage/?search=Amos%205&version=KJV" target="_blank">Amos</a> 5:13). Agamben has chosen to speak; it is not clear who is left to listen. And yet the movement toward the reconstruction of the university as simulacra--the way that it parallels the movement toward the reconception of political space as a complex living analytics better understood through models than in flesh and blood--is worth pondering. The <a href="https://lcbpsusenate.blogspot.com/2015/06/on-practice-of-town-hall-meetings-in.html" target="_blank">techno-populism</a> that the university has become is likely the best simulation of the transformation of society that one can observe as the moment. What comes after pondering, and after observing in these times, is truly best left to silence. </span><br />
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<a href="https://1.bp.blogspot.com/-07Ptx22Tosk/Xs7xgSyGe0I/AAAAAAAATVQ/OiFYGU2kE-8uU6MHKgpaYm78XhJTxTV_wCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-05-27%2Bat%2B7.02.11%2BPM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="157" data-original-width="1077" height="46" src="https://1.bp.blogspot.com/-07Ptx22Tosk/Xs7xgSyGe0I/AAAAAAAATVQ/OiFYGU2kE-8uU6MHKgpaYm78XhJTxTV_wCLcBGAsYHQ/s320/Screen%2BShot%2B2020-05-27%2Bat%2B7.02.11%2BPM.png" title="" width="320" /></a><span class="text Amos-5-13" id="en-KJV-22437">The essay, </span><a href="https://www.iisf.it/index.php/attivita/pubblicazioni-e-archivi/diario-della-crisi/giorgio-agamben-requiem-per-gli-studenti.html" target="_blank">Requiem per gli studenti</a>, <span class="text Amos-5-13" id="en-KJV-22437">follows (first published in </span>Diario della crisi of the Instituto Italiano per gli Studi Filosofici 22 May 2020)<span class="text Amos-5-13" id="en-KJV-22437"> along with my own brief reflections and a crude English translation. </span><br />
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In his <span class="text Amos-5-13" id="en-KJV-22437">essay, </span><a href="https://www.iisf.it/index.php/attivita/pubblicazioni-e-archivi/diario-della-crisi/giorgio-agamben-requiem-per-gli-studenti.html" target="_blank">Requiem per gli studenti</a>, Agamben has written about the university as a shell that has been emptied of that which gave it life. It is a haunted place now, in which specters of former academics glide in its corridors and large spaces declaring the rebirth of the shell without the life that had given it form. Like other empty offerings of the sea floor, it is good now only for stringing together as decorative objects to be worn around the neck. It has become an offering, a sacrifice, to the imperatives of the market, and of the cultures of university as business that has effectively emptied the space of the university as marker of the past. And thus, as I read the essay I could not but recall a passage in Amos: "They hate him that rebuketh in the gate, and they abhor him that speaketh uprightly" (<a href="https://www.biblegateway.com/passage/?search=Amos%205&version=KJV" target="_blank">Amo</a>s 5:10) and the opening quote. Agamben has managed to speak uprightly in a day of divine darkness--and to that end he assumes the posture (a necessary posture given the times) of the mourning husbandman, delivering a skillful lamentation to those who would be inclined to hear it not. </div>
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<a href="https://1.bp.blogspot.com/-X6eyG0KVKQA/Xs7zJnYTGzI/AAAAAAAATVc/qTYzWFVv21ApXbOjLDRFgQWb6A2uAsg2gCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-05-27%2Bat%2B7.08.26%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" title=""><img border="0" data-original-height="688" data-original-width="646" height="320" src="https://1.bp.blogspot.com/-X6eyG0KVKQA/Xs7zJnYTGzI/AAAAAAAATVc/qTYzWFVv21ApXbOjLDRFgQWb6A2uAsg2gCLcBGAsYHQ/s320/Screen%2BShot%2B2020-05-27%2Bat%2B7.08.26%2BPM.png" title="" width="300" /></a></div>
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Agamben speaks, of course, to the <i>transformation of the university from a physical space to a simulated space</i>, to a space that serves only as a nexus of the technology necessary to virtually connect students to each other and to those who would teach them. It universalizes the style of the administrator--always remote, and always undertaken behind a curtain--the impenetrable office, the meetings to which no one may be admitted, the written communication, and of late the email and the "town hall" meeting, the later the fullest expression of the <i>techno-populism</i> embraced as the centerpiece of the culture of a university (on the latter see <a href="https://lcbpsusenate.blogspot.com/2015/06/on-practice-of-town-hall-meetings-in.html" target="_blank">here</a>, and <a href="https://lcbpsusenate.blogspot.com/2015/05/practicing-mass-democracy-at-penn-state.html" target="_blank">here</a>). </div>
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Agamben laments a semester of online teaching both for what it means in the short term, and for what it signals going forward. He begins as shaman; the starting point is the recognition that his divination about the course of things has indeed come to pass. And now what? Divination of events to come, like the reading of a statute, is of little use unless one can get beneath the words or events to their <i>intent</i>. Indeed, even the understanding of events as objects requires their signification. They must be identified (<i>fiat lux</i>) and thus identified, interpreted. The identification serves as the gateway to interpretation, but interpretation acquires little meaning (other than as yet another object in need of signification) in the absence of the political (or coercive) act of collective judgment. To gicve meaning to something is to judge it. <i>And it is important here to signify pandemic to judge those who would impose on it a certain collective meaning, and in so doing transform meaning into a tool</i>. It is to the characteristics of that tool--to the constraining nature of meaning, that Agamben starts; and it is as well the place where he eventually ends. </div>
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Here, Agamben suggests (and like many others, not without reason) the intent is <i>pretext</i>. What pretext?; for the re-signification of an object (education) by means of the pervasive diffusion of digital technology into a simulated space. But the exercise is not narcissistic in the sense that is it meant as a cover to whine about changes in the delivery of instruction. Agamben has a far more fundamental critique. He worries about the effect of the simulated university on what has been its neglected core--the construction of the student society, and from it the kernel of changes to society at large that this construction permits. He argues that in a sense, the university has already become a perverse simulation. I leave the specific of the historical argument Agamben makes to the reader. He effectively argues that the pandemic has provided the pretext for the public manifestation of a trend already well in the works--the hollowing out of the university. By emptying the university of its students, the university ceases to exist. It emerges from that hollowing it ourt as something radically different from its ancient conception and function. No longer the gathering space for students, it now serves as the intangible nexus point for the management of labor. In Agamben's words:<br />
<blockquote>
Of every social phenomenon that dies it can be said that in a certain sense it deserved its end and it is certain that our universities had reached such a point of corruption and specialist ignorance that it is not possible to regret them and that the students' way of life is she was consequently equally impoverished. (<a href="https://www.iisf.it/index.php/attivita/pubblicazioni-e-archivi/diario-della-crisi/giorgio-agamben-requiem-per-gli-studenti.html" target="_blank">Requiem per gli studenti</a>).</blockquote>
To that point he adds two specific indictments. The first is against the professorate which, almost en mass, has become complicit in this transformation. But Agamben notes the long tradition of the professorate of bending the knee to administratiove power irrespective of its purported principles. My own experiences tend to reinforce this insight, discussion of which has sometimes appeared on these pages (e.g., ). The second is against the students who are also complicit in the process of transformaiton by submitting to the new regimes without a whimper. To these he urges that they imitate their forebearers and again reclainm a stusdent space to which scholars are invited to teach. <br />
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I also find it useful to approach Agamban's central thesis from the perpsective of semiotics. The university as an object, the <i>significs</i> of which produced a collective meaning of great societal importance was built around it students. The university as object was the coming together of students in one place. That place of gathering was the university. Its signification was produced as scholars came to the students to offer instruction. But they were not a force for the management or discipline of the community of students, just a factor in the production of value the ultimate representation of which was the students themselves emerging from their community back into the world. That essential construction of the object-"university"--did not change as the community of students, along with the emerging community of scholars attached to the gathering places of students, acquired servants to administer the apparatus of their organizations. Administrators preserved the object (the physical space of gathering); scholars provided service to the community of students who were the spirit of the physical space within which they gathered, and thus served as the instrument of signification of that space, the means by which that space acquired meaning.<br />
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What the triumph of the remote-techno-instruction factory that now defines a space once evidenced by the collective presence of a society of students gathered together to organize themselves and recieve such instruciton as suited them, and which now views students as recepticles of information necessary tyo prepare them for insertion into labor markets, the placing of which has been determined through the simulation of markets and economic actrivity, is that it has inverted the way the university acquires meaning. In the face of a techno-bureaucracy presiding over the (re)construction of youth as ideal workers in an ideal (simulated) state, the hollow university has been fiulled with something altogether alien. The university is now understood to be a physical space--and identified by tangible objects. Those tangible objects are then signified by filling them with animating forces--strudents (recepticles) and faculty (feeders). Stuydents and faculty provide the means by which the object--the hololow university as a spce full of buildings--is signified. But the meaning of that signification is neither int he hands of the students or that of th faculty. Meaning is now made by the techno-bureaucracy, which themselves are not their own masters, but who serve the constructs produced by the simulaiton of the societal space within which they serve as a component part. <br />
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And that produces, as well, a semiosis of indictment--not of the university (it has withered away abnd now serves mostly as a recepticle of memory)--but of the society from out of which this transmormation of meaning (and the forms of its making) has been driven. The first is against the mania for quantification that has denatured the spirit of the society for whose good it was once thought to aid. And the second against the great societal actors who, intent on managing all risk, and the results of actions, have continued to strip the human of its essence. And it is here that one confroints the ultimate objective of the proces--the mechanization of a predictable process--the control of which is held by those who drive its analytics. What emerges, in a word, is the hollowing out of human autonomy--except, of course, as a concept of (equally hollowed out) constitutional law. . </div>
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<a href="https://www.iisf.it/index.php/attivita/pubblicazioni-e-archivi/diario-della-crisi/giorgio-agamben-requiem-per-gli-studenti.html" target="_blank">Giorgio Agamben - Requiem per gli studenti </a></h2>
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Maggio 22, 2020 </span>
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<a href="https://www.iisf.it/index.php/attivita/pubblicazioni-e-archivi/diario-della-crisi.html">Diario della crisi</a>
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23 maggio 2020</div>
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<span style="font-size: 14pt;"><span style="font-weight: 400;">Come avevamo previsto, le lezioni universitarie si terranno dall’anno prossimo </span><i><span style="font-weight: 400;">on line</span></i><span style="font-weight: 400;">.
Quello che per un osservatore attento era evidente, e cioè che la
cosiddetta pandemia sarebbe stata usata come pretesto per la diffusione
sempre più pervasiva delle tecnologie digitali, si è puntualmente
realizzato.</span></span></div>
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<span style="font-size: 14pt; font-weight: 400;">Non
c’interessa qui la conseguente trasformazione della didattica, in cui
l’elemento della presenza fisica, in ogni tempo così importante nel
rapporto fra studenti e docenti, scompare definitivamente, come
scompaiono le discussioni collettive nei seminari, che erano la parte
più viva dell’insegnamento. Fa parte della barbarie tecnologica che
stiamo vivendo la cancellazione dalla vita di ogni esperienza dei sensi
e la perdita dello sguardo, durevolmente imprigionato in uno schermo
spettrale. </span></div>
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<span style="font-size: 14pt;"><span style="font-weight: 400;">Ben
più decisivo in quanto sta avvenendo è qualcosa di cui
significativamente non si parla affatto, e, cioè, la fine dello
studentato come forma di vita. Le università sono nate in Europa dalle
associazioni di studenti – </span><i><span style="font-weight: 400;">universitates –</span></i><span style="font-weight: 400;">
e a queste devono il loro nome. Quella dello studente era, cioè,
innanzitutto una forma di vita, in cui determinante era certamente lo
studio e l’ascolto delle lezioni, ma non meno importante erano
l’incontro e l’assiduo scambio con gli altri </span><i><span style="font-weight: 400;">scholarii</span></i><span style="font-weight: 400;">, che provenivano spesso dai luoghi più remoti e si riunivano secondo il luogo di origine in </span><i><span style="font-weight: 400;">nationes</span></i><span style="font-weight: 400;">. Questa forma di vita si è evoluta in vario modo nel corso dei secoli, ma costante, dai </span><i><span style="font-weight: 400;">clerici vagantes</span></i><span style="font-weight: 400;">
del medio evo ai movimenti studenteschi del novecento, era la
dimensione sociale del fenomeno. Chiunque ha insegnato in un’aula
universitaria sa bene come per così dire sotto i suoi occhi si legavano
amicizie e si costituivano, secondo gli interessi culturali e politici,
piccoli gruppi di studio e di ricerca, che continuavano a incontrarsi
anche dopo la fine della lezione.</span></span></div>
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<span style="font-size: 14pt; font-weight: 400;">Tutto
questo, che era durato per quasi dieci secoli, ora finisce per sempre.
Gli studenti non vivranno più nella città dove ha sede l’università, ma
ciascuno ascolterà le lezioni chiuso nella sua stanza, separato a volte
da centinaia di chilometri da quelli che erano un tempo i suoi compagni.
Le piccole città, sedi di università un tempo prestigiose, vedranno
scomparire dalle loro strade quelle comunità di studenti che ne
costituivano spesso la parte più viva.</span></div>
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<span style="font-size: 14pt; font-weight: 400;">Di
ogni fenomeno sociale che muore si può affermare che in un certo senso
meritava la sua fine ed è certo che le nostre università erano giunte a
tal punto di corruzione e di ignoranza specialistica che non è
possibile rimpiangerle e che la forma di vita degli studenti si era
conseguentemente altrettanto immiserita. Due punti devono però restare
fermi:</span></div>
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<li style="font-weight: 400; text-align: justify;"><span style="font-size: 14pt;"><span style="font-weight: 400;">i
professori che accettano – come stanno facendo in massa – di sottoporsi
alla nuova dittatura telematica e di tenere i loro corsi solamente </span><i><span style="font-weight: 400;">on</span></i> <i><span style="font-weight: 400;">line</span></i><span style="font-weight: 400;">
sono il perfetto equivalente dei docenti universitari che nel 1931
giurarono fedeltà al regime fascista. Come avvenne allora, è probabile
che solo quindici su mille si rifiuteranno, ma certamente i loro nomi
saranno ricordati accanto a quelli dei quindici docenti che non
giurarono.</span></span></li>
<li style="font-weight: 400; text-align: justify;"><span style="font-size: 14pt;"><span style="font-weight: 400;">Gli
studenti che amano veramente lo studio dovranno rifiutare di iscriversi
alle università così trasformate e, come all’origine, costituirsi in
nuove </span><i><span style="font-weight: 400;">universitates, </span></i><span style="font-weight: 400;">all’interno
delle quali soltanto, di fronte alla barbarie tecnologica, potrà
restare viva la parola del passato e nascere – se nascerà – qualcosa
come una nuova cultura.</span></span></li>
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Letto <b>57867</b> volte </span></div>
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<span class="tlid-translation translation" lang="en">___________________ </span></div>
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<b><span style="font-size: large;">Giorgio Agamben - Requiem for students</span></b><br />
May 22, 2020<br />
Diary of the crisis<br />
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May 23, 2020 As we had foreseen, university lessons will be held online next year. What was evident to a careful observer, namely that the so-called pandemic would be used as a pretext for the increasingly pervasive diffusion of digital technologies, has been punctually achieved.</div>
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We are not interested here in the consequent transformation of teaching, in which the element of physical presence, at any time so important in the relationship between students and teachers, disappears definitively, as collective discussions in seminars disappear, which were the liveliest part of the 'teaching. It is part of the technological barbarism that we are experiencing the cancellation from life of any experience of the senses and the loss of the gaze, permanently imprisoned in a spectral screen.</div>
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Far more decisive in what is happening is something that is not significantly talked about at all, and that is, the end of the student way of life. Universities were born in Europe from student associations - universitates - and they owe their name to them. That coming together of students was, first of all, a form of life, in which the study and attention to lessons was certainly crucial, but no less important was the meeting and the constant exchange with the other <i>scholarii</i>, who often came from more remote places and organized themselves according to their place of origin within <i>nationes</i>. This way of life has evolved in various ways over the centuries, but constant, from the clerical vagants of the Middle Ages to the student movements of the twentieth century, was the social dimension of the phenomenon. Anyone who has taught in a university classroom knows well how friendships were linked, so to speak, and, according to cultural and political interests, small study and research groups, which continued to meet even after the end of the lesson.</div>
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All this, which had lasted for nearly ten centuries, now ends forever. Students will no longer live in the city where the university is located, but each will listen to the lessons closed in his room, sometimes separated by hundreds of kilometers from his former classmates. Small cities, once prestigious university locations, will see those student communities that often made up the most lively part disappear from their streets.</div>
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Of every social phenomenon that dies it can be said that in a certain sense it deserved its end and it is certain that our universities had reached such a point of corruption and specialist ignorance that it is not possible to regret them and that the students' way of life is she was consequently equally impoverished. Two points, however, must remain firm:</div>
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the professors who accept - as they are doing en masse - to submit to the new telematic dictatorship and to hold their courses only online are the perfect equivalent of the university teachers who in 1931 swore allegiance to the fascist regime. As happened then, it is probable that only fifteen out of a thousand will refuse, but certainly their names will be remembered alongside those of the fifteen teachers who did not swear.<br />
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Students who truly love studying will have to refuse to enroll in universities transformed in this way and, as at the beginning, become new universitates, within which only, in the face of technological barbarism, will the word of the past remain alive and be born - if it is born - something like a new culture.</blockquote>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-51104997450078908912020-06-12T14:19:00.002-04:002020-06-12T16:57:51.541-04:00Shifting the Employment Paradigm in the Shadow of COVID-19: "Open Letter to the Penn State Administration Regarding Plans for the Fall and the Response to COVID-19"<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Pix© Larry Catá Backer, Flop, Needlepoint Pillow, Kuntshaus Zurich, displayed at the Museum of the Ohio State University Columbus</td></tr>
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Like most universities of its type, Penn State University has been facing a number of substantial challenges during the course of the initial phases of the COVID-19 pandemic. Like most universities, like moved its classes online since March 2020, and has effectively closed its physical facilities during the most dangerous period of transmission of the disease. It has also brought most of their students and faculty home and forbidden travel, especially foreign travel, for a long period to come. Like most universities, it is wrestling with the issue of an Autumn term, balancing the needs of safety with the realities of institutional finance (and collaterally, the preservation of the value of traditional face to face instruction and the solidarity achieved by a community of students coming together in shared space). </div>
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The closing of borders, the effect of the move to online teaching, the loss of revenue from operations over the summer and related to student services, and the fear of a drop in enrollment for the autumn term has many university high administrators worries. Many university administration across the nation have been proactive in working through their worry. One of the most worrisome elements, it seems, is the cost of university operations. And in the context where teaching and teaching services both account for a large portion of revenues and a sizeable portion of expense (without for the moment considering the drain on university resources of ever expanding compliance and other administrative bureaucracies) some high administrators have begun to target teaching resources as an area where pruning--predictive or anticipated pruning, may be undertaken with the greatest benefit to the fiscal integrity of the university (again without taking into account the revenue drain of its burgeoning bureaucracies).</div>
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It is in this context, as well, that Penn State University appears to have chosen to modify its relationship with its contract or fixed term faculty. Having grown the percentage of fixed term faculty as against tenured or tenure line faculty for a generation, on the basis of all sorts of rationales, not the least of which was that fixed term faculty provide the university with flexibility in meeting and changing teaching demand more quickly and efficiently. Of course, in the process fundamentally changed the character and protections of the teaching element of the university. </div>
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<a href="https://1.bp.blogspot.com/-vsiJBkQ2mZk/XuPHD7HZjDI/AAAAAAAATjA/ibsCnClgg8kLdbtiIgz_Jlr7Vmf99L0lgCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-06-12%2Bat%2B2.15.04%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="602" data-original-width="618" height="310" src="https://1.bp.blogspot.com/-vsiJBkQ2mZk/XuPHD7HZjDI/AAAAAAAATjA/ibsCnClgg8kLdbtiIgz_Jlr7Vmf99L0lgCLcBGAsYHQ/s320/Screen%2BShot%2B2020-06-12%2Bat%2B2.15.04%2BPM.png" title="" width="320" /></a></div>
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Now the university appears to be seeking to deploy that power of flexibility proactively by changing a key contract term in the employment contracts of its fixed term faculty. More specifically, it has inserted sme language in their contracts: "This appointment can also be terminated on twelve weeks notice in the event of serious budget or enrollment challenges; all of which shall be determined by the university at its sole discretion." Even assuming that one might read some sort of rwasonablness or good faith constraints, the laguage effectively gives the university unfetterd authority to treat their contract faculty as disposable goods--disposable even before it might consider disposing of other things. Yet, the university would remind its fixed term employees, in the nature of the fixed term relationship. Little solace to employees who until a few weeks ago conted their service, as well as their expectaiton of continuation, in years. <br />
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Simultaneously, the universty, like its peer institutions, has also been busy developing procedures, rules, and approaches to the operation of the institution for the Autumn term, none of which involved faculty to any substantial extent. But that is hardly to be surprising. The university, like virtually all others, has merely contributed it bit to a national trend that has reduced faculty shared governance to a vestigial form. Faculty involvement has been bureaucratized--it is increasingly limited to ritualized post hoc consultation, and to the selection of favored symbolically representative faculty on administrative committees where the real governance of the university is undertaken. Within this new constellation of governance, the formal structures of the faculty have all but disappeared. But that has been something the direction of which has been well known even as those who warned of its trajectory were ignored and marginalized. </div>
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Even the faculty now understands these realities. And so faced with the tremendous challenge of university action with respect to which there has been little direct faculty input that is meaningful, and developed in a process notorious for its behind closed door development, a group of faculty has had to circulate a letter for mass signature as a means of conveying its own perspectives on anticipated actions by the university. That letter-- <span style="font-size: small;"><a href="https://docs.google.com/forms/d/e/1FAIpQLSfRYMyUIUxYFS4qWLQadcZ6nvEsXymCn09c664cYVluDz3UBg/viewform" target="_blank">Open Letter to the Penn State Administration Regarding Plans for the Fall and the Response to COVID-19--</a>has been posted for signature. And it has indeed garnered a number of signatures. It is not clear where, in similar contexts across the nation, the formal faculty representative organization can play an effective role. </span></div>
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<span style="font-size: small;"><b><i><a href="https://docs.google.com/forms/d/e/1FAIpQLSfRYMyUIUxYFS4qWLQadcZ6nvEsXymCn09c664cYVluDz3UBg/viewform" target="_blank">The letter, along with links to the original site</a> where it is posted, follows as it appeared on 12 June 2020. </i></b> An active engagement with its contents is encouraged, as potentially the only sort of forum left to faculty increasingly cut out of a ritualized process of engagement tightly overseen by administrators with the power to retaliate against expression they find 'threatening' or 'unpleasant.'</span> </div>
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** NOTE: Penn State faculty who would like to add their names to this letter should complete the form at the bottom. Names do not appear automatically, but the list will be updated frequently. Given that many of the issues discussed in the letter are also pertinent to the situation of graduate employees/students, they are welcome to act as co-signers. **<br />
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To:<br />
Eric J. Barron, President of The Pennsylvania State University<br />
Nicholas Jones, Executive Vice President and Provost of The Pennsylvania State University<br />
Kathy Bieschke, Vice Provost for Faculty Affairs of The Pennsylvania State University<br />
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As Penn State faculty prepare for the fall semester, we continue to grapple with the fallout from a global pandemic that has upended millions of lives around the globe, killing more than 110,000 people in the U.S. as of this writing. At the same time we also face uncertainty surrounding our employment and plans for instruction. Especially troubling is the limited amount of input faculty, staff, and graduate employees have had on decisions related to our safety, job security, allocation of resources, and academic freedom to teach in the manner we deem most effective at this time. Moreover, there has been no discussion of the university’s priorities and how it should respond to the financial fallout from the pandemic. In addition to furloughing nearly 2,000 workers, the administration has raised the specter of additional furloughs and layoffs and has instituted a pay freeze for all employees—a move that comes after a decade in which the university has enjoyed an enormous growth in revenue streams and returns on its endowment investments, amassing significant liquid assets that give it ample cushion for projected losses from COVID-19. At the same time, it has recently introduced new language into the contracts of fixed-term faculty that formalizes the administration’s right to issue terminations at any time. This gesture has only heightened the sense of precarity among instructors who—like tenure-line faculty and graduate assistants—have already invested many hours of extra labor with the shift to remote learning and are now expected to dedicate even more time to preparing for the possibility of a multimodal system of instruction in the fall.<br />
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Now is the time for Penn State to put people first, to engage in an open discussion about what our priorities as a university should be, and for the faculty to play a central role in making decisions about how to respond to this crisis. <br />
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To that end, we the undersigned Penn State faculty stand in solidarity with all Penn State workers, and we affirm the following:<br />
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All people have the right to protect their own well-being. Therefore, in the event that students return to campus for the fall semester, we ask the university to commit to the following, and to formalize all policies in writing:<br />
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● The university will implement a rigorous system of free, widespread COVID-19 testing, contact tracing, and isolation for faculty, staff, and students in accordance with the recommendations of epidemiologists and public health experts. On-campus instructors, staff, and students will be provided with all necessary personal protective equipment, and the university will cover any and all costs related to the treatment of COVID-19 and subsequent complications, including mental health support.<br />
● The university—in consultation with faculty, students, and staff—will outline clear procedures for addressing violations of social distancing, the wearing of masks, and other safety protocols. These measures will not involve campus or local police. Faculty will have the right to bar non-compliant students from their in-person classes should this prove necessary to protect themselves and their other students, and in doing so they will have the support of the Student Affairs and Behavioral Threat Management Team. <br />
● The university will affirm the autonomy of instructors in deciding whether to teach classes, attend meetings, and hold office hours remotely, in-person, or in some hybrid mode. Staff should also have the option of working remotely. Instructors will be able to alter the mode of course delivery at any time if they deem it necessary for their own safety or the safety of their students; no one will be obligated to disclose personal health information as a justification for such decisions, and they will not face negative repercussions from the university or supervisors. We say this as faculty who firmly believe in the importance of the university as a physical site of face-to-face dialogue and debate, and we look forward to the moment when such measures are no longer necessary.<br />
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To fulfill the educational mission of our university, all faculty members, staff, graduate employees, and other essential employees must have secure employment, equity, and a guarantee of the resources necessary to perform their work. Given Penn State’s significant liquid assets, we ask the university to commit to the following:<br />
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● The university will extend fixed-term faculty contracts through the 2020-2021 year at a salary equal to or exceeding the faculty member’s 2019-2020 contract, and it will maintain full employment, pay, raises, and benefits for all faculty and staff (including administrative, custodial, and maintenance staff). If classes fail to meet the minimum enrollment, the university will either allow these smaller classes to run, or it will assign faculty other important tasks such as curriculum design and program-building. The university will also maintain (or raise) all pre-pandemic levels of funding for graduate employees, and in light of the pandemic’s effects on their research and working conditions, it will guarantee a yearlong extension of funding to current graduate students whose progress has been impacted.<br />
● The university will continue to undertake tenure-track hiring initiatives and other efforts to ensure the strength and diversity of its workforce while simultaneously facilitating the advancement of all current faculty, particularly those from underrepresented groups. It will continue to offer assistant professors choice in whether to request a delay in their tenure review due to the pandemic and its fallout, for as long as such accommodations are needed. It will also recognize that delays in the promotion of both assistant and associate professors may undermine efforts to redress disparities of gender and race and will consider ways to address this issue.<br />
● The university will commit to drawing on its many financial resources to ensure the maintenance of programs and positions across all of our campuses. <br />
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We are stakeholders in this university. Transparency, consultation, shared governance, and the active involvement of faculty, staff, and other employees in decision-making processes is imperative at all times, but even more so during times of uncertainty and crisis. Therefore we ask the university to commit to the following:<br />
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● From this point forward, the university will ensure that faculty play a central role in making decisions about all matters that affect us and our programs. This will go beyond including a handful of individual faculty members on the task forces, inviting faculty to town hall meetings, and conducting online surveys with questions of a very limited scope. It will include (among other practices) substantive consultation on all relevant matters with existing bodies of faculty governance at the programmatic, departmental, college, and university levels, including but not limited to the University Faculty Senate and the Senate of each Commonwealth Campus. <br />
● To facilitate this, the university will create a clear and effective system of liaisons to ensure the timely, transparent dissemination and circulation of information about its plans for the fall (and beyond), and to allow all constituents of the university to offer input even after plans have been announced and implemented. The administration will provide detailed information about the university’s finances, including its investments, assets and financial projections, in order to clarify and justify its financial decisions.<br />
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Despite the challenges, we look forward to collaborating and contributing our collective knowledge to this endeavor so that rather than simply weathering the crisis, Penn State will emerge as a more equitable and spirited place of learning for all.<br />
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Sincerely, <br />
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1. Sarah J. Townsend, Associate Professor of Spanish and Portuguese (University Park)<br />
2. Gary King, Professor of Biobehavioral Health (University Park)<br />
3. Michelle Rodino-Colocino, Associate Professor of Media Studies (University Park)<br />
4. Esther Prins, Professor of Education (University Park)<br />
5. Michael Eracleous, Professor of Astronomy and Astrophysics (University Park)<br />
6. Michael Bérubé, Edwin Erle Sparks Professor of Literature (University Park)<br />
7. Leland Glenna, Professor of Rural Sociology and Science, Technology, and Society (University Park)<br />
8. Jonathan Abel, Associate Professor of Comparative Literature and Asian Studies (University Park)<br />
9. Alex Lubin, Professor of African American Studies (University Park)<br />
10. Rebecca Tarlau, Assistant Professor of Education and Labor & Employment Relations (University Park)<br />
11. Paul M. Kellermann, Teaching Professor of English (University Park)<br />
12. Manuel Rosaldo, Postdoctoral Fellow in Labor & Employment Relations (University Park)<br />
13. Joshua Wede, Teaching Professor of Psychology (University Park)<br />
14. Elizabeth J. Tisdell, Professor of Adult Education (Harrisburg)<br />
15. Robin Bower, Associate Professor of Spanish (Beaver)<br />
16. Marco A. Martinez, Assistant Professor of Spanish (University Park)<br />
17. Margaret Michels, Teaching Professor Communication Arts and Sciences (University Park)<br />
18. Michael O. West, Professor of African American Studies and History (University Park)<br />
19. Julia Spicher Kasdorf, Professor of English and Women's, Gender, and Sexuality Studies (University Park)<br />
20. Kimberly Powell, Professor of Education and Art Education (University Park)<br />
21. Rosa Eberly, Associate Professor of Communication Arts & Scieces and English (University Park)<br />
22. Kai A. Schafft, Professor of Education and Rural Sociology (University Park)<br />
23. Joseph Michael Valente, Associate Professor of Education (University Park)<br />
24. Christopher Uhl, Emeritus of Biology (University Park)<br />
25. David Post, Professor of Education (University Park)<br />
26. Cheryl Keller, Associate Research Professor (University Park)<br />
27. William J. Rothwell, Professor of Education (University Park)<br />
28. Dana L. Stuchul, Teaching Professor (University Park)<br />
29. Elizabeth Kadetsky, Associate Professor of English/Creative Writing (University Park)<br />
30. Teresa Hamilton, Assistant Teaching Professor of English (University Park)<br />
31. James Kalsbeek, Associate Professor of Architecture (University Park)<br />
32. Rena Torres Cacoullos, Professor of Spanish and Linguistics (University Park)<br />
33. Andrew High, Associate Professor of Communication Arts & Sciences (University Park)<br />
34. John D. Holst, Associate Professor of Lifelong Learning and Adult Education (University Park)<br />
35. Ben Goldman, Associate Librarian (University Park)<br />
36. Roselyn Costantino, Professor of Spanish, Women's, Gender & Sexuality Studies, Latin American Studies (Altoona College)<br />
37. Mary Vollero, Associate Teaching Professor in Art (DuBois)<br />
38. Dana L. Mitra, Professor of Education (University Park)<br />
39. Ty Hollett, Assistant Professor of Learning, Design and Technology (University Park)<br />
40. Reginald F. Hamilton, Associate Prof. of Engineering Science and Mechanics (University Park)<br />
41. Brian Lennon, Associate Professor of English and Comparative Literature (University Park)<br />
42. Caitlin Rizzo, Head of Collection Services for Eberly Family Special Collections Library (University Park)<br />
43. Mari Pierce, Associate Professor of Administration of Justice (Beaver)<br />
44. Nathan Tallman, Digital Preservation Librarian (University Park)<br />
45. Kathleen Sexsmith, Assistant Professor of Rural Sociology (University Park)<br />
46. Cynthia Young, Associate Professor of African American Studies, English and the Rock Ethics Institute (University Park)<br />
47. Krista Brune, Assistant Professor of Portuguese and Spanish (University Park)<br />
48. Jason Charnesky, Lecturer in English (University Park)<br />
49. Dan Letwin, Associate Professor of History (University Park)<br />
50. Oliver Baker, Assistant Professor of English and African American Studies (University Park)<br />
51. John Champagne, Professor of English (Penn State Erie)<br />
52. Renee Borromeo, Teaching Professor of Physical Therapy (Mont Alto)<br />
53. Emily Rosenman, Assistant Professor of Geography (University Park)<br />
54. Claire Colebrook, Edwin Erle Sparks Professor of English, Philosophy, and Women's, Gender, and Sexuality Studies (University Park)<br />
55. Nergis Erturk, Associate Professor of Comparative Literature (University Park)<br />
56. Cassandra Miller-Butterworth, Associate Professor of Biology (Beaver)<br />
57. Shuang Shen, Associate Professor of Comparative Literature and Asian Studies (University Park)<br />
58. Judith Sierra-Rivera, Assistant Professor of Spanish and Latina/o Studies (University Park)<br />
59. Richard Doyle, Edwin Erle Sparks Professor (University Park)<br />
60. Steven Rubin, Professor of Art (University Park)<br />
61. Christopher Castiglia, Distinguished Professor (University Park)<br />
62. Jonathan E. Brockopp, Professor of History, Religious Studies, and Philosophy (University Park)<br />
63. John Christman, Professor of Philosophy (University Park)<br />
64. Alicia C. Decker, Associate Professor of WGSS (University Park)<br />
65. Jacob Lee, Assistant Professor of History (University Park)<br />
66. Jeffrey T. Nealon, Edwin Erle Sparks Professor of English and Philosophy (University Park)<br />
67. Maria Truglio, Professor of Italian (University Park)<br />
68. Mary Beth Oliver, Professor of Media Studies (University Park)<br />
69. Jessica G. Myrick, Associate Professor of Media Studies (University Park)<br />
70. Ariana Mikulski, Associate Teaching Professor of Spanish (University Park)<br />
71. Anna Kaiper-Marquez, Associate Director/Assistant Teaching Professor, Goodling Institute for Research in Family Literacy, Institute for the Study of Adult Literacy<br />
72. Michael Akritas, Professor of Statistics (University Park)<br />
73. Liying Luo, Assistant Professor of Sociology and Demography (University Park)<br />
74. Enrique del Castillo, Distinguished Professor of Engineering (University Park)<br />
75. Frank G. Hillary, Professor and Associate Head Psychology (University Park)<br />
76. Thomas O. Beebee, Edwin Erle Sparks Professor of Comparative Literature and German (University Park)<br />
77. Randall E. Newnham, Professor of Political Science (Berks), AAUP<br />
78. Leigh-Ann Bedal, Associate Professor of Anthropology (Penn State Behrend)<br />
79. Pearl Gluck, Associate Professor of Film-VIdeo (University Park)<br />
80. Douglas F. Cowen, Professor of Physics (University Park)<br />
81. Erica Brindley, Professor of Asian Studies, History, and Philosophy (University Park)<br />
82. Erich Schienke, Assistant Teaching Professor, Energy and Mineral Engineering (University Park)<br />
83. Nan Elizabeth Woodruff Professor Emerita African American Studies/Modern US History (University Park)<br />
84. Joan Landes, Walter L. and Helen Ferree Professor of History and Women’s Studies, Emerita (University Park)<br />
85. Sara Luttfring, Associate Professor of English (Penn State Behrend)<br />
86. Mark Kissling, Associate Professor of Education (University Park)<br />
87. Faisal Husain, Assistant Professor of History (University Park)<br />
88. Matthew Marr, Associate Professor of Spanish (University Park)<br />
89. Jessica O'Hara, Associate Teaching Professor of Communication Arts and Sciences (University Park)<br />
90. Carla Cornette, Assistant Teaching Professor of Italian (University Park)<br />
91. Justine Lindemann, Assistant Professor of Community Development and Resilience (University Park)<br />
92. Liza Conyers, Professor Rehabilitation and Human Services (University Park)<br />
93. Jorge O. Sofo, Professor of Physics (University Park)<br />
94. Camille-Yvette Welsch, Teaching Professor of English, (University Park)<br />
95. Bernice L. Hausman, Professor and Chair of Humanities, College of Medicine (Hershey)<br />
96. Carla J. Mulford, Professor of English (University Park)<br />
97. Allen Larson, Associate Professor of Communications (New Kensington)<br />
98. Erica Frankenberg, Professor of Education and Demography (University Park)<br />
99. Melissa W. Wright, Professor, WGSS and Geography (University Park)<br />
100. Timeka Tounsel, Assistant Professor, African American and Media Studies (University Park)<br />
101. Tanner Vea, Assistant Professor of Education (University Park)<br />
102. Gretchen Kuldau, Associate Professor of Plant Pathology (University Park)<br />
103. Sherry Roush, Professor of Italian (University Park)<br />
104. Victor W Brunsden, Associate Professor of Mathematics (Altoona)<br />
105. David Almeida, Professor of Human Development and Family Studies (University Park)<br />
106. Matthew Rockmore, Assistant Teaching Professor of English (University Park)<br />
107. Maria del Mar Jimenez-Gasco, Associate Professor of Plant Pathology (University Park)<br />
108. Mayra Y. Bamaca, Associate Professor in HDFS (University Park)<br />
109. Stephen Cohen, Lecturer (Abington)<br />
110. Sajay Samuel, Clinical Professor of Accounting (University Park)<br />
111. Melba Amador, Lecturer of Spanish (New Kensington)<br />
112. Gail Boldt, Professor of Curriculum and Instruction (University Park)<br />
113. Jennifer Maggs, Professor of Human Development and Family Studies (University Park)<br />
114. Yuliya V. Ladygina, Assistant Professor of Russian and Global Studies (University Park)<br />
115. Jean-Paul Armache, Assistant Professor of Biochemistry and Molecular Biology (University Park)<br />
116. Molly Countermine, Associate Teaching Professor of Human Development and Family Studies<br />
117. John Craig Hammond, Associate Professor of History (New Kensington)<br />
118. Charles Geier, Associate Professor of Human Development and Family Studies (University Park)<br />
119. Constantino M. Lagoa, Professor of Electrical Engineering (University Park)<br />
120. José M. Capriles, Assistant Professor of Anthropology (University Park)<br />
121. Diana Fishbein, senior research faculty (University Park)<br />
122. Janet Neigh, Associate Professor of English (Behrend)<br />
123. Kathleen Collins, Associate Professor of Curriculum and Instruction (University Park)<br />
124. Gabriela T. Richard, Assistant Professor of Learning, Design and Technology (University Park)<br />
125. Sabine Doran, Associate Professor of German and Jewish Studies (University Park)<br />
126. Alan MacEachren, Professor of Geography (University Park)<br />
127. Liliana Naydan, Associate Professor of English (Abington)<br />
128. Mathew Levy, Associate Professor of Art History (Behrend)<br />
129. Carter Hunt, Associate Professor of Recreation, Park, and Tourism Management, and Anthropology (University Park)<br />
130. Sarah K Rich, Associate Professor of Art History (University Park)<br />
131. Mark Sentesy, Assistant Professor of Philosophy and Classics and Ancient Mediterranean Studies (University Park)<br />
132. Robert L. Caserio, Professor Emeritus of English, Comparative Literature, and Women's, Gender, and Sexuality Studies (University Park)<br />
133. Kateryna Makova, Pentz Professor of Biology (University Park)<br />
134. Evan Bradley, Associate Professor of Psychology (Brandywine)<br />
135. Tracy Rutler, Assistant Professor of French and Francophone Studies, and Women’s, Gender, and Sexuality Studies (University Park)<br />
136. Daniel M. Zolli, Assistant Professor of Art History (University Park)<br />
137. Marissa Nicosia, Assistant Professor of Renaissance Literature (Abington)<br />
138. Erin R. Dick, Lecturer in English (Behrend)<br />
139. Ellen Andrews Knodt, Professor of English (Abington)<br />
140. Andrea McCloskey, Associate Professor of Education (University Park)<br />
141. Suresh Canagarajah, Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies, University Park<br />
142. Ashley N. Patterson, Assistant Professor of Education (University Park)<br />
143. Michael T. Putnam, Associate Professor of German and Linguistics (University Park)<br />
144. Nicolai Volland, Associate Professor of Asian Studies and Comparative Literature (University Park)<br />
145. Arthur Goldschmidt, Professor Emeritus of Middle East History (University Park)<br />
146. Jessamyn Abel, Assistant Professor of Asian Studies (University Park)<br />
147. Deborah Y Sillman, Assistant Teaching Professor (New Kensington) <br />
148. Ana Matkovic, Associate Teaching Professor of Astronomy (University Park) <br />
149. Lori Bedell, Associate Teaching Professor of Communication Arts and Sciences (University Park)<br />
150. Suvrath Mahadevan, Professor of Astronomy & Astrophysics (University Park)<br />
151. Mark Anner, Associate Professor of Labor & Employment Relations and Political Science (University Park)<br />
152. Carley A. Gwin, Assistant Teaching Professor in Science (New Kensington)<br />
153. Magalí Armillas-Tiseyra, Associate Professor of Comparative Literature (University Park)<br />
154. N. Serhat Aybat, Associate Professor of Industrial Engineering (University Park)<br />
155. Robert Roeser, Professor of Human Development and Family Studies (University Park) <br />
156. Mary L. Sellers, Lecturer in English and American Studies (University Park)<br />
157. Julia Green Bryan, Associate Professor Counselor Education (University Park)<br />
158. Julie Gallagher, Associate Professor of History (Brandywine)<br />
159. Tina Chen, Associate Professor of English and Asian American Studies (University Park)<br />
160. Nicole Webster, Professor of Youth and International Development (University Park)<br />
161. Sjoerd Duiker, Professor of Soil Management and Applied Soil Physics (University Park)<br />
162. Eduardo Mendieta, Professor of Philosophy (University Park)<br />
163. Matthew Rigilano, Assistant Teacher Professor of English (Abington)<br />
164. Samar Farage,Associate Teaching Professor of Sociology (University Park) <br />
165. Lori Ginzberg, Professor of History and Women's Studies (University Park) <br />
166. Kirk French, Associate Teaching Professor of Anthropology (University Park)<br />
167. Heather Holleman, Lecturer in English (University Park) <br />
168. Jyoti Balachandran, Assistant Professor of History (University Park) <br />
169. John Dattilo, Professor of Recreation, Park and Tourism Management (University Park)<br />
170. Joshua Wreztel, Assistant Teaching Professor (University Park)<br />
171. Naomi Ruth Pitamber, Assistant Teaching Professor of Art History (University Park)<br />
172. Martha Few, Professor of History and Women's, Gender, and Sexuality Studies (University Park)<br />
173. Patricia A. Patrick, Clinicial Associate Professor of Accounting (University Park)<br />
174. Shara McCallum, Liberal Arts Professor of English (University Park)<br />
175. Joy B. Krumenacker, Assistant Teaching Professor of Psychology (New Kensington)<br />
176. Samuel Frederick, Associate Professor of German (University Park)<br />
177. Uday V. Shanbhag, Professor of Industrial Engineering (University Park)<br />
178. Douglas Bird, Associate Professor of Anthropology (University Park)<br />
179. Trevor Birkenholtz, Associate Professor of Geography (University Park)<br />
180. Janina Safran, Associate Professor of History (University Park)<br />
181. Themis Matsoukas, Professor of Chemical Engineering<br />
182. Catherine A. McCormick, Assistant Teaching Professor of Communications (Harrisburg)<br />
183. Alexandra deGraffenreid, Processing Archivist, Assistant Librarian (University Park)<br />
184. Sarah Ivory, Assistant Professor of Geosciences (University Park)<br />
185. David Geiser, Professor of Mycology (University Park)<br />
186. Elizabeth Dudkin, Associate Professor of Biology (Brandywine)<br />
187. Anton Nekrutenko, Professor of Biochemsitry and Molecular Biology (University Park)<br />
188. Jennifer Boittin, Associate Professer of French, Francophone Studies and History (University Park)<br />
189. Elizabeth Coggin Womack , Associate Professor of English (Brandywine)<br />
190. Namiko Yamamoto, Assistant Processor of Aerospace Engineering (University Park)<br />
191. Heather McCoy, Teaching Professor of French (University Park)<br />
192. Dan Beaver, Associate Professor of History and English<br />
193. Abigail Celis, Assistant Professor in French and Francophone Studies, African Studies (University Park)<br />
194. Charlotte Land, Assistant Professor of Education (University Park)<br />
195. Matt Tierney, Assistant Professor of English (University Park)<br />
196. Terri Vescio, Professor of Psychology and Women's, Gender, and Sexuality Studies (University Park)<br />
197. Alicia C. Dowd, Professor of Education (University Park)<br />
198. Jennifer Wood, Associate Professor of Communication Arts and Sciences (New Kensington)<br />
199. Jacqueline Reid-Walsh Associate Professor Curriculum and Instruction and WGSS (University Park)<br />
200. Karen Keifer-Boyd, Professor of Art Education and Women's, Gender, & Sexuality Studies (University Park)<br />
201. Scott Collins, Clinical Associate Professor of Accounting (University Park)<br />
202. Bill Goffe, Associate Teaching Professor of Economics (University Park)<br />
203. Anita Starosta, Associate Teaching Professor of English (University Park)<br />
204. Margaret Signorella, Distinguished Professor of Psychology and Women's, Gender, and Sexuality Studies (Brandywine)<br />
205. Joan A. Kowalski, Assistant Teaching Professor of Engineering (New Kensington)<br />
206. Jens-Uwe Guettel, Associate Professor in German Studies and History (University Park)<br />
207. Stephanie A. Shields, Professor of Psychology and Women's Studies (University Park)<br />
208. Christian P. Haines, Assistant Professor of English (University Park)<br />
209. Nancy Tuana, DuPont/Class of 1949 Professor of Philosophy and Women's, Gender, and Sexuality Studies (University Park)<br />
210. Sarah Damaske, Associate Professor Sociology/LER/WGSS (University Park)<br />
211. Amara Solari, Professor of Art History (University Park)<br />
212. Mark Shriver, Professor of Anthropology (University Park)<br />
213. Alison Condie Jaenicke, Assistant Teaching Professor of English (University Park)<br />
214. Aparna Joshi, Arnold Family Professor of Management, Smeal College of Business (University Park)<br />
215. C. Clare Hinrichs, Profressor of Rural Sociology (University Park)<br />
216. Andrew Hieronymi, Associate Professor of Art (University Park)<br />
217. Jean Sanders, Associate Professor of Art (University Park)<br />
218. Sanjay Joshi, Professor of Industrial Engineering (University Park)<br />
219. Kenneth Hirth, Professor of Anthropology (University Park)<br />
220. Barbara Watters, Professor of Practice in Psychology (University Park)<br />
221. Bonnie Collura, Professor of Art (University Park)<br />
222. Rachel Hamel, Assistant Teaching Professor of Psychology (University Park)<br />
223. Borja Gutiérrez, Assistant Teaching Professor of Spanish (University Park)<br />
224. Christine L. Chichester, Lecturer in English, Composition and Rhetoric (University Park)<br />
225. Jadrian Wooten, Associate Teaching Professor of Economics (University Park)<br />
226. Jes Matsick, Assistant Professor of Psychology and WGSS (University Park)<br />
227. Alicia Drais-Parrillo, Associate Teaching Professor of Psychology (University Park)<br />
228. Beth Gerace, Assistant Teaching Faculty (University Park)<br />
229. Mary Dean Coleman, Associate Teaching Professor of Nutritional Sciences (University Park)<br />
230. Jeanine Staples, Professor of Literacy and Language, African American Studies, and Women's Gender, and Sexuality Studies (University Park)<br />
231. Eric Hayot, Professor of Comparative Literature and Asian Studies (University Park)<br />
232. Robert Morehead, Assistant Teaching Professor of Astronomy & Astrophysics (University Park)<br />
233. Brad Wyble, Associate Professor of Psychology (University Park)<br />
234. Jennifer Agans, Assistant Professor of Recreation, Park, and Tourism Management (University Park)<br />
235. Michelle Quist Ryder, Assistant Teaching Professor of Psychology (University Park)<br />
236. James Tutt, Associate Research Professor of Astronomy and Astrophysics (University Park)<br />
237. Matthew P. McAllister, Professor of Communications (University Park)<br />
238. Maha Marouan, Associate Professor of Women Studies (University Park)<br />
239. Eric Roman, Associate Teaching Professor of Art (University Park) <br />
240. Manuel Ostos, Associate Librarian (University Park)<br />
241. Sharon M. Gallagher, Associate Teaching Professor, English (Behrend)<br />
242. Randall McEntaffer, Professor of Astronomy & Astrophysics (University Park)<br />
243. Miguel A. Mostafa, Professor of Physics and of Astronomy & Astrophysics (University Park)<br />
244. Linda K. Trevino, Distinguished Professor of Organizational Behavior and Ethics, University Park<br />
245. Zachary Zobrist, Lecturer, Labor and Employment Relations (University Park)<br />
246. Pamela Dubyak, Assistant Teaching Professor of Psychology (University Park)<br />
247. Frederick R Hearty, Research Professor of Astronomy and Astrophysics (University Park)<br />
248. Denny Gioia, Klein Professor of Management (University Park)<br />
249. Spencer Szczesny, Assistant Professor of Biomedical Engineering (University Park<br />
250. Efraín Marimón, Assistant Teaching Professor of Education (University Park)<br />
251. C. Libby, Assistant Teaching Professor of WGSS (University Park)<br />
252. Hailley Fargo, Assistant Librarian (University Park)<br />
253. Stephanie Petroski, Assistant Teaching Professor of Biology (Beaver)<br />
254. Samantha Fuller, Instructor of Mathematics (Altoona)<br />
255. Jill M. Wood, Teaching Professor, Dept. of Women's, Gender, and Sexuality Studies, University Park <br />
256. Terrence Guay, Clinical Professor of International Business (University Park)<br />
257. James Endres Howell, Associate Teaching Professor, Biochemistry and Molecular Biology (University Park)<br />
258. Raymond Watkins, Assistant Teaching Professor of English (University Park)<br />
259. Mallory M. Meehan, Clinical Assistant Professor of Real Estate (University Park)<br />
260. Lolita Paff, Associate Professor of Business & Economics (Berks)<br />
261. Lauren Reiter, Associate Librarian (University Park)<br />
262. Joyce Furfaro, Assistant Professor of Teaching (University Park)<br />
263. Valerie Ann Cholet, Assistant Teaching Professor, Kinesiology (Berks)<br />
264. Ryan Baxter, Associate Teaching Professor of Geography (University Park)<br />
265. Paige Castellanos, Assistant Research Professor, International Agriculture (University Park)<br />
266. Mark Guiltinan, Professor of Plant Molecular Biology, J. Franklin Styer Professor of Horticultural Botany (University Park)<br />
267. Jarl Ahlkvist, Assistant Teaching Professor - Sociology & Criminology (University Park)<br />
268. Idan Shalev, Associate Professor of Biobehavioral Health (University Park)<br />
269. Gabrielle Dietrich, Associate Teaching Professor of Music (Behrend)<br />
270. Myrta Mathews, Assistant Teaching Professor of Spanish (University Park)<br />
271. David Burrows, Professor of Astronomy and Astrophysics (University Park)<br />
272. Stephanie Snider, Associate Professor of Art (University Park)<br />
273. Suzy Scherf, Associate Professor of Psychology (University Park)<br />
274. Fran Arbaugh, Professor of Education (University Park)<br />
275. Christopher McComb, Assistant Professor of Engineering Design (University Park)<br />
276. Christina Cook, Assistant Teaching Professor, English (University Park)<br />
277. Stan Hunter Kranc, Associate Teaching Professor of English (University Park)<br />
278. Dana Naughton, Assistant Professor of Biobehavioral Health (University Park)<br />
279. Leanna Rosas, Assistant Teaching Professor, Digital Arts and Media Design (University Park)<br />
280. Daryl Cameron, Assistant Professor of Psychology, Rock Ethics Institute (University Park)<br />
281. Cathleen Hunt, Associate Teaching Professor of Psychology (University Park)<br />
282. Mark Munn, Professor of Ancient Greek History and Greek Archaeology (University Park)<br />
283. Lecinda M Yevchak, Assistant Teaching Professor Sociology and Criminology (University Park)<br />
284. Nicholas Beishline, Lecturer in English (University Park)<br />
285. Julian Darragjati, Assistant Teaching Professor of English (University Park)<br />
286. Charity Ketz, Lecturer in English (University Park)<br />
287. Jason Williams, Assistant Teaching Professor of Psychology (University Park and World Campus) <br />
288. Jennifer Murphy, Associate Professor of Criminal Justice (Berks)<br />
289. Elizabeth Smolcic, Associate Teaching Professor of Education (University Park)<br />
290. Erin Miele, Lecturer (University Park)<br />
291. Eunhye Song, Harold and Inge Marcus Early Career Assistant Professor in Industrial and Manufacturing Engineering (University Park)<br />
292. Marcela Borge, Assistant Professor, Learning, Design, and Technology (University Park)<br />
293. Shengxi Huang, Assistant Professor of Electrical Engineering (University Park)<br />
294. Peter Mhando, Associate Teaching Professor, Risk Mgt & International Affairs (University Park)<br />
295. Puneet Singla, Professor of Aerospace Engineering (University Park)<br />
296. Kristen Hudy, Research Technologist II (University Park)<br />
297. Joseph Cusumano, Professor of Engineering Science & Mechanics (University Park)<br />
298. Sommer Mitchell, Assistant Teaching Professor of Global Studies (University Park)<br />
299. Zachary Morgan, Associate Professor (University Park)<br />
300. Dara Ford, Assistant Teaching Professor (University Park)<br />
301. Michelle G. Newman, Professor of Psychology and Psychiatry (University Park)<br />
302. Karen A. Thole, Distinguished Professor of Mechanical Engineering (University Park)<br />
303. Kevin M. Moist, Associate Professor of Communications (Altoona)<br />
304. Jack Langelaan, Professor of Aerospace Engineering (University Park)<br />
305. Marcy Lynne North, Associate Professor of English (University Park)<br />
306. Britney Wardecker, Assistant Professor, University Park<br />
307. Erin Morgart, Assistant Teaching Professor of Education (University Park)<br />
308. Tom Lauerman, Associate Professor of Studio Art (University Park)<br />
309. Richard Carlson, Professor of Psychology (University Park)<br />
310. Eric Marsh, Professor of Mechanical Engineering (University Park)<br />
311. Shannon Goff, Associate Professor of Art (University Park)<br />
312. Wendy A. Horwitz, Assistant Teaching Professor of Writing and English (Abington)<br />
313. Maria Lewis, Assistant Professor of Education (University Park)<br />
314. Louis G. Castonguay, Liberal Arts Professor of Psychology (University Park)<br />
315. Jonathan Dingwell, Professor of Kinesiology (University Park)<br />
316. Khytam Dawood, Teaching Professor of Psychology (University Park)<br />
317. Jacqueline O'Connor, Associate Professor of Mechanical Engineering (University Park)<br />
318. Kristy McCoy, Assistant Teaching Professor of English (Penn State Behrend)<br />
319. Melissa Hunter, Associate Teaching Professor (University Park)<br />
320. Stephen Lynch, Associate Professor of Mechanical Engineering (University Park)<br />
321. Christopher Tounsel, Assistant Professor of History and African Studies (University Park)<br />
322. Xiang Yang, Assistant Professor (University Park)<br />
323. Hyung Joon Yoon, Assistant Professor of Education (University Park)<br />
324. Mary P. Riddle, Associate Teaching Professor of Psychology (University Park)<br />
325. Phillip Zapkin, Assistant Teaching Professor of English (University Park)<br />
326. Andi N. Stout, Assistant Teaching Professor of English (University Park)<br />
327. Catherine Berdanier, Assistant Professor of Mechanical Engineering (University Park)<br />
328. Nicholas Pearson, Associate Teaching Professor of Psychology (University Park)<br />
329. Maureen Fielding, Associate Professor of English and Women's Studies (Brandywine)<br />
330. Daniel J. Weiss, Professor of Psychology and Linguistics (University Park)<br />
331. Andrea P. Arguelles, Assistant Professor of Engineering Science and Mechanics (University Park)<br />
332. Jean Phillips (Professor of Human Resource Management (University Park)<br />
333. Maria Turkson, Assistant Teaching Professor, Psychology (Harrisburg)<br />
334. Brian Crosby, Associate Teaching Professor of Psychology (University Park)<br />
335. Elizabeth A. Holtzinger, Assistant Teaching Professor of English (University Park)<br />
336. Cobi Michael, Associate Teaching Professor of Psychology (Harrisburg)<br />
337. John Bowman, Professor of Art (University Park)<br />
338. Leann Terry Diederich, PhD, Adjunct Faculty (HDFS & CNED; University Park)<br />
339. David Puts, Associate Professor of Anthropology (University Park)<br />
340. Ali Borhan, Professor of Chemical Engineering (University Park)<br />
341. Erin Heidt-Forsythe, Sherwin Early Career Professor at the Rock Ethics Institute and Associate Professor, Women's, Gender, and Sexuality Studies and Political Science (University Park)<br />
342. Luis Duque, Assistant Research Professor, Plant Science (University Park)<br />
343. Victoria Kazmerski, Associate Professor of Psychology (Behrend College)<br />
344. Jacqueline A. Mogle, Assistant Research Professor, Prevention Research Center (University Park)<br />
345. Sean Brennan, Professor of Mechanical Engineering (University Park)<br />
346. Paul Medvedev, Associate Professor (University Park)<br />
347. Alicia Grandey, Professor of Psychology (University Park)<br />
348. Sheri A. Berenbaum, Professor of Psychology (University Park)<br />
349. Jessica Menold, Assistant Professor of Engineering Design and Mechanical Engineering (University Park)<br />
350. Deb Dreisbach, Lecturer (Berks)<br />
351. Debra Gardecki, Lecturer in English (University Park)<br />
352. Rodrigo Cárdenas, Assistant Teaching Professor of Psychology (University Park)<br />
353. Teri Price, Lecturer in Physics (Berks)<br />
354. Mary Bellman, Associate Teaching Professor of Labor and Employment Relations (University Park)<br />
355. Greg Loviscky, Teaching Professor of Psychology (University Park)<br />
356. Ann Martinelli, Associate Teaching Professor (Abington)<br />
357. Richard J. Harnish, Professor of Psychology (New Kensington)<br />
358. Rachel A. Shelden, Associate Professor of History (University Park)<br />
359. Carlos Rosas, Professor of Art, Digital Arts and Media Design (University Park)<br />
360. Jeffrey Love, Teaching Professor of Psychology (University Park)<br />
361. Jessica Vantine Birkenholtz, Associate Professor of Women's, Gender, and Sexuality Studies & Asian Studies (University Park)<br />
362. Timothy Robicheaux, Associate Teaching Professor of Sociology and Criminology (University Park)<br />
363. Carmen Cole, Assistant Librarian (University Park)<br />
364. Maria Vinca, Assistant Teaching Professor of Psychology (University Park)<br />
365. Lauren Jade Martin, Associate Professor of Sociology (Berks)<br />
366. Andrea Gregg, Assistant Teaching Professor, Mechanical Engineering (University Park)<br />
367. Jeremy Wimpey, Research Faculty, RPTM (University Park)<br />
368. William Doan, Professor of Theatre (University Park)<br />
369. Scarlett Miller, Associate Professor of Engineering Design and Industrial Engineering (University Park)<br />
370. Michael Roche, Associate Professor of Psychology (Altoona)<br />
371. Elizabeth Mazur, Professor of Psychology (Greater Allegheny)<br />
372. Manini Samarth, Associate Teaching Professor of English and WGSS (University Park)<br />
373. Matthew J Olson, Assistant Teaching Professor (University Park)<br />
374. Dan Riddle, Music Director, School of Theatre, University Park<br />
375. Rudy Shepherd, Associate Professor of Art, (University Park)<br />
376. Ann Tarantino, Associate Teaching Professor of Art (University Park)<br />
377. Konstantin Getman, Research Professor, Astronomy and Astrophysics (University Park)<br />
378. Robin Redmon Wright, Associate Professor of Lifelong Learning and Adult Education (Harrisburg)<br />
379. Sibusiwe Dube, Associate Teaching Professor (University Park)<br />
380. Miguel Hernandez , Adjunct Faculty (University Park)<br />
381. Amanda Passmore-Ott, Assitant Teaching Professor of English (University Park)<br />
382. Eileen Morgn, Assistant Teaching Professor (Hazleton)<br />
383. Helen Greatrex, Associate professor in Geography and Statistics (University Park)<br />
384. Michael Hallquist, Assistant Professor of Psychology (University Park)<br />
385. Kathleen Hauser, Assistant Teaching Professor (Berks)<br />
386. Michael Bernstein, Professor of Psychology (Abington)<br />
387. Galen A. Grimes, Associate Professor of IST (Greater Allegheny)<br />
388. Zoubeida Ounaies, Professor of Mechanical Engineering (University Park)<br />
389. Gary Neal, Instructor Mechanical Engineering (University Park)<br />
390. Qian Wang, Professor of Mechanical Engineering (University Park)<br />
391. Michael Schmierbach, Associate Professor (University Park)<br />
392. Robert G. Melton, Professor of Aerospace Engineering (University Park)<br />
393. Gary L. Wright, Assistant Teaching Professor of Mathematics (Harrisburg)<br />
394. Kevin Clair, Digital Collections Librarian (University Park)<br />
395. Dr. Russ Webster, Assistant Professor of Psychology (Abington)<br />
396. Jenae Neiderhiser, Distinguished Professor of Psychology & Human Development & Family Studies and Associate Head of Psychology (University Park)<br />
397. AnneMarie Mingo, Assistant Professor of African American Studies and Women's, Gender, and Sexuality Studies (University Park)<br />
398. Ruth Mendum, Assistant Research Professor, Associate Director for Gender Initiatives (University Park)<br />
399. Caitlin Grady, Assistant Professor of Civil Engineering, Rock Ethics Institute (University Park)<br />
400. Charles E. Scott, Professor of Philosophy (University Park)<br />
401. Janet K. Swim, Professor of Psychology (University Park)<br />
402. Jason Griffith, Assistant Professor of Education (University Park)<br />
403. Katharine Donnelly Adams, Assistant Teaching Professor of Psychology (University Park)<br />
404. Brad Baumgartner, Assistant Teaching Professor of English (University Park)<br />
405. Reg Adams, Professor (University Park)<br />
406. Cynthia Huang-Pollock, Professor of Psychology (University Park)<br />
407. Lewis C. Lazarow, Lecturer in English (University Park)<br />
408. Kalpani Dissanayake, Assistant Professor, Business (Brandywine)<br />
409. Sandra Testa Michelson, Assistant Clinical Professor of Psychology, Assistant Director Psychological Clinic (University Park)<br />
410. Raeven Chandler, Assistant Research Professor (University Park) <br />
411. Allison Beese, Associate Professor of Materials Science and Engineering (University Park)<br />
412. MaryEllen Higgins, Associate Professor of English (Greater Allegheny)<br />
413. Andrew M. Carleton, Professor of Geography (University Park)<br />
414. Richard Wade, Associate Professor Emeritus, Astronomy and Astrophysics (University Park)<br />
415. Seth Erickson, Assistant Librarian (University Park)<br />
416. Angel Diaz, University Archivist (University Park)<br />
417. Gregg Rogers, Associate Teaching Professor of English (University Park)<br />
418. Mark Gough, Assistant Professor of Labor and Employment Relations (University Park)<br />
419. Shiyoung Lee, Associate Professor (Berks)<br />
420. Pamela Cole, Liberal Arts Professor of Psychology & Human Development & Family Studies (University Park)<br />
421. Daniel Krack, Assistant Teaching Professor (Fayette)<br />
422. Verónica Montecinos, Distinguished Professor of Sociology (Greater Allegheny)<br />
423. Priscilla Sneff, Assistant Teaching Professor of English (University Park)<br />
424. Heather Zimmerman, Associate Professor of Education (University Park)<br />
425. Jennifer Peacock, Lecturer in Theatre (University Park)<br />
426. Sarah Henneboehl, Assistant Teaching Professor of German (University Park)<br />
427. Kirwin R. Shaffer, Professor of Latin American Studies (Berks)<br />
428. Craig A. Campbell, Assistant Teaching Professor of Lifelong Learning and Adult Education (University Park)<br />
429. Alina Bodea Crisan, Assistant Teaching Professor of Biobehavioral Health (New Kensington)<br />
430. Kathryn Glodowski, Assistant Professor of Psychology (Harrisburg)<br />
431. Joseph Najem, Assistant Professor of Mechanical Engineering (University Park)<br />
432. Jeanmarie Higgins, Associate Professor, School of Theatre (University Park)<br />
433. Nathan Greenauer, Associate Professor of Psychology (Berks)<br />
434. Catherine Mello, Assistant Professor of Psychology (Berks)<br />
435. Koraly Pérez-Edgar, McCourtney Professor of Child Studies, Professor of Psychology (University Park)<br />
436. Mariana Ortega, Associate Professor, Philosophy, WGSS (University Park)<br />
437. Rebecca J. Passonneau, Professor (University Park) <br />
438. Vikash V. Gayah, Associate Professor (University Park)<br />
439. Michele Dunleavy, Professor of Theatre (University Park)<br />
440. Karen Miller, Associate Professor of Spanish and Linguistics (University Park) <br />
441. Sandra L. Trappen, Assistant Professor (Greater Allegheny)<br />
442. Richard Biever, Adjunct (University Park)<br />
443. Meghan Owenz, Assistant Teaching Professor of Rehabilitation and Human Services (Berks)<br />
444. David J Starling, Associate Professor of Physics (Hazleton)<br />
445. Drew Lehnerd, AURORA Assistant Director/Instructor (University Park/Shaver's Creek)<br />
446. Charles Archer, Assistant Teaching Professor of English (Abington)<br />
447. Martha Sherman, Assistant Teaching Professor of Sociology and Criminology (University Park)<br />
448. Marissa Harrison, Associate Professor of Psychology (Harrisburg)<br />
449. Alisha Walters, Assistant Professor of Nineteenth-Century Literature and Culture (Abington)<br />
450. Lucia Perez de Zabalza, Lecturer in Spanish (University Park)<br />
451. Ginger Moore, Associate Professor of Psychology (University Park)<br />
452. Eric Chase, Assistant Teaching Professor, Larson Transportation Institute (University Park)<br />
453. Katie Hoffman, Teaching Professor of Special Education (University Park)<br />
454. Kyusun Choi, Associate Teaching Professor of Computer Science and Engineering (University Park)<br />
455. Amie Skattebo, Assistant Teaching Professor of Psychology (University Park)<br />
456. Yvonne Sohn, Lecturer in French (University Park)<br />
457. Michele Rossi, Associate Teaching Professor of Italian (University Park)<br />
458. David Radice, Assistant Professor of Physics (University Park)<br />
459. Allison Gicking, Postdoc (University Park)<br />
460. Lucy McClain, Assistant Teaching Professor (University Park/Shaver’s Creek Environmental Center)<br />
461. Daniel Russell, Teaching Professor of Acoustics (University Park)<br />
462. Zohra Melaouah-Shaffer, Assistant Teaching Professor of foreign languages (Berks)<br />
463. Sharon Ann Holt, Associate Teaching Professor of History (Abington)<br />
464. Kristen Pueschel, Assistant Teaching Professor of Mathematics (New Kensington)<br />
465. Boris Sbarufatti, Assistant Research Professor of Astronomy and Astrophysics (University Park) <br />
466. Atilla Ozgur Cakmak, Assistant Teaching Professor of Engineering (University Park)<br />
467. Thomas Heise, Assistant Professor of English (Abington)<br />
468. Vertna West, Assistant Teaching Professor of Humanities and Communications (University Park)<br />
469. Michelle Knotts, Assistant Teaching Professor of Education (University Park)<br />
470. Jose Soto, Associate Professor of Psychology (University Park)<br />
471. Adri van Duin, Professor of Mechanical Engineering (University Park)<br />
472. Gary L. Gray, Associate Professor of Engineering Science and Mechanics (University Park)<br />
473. Stephanie Madden, Assistant Professor of Public Relations (University Park)<br />
474. LaWanda Ward, Assistant Professor of Higher Education (University Park)<br />
475. Wil Fine, Lecturer in English (University Park)<br />
476. Stacy Glen Tibbetts, Lecturer in English (University Park)<br />
477. Thomas Jay Lynn, Associate Professor of English (Berks)<br />
478. Flavio Cabrera, Assistant Professor of Electrical Engineering (Berks)<br />
479. Michael Edwards, Assistant Teaching Professor of Italian (University Park)<br />
480. Karen Stylianides, Assistant Teaching Professor (Hazleton) <br />
481. Elaine Hui, Assistant Professor of Labor and Employment Relations (University Park)<br />
482. Matthew J Olson, Assistant Teaching Professor (University Park)<br />
483. Kelli Hoover, Professor of Entomology (University Park)<br />
484. Jennifer Emigh, Instructor in HHD (University Park)<br />
485. Aaron Knochel, Associate Professor of Art Education (University Park)<br />
486. Grace Lee-Amuzie, Assistant Teaching Professor (Abington)<br />
487. Robin Gibson, Associate Professor of Art (University Park)<br />
488. Lynn Parker Klees, Assistant Teaching Professor (University Park)<br />
489. Roy R. Robson, Professor of History & Religious Studies (Abington)<br />
490. Nichole van Beek, Assistant Teaching Professor of Art (University Park) <br />
491. Michele Duffey, Assistant Teaching Professor of Kinesiology (University Park)<br />
492. David Seitz, Associate Professor of Communications (Mont Alto)<br />
493. Jean Sanders, Associate Professor of Art (University Park)<br />
494. Margaret Byron, Assistant Professor of Mechanical Engineering (University Park)<br />
495. Stephen Piazza, Professor of Kinesiology (University Park)<br />
496. Daniel D. Foster, Associate Professor of Agricultural and Extension Education (University Park)<br />
497. Greg Fosco, Associate Professor of Human Development and Family Studies (University Park)<br />
498. John P. Rossi, Associate Professor of History (Behrend)<br />
499. Peter McGuire Wolf, Instructor of Ethics and Philosophy (University Park)<br />
500. Chuck Dewald, Asst Teaching Professor (Hazleton) <br />
501. Lisa Chewning, Associate Professor of Corporate Communication (Abington)<br />
502. Joneen Schuster, Assistant Teaching Professor of Psychology (Shenango)<br />
503. Jason Litzenberg, Associate Teaching Professor of Applied Linguistics (University Park)<br />
504. Jeane L Serrian, Lecturer in Mathematics (Berks)<br />
505. Anthony Bak Buccitelli, Associate Professor of American Studies and Communications (Harrisburg)<br />
506. Anne Verplanck, Associate Professor of American Studies (Harrisburg)<br />
507. Panagiotis Giannakis, Assistant Teaching Professor of Geography (University Park)<br />
508. Linda Wray, Associate Professor of Biobehavioral Health (University Park)<br />
509. Dora Roumpi, Assistant Professor of Human Resource Management (University Park)<br />
510. Maithreyi Gopalan, Assistant Professor of Education (University Park)<br />
511. S. Shyam Sundar, Professor of Media Studies (University Park)<br />
512. Li Li, Professor of Environmental Engineering (University Park)<br />
513. Priya Sharma, Associate Professor of Education (University Park)<br />
514. Heather Randell, Assistant Professor of Rural Sociology and Demography (University Park)<br />
515. Elizabeth Hobart, Assistant Librarian (University Park)<br />
516. Edward J. Fuller, Associate Professor (University Park)<br />
517. Keren Wang, Assistant Teaching Professor of Communication Arts & Sciences (University Park) <br />
518. Willa Z. Silverman, Malvin E. and Lea P. Bank Professor of French and Jewish Studies and Head, Department of French and Francophone Studies (University Park)<br />
519. Jackie R. Esposito, Librarian/Archivist<br />
520. Jonas Rubenson, Associate Professor of Kinesiology (University Park)<br />
521. Annie Jansen, Assistant Librarian (Brandywine) <br />
522. Greg Eghigian, Professor of History (University Park)<br />
523. Matt McCrudden, Associate Professor of Educational Psychology (University Park)<br />
524. Jessica Buterbaugh, Instructor of Communication Arts & Sciences (University Park)<br />
525. Matthew Rau, Assistant Professor of Mechanical Engineering (University Park)<br />
526. Matthew Carlson, Associate Professor of Spanish and Linguistics (University Park)<br />
527. Matthew Fantle, Associate Professor of Geosciences (University Park)<br />
528. Hong Wu, Assistant Professor of Landscape Architecture (University Park)<br />
529. Peggy Schooling, Professor of Practice Education Policy Studies (University Park)<br />
530. Robert Freeborn, Associate Librarian (University Park)<br />
531. Mary Jane De Souza, Professor of Kinesiology and Physiology (University Park)<br />
532. Emily Reed, Reference and Instruction Librarian (Harrisburg)<br />
533. Lauren Cozad, Assistant Teaching Professor of Special Education (University Park)<br />
534. Carsten Krebs, Professor of Chemistry and of Biochemistry and Molecular Biology (University Park)<br />
535. Nonny Schlotzhauer, Associate Librarian (University Park)<br />
536. Russell Hall, Associate Librarian (Behrend)<br />
537. Martin Marinos, Assistant Professor Media Studies (University Park)<br />
538. Talley Kayser, Lecturer in English (University Park)<br />
539. Gina M. Brelsford, Associate Professor of Psychology (Harrisburg)<br />
540. PJ Capelotti, Professor of Anthropology (Abington)<br />
541. Albert Segall, Professor of Engineering Science and Mechanics (University Park)<br />
542. Michele Stine, Associate Teaching Professor of Biobehavioral Health (University Park)<br />
543. Klaus Keller, Professor of Geosciences (University Park)<br />
544. Charlotte Eubanks, Department Head, Comparative Literature (University Park)<br />
545. Maureen Feineman, Associate Research Professor of Geosciences (University Park)<br />
546. Ekaterina Haskins, Professor of Communication Arts and Sciences (University Park)<br />
547. Francisco Javier Lopez Frias, Assistant Professor of Kinesiology (University Park)<br />
548. Miguel R. Olivas-Luján, Teaching Professor of Human Resources (University Park)<br />
549. Colleen English, Assistant Professor of Kinesiology (Berks)<br />
550. Christoph Hinkelmann, Clinical Associate Professor of Finance (University Park)<br />
551. Annie Jansen, Assistant Librarian (Brandywine) <br />
552. Kathleen Hill, Assistant Teaching Professor of Curriculum and Instruction (University Park)<br />
553. Parisa Shokouhi, Associate Professor of Engineering Science and Mechanics (University Park)<br />
554. Nancy Mahon, Associate Clinical Professor of Business Communication (University Park)<br />
555. Felicia Krauss, Postdoc, Astronomy and Astrophysics (University Park)<br />
556. Laura E. Bray, Assistant Professor of Education (University Park)<br />
557. Kathleen Keller, Associate Professor Nutritional Sciences and Food Science (University Park)<br />
558. William Kenyon, Associate Professor of Design (University Park)<br />
559. Priscila Dos Santos, Postdoctoral Scholar in Entomology (University Park)<br />
560. Elisha Clark Halpin, Associate Professor of Dance/Theatre (University Park)<br />
561. Michael Hart, Postdoctoral Teaching Fellow, English (University Park)<br />
562. Irene Schaperdoth, Researcher, Chemistry Department (University Park)<br />
563. Jacob Benfield, Associate Professor of Psychology (Abington)<br />
564. Jamey Darnell, Clinical Assistant Professor of Entrepreneurship (University Park)<br />
565. Binh P. Le, Librarian (University Park)<br />
566. David J. Huff, Clinical Professor of Supply Chain and Information Systems (University Park)<br />
567. Alexis R. Santos, Assistant Professor of Human Development and Family Studies, and Demography (University Park)<br />
568. Thomas Stone, Associate Teaching Professor - Business (Abington)<br />
569. Elizabeth Nelson, Assistant Librarian (Lehigh Valley)<br />
570. Rachael Brown, Assistant Professor of Mathematics Education (Abington)<br />
571. Tejaswi Materla, Assistant Professor of Project Management (Abington)<br />
572. David Gamson, Associate Professor of Education (University Park)<br />
573. Sean Goudie, Associate Professor of English (University Park)<br />
574. Jennifer Jarson, Assistant Librarian (Lehigh Valley)<br />
575. Pierce Salguero, Associate Professor of Asian Studies (Abington)<br />
576. Pamela Black, Professor of Criminal Justice (Hazleton)<br />
577. Heidi Dodson, Postdoctoral Scholar, Humanities Institute (University Park)<br />
578. Amy Sauertieg, Assistant Teaching Professor of Communications (Harrisburg)<br />
579. Soo-yong Byun, Associate Professor of Education (University Park)<br />
580. E. Scott Halstead, Associate Professor of Pediatrics (Hershey)<br />
581. P. Gabrielle Foreman, Paterno Chair of Liberal Arts (University Park)<br />
582. Shirley Moody-Turner, Associate Professor of English and African American Studies (University Park)<br />
583. Cameron C. Nielsen, Assistant Librarian (Scranton)<br />
584. Noel Habashy, Assistant Teaching Professor, International Agricfulture (University Park)<br />
585. Charles E. Jones, Librarian (University Park)<br />
586. Gerald LeTendre, Batschelet Professor of Educational Administration (University Park)<br />
587. Ericka Weathers, Assistant Professor of Education (University Park)<br />
588. Brandy Karl, Assistant Librarian (University Park)<br />
589. Katie Mato, Assistant Teaching Professor of Art History (Abington)<br />
590. Timothy Griffiths, Postdoctoral Fellow, Humanities Institute (University Park)<br />
591. Deirdre O’Sullivan, Associate Professor Rehabilitation and Human Services and Counselor Education (University Park)<br />
592. Sheila West, Professor of Biobehavioral Health (University Park)<br />
593. Clara Drummond, Curator and Exhibitions Coordinator, Associate Librarian (University Park)<br />
594. Emily Rimland, Librarian (University Park)<br />
595. Lauren Cozad, Assistant Teaching Professor of Special Education (University Park)<br />
596. Mauricio Terrones, Verne M. Willaman Professor of Physics (University Park)<br />
597. Melvin Gupton, Assistant Professor of Corporate Communication (Abington)<br />
598. Sam C. Tenorio, Assistant Professor of Women’s, Gender, and Sexuality Studies and African American Studies (University Park)<br />
599. Shannon Kennan, Associate Teaching Faculty, Journalism (University Park)<br />
600. John Eicher, Assistant Professor of History (Altoona)<br />
601. Tom Martin, Adjunct (Altoona)<br />
602. Dena Lang, Associate Teaching Professor of Engineering Leadership (University Park)<br />
603. Salar Ghahramani, Associate Professor of Business Law (Penn State Abington)<br />
<br />
+ AAUP (American Association of University Professors)—Penn State<br />
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<br />
Graduate Employees/Students and Other Co-signers:<br />
1. Sofia Johnson-Gutiérrez, Graduate Student in the Department of Geosciences (University Park) <br />
2. Esther C Munoz, Graduate Student (University Park)<br />
3. Celeste Diaz Ferraro, PhD Candidate, Management & Organization (University Park)<br />
4. Yana Harris- CDO Operations Manager<br />
5. Gabriela Ponce, Graduate Student (University Park) <br />
6. Sierra Melton, Graduate Student in Geosciences (University Park)<br />
7. Yashasvika Duggal, Graduate Student (University Park)<br />
8. Anna Zhou, Graduate Student in Psychology<br />
9. Liz Schoppelrei, PhD Candidate, Comparative Literature; Women's, Gender, and Sexuality Studies (University Park)<br />
10. Yashasvika Duggal, Graduate Student (University Park)<br />
11. Eunice Ying Ci Lim, Graduate Student (University Park)<br />
12. Terry Torres Cruz, Graduate Student in Plant Pathology (University Park)<br />
13. Alex Zhao, PhD Candidate in Statistics (University Park)<br />
14. Kimberly Beaton, Graduate Student (University Park)<br />
15. Holly Kleinschmidt, Graduate Student in the Department of Biochemistry & Molecular Biology (University Park) <br />
16. Liana Glew, Graduate Employee, English (University Park)<br />
17. Dominic Veconi, PhD candidate in Mathematics (University Park)<br />
18. Cassie McMillan, Graduate Student, Sociology and Demography (University Park)<br />
19. Lindsay Boyd, Graduate Student (University Park)<br />
20. Lillian Mawby, Chemistry Graduate Student (University Park)<br />
21. Brianne Pragg, Graduate Employee (University Park)<br />
22. Rachel Peng, Graduate Student in Mass Communication (University Park)<br />
23. Madison Botch, Graduate Student in Curriculum and Instruction (University Park)<br />
24. Marguerite Nguyen Lehman, Graduate Employee (University Park)<br />
25. Alina Zhurbenko, Graduate Student (University Park)<br />
26. Sophia Dewing, PhD student in the Department of Biochemistry & Molecular Biology (University Park)<br />
27. Steven Baksa, PhD Candidate in Materials Science and Engineering (University Park)<br />
28. Lynnicia Massenburg, Graduate Student in the Department of Biochemistry & Molecular Biology (University Park) <br />
29. Amy Lebkuecher, Graduate Student (University Park)<br />
30. Austen Trainer, PhD Candidate in Developmental Psychology (University Park)<br />
31. Diego A Hernandez, PhD candidate (University Park)<br />
32. Margarita Hernandez, PhD Student in the Department of Anthropology (University Park)<br />
33. Macy Huston, Graduate Student (University Park)<br />
34. Vivían Rodríguez-Rocha, PhD candidate, Geography (University Park)<br />
35. Sandeep Krishnakumar, Graduate Student, Industrial Engineering (University Park)<br />
36. Shubham Kanodia, PhD Candidate (University Park)<br />
37. Mariah MacDonald, PhD Candidate in Astronomy and Astrophysics (University Park)<br />
38. Glen Williams, PhD Candidate (University Park)<br />
39. Bailey Campbell, Graduate Employee (University Park)<br />
40. Charles Tierney, Graduate Student, Aerospace Engineering (University Park)<br />
41. Nick Martiniano, Penn State Law Student (University Park)<br />
42. Katie Warczak, PhD Candidate in English and African American Studies (University Park)<br />
43. Doug Kulchar, Graduate Teaching Assistant, English (University Park)<br />
44. Emily Smith, PhD Candidate, English (University Park)<br />
45. Camila Gutierrez, Graduate employee/student in Comparative Literature (University Park)<br />
46. Hannah Merseal, Graduate Student in Psychology (University Park)<br />
47. Ernest Tjia, Graduate Student, English (University Park)<br />
48. Brittney Hauke, Graduate Student, Materials Science and Engineering (University Park)<br />
49. Roger Walker, Graduate Employee (University Park)<br />
50. Dever Carney, PhD Candidate, Clinical Psychology (University Park)<br />
51. Kyra Murrell, PhD Candidate (University Park) <br />
52. Eduardo Ramos, Graduate Instructor (University Park)<br />
53. Kendra McDuffie, PhD Candidate, Comparative Literature (University Park)<br />
54. Aaron T. Witcher, PhD Candidate in the French and Francophone Studies Department (University Park)<br />
55. Morgane Haesen, PhD Candidate, French and Francophone Studies (University Park)<br />
56. Eric Disbro, PhD Candidate, French and Francophone Studies, Women's, Gender, and Sexuality Studies (University Park)<br />
57. Ryan Pilcher, Graduate student (University Park)<br />
58. Farzin Haddadpour, Graduate employee/student (University Park)<br />
59. Ali Watts, PhD Candidate in Higher Education (University Park)<br />
60. Penina Backer, Graduate Student in Human Development and Family Studies (University Park)<br />
61. Ryan Tan, PhD Student, Course Instructor, Communication Studies (University Park)<br />
62. Argha Saha, Graduate Student (University Park)<br />
63. Max Riedel-Topper, Graduate Student, Biochemistry & Molecular Biology (University Park)<br />
64. Audrey An, Graduate Student (University Park) <br />
65. Hannah Matangos, PhD candidate, German Literature & Culture (University Park)<br />
66. Sabrina Evans, Graduate Student, English and African American Studies (University Park)<br />
67. Valerie Keppenne, PhD Candidate in German Linguistics and Language Science (University Park)<br />
68. Hanan Al-Alawi, PhD student (University Park) <br />
69. Young In Chung, Graduate student, Psychology (University Park)<br />
70. Muge Olgun Baytas, Phd Student, Course Instructor, Curriculum and Instruction (University Park)<br />
71. Andrea Martinez, Graduate Student (University Park)<br />
72. Arpita Sarker, Graduate Student Curriculum and Instruction<br />
73. Zachary Rhoden, Chemistry Graduate Student (University Park)<br />
74. Michaela Hoffelmeyer, PhD student in Rural Sociology (University park)<br />
75. Jamie "Austin" Gaffin, Graduate Student in Comparative Literature and Women's, Gender, and Sexuality Studies (University Park)<br />
76. Kevin Rosenfield, Graduate Student in Anthropology (University Park)<br />
77. Rhoda Nanre Nafziger, PhD Candidate, Education Theory and Policy (University Park)<br />
78. Austin Bradshaw, Graduate Student in Visual Arts (University Park)<br />
79. Alex Russell, Graduate Student in School of Visual Arts<br />
80. Ian F. Rolón Romero, PhD Candidate and Course Instructor in Curriculum and Instruction (University Park)<br />
81. Marie Paillard, PhD Candidate, French and Francophone Studies (University Park)<br />
82. Dina Mahmoud, Graduate Student in Comparative Literature (University Park)<br />
83. Adrienne Darrah, PhD Student, Communications (University Park)<br />
84. Rafael E. Alvarado, Graduate Student in Education Policy Studies (University Park) <br />
85. Vanessa Miller, Graduate Student in Education Policy Studies (University Park)<br />
86. Ashley Pahis, Gradúate Student in Spanish, Italian, and Portuguese (University Park)<br />
87. Patrick Druggan, Graduate Student in Anthropology (University Park)<br />
88. Megan Kennedy, PhD Candidate (University Park)<br />
89. Eva Owusu, Graduate Student/TA (University Park)<br />
90. Michael McLaughlin, PhD student of German<br />
91. Sonya Trawick, Graduate Student in Spanish, Italian, and Portuguese (University Park)<br />
92. Sebrina Doyle Fosco, University Graduate Fellow, Educational Leadership<br />
93. Claire Rodman, PhD Candidate, Mechanical Engineering (University Park)<br />
94. Emily Sterk, Graduate Student (University Park)<br />
95. Zeinab Elmasri, PhD candidate, MCIBS (University Park)<br />
96. Jonathan McCausland, Graduate Student in Curriculum & Instruction (University Park)<br />
97. Jacob Gates, PhD Candidate in Curriculum & Instruction (University Park)<br />
98. Qiyu Chen, Graduate Student in Comparative Literature (Park) <br />
99. Corinne Lajoie, Phd Philosophy and Women’s, Gender and Sexuality Studies (University Park)<br />
100. Lan-Nhi Phung, PhD Student in Biology<br />
101. Yushuang Liu, PhD student in Psychology (University Park)<br />
102. Nico Terry, Graduate student/employee in Mathematics (University Park)<br />
103. Emily Orr, Graduate Student in Music Directing (University Park)<br />
104. Laurie Dubois, PhD candidate, French and Francophone studies (University Park)<br />
105. Brooke Tybush, PhD Candidate, French and Francophone Studies, Women's, Gender, and Sexuality Studies (University Park)<br />
106. Merve Tabur, PhD Candidate, Comparative Literature (University Park)<br />
107. Alex Kenney, PHD candidate, Higher Education (University Park)<br />
108. Erin King, Administrative Support Assistant for the ARC (University Park)<br />
109. Laura Van Velsor, Kinesiology Dept. staff, yoga instructor (University Park)<br />
110. Le'Quetta Rideout, Residence Life Coordinator (University Park) <br />
111. James M. Kopf, PhD Candidate, German (University Park)<br />
112. Julian Peck, Human Research Technologist (University Park)<br />
113. Evan Mascitti, PhD Candidate, Soil Science (University Park)<br />
114. Michael A. Johns, PhD Candidate in Spanish, Italian and Portuguese (University Park)<br />
115. Clarissa Crist, Graduate Student in Geosciences (University Park)<br />
116. Mercer Gary, Graduate Assistant (University Park)<br />
117. Tembi Charles, Graduate Student (University Park)<br />
118. Sarah Zipf, Graduate student EPS<br />
119. Sebrina Doyle Fosco, University Graduate Fellow, Educational Leadership<br />
120. Müge Gedik, Graduate Student, Comparative Literature (University Park) <br />
121. Trevor Bero, Graduate Student in Spanish, Italian, and Portuguese (University Park)<br />
122. Jeffrey Stainbrook, Library Staff Assistant (University Park)<br />
123. Starlette M. Sharp, Graduate Student in Curriculum and Instruction (University Park)<br />
124. Muge Olgun Baytas, Phd Student, Course Instructor, Curriculum and Instruction (University Park)<br />
125. Paulina A. Rodríguez, Graduate Assistant (University Park)<br />
126. Tugce Vural, Graduate Student (University Park)<br />
127. Jessica Vélez Avilés, Graduate Student in Spanish, Italian, and Portuguese (University Park)<br />
128. Rui Wang, PHD Candidate, Landscape Architecture (University Park) <br />
129. Brian Davis, PhD Candidate in Astronomy and Astrophysics (University Park)<br />
130. Chanel Lange-Maney, Graduate Student in Geography and WGSS<br />
131. Zexi Zhang, PhD Candidate of Industrial Engineering <br />
132. Colin Howe, PhD Candidate in Biology (University Park)<br />
133. Rachyl Hietpas, Graduate Student in Spanish, Italian, and Portuguese (University Park)<br />
134. Andrew Fleming, Graduate Student in Spanish, Italian, and Portuguese (University Park) <br />
135. Sameer, PhD Candidate, Astronomy & Astrophysics (University Park)<br />
136. Nathaniel Schermerhorn, PhD Candidate in Psychology and Women's, Gender, and Sexuality Studies (University Park)<br />
137. Nicole Strock, PhD Candidate in Kinesiology <br />
138. Mei-Huan Chen, PhD Student in Geography<br />
139. Tiffany Rodríguez-Cruz, Graduate Student in Spanish, Italian, and Portuguese (University Park)<br />
140. Keri Mongelluzzo, PhD Candidate, Art History (University Park)<br />
141. Johann Strube, PhD Candidate and Graduate Research Assistant in Rural Sociology<br />
142. Ricardo Andrade, Graduate Student/TA in Spanish (University Park)<br />
143. Ryan O'Donnell, Graduate Student (University Park)<br />
144. Gustavo Herrera Díaz, PhD Student in Spanish, Italian and Portuguese (University Park)<br />
145. Min Young Yoon, PhD Candidate, Management & Organization (University Park)<br />
146. Audrey Saxton, PhD candidate, English (University Park)<br />
147. Rachel Ginder, Production Assistant, Penn State University Press<br />
148. Kaitlyn Horisk, Graduate Student, Department of Geosciences (University Park)<br />
149. Punya Chatterjee, PhD candidate, Business Administration (University Park)<br />
150. John Gajewski, Research Technologist IV (University Park)<br />
151. Cathryn Pugh, Graduate Student in Ecosystem Science and Management (University Park)<br />
152. Caleb Meredith, PhD candidate, Materials Science and Engineering (University Park)<br />
153. John O'Brien, Graduate Student (University Park)<br />
154. Thomas Nigl, PhD Candidate in Materials Science and Engineering (University Park)<br />
155. Carolyn Levy, PhD Candidate, Departments of History and Women’s, Gender, and Sexuality Studies (University Park)<br />
156. Bridget Parler, PhD candidate, Higher Education<br />
157. Jerome Clarke, Graduate Employee in Philosophy (University Park)<br />
158. Corey Hoydic, PhD Candidate, Department of Energy and Mineral Engineering (University Park)<br />
159. Brianna Zawadzki, PhD Candidate in Astronomy and Astrophysics (University Park)<br />
160. Sophia Dewing, PhD student in the Department of Biochemistry & Molecular Biology (University Park)<br />
161. Michael Dexheimer, Graduate Student<br />
162. Yi-Ting Chang, PhD Candidate, English and Women's, Gender, and Sexuality Studies (University Park)<br />
163. Michael Palumbo, PhD Candidate in Astronomy and Astrophysics (University Park)<br />
164. Brett Green, Ph.D. candidate in Physics (University Park)<br />
165. Zachary Goldberg, PhD candidate, Geography (University Park)<br />
166. William Bowman, PhD Candidate in Astronomy and Astrophysics (University Park)<br />
167. Ruchi Patel, PhD Student in Geography (University Park)<br />
168. Drew Miles, PhD candidate in Astronomy and Astrophysics (University Park)<br />
169. Jamie Peeler, PhD Candidate, Department of Geography (University Park)<br />
170. Mahda Bagher, PhD Candidate in Geography (University Park) <br />
171. Adrian Herrera-Amaya, PhD Candidate in Mechanical Engineering (University Park)<br />
172. Elise Andrea Quinn, MS and PhD Student in Geography (University Park)</div>
</blockquote>
Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-25460968621393324272020-06-01T08:38:00.003-04:002020-06-01T08:38:23.199-04:00The Elite University Administrator-Priest and Orthodox American Civic Religion: David Westbrook, "The Church of Harvard A Reading of President Bacow’s “What I Believe”" <div class="separator tr_bq" style="clear: both; text-align: justify;" title="">
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From the end of the 19th century the American political vanguard (civilized Americans at the top of whatever then passed for hierarchies of power), like their Marxist-Leninist analogues, have been driven toward civic values as a means of civilizing the masses of migrants now grown powerful through the discovery of the power of disciplined voting. This informal but well organized vanguard group, our American aristocracy, continues to work diligently to develop an orthodox civic religion through which they could oversee the transformation of the American masses into something like the ideal American (the way that Marxist Leninist vanguards seek to develop the ideal worker, or the ideal socialist citizen). It was to be grounded in the articulation of authoritative meaning in the form of the core principles of the American nation. The application of its principles were to be protected (and interpreted) by an alliance of industrialists, financiers, elite lawyers and judges, high government officials, and the leaders of the leading universities. </div>
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That alliance produced a powerful engine for meaning making, and the making of the American sense of itself well solidified in something like its present form just in time for the global unrest unleashed by the first post World War 2 generation eager to translate the principles of the American Republic so carefully developed by these elites in ways better suited to their own desires. This collective meaning making was to be enveloped in the language of
the core principles of the American political economic model--democracy,
stake holding, participation, inclusion, elections, and the like.<br />
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But this movement also produced a substantial divide, the ruptures of which manifesting first in more benign form from the rebellion of Barry Goldwater to the election of Ronald Reagan, and then in its fully mature form with the election of Donald Trump in 2016. Still, the old aristocratic vanguard held together. Its priesthood remained deeply embedded within the societal institutions that drove and shaped cultural narrative. Now allied with sectors of the tech industry, the vanguard could more easily leverage its interventions, and use societal techniques to ensure the privileged position of the orthodoxy over the application of which they presided. To a large extent it is still true that failure to embrace the orthodox position can serve to effectively block any real chance for someone to rise with social, economic, religious and political hierarchies.But reactive forces ought not to be underestimated as rising cunter vanguards emerge. </div>
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Within the traditional vanguard united front, the university has always played a key role. The university served, in substantial respect, as the <i>magisterium</i> of the American civic religion, and the professorate its priests. That has changed since the 1960s. The role of priest may still be undertaken by the professorate, but it is the high university official, the leading administrator, that has taken for herself the role of "higher" priest in the Church of Academic verities. And even as that has occurred, sites of resistance has also manifested, sites that seek to produce a counter narrative, one embraced by a reforming faction, even within the university.</div>
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These are the themes that are superbly considered in David A. Westbrook marvelous essay. Entitled <b>"The Church of Harvard A Reading of President Bacow’s “What I Believe”" the essay first appeared in <i>Medium</i> on 31 May 2020</b>. The essay is very well worth reading for its many insights into the complex interweaving of collective meaning making, the academy, its administrators, and the management of social narrative. </div>
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Professor Westbrook has kindly permitted me to re-post his marvelous essay. It follows below. The original may be accessed <a href="https://medium.com/@davidalbertwestbrook/the-church-of-harvard-71f94939833c" target="_blank">HERE</a>. His bio also follows.</div>
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<a href="https://medium.com/@davidalbertwestbrook/the-church-of-harvard-71f94939833c" target="_blank">ACCESS ORIGINAL HERE</a>.</blockquote>
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On Saturday, May 30, 2020, Harvard University’s Office of the President sent “<a href="https://www.harvard.edu/president/news/2020/what-i-believe">What I Believe</a>,” a letter from President Lawrence Bacow, to “Members of the Harvard Community.” The letter is clear enough yet very puzzling, subtly brilliant, and subcutaneously moving. This essay attempts to read “What I Believe” carefully.<br />
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Bacow begins by writing that the last months have been disorienting for “all of us.” Community is affirmed in the opening sentence. He then recounts dramatic recent sorrows: the COVID-19 pandemic; the killing of George Floyd by police, and the ensuing violence in the latest chapter of this nation’s never-ending racial troubles; the broader sense of divisions throughout our society; and the poverty of our leadership.<br />
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True and well written, but why is Bacow writing at all? Why does a pandemic, racial injustice, social acrimony, and terrible rule require a statement from the President of Harvard? The University is far from perfect, but Harvard and President Bacow himself seem to have acquitted themselves well in these difficult times. Harvard really is not the story here. Should the leaders of all important institutions write to bemoan our situation, and inescapably assert their own moral stature? The Puritans who founded the place might have counseled a more modest silence.<br />
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And why is he writing me? Bacow’s letter, of course, is not personal. We do not know one another. He writes from the Office of the President of a great institution, whence it is difficult, often impossible, to write very personally. Hundreds of thousands, perhaps millions, of people received the same email. The letter is even copyrighted. Nonetheless, the text is written as a letter, in the first and second person, and sent to people, rather than written in the third person and published.<br />
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To address our troubles, Bacow turns to the past, the nation’s and his own. In 1968, when Bacow was in high school, Martin Luther King and Robert Kennedy were killed. Then as now the nation was bitterly divided over racial and other issues.<br />
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<i>“At the time, hope was in short supply. It seemed difficult to imagine how we would move forward, but we did.”</i></blockquote>
The notion that we, collectively as a nation, somehow move forward in time is familiar — the stuff of editorials and graduation speeches, not to mention the sense of our politics as an experiment — yet deeply mysterious. Americans have traditionally seen themselves this way, however, so the pressing question is how to find our way “forward.” The future is a task, rather than something that will arrive in the sweet bye-and-bye, whether we are here to enjoy it, or not.<br />
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In confronting this task, Bacow tells us, he returns “again and again” to what he believes. Belief, here, combines tradition and conviction, the wisdom of the past and the will of the present. The strength of an individual’s, or a nation’s belief, in both of these aspects, makes it possible to hope, and to move forward.<br />
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<i>“I believe in the goodness of the people of this country — and in their resilience.”</i><br />
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<i>“I believe that all of us, liberal and conservative, Democrat and Republican, whatever our race or ethnicity, want a better life for our children.”</i><br />
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<i>“I believe that America should be a beacon of light to the rest of the world.”</i></blockquote>
And so forth. The list is very familiar, deeply American, and beautifully structured. We are taken from human goodness to hopes for the future to the notion that this nation is more than a place but is also an idea, a symbol, a “beacon of light.” He continues, with the idea that immigrants, with their hopes and their work, have made us much of who we are; the American Dream; the Constitution with its separation of powers, its guarantees of a free press and an independent judiciary and the equal protection of the laws, regardless of race; the obligation to shelter the vulnerable, seek the truth, struggle to articulate and understand, and more. The list is fairly long, and Bacow’s readers may be presumed to know it pretty well already. I believe such things, too, whatever more might be said, in other settings. These are our myths, constitutive and often Constitutional. But if we know such things already, then why does Bacow recount?<br />
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“I believe,” in Latin credo, from which we get “creed,” as in Nicene Creed, the most widely accepted statement of core Christian doctrines. Like Bacow’s letter, the Nicene Creed begins each statement of faith with “I believe” (in some churches, “we believe”). If each of us believes the same thing, collectively we form a community of believers, a congregation. By writing as President, Bacow implicitly asserts that the “Harvard Community” is more than just a brand or an administrative formule de politesse. At the close of the letter, we members of the Community are of course called upon to reflect on our beliefs, ponder in our hearts, as it were, but little variance is expected. Bacow’s biographical and historical reference points are Detroit and the US in 1968, but his rhetorical reference is to the 4th century in what is now Turkey.<br />
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Creeds are issued in times of basic disagreement, when things “need to be said” to clarify the official position and, in doing so, to solidify the community of believers. In the 4th century, as today, there were sharp divisions over transcendent matters, over the way we perceive ourselves in the great scheme of things. Then it was the Arian heresy, which denied or at least downplayed the triune nature of God. Rereading Bacow’s list, one is struck with how ordinary, ubiquitous, his beliefs are in the United States, or were until called into question recently. Does it really need to be said that<br />
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<i>“I believe that no person is above the law regardless of the office they hold or the uniform they wear”?</i></blockquote>
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Well, yes, it does need to be said, especially now, in the age of Trump.<br />
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If Bacow’s letter delineates the contours of an American political religion, then Trump is a heretic. The US President has violated, attacked, even disavowed, what we — in the United States and at Harvard (the two are imbricated, and seem almost synonymous for Bacow) — have long and publicly believed if not always achieved. Although he is not named, each statement of shared belief in Bacow’s letter implicitly criticizes Trump. In divisive times, Harvard, older than the United States itself, has clarified the orthodoxy.<br />
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Bacow closes his letter in traditional fashion, with a call to action and a reference to Luke: “from those to whom much is given, much is expected.” Indeed. At least vote.<br />
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So much more could be said in response: about the ideas of University, Church and State, and how they have instantiated themselves in this country and elsewhere; about the sacred and secular in contemporary culture; about the consciousness and conduct of elites trained at Harvard and other places; about the political efficacy of Bacow’s letter; the fear that it is too late; and so forth. On this outing, however, I will subside with an observation and a recommendation. Although it ends with Luke, as a whole “What I Believe” strongly recalls Paul’s efforts to establish the Church and strengthen the faith, even in the face of adversity, trouble, and the danger of despair. Paul worked by writing letters, making connections, and keeping the faith, as should we. This republic is far from over.<br />
<br />
<a href="https://www.davidawestbrook.com/">DavidAWestbrook</a></div>
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<a href="https://www.law.buffalo.edu/faculty/facultyDirectory/WestbrookDavid.html" target="_blank">David A. Westbrook</a> thinks and writes about the social and intellectual consequences of contemporary political economy. His work influences numerous disciplines, including law, economics, finance, sociology, anthropology, cultural studies and design. He has spoken on six continents to academics, business and financial leaders, members of the security community, civil institutions and governments, often with the sponsorship of the U.S. State Department.<br />
<br />
Westbrook has published numerous articles and book chapters, as well as five books, most recently <a href="https://www.law.buffalo.edu/faculty/facultyDirectory/WestbrookDavid/crisis09.html">Out of Crisis: Rethinking Our Financial Markets</a> and <a href="https://www.law.buffalo.edu/faculty/facultyDirectory/WestbrookDavid/deploying11.html">Deploying Ourselves: Islamist Violence and the Responsible Projection of U.S. Force</a>. His nature photography has appeared in The Flume, the official paper of Park County, Colorado.<br />
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Westbrook teaches on business and international topics, including basic courses in corporations and international law.</blockquote>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-72678839294099585182020-05-28T11:33:00.001-04:002020-05-28T12:09:35.149-04:00The Price of Complicity: From the AAUP--The State of the Profession Now Better Exposed<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-mOw-UrmjOJ4/Xs_Zi2zp6jI/AAAAAAAATVo/3R4ses51Yhk1AFZtk_NE4RayZWiTZCL_wCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-05-28%2Bat%2B11.31.50%2BAM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="902" data-original-width="906" height="636" src="https://1.bp.blogspot.com/-mOw-UrmjOJ4/Xs_Zi2zp6jI/AAAAAAAATVo/3R4ses51Yhk1AFZtk_NE4RayZWiTZCL_wCLcBGAsYHQ/s640/Screen%2BShot%2B2020-05-28%2Bat%2B11.31.50%2BAM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Gianni Pisani, Il guardiano della casa (1980) (Naples)</td></tr>
</tbody></table>
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The <a href="https://www.aaup.org/" target="_blank">American Association of University Professors </a>(AAUP) has distributed its 2020 <a href="https://u1584542.ct.sendgrid.net/mps2/c/BQE/ni0YAA/t.325/BUBYVnrcQlql7gozGsnlkQ/h1/Z29PUr3nyQoyH2oZhUo5ra-2BL-2BY1ELKPYVVE0DAc-2F52apFtfbh8xG6CxU-2BfakFwo5fSb91bgz8Rjc1kOTB4IHzaz6nMumwM5Ndu8cJri-2FqkDQ6zo9O-2Bsj6oj1N-2FOPWBsN4goLmSUhCwGAyRNrL-2Bkpx8nbEv1DQeIx96uaaDf8sidXxIvs-2F-2BfGyDPw0rxrKR7xK4zbXkhkP9vx1zVd81-2BgnRvetVpzzWEAJi6LqeeuQ-2B3FZE1S4oJ7oFCFsgxAfdXZu7mD67FhzQmp23PJIGqoPlCU6vBK0-2FcSJRZ4JrqyDWoG-2FKov6Dyca53wZuFyVtRv/XXwI">Annual Report on the Economic Status of the Profession</a><span class="Apple-converted-space"> </span>recaps the key findings from the AAUP’s 2019–20 Faculty Compensation Survey. The Report expands on a general pessimism that has now become virtually impossible to ignore. But more than that, it suggests the product of complicity.<br />
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For decades the American professorate (and their fellow travelers abroad) have rationalized the fundamental changes occurring in the academy. Among them, (1) the deprofessionalization of the faculty; (2) the rise of a professional administrator class that was first an aid and then the overlord of matters once left to the professional discretion of those involved in the production and dissemination of knowledge; (3) the change in the character of the institution arising from the general movement in American institutional culture towards risk avoidance and compliance mentalities which produced the sort of surveillance cultures necessarily overseen by an autonomous administrator class; (4) the commodification of education and its closer alignment with the needs of wage labor markets (and those with disproportionate influence over those markets); (5) the transformation of students into present values of income streams, and the provision of services into profit centers; (6) the rise of technology that transformed the way one valued the effectiveness (and objectives) of education; (7) the rise of educational servant classes (so-called contingent faculty) in a professorate already riddled with corrupting internal status hierarchies; (8) the reduction of knowledge production to quantifiable status markers which then drive a culture of producing knowledge to its markers (which can then be used to discipline production and manage academic freedom without the need to actually read and assess work); and (9) the move to online education the character of which is driven by administrative rather than faculty objectives and standards.<br />
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In the construction of each of these faculty has been complicit (in its ancient sense--from the Latin <i>complicāre</i>, “to fold together”). Faculty become administrators, as assimilate into the logic of a culture that increasingly distinguishes itself from the faculty as both superior and managerial--that is faculty administrators take professionalization with them into administration and necessarily reduce its significance for those left behind. But faculty has freely transferred administrative responsibility to others to make their lives easier, and to create more time for research and teaching (time made necessary in part because of the way that they have permitted administrators to develop accountability measures). Faculty have participated in the construction of compliance and accountability cultures without thinking about the way these operate as political elements of administration. Faculty have facilitated the commodification of education, both in terms of the production of knowledge and its dissemination; they have delegated not just administrative but also course and research work to "hired help" that then contributes to cultures of "high" and "low" learning, as well as the way one creates systems of valuing research (per unit of effort). Faculty has been led into leveraging operations that make them (per student) less necessary in part because of a willingness to accept the metrics of measuring student learning by those who now are more professionally capable then they were. And, indeed, the embrace of specific metrics by faculty have been instrumental in the transformation of its own character and the framework through which it is disciplined. More important, perhaps, has been the migration of the control and authentication of those metrics from faculty to administrators and to groups of autonomous "experts" (experts in the theories of metrics, in the simulacra of production and impact) from which these measures derive power now detached from those who produced the work judged. And so on. </div>
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The results are becoming clearer in the wake of the pandemic. The nature of the university has changed, as has its purpose. The relationship between its stakeholders (students, faculty, administrators, and "staff") has changed in response to reflect both new power relationships and new expectations. More fundamentally, the way that faculty are needed (in the production and dissemination of knowledge) to students or generally for the greater glory of the institutions who pay or fund them is also changing. Increasingly faculty are useful for the production of facts that can be consumed by others. They are even more useful for the construction and maintenance of simulated realities to be applied as directed by and for the benefit of others. Faculty, de-centered from the process of learning, now facilitate the transmission of knowledge that is as a general rule produced authoritatively by smaller and smaller of people. This is all reflected in the (re) organization of the university as an institution, and faculty, as a factor in the production of its welfare in relation to its key stakeholders--students, alumni, the state and labor markets. This is a problem that is neither inherently American, nor only manifested within liberal democratic systems. </div>
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The Press Release follows (<a href="https://www.aaup.org/news/aaup-report-identifies-key-factors-watch-following-covid-19-pandemic#.Xs_Sv8Z7kkg" target="_blank">AAUP Report Identifies Key Factors to Watch following COVID-19 Pandemic</a>), with links to the <a href="https://u1584542.ct.sendgrid.net/mps2/c/BQE/ni0YAA/t.325/BUBYVnrcQlql7gozGsnlkQ/h1/Z29PUr3nyQoyH2oZhUo5ra-2BL-2BY1ELKPYVVE0DAc-2F52apFtfbh8xG6CxU-2BfakFwo5fSb91bgz8Rjc1kOTB4IHzaz6nMumwM5Ndu8cJri-2FqkDQ6zo9O-2Bsj6oj1N-2FOPWBsN4goLmSUhCwGAyRNrL-2Bkpx8nbEv1DQeIx96uaaDf8sidXxIvs-2F-2BfGyDPw0rxrKR7xK4zbXkhkP9vx1zVd81-2BgnRvetVpzzWEAJi6LqeeuQ-2B3FZE1S4oJ7oFCFsgxAfdXZu7mD67FhzQmp23PJIGqoPlCU6vBK0-2FcSJRZ4JrqyDWoG-2FKov6Dyca53wZuFyVtRv/XXwI">Annual Report </a>.</div>
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With the COVID-19 pandemic currently raging through the country, higher education has entered grim and uncertain times. This year’s<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/mps2/c/BQE/ni0YAA/t.325/BUBYVnrcQlql7gozGsnlkQ/h1/Z29PUr3nyQoyH2oZhUo5ra-2BL-2BY1ELKPYVVE0DAc-2F52apFtfbh8xG6CxU-2BfakFwo5fSb91bgz8Rjc1kOTB4IHzaz6nMumwM5Ndu8cJri-2FqkDQ6zo9O-2Bsj6oj1N-2FOPWBsN4goLmSUhCwGAyRNrL-2Bkpx8nbEv1DQeIx96uaaDf8sidXxIvs-2F-2BfGyDPw0rxrKR7xK4zbXkhkP9vx1zVd81-2BgnRvetVpzzWEAJi6LqeeuQ-2B3FZE1S4oJ7oFCFsgxAfdXZu7mD67FhzQmp23PJIGqoPlCU6vBK0-2FcSJRZ4JrqyDWoG-2FKov6Dyca53wZuFyVtRv/XXwI">Annual Report on the Economic Status of the Profession</a><span class="Apple-converted-space"> </span>recaps the key findings from the AAUP’s 2019–20 Faculty Compensation Survey, initially released in April, presenting salary data for full-time faculty members as well as information on gender inequities, retirement and medical benefits, part-time faculty pay and benefits, and administrator salaries. The report also highlights key data points related to the economy, institutional finances, enrollment, and the makeup of the academic workforce. The findings provide a snapshot of faculty compensation for the 2019–20 academic year, as the country was on the brink of what may be the most serious economic crisis since the Great Depression.</div>
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On average, salaries for full-time faculty members at US colleges and universities are 2.8 percent higher in 2019–20 than they were in the preceding academic year. With consumer prices growing by 2.3 percent during the year, the increase in real terms was 0.5 percent.</div>
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The 2019–20 Annual Report on the Economic Status of the Profession discusses key data points relevant to monitoring the economic impact of the COVID-19 pandemic on higher education. Some areas of concern discussed in the report include the following:</div>
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<b>Full-time faculty salary growth has been flat for several years.</b><span class="Apple-converted-space"> </span>Following the Great Recession of the late 2000s, nominal salary growth remained below consumer price growth until 2015–16, and real salary growth has remained flat ever since.</div>
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<b>Salary growth has varied by institution type.</b><span class="Apple-converted-space"> </span>Average real salaries for full-time faculty members at doctoral institutions remained below prerecession levels until 2015–16 and have remained flat ever since. For master’s, baccalaureate, and associate’s institutions, average real salaries have yet to return to prerecession levels and have, in fact, declined over the last three years.</div>
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<b>Almost all full-time faculty members receive retirement benefits.</b><span class="Apple-converted-space"> </span>Almost 97 percent of full-time faculty members earn additional compensation in the form of contributions by the institution or state or local government toward retirement plans, with an average expenditure of 10.7 percent of the average salary of faculty members who are covered.</div>
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<b>Most part-time faculty members do not receive benefits.</b><span class="Apple-converted-space"> </span>Overall, 35 percent of reporting institutions contribute toward retirement plans for some or all part-time faculty members, and 33 percent contribute to premiums for medical insurance plans.</div>
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<b>Enrollment has steadily declined in recent years.</b><span class="Apple-converted-space"> </span>After rising unemployment rates drove up enrollment in the wake of the Great Recession—particularly in community colleges—enrollment peaked at 13 million full-time-equivalent students (FTES) in 2010–11 but has since declined sharply to the prerecession level of about 11 million FTES.</div>
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<b>Funding for public institutions never recovered after the Great Recession.</b>Appropriations for public institutions have declined 12 percent, after adjusting for inflation, from $8,100 per FTES in 2007–08 to $7,100 per FTES in 2017–18, and growth has been flat for several years. In addition, there is huge variation between states.</div>
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<b>Over two-thirds of faculty members are on contingent appointments.</b><span class="Apple-converted-space"> </span>Over 50 percent of faculty members are employed part time overall. From 2009 to 2019, the proportion of tenured or tenure-track faculty members in doctoral institutions decreased from 51 to 45 percent, and now more than half of faculty members in doctoral institutions are serving in either full-time (20.5 percent) or part-time (34.5 percent) contingent positions.</div>
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In addition, the report describes improvements that were made to the AAUP Faculty Compensation Survey this year, including full-time faculty benefits data collection and the inclusion of regional price parities to account for cost-of-living differences between states and metro areas.</div>
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The US economy is facing a crisis that is unprecedented in recent memory, with an estimated unemployment rate higher than at any time since the Great Depression. The findings presented in the<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/mps2/c/BQE/ni0YAA/t.325/BUBYVnrcQlql7gozGsnlkQ/h2/QvwHNgFZGntN06d6g9Zg8ZCaxdKViJuswtDkVzQhX51Zb8ZhwHVGDLZUYz68Sd8HAiF-2B03Qyf-2FAm21YBtamyTt7LXmfGaD-2BbzhgGmDpsjdiV8Kf-2FFqY7LlH6rURCqIJZhLepW-2F8ijb8d-2B7ax0khYE-2BtQAiY5QGkPWldqAv66mGiUFXYnF6E-2F98KpIGvs0b6Sk3EiQsS5fpAqAIvbA4tS4AZpSF81PyNfl9HZQZxn-2F34W4XBBRr0CbCURfDIryk3jPKuVeU0r5Zpqbv3Tj0ZORRy5B2IhzBlW2fdwcZtQiVS8Q2wiv213bRCw7-2FIJO6-2BE/zOYr">2019–20 Annual Report on the Economic Status of the Profession</a><span class="Apple-converted-space"> </span>provide a snapshot of faculty compensation for the 2019–20 academic year. In the coming months and years of the COVID-19 pandemic and economic crisis, the AAUP Research Office will study key data points related to the economy, institutional finances, enrollment, the academic workforce, and salaries.</div>
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AAUP Research Office</div>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-10240158982397646992020-05-05T13:01:00.000-04:002020-05-05T13:01:33.953-04:00Announcing Publcation of the AAUP Journal Academe 106(2) (Spring 2020) "In Defense of Knowledge and Higher Education" <div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-z5uvmMTn_lI/XrGasUwPgJI/AAAAAAAATGA/okC4Yyn50V8G9bE2KyZKzBrqtVNDHnwWQCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-05-05%2Bat%2B12.55.49%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="233" data-original-width="177" height="400" src="https://1.bp.blogspot.com/-z5uvmMTn_lI/XrGasUwPgJI/AAAAAAAATGA/okC4Yyn50V8G9bE2KyZKzBrqtVNDHnwWQCLcBGAsYHQ/s400/Screen%2BShot%2B2020-05-05%2Bat%2B12.55.49%2BPM.png" width="303" /></a></div>
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The spring 2020 issue of<span class="Apple-converted-space"> </span><em>Academe</em>, inspired by the AAUP’s statement<span class="Apple-converted-space"> </span><em><a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h2/QvwHNgFZGntN06d6g9Zg8ZsJ3aGE8mZi3LbTH5Kp-2FGVKspnc-2F8SPK8Qy0ng9CSiQ1D6xu6MzAoV4ayGIaD34VVpt0PPnpnDp4uwA-2FpypXAWdyWrP-2BiyJk9UDwQmYV1ZCb38b6-2FUJIsDK7bbCd1pkXbmZl945IUGDzW93s1LOmiGGCLPGQS4NE6FMyx6E-2FSyjINYQgLjBl4mppjXsJccbvWHHTv5t8CsimwQhCcI2lyiKSE4fkKXfh-2FuywTh3ixctrjlPBurvNhS25m5epRiVxvbgw1yCGlBTQSDjZG4CGR9zO4aRu5UTy1UEaEW4-2FSO9/jRt0" target="_blank">In Defense of Knowledge and Higher Education</a></em>, examines the complexities—conceptual, critical, structural, and political—of the production of knowledge. Joan W. Scott, professor emerita in the School of Social Science at the Institute for Advanced Study, served as the guest editor of this special issue of the magazine.</div>
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Follow the links in the table of contents below or read the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h3/QvwHNgFZGntN06d6g9Zg8YqzrHY0VUEIoSD6zuGPBQInkXnbLlhSRmiLOxhvUUr22c-2Fc310bpjPTunNDRTD-2BCeY-2Bh-2Fq16G50ZzdgR7hSayZqUrj8e7BModGqN61X520JZw1q6XmBmUL-2FF-2BA8t5cbH02IfAYqKvpeAYK8TQFuHubLCAvfoWYyi3NyNAF4WEI4WWDiBq29r3qwj8gh6MSj4U0bFnf-2BT-2BGkual4V8c2SjfxGidxF7PL9aOknwlqiX1D1ZfwajXsaf-2BeljHvRj3wZQ-3D-3D/gMeo" target="_blank">https://www.aaup.org/issue/spring-2020</a>.</div>
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<strong>FEATURES</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h4/QvwHNgFZGntN06d6g9Zg8dTmJYyObdkaI5MbCzPddReNxxFnrt0S-2F0OEABBIBAobmLKiwHoWl3GJ5Vyu2Il5yQnRVDrn03z5kg2bCOMFrhccbT0cb3XY4zTkzcW2c73fk2uL43NauZb0VpLiP04f1UavbuiQPvl6F1pHKkMtz0kJDbVnPfMCdtmiZ7NzACIEeKv94ClA6KeUbaQhsBemRUzsiKGDmgQXgfHSmKDi4vAWo2xS6pUUiwsCenwZv-2Bk3NVUhz2FvyBBbLIrQ1o8gIu5BlUyyszqvu6vAVxoG4LI-3D/A8tU" target="_blank">Rebellion, Authority, and Knowledge</a><em><br />Disciplined thought and expertise are essential to the advancement of knowledge.</em>By Robert Post<em></em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h5/QvwHNgFZGntN06d6g9Zg8SsDIzSgrSa-2Fk0GM0VMEWKUU5k3LHOgZz2w-2FIhWpHlUlpQM7FyKWZIS8DfrsPXhN6REtPS049kZGO21MwHEBc3-2BtN38kF1-2B2g0L6TfutwckVdRMrSjai5og9eBoT8eFw0Wo-2BhHx6sgpAQX8iMeHVXLZMSbZlAAEChcmh-2BeA4IFywHgb7SyIFzAA8Q-2BeQMrZJ1KB1QKskEjKXkZ1-2BddNPQ0NePkQkU4BBD4yM0PMX-2BHRAqa2ghYDL7YkC-2FSdLRjS0C3ZQKi07gvcORbjtrvQv6rO1yhsiI59zgUO-2BUKIFbMVI/VP5M" target="_blank">The Big Secret in the Academy Is That Most Research Is Secret</a><strong><br /></strong><em>The dangerous rift between open and classified research.</em>By Kate Brown<em><em><br /></em></em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h6/QvwHNgFZGntN06d6g9Zg8eyBuXJKlzmr-2B8xaqIRN2cwK-2FGD7wa9yLXMk40cLC354qtppDDZrB8n14ydFgC-2B6gNHCmieujCN9VqOfkovpw8ir7RWrcz7orF9YpuuU6UY7xOKQFLwxy0EeaScqxSWZATxm6MtIc9GNA35he-2BXwLJ6-2BY1d39XjUOYGwsfc5OTVxOLSoOPUSuCVDd1In2hjxVGPqNxYqSbO0MLCh5CSvgzsCowkBR4pSDLNMn79OjA5nQBS5W-2BZpzfqQD5RSKBgr2RuxgwUa9oRYEKKbliGtjYCZEtlwbvanWqkP6sSPIGWUWYiweuPNtvML9iP2oC4zNw-3D-3D/3Ipo" target="_blank">A Dissenting View from the Humanities on the AAUP’s Statement on Knowledge</a><br /><em>In defense of critical inquiry.</em><br />By Judith Butler</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h7/QvwHNgFZGntN06d6g9Zg8b9fNe-2BxKmMBNu-2BYzxNUaApH81-2Fd-2BuNT2FYKrMh9zz1726QF8hCE3wkRWH9Dy1eZZN3l0nsbbHzSbngOIMC4XSJIwpaKCQ2IYVT-2B9N3XR36-2FyhVSv9eyRIGTofxsdeyJG8GJng25CN3NXkEupJASj-2BbPA2oMFR39dyg9znHK5QUu7920T8bRSTz4sd2ISZdc4H6K4BXfwW5nMyDHftcSYXlF-2BR80372FnSeyAjaxdFGZwmXaEcumcK9cUbi-2F7u-2FAwSzhDeRJn5Jr4Hafv2tQv0I-3D/PajH" target="_blank">Dialogue across Divides</a><strong><br /></strong><em>The humanities can provide understanding across disciplines.</em>By Joy Connolly</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h8/QvwHNgFZGntN06d6g9Zg8Ta1IOpsr4o0ms8Y3P6sDGmjT8IEwGps9uA73IWP10HzvH68OQSPo6SJeTiPmUbnA0fAytgmXdkuAmIs3H-2Fu-2BSs4g4-2Br-2Fx8PGZi9Lr3FNqQkPluGLrkmj0gf-2BYnuIp0EqmQmQ4kxPm8KNtfMKOCNvkr4no1mzatXUVf6b4uCKyrkhl8dB91L44GMXbCkqaDXT2oiKtrMHThZq3qo5IH-2BAYGR0Ni-2F6w9B1zTgewHZifKprJkuzUrAQD6oV7BrpMBvaFbaNtpOQ1waiWATUHFNNTM-3D/mhAt" target="_blank">Academic Freedom as Democratization</a><strong><br /></strong><em>Faculty must be involved in all aspects of university decision-making.</em>By Christopher Newfield</div>
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</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h10/QvwHNgFZGntN06d6g9Zg8UF55F3CGFssA3qDFMRD1FYjuvr1icbVk1DuNqBrsLZQ6GrQhDXitLRjadXdLZhKsZCvsXftaToaLE34iU0cBRfkcCuiKI-2F2qqn03z8FTN5HObNfKHNGNxxfjumNM6uTmse51N2jkFokTfNuyUimFirUryQUE8ikKiu8DUWxG-2F8Y3OPyIpn-2Fo74vY96Z33ENHW9Yz8P6rHcC1j4Js7bG9Q0qizqXTLm9fGjxWEJii8zEejFu2-2FoFJBCs79lcyDvCp1H-2FHmrqFl7e0JJ1R6AmKsQBFpxH1eVhH49omEkfVXP31vQ-2BJohKkAKRXiLnjVgRJfYmqHjLNZsKUbf-2BdJ2-2FeFs-3D/L7d5" target="_blank">Data Snapshot: Survey Data on Attitudes toward Faculty Freedom of Expression</a>(online only)<br /><em>How might political views influence attitudes toward academic freedom?</em><br />By Hans-Joerg Tiede</div>
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<strong>BOOK REVIEWS</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h11/QvwHNgFZGntN06d6g9Zg8QYxccCzduhpmpITb4tiaJSOQM5xUF0qCZ8kG7S4tP1Y8viVcs7hleQRbKX6Rv2rC-2F-2FeKdO3GMBY1vPdZdMcuY7A6mMyw7OYfYOOX7YWl0uxBJAAt8P3n4RyLNMAPezALaiv8Dws0S50MnN9rTutBpQd6Jq8MLKadoui-2BgtikAqfG-2F2UIuN2GUx9u6heOpkDG7NbYHkCTtePhUZhWXSuvemXQj9l4j43pn4dn9qY3sydjnxz9ggC2DlvyKq9zaubiMQaMerjmMyMjGSD5p9TESk-3D/unDt" target="_blank">Snowflakes and Syllabi</a><br /><em>Brian Hutler reviews<span class="Apple-converted-space"> </span></em>What Snowflakes Get Right<span class="Apple-converted-space"> </span><em>by Ulrich Baer.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h12/QvwHNgFZGntN06d6g9Zg8dvzO3B9P4amFsAIw-2BML5VTnrp79GAjxqS25Xz4K9CIkPDy6-2BPyVvGkSznwYBA9NnuAYF1Y4hSKgfOOxlq3a6srWgtGC7YWli59YCZQOQhO70YEUMRO-2F4x53qnCMmGXtuDBcxaQu3eNqzR4gy55gWBwBPrujdVh7rCyVFvvU0g-2BYblI1WTYxtaUE7nBdg7TH7Zu4opkNQs513JIMk-2BuvMxAgfsQBxARsIh59wzYIAcCRZ-2FYz7AdBDlMXzDk8aAvJgBo2GWU7Z-2FPjtDtJUzZc3KPYpfb2d17zokiHFAwO-2Brtz/0fYN" target="_blank">Understanding Students Who Are Parents</a><strong><br /></strong><em>Jillian M. Duquaine-Watson reviews<span class="Apple-converted-space"> </span></em>Back in School<span class="Apple-converted-space"> </span><em>by A. Fiona Pearson.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h13/QvwHNgFZGntN06d6g9Zg8bTr336cL3qVQhHR-2BC1HgAy94Iv6-2F4awy-2Brm4pNdfgDvLWpkyp-2B44mOUr9awN0aFELuu9j4Gbf7UgivKA4xTyZoWUGqG50I6NboH31LrLoTZHey09Ti6c0fh-2BHdEdkO5k2JqeDLOdL2VXcbWpGjRVrvA8-2FbFmL0mtCVPqdp7D2zvk51VoCTRaOsgtx-2BEVO0hSDENL3Lb810cTGF0MLCt69YmXXkquRQl2u2RXOBV3-2BjBKcqeXaau76B4DHdsDMF85R3aq8dU6IocLqBD-2FGx2VAUNNMWubn4aRe7KV1HURB2v/trCA" target="_blank">Liberal Education Needs Integration, Not Unbundling</a><strong><br /></strong><em>Rebecca Pope-Ruark reviews<span class="Apple-converted-space"> </span></em>College Made Whole<span class="Apple-converted-space"> </span><em>by Chris W. Gallagher.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h14/QvwHNgFZGntN06d6g9Zg8Z3CtxXedXx2kedCg0l3SPNaABbPcoJg0857l-2BioQqUpNz7ok5yrnAKMJv0vvPot2upzNNsjFDwkh8aXwbZ5LtY4kHe7o-2FIM7ctDcTidtxK2bwF1MV8xxO6N20f-2B8HztQbia67j6Q25IYpiYcypUrNtvg4Sb4UZ3bX2VdLO9X-2FbaheBashy4sQVAVgRVr4EESA4DqbEyx8QWR13Zbs4sZEPcCuQ77xVUK5VSJO-2FvLwDYvefudua1oC-2BJLMi0ILGARPCa1cxeT-2FZlgNhIZQZ-2FIlQ-3D/DGBa" target="_blank">Should Only the Strong Survive?</a><strong><br /></strong><em>Lawrence Stelmach and Allison A. Buskirk-Cohen review<span class="Apple-converted-space"> </span></em>Strategic Mergers in Higher Education<span class="Apple-converted-space"> </span><em>by Ricardo Azziz, Guilbert C. Hentschke, Lloyd A. Jacobs, and Bonita C. Jacobs.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h15/QvwHNgFZGntN06d6g9Zg8dTmJYyObdkaI5MbCzPddRfOAihWtrlm6-2FVBGBEvpbW8J2fPVQRIrqLAjdZ78o3Y-2FPAMkEwN9OWvx9CKG9oUD3PuiqYqK-2FwnSgDIAH8PA1HjI6AZnPGZNYnkdBvntmBrTY0ZnO7fpmYKWi8IhfXlr9wjAwM6KfPqU6h09RViV35YYTGL7l9SKpta9m-2F-2Fyx90QbXWzhYQi0KHHT-2Byaex9rLia8abkW9DWKL7OaA4XrLOGYyCUwAMEReq0KfY5FiVsP4Nb-2FYnkANBUbw14J36LKIM-3D/PiVj" target="_blank">Rebalancing Power in the Gig Academy</a><strong><br /></strong><em>Roger G. Baldwin reviews<span class="Apple-converted-space"> </span></em>The Gig Academy<span class="Apple-converted-space"> </span><em>by Adrianna Kezar, Tom DePaola, and Daniel T. Scott.<span class="Apple-converted-space"> </span></em></div>
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<strong>CHAPTER PROFILE</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h16/QvwHNgFZGntN06d6g9Zg8Rp7PIZX3wtbpIf0HghhcDgSskFMRzkJTzKij5lh51URcbOzAB3lDqxA1c3V0l4OnV60oxCPBHN5quONXSuP35UDhDN57ln3lN4kA4eTP6YO-2FKXACY12hNwjEfXgb-2BWimoC-2FijqBUWVPnkPDpOYUgTyENLaGS74g9hjes-2BFYR-2FxA6l4IjwQvny2A-2Ffm5-2FTGhU19h1ZisA-2BkLEs4Js-2F1kPoLK9JnU9WIA5DhSae5UwGfAnoxnXg1cPpCcElZf6NXA2i5nFpOiiQsn8KlF84qp9nM-3D/4ct_" target="_blank">Rutgers University AAUP-AFT</a></div>
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<strong>COLUMNS</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h17/QvwHNgFZGntN06d6g9Zg8Q4l9JneW0e1G57kkB-2BOZlShpF0RozXB7XRB4zo29oDKR5tdD94y4SEQrN0XCZZRemo4RHA3MpXuSxhrTYx4D8KQavfImaUvJmCWPJuWOMIHKctfkcS9-2B3psdZdUS1IwKh3CWn-2B1lYyC5N0yldWF2Qt6BGyQxaWnn89DChQ-2BPO-2Fa7HahPfrnJKdl62YWdkdRlqDZDiJrPUq9b9soFHrszVwjSrajX70rFWxlD1YxybIDEozAlFgJ0qvPNMN5tSJsGi1I1eF1IUWvVsm1CT496cg-3D/EnGH" target="_blank">From the Editor: The Politics of Knowledge</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h18/QvwHNgFZGntN06d6g9Zg8ajXhx815Hhu-2FQQRWvGKqh50jT-2FZBBstXToswkKCcJlsaWpkkNpgNsSz1nGUjpTntyQiTHiZ-2ByaPFln-2FBPSQZVNk1yiwP13lent8OBBjlasdICfNbD2exSZza5riWMl3ZcJrbWEJt252NYD2ufHZmn7RPSp-2BCN6mYwsWlcPBIn9OccWNY4B7SQHnTfiiZfj-2FYg7ZofQojUyzjCS-2BRj6JL-2BZO6ofV9ATAUwokY5N55YirLe-2F8snR8YH8MSEXRPMwRMwLyKDFk75MnWdLILIOoEwdUunvQNYPcKm3sMbTxm3YG/H8VB" target="_blank">From the President: Eight Years of Organizing for Change</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h19/QvwHNgFZGntN06d6g9Zg8cvFX3d-2BKkB4UX6yHMHDQovUdP6WYSsTO5oY-2FwIWUNTK-2BeQCF8Co4CKNFGj7Kspe3i3ZIs4lIZNb9p-2FWASbf7knBx-2FafqCkQ0zxsjkZcX8riaKi0LzltexeQiS2gZF3EZKki5II3Nsn0hfhDIzWxM4jJv7AnIzneVEWu5YCYP8bVHLBhXzOdhZr8XHXn-2Bf4OOEnkyTuON7sSCRci0HA3PxeCd1nf-2Bnb8xW4sL1JVlX-2FENRzj86YGni2dL6FUMEVrZu5KG6WyUIH8CAqsNZGh-2FC8-3D/BHjZ" target="_blank">Legal Watch: Two Cases to Watch</a></div>
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<strong>NOTA BENE</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h20/QvwHNgFZGntN06d6g9Zg8YNYHl0eCJjgVbEvbnbnZoCRRJrVugxEUV2ddyD3oEjeqXV3uSizoRcwIRte-2FKR-2FiErimAjzi2YEYfZx2e1pBgYs50g-2BnOqSeWHm7oM-2FOwKwQwkUSaT61c7qlJABhyFuZo38alH5IJpB1577WTswj-2FbEY1hxZibeqJJPvUZXJax8J-2F9FiokMG8iImSFhYZs7eKRCtS5P-2B6PvgYGzQrGuFkbMihzXflkzt2jpG8qBbje1rAUnjz8J4zSvCQu4732mhp0KMmZZfbJOmTI8WTljBBk-3D/5vWM" target="_blank">Responding to the COVID-19 Pandemic</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h21/QvwHNgFZGntN06d6g9Zg8V6eqzdxCgsJ1LJbFGsP0sU6-2BgsPKfr9TbvnX1gLo-2FG01YoIVwuO0kZQhZexsUTX0-2BImVdXJmmJ0h8tuLvjqb51ZkLwqQHrOrJvSnrDNetQl-2BbpcmrdALJaM1yf4bsADtLeDuFlR98Wk-2B-2Fb4-2FkX3wFdoA0UQxXE5GbMQpGo3vD-2B4brxXl-2BQ3-2B3LPIoevveSGeTNH2foSyTLIC78eZuH0LS0UQq8CU3mO1NRaC-2Fm-2FdM42-2FLZ4gbsWvtdsUXo5Btu-2FqAG65Eq8GC7tSdh-2BLEkKVOV5CeOhKrW52neVpxUw2kYt/GzjS" target="_blank">2019–20 Faculty Compensation Survey Data</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h22/QvwHNgFZGntN06d6g9Zg8boWc8MzHqTLXDR16KLuNljQpSZqDy29e1fGyfvA-2BGlsZ3yIU4UDlLlVjnKYKUui8wndr-2BQ6rFiqWtVlBDfHhDLV5HNqdxRFYvifUu4qLIn56s78uR9yYqKJsOpOUhFHu4JQjcAhg6qU0KvNYBcptBU6smTg3olwKehf5yZKaDUaOxBQV-2BN-2FtBwRaoXlhFiGKZ3dYtTjaiDT0B5j9-2FoYxkQhxC-2BjiQ5rjbaKURyzD028TAzD8prJkWQoyUlomw37NWehhFv4Kf-2BmR12XEC-2BgGho-3D/1sGC" target="_blank">Graduate Employees Strike at UCSC</a></div>
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The spring 2020 issue of<span class="Apple-converted-space"> </span><em>Academe</em>, inspired by the AAUP’s statement<span class="Apple-converted-space"> </span><em><a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h2/QvwHNgFZGntN06d6g9Zg8ZsJ3aGE8mZi3LbTH5Kp-2FGVKspnc-2F8SPK8Qy0ng9CSiQ1D6xu6MzAoV4ayGIaD34VVpt0PPnpnDp4uwA-2FpypXAWdyWrP-2BiyJk9UDwQmYV1ZCb38b6-2FUJIsDK7bbCd1pkXbmZl945IUGDzW93s1LOmiGGCLPGQS4NE6FMyx6E-2FSyjINYQgLjBl4mppjXsJccbvWHHTv5t8CsimwQhCcI2lyiKSE4fkKXfh-2FuywTh3ixctrjlPBurvNhS25m5epRiVxvbgw1yCGlBTQSDjZG4CGR9zO4aRu5UTy1UEaEW4-2FSO9/jRt0" target="_blank">In Defense of Knowledge and Higher Education</a></em>, examines the complexities—conceptual, critical, structural, and political—of the production of knowledge. Joan W. Scott, professor emerita in the School of Social Science at the Institute for Advanced Study, served as the guest editor of this special issue of the magazine.</div>
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Follow the links in the table of contents below or read the entire issue at<span class="Apple-converted-space"> </span><a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h3/QvwHNgFZGntN06d6g9Zg8YqzrHY0VUEIoSD6zuGPBQInkXnbLlhSRmiLOxhvUUr22c-2Fc310bpjPTunNDRTD-2BCeY-2Bh-2Fq16G50ZzdgR7hSayZqUrj8e7BModGqN61X520JZw1q6XmBmUL-2FF-2BA8t5cbH02IfAYqKvpeAYK8TQFuHubLCAvfoWYyi3NyNAF4WEI4WWDiBq29r3qwj8gh6MSj4U0bFnf-2BT-2BGkual4V8c2SjfxGidxF7PL9aOknwlqiX1D1ZfwajXsaf-2BeljHvRj3wZQ-3D-3D/gMeo" target="_blank">https://www.aaup.org/issue/spring-2020</a>.</div>
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<strong>FEATURES</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h4/QvwHNgFZGntN06d6g9Zg8dTmJYyObdkaI5MbCzPddReNxxFnrt0S-2F0OEABBIBAobmLKiwHoWl3GJ5Vyu2Il5yQnRVDrn03z5kg2bCOMFrhccbT0cb3XY4zTkzcW2c73fk2uL43NauZb0VpLiP04f1UavbuiQPvl6F1pHKkMtz0kJDbVnPfMCdtmiZ7NzACIEeKv94ClA6KeUbaQhsBemRUzsiKGDmgQXgfHSmKDi4vAWo2xS6pUUiwsCenwZv-2Bk3NVUhz2FvyBBbLIrQ1o8gIu5BlUyyszqvu6vAVxoG4LI-3D/A8tU" target="_blank">Rebellion, Authority, and Knowledge</a><em><br />Disciplined thought and expertise are essential to the advancement of knowledge.</em>By Robert Post<em></em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h5/QvwHNgFZGntN06d6g9Zg8SsDIzSgrSa-2Fk0GM0VMEWKUU5k3LHOgZz2w-2FIhWpHlUlpQM7FyKWZIS8DfrsPXhN6REtPS049kZGO21MwHEBc3-2BtN38kF1-2B2g0L6TfutwckVdRMrSjai5og9eBoT8eFw0Wo-2BhHx6sgpAQX8iMeHVXLZMSbZlAAEChcmh-2BeA4IFywHgb7SyIFzAA8Q-2BeQMrZJ1KB1QKskEjKXkZ1-2BddNPQ0NePkQkU4BBD4yM0PMX-2BHRAqa2ghYDL7YkC-2FSdLRjS0C3ZQKi07gvcORbjtrvQv6rO1yhsiI59zgUO-2BUKIFbMVI/VP5M" target="_blank">The Big Secret in the Academy Is That Most Research Is Secret</a><strong><br /></strong><em>The dangerous rift between open and classified research.</em>By Kate Brown<em><em><br /></em></em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h6/QvwHNgFZGntN06d6g9Zg8eyBuXJKlzmr-2B8xaqIRN2cwK-2FGD7wa9yLXMk40cLC354qtppDDZrB8n14ydFgC-2B6gNHCmieujCN9VqOfkovpw8ir7RWrcz7orF9YpuuU6UY7xOKQFLwxy0EeaScqxSWZATxm6MtIc9GNA35he-2BXwLJ6-2BY1d39XjUOYGwsfc5OTVxOLSoOPUSuCVDd1In2hjxVGPqNxYqSbO0MLCh5CSvgzsCowkBR4pSDLNMn79OjA5nQBS5W-2BZpzfqQD5RSKBgr2RuxgwUa9oRYEKKbliGtjYCZEtlwbvanWqkP6sSPIGWUWYiweuPNtvML9iP2oC4zNw-3D-3D/3Ipo" target="_blank">A Dissenting View from the Humanities on the AAUP’s Statement on Knowledge</a><br /><em>In defense of critical inquiry.</em><br />By Judith Butler</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h7/QvwHNgFZGntN06d6g9Zg8b9fNe-2BxKmMBNu-2BYzxNUaApH81-2Fd-2BuNT2FYKrMh9zz1726QF8hCE3wkRWH9Dy1eZZN3l0nsbbHzSbngOIMC4XSJIwpaKCQ2IYVT-2B9N3XR36-2FyhVSv9eyRIGTofxsdeyJG8GJng25CN3NXkEupJASj-2BbPA2oMFR39dyg9znHK5QUu7920T8bRSTz4sd2ISZdc4H6K4BXfwW5nMyDHftcSYXlF-2BR80372FnSeyAjaxdFGZwmXaEcumcK9cUbi-2F7u-2FAwSzhDeRJn5Jr4Hafv2tQv0I-3D/PajH" target="_blank">Dialogue across Divides</a><strong><br /></strong><em>The humanities can provide understanding across disciplines.</em>By Joy Connolly</div>
<div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h8/QvwHNgFZGntN06d6g9Zg8Ta1IOpsr4o0ms8Y3P6sDGmjT8IEwGps9uA73IWP10HzvH68OQSPo6SJeTiPmUbnA0fAytgmXdkuAmIs3H-2Fu-2BSs4g4-2Br-2Fx8PGZi9Lr3FNqQkPluGLrkmj0gf-2BYnuIp0EqmQmQ4kxPm8KNtfMKOCNvkr4no1mzatXUVf6b4uCKyrkhl8dB91L44GMXbCkqaDXT2oiKtrMHThZq3qo5IH-2BAYGR0Ni-2F6w9B1zTgewHZifKprJkuzUrAQD6oV7BrpMBvaFbaNtpOQ1waiWATUHFNNTM-3D/mhAt" target="_blank">Academic Freedom as Democratization</a><strong><br /></strong><em>Faculty must be involved in all aspects of university decision-making.</em>By Christopher Newfield</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h9/QvwHNgFZGntN06d6g9Zg8bOFK4ezmmrGiaZvW7xzMCTs0yShtvqcyWSshM0S1ZWMlMVJpt-2FbBKeOD0D3MWLkaWj4QERMqJSQWaMpFl6UKlgTRbES5C6K6cBtm0WCAZLKoLRsihobpy9U1IH8eK3MdLVUUdXupcemW0cyVusGHJi3KtnvyU3Hq7QnBgOZjmY5mad8bnQy-2BROlWOr-2FwnKOE7sBynLeiU66fWP9mrqFXhqNw2D9J14xd9g7uopRlP0F97yl3ntetrD7Pvfdb9S4vrFf-2Fu5MiaHYxhXLp2g6DL81mzyQbnH5VaAK3b6c-2BbGm/SKKa" target="_blank">Some Exigent Words about Financial Exigency</a><span class="Apple-converted-space"> </span>(online only)<br /><em><em>Meaningful engagement with faculty is essential in times of crisis.</em></em>By Michael Bérubé</div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h10/QvwHNgFZGntN06d6g9Zg8UF55F3CGFssA3qDFMRD1FYjuvr1icbVk1DuNqBrsLZQ6GrQhDXitLRjadXdLZhKsZCvsXftaToaLE34iU0cBRfkcCuiKI-2F2qqn03z8FTN5HObNfKHNGNxxfjumNM6uTmse51N2jkFokTfNuyUimFirUryQUE8ikKiu8DUWxG-2F8Y3OPyIpn-2Fo74vY96Z33ENHW9Yz8P6rHcC1j4Js7bG9Q0qizqXTLm9fGjxWEJii8zEejFu2-2FoFJBCs79lcyDvCp1H-2FHmrqFl7e0JJ1R6AmKsQBFpxH1eVhH49omEkfVXP31vQ-2BJohKkAKRXiLnjVgRJfYmqHjLNZsKUbf-2BdJ2-2FeFs-3D/L7d5" target="_blank">Data Snapshot: Survey Data on Attitudes toward Faculty Freedom of Expression</a>(online only)<br /><em>How might political views influence attitudes toward academic freedom?</em><br />By Hans-Joerg Tiede</div>
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<strong>BOOK REVIEWS</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h11/QvwHNgFZGntN06d6g9Zg8QYxccCzduhpmpITb4tiaJSOQM5xUF0qCZ8kG7S4tP1Y8viVcs7hleQRbKX6Rv2rC-2F-2FeKdO3GMBY1vPdZdMcuY7A6mMyw7OYfYOOX7YWl0uxBJAAt8P3n4RyLNMAPezALaiv8Dws0S50MnN9rTutBpQd6Jq8MLKadoui-2BgtikAqfG-2F2UIuN2GUx9u6heOpkDG7NbYHkCTtePhUZhWXSuvemXQj9l4j43pn4dn9qY3sydjnxz9ggC2DlvyKq9zaubiMQaMerjmMyMjGSD5p9TESk-3D/unDt" target="_blank">Snowflakes and Syllabi</a><br /><em>Brian Hutler reviews<span class="Apple-converted-space"> </span></em>What Snowflakes Get Right<span class="Apple-converted-space"> </span><em>by Ulrich Baer.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h12/QvwHNgFZGntN06d6g9Zg8dvzO3B9P4amFsAIw-2BML5VTnrp79GAjxqS25Xz4K9CIkPDy6-2BPyVvGkSznwYBA9NnuAYF1Y4hSKgfOOxlq3a6srWgtGC7YWli59YCZQOQhO70YEUMRO-2F4x53qnCMmGXtuDBcxaQu3eNqzR4gy55gWBwBPrujdVh7rCyVFvvU0g-2BYblI1WTYxtaUE7nBdg7TH7Zu4opkNQs513JIMk-2BuvMxAgfsQBxARsIh59wzYIAcCRZ-2FYz7AdBDlMXzDk8aAvJgBo2GWU7Z-2FPjtDtJUzZc3KPYpfb2d17zokiHFAwO-2Brtz/0fYN" target="_blank">Understanding Students Who Are Parents</a><strong><br /></strong><em>Jillian M. Duquaine-Watson reviews<span class="Apple-converted-space"> </span></em>Back in School<span class="Apple-converted-space"> </span><em>by A. Fiona Pearson.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h13/QvwHNgFZGntN06d6g9Zg8bTr336cL3qVQhHR-2BC1HgAy94Iv6-2F4awy-2Brm4pNdfgDvLWpkyp-2B44mOUr9awN0aFELuu9j4Gbf7UgivKA4xTyZoWUGqG50I6NboH31LrLoTZHey09Ti6c0fh-2BHdEdkO5k2JqeDLOdL2VXcbWpGjRVrvA8-2FbFmL0mtCVPqdp7D2zvk51VoCTRaOsgtx-2BEVO0hSDENL3Lb810cTGF0MLCt69YmXXkquRQl2u2RXOBV3-2BjBKcqeXaau76B4DHdsDMF85R3aq8dU6IocLqBD-2FGx2VAUNNMWubn4aRe7KV1HURB2v/trCA" target="_blank">Liberal Education Needs Integration, Not Unbundling</a><strong><br /></strong><em>Rebecca Pope-Ruark reviews<span class="Apple-converted-space"> </span></em>College Made Whole<span class="Apple-converted-space"> </span><em>by Chris W. Gallagher.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h14/QvwHNgFZGntN06d6g9Zg8Z3CtxXedXx2kedCg0l3SPNaABbPcoJg0857l-2BioQqUpNz7ok5yrnAKMJv0vvPot2upzNNsjFDwkh8aXwbZ5LtY4kHe7o-2FIM7ctDcTidtxK2bwF1MV8xxO6N20f-2B8HztQbia67j6Q25IYpiYcypUrNtvg4Sb4UZ3bX2VdLO9X-2FbaheBashy4sQVAVgRVr4EESA4DqbEyx8QWR13Zbs4sZEPcCuQ77xVUK5VSJO-2FvLwDYvefudua1oC-2BJLMi0ILGARPCa1cxeT-2FZlgNhIZQZ-2FIlQ-3D/DGBa" target="_blank">Should Only the Strong Survive?</a><strong><br /></strong><em>Lawrence Stelmach and Allison A. Buskirk-Cohen review<span class="Apple-converted-space"> </span></em>Strategic Mergers in Higher Education<span class="Apple-converted-space"> </span><em>by Ricardo Azziz, Guilbert C. Hentschke, Lloyd A. Jacobs, and Bonita C. Jacobs.</em></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h15/QvwHNgFZGntN06d6g9Zg8dTmJYyObdkaI5MbCzPddRfOAihWtrlm6-2FVBGBEvpbW8J2fPVQRIrqLAjdZ78o3Y-2FPAMkEwN9OWvx9CKG9oUD3PuiqYqK-2FwnSgDIAH8PA1HjI6AZnPGZNYnkdBvntmBrTY0ZnO7fpmYKWi8IhfXlr9wjAwM6KfPqU6h09RViV35YYTGL7l9SKpta9m-2F-2Fyx90QbXWzhYQi0KHHT-2Byaex9rLia8abkW9DWKL7OaA4XrLOGYyCUwAMEReq0KfY5FiVsP4Nb-2FYnkANBUbw14J36LKIM-3D/PiVj" target="_blank">Rebalancing Power in the Gig Academy</a><strong><br /></strong><em>Roger G. Baldwin reviews<span class="Apple-converted-space"> </span></em>The Gig Academy<span class="Apple-converted-space"> </span><em>by Adrianna Kezar, Tom DePaola, and Daniel T. Scott.<span class="Apple-converted-space"> </span></em></div>
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<strong>CHAPTER PROFILE</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h16/QvwHNgFZGntN06d6g9Zg8Rp7PIZX3wtbpIf0HghhcDgSskFMRzkJTzKij5lh51URcbOzAB3lDqxA1c3V0l4OnV60oxCPBHN5quONXSuP35UDhDN57ln3lN4kA4eTP6YO-2FKXACY12hNwjEfXgb-2BWimoC-2FijqBUWVPnkPDpOYUgTyENLaGS74g9hjes-2BFYR-2FxA6l4IjwQvny2A-2Ffm5-2FTGhU19h1ZisA-2BkLEs4Js-2F1kPoLK9JnU9WIA5DhSae5UwGfAnoxnXg1cPpCcElZf6NXA2i5nFpOiiQsn8KlF84qp9nM-3D/4ct_" target="_blank">Rutgers University AAUP-AFT</a></div>
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<strong>COLUMNS</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h17/QvwHNgFZGntN06d6g9Zg8Q4l9JneW0e1G57kkB-2BOZlShpF0RozXB7XRB4zo29oDKR5tdD94y4SEQrN0XCZZRemo4RHA3MpXuSxhrTYx4D8KQavfImaUvJmCWPJuWOMIHKctfkcS9-2B3psdZdUS1IwKh3CWn-2B1lYyC5N0yldWF2Qt6BGyQxaWnn89DChQ-2BPO-2Fa7HahPfrnJKdl62YWdkdRlqDZDiJrPUq9b9soFHrszVwjSrajX70rFWxlD1YxybIDEozAlFgJ0qvPNMN5tSJsGi1I1eF1IUWvVsm1CT496cg-3D/EnGH" target="_blank">From the Editor: The Politics of Knowledge</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h18/QvwHNgFZGntN06d6g9Zg8ajXhx815Hhu-2FQQRWvGKqh50jT-2FZBBstXToswkKCcJlsaWpkkNpgNsSz1nGUjpTntyQiTHiZ-2ByaPFln-2FBPSQZVNk1yiwP13lent8OBBjlasdICfNbD2exSZza5riWMl3ZcJrbWEJt252NYD2ufHZmn7RPSp-2BCN6mYwsWlcPBIn9OccWNY4B7SQHnTfiiZfj-2FYg7ZofQojUyzjCS-2BRj6JL-2BZO6ofV9ATAUwokY5N55YirLe-2F8snR8YH8MSEXRPMwRMwLyKDFk75MnWdLILIOoEwdUunvQNYPcKm3sMbTxm3YG/H8VB" target="_blank">From the President: Eight Years of Organizing for Change</a></div>
<div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(80, 80, 80); color: #505050; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h19/QvwHNgFZGntN06d6g9Zg8cvFX3d-2BKkB4UX6yHMHDQovUdP6WYSsTO5oY-2FwIWUNTK-2BeQCF8Co4CKNFGj7Kspe3i3ZIs4lIZNb9p-2FWASbf7knBx-2FafqCkQ0zxsjkZcX8riaKi0LzltexeQiS2gZF3EZKki5II3Nsn0hfhDIzWxM4jJv7AnIzneVEWu5YCYP8bVHLBhXzOdhZr8XHXn-2Bf4OOEnkyTuON7sSCRci0HA3PxeCd1nf-2Bnb8xW4sL1JVlX-2FENRzj86YGni2dL6FUMEVrZu5KG6WyUIH8CAqsNZGh-2FC8-3D/BHjZ" target="_blank">Legal Watch: Two Cases to Watch</a></div>
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<strong>NOTA BENE</strong></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h20/QvwHNgFZGntN06d6g9Zg8YNYHl0eCJjgVbEvbnbnZoCRRJrVugxEUV2ddyD3oEjeqXV3uSizoRcwIRte-2FKR-2FiErimAjzi2YEYfZx2e1pBgYs50g-2BnOqSeWHm7oM-2FOwKwQwkUSaT61c7qlJABhyFuZo38alH5IJpB1577WTswj-2FbEY1hxZibeqJJPvUZXJax8J-2F9FiokMG8iImSFhYZs7eKRCtS5P-2B6PvgYGzQrGuFkbMihzXflkzt2jpG8qBbje1rAUnjz8J4zSvCQu4732mhp0KMmZZfbJOmTI8WTljBBk-3D/5vWM" target="_blank">Responding to the COVID-19 Pandemic</a></div>
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<a href="https://u1584542.ct.sendgrid.net/mps2/c/JQE/ni0YAA/t.31i/tsXIanXjTcCs64kwuM6byw/h21/QvwHNgFZGntN06d6g9Zg8V6eqzdxCgsJ1LJbFGsP0sU6-2BgsPKfr9TbvnX1gLo-2FG01YoIVwuO0kZQhZexsUTX0-2BImVdXJmmJ0h8tuLvjqb51ZkLwqQHrOrJvSnrDNetQl-2BbpcmrdALJaM1yf4bsADtLeDuFlR98Wk-2B-2Fb4-2FkX3wFdoA0UQxXE5GbMQpGo3vD-2B4brxXl-2BQ3-2B3LPIoevveSGeTNH2foSyTLIC78eZuH0LS0UQq8CU3mO1NRaC-2Fm-2FdM42-2FLZ4gbsWvtdsUXo5Btu-2FqAG65Eq8GC7tSdh-2BLEkKVOV5CeOhKrW52neVpxUw2kYt/GzjS" target="_blank">2019–20 Faculty Compensation Survey Data</a></div>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-17111558805157894732020-04-29T18:44:00.000-04:002020-04-29T19:35:26.525-04:00COVID-19 and the University: If you Run the University Like a Commercial Enterprise Don't Be Surprised When Your Customers Sue You for Lack of Service--Brandmeyer v. Regents <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<a href="https://www.msn.com/en-us/news/us/students-sue-csu-uc-systems-over-refunds-of-campus-fees/vi-BB13nqPb" target="_blank"><i><span style="font-weight: normal;"><span style="font-size: x-small;">Students Sue CSU, UC Systems Over Refunds Of Campus Fees</span></span></i></a></h1>
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University propaganda departments have for years nurtured the myth that they can at once be hard headed businesses and at the same time the champions and protectors of some sort of ideal non-commercial Elysian space in which students and faculty might romp in the glorious fields of knowledge creaiton and dissemination undisturbed by the machinery that keeps that enterprise running.</div>
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It was both a grand illusion and one increasingly belied by the ways in which university administrators from middle mangers (deans and the equivalent) to high level central administration officials began, like cannibal mice, to gnaw away at the foundations of an institution that for a time held that dual vision together. In the name of hard headedness a generation of administrators (many though not all of them once academics (though to call them that after a few years in administration is to stretch the concept beyond recognition, especially as they began to see themselves as a distinct social element in the ecology of the university, see, e.g., here) have engaged, among other things, (1) in the deprofessionalization of the faculty and the substitution of technology enhanced (cheaper and higher profit) learning for increasingly creaky traditional methods of delivery and engagement, (2) in the expansion of the business of the university to include a number of different profit centers (dorms, parking, summer camps, etc,); (3) move from a learning centered to a compliance and risk mitigating fundamental operating mode in which administrators became more valuable (and less fungible) than faculty; and (4) like banks and airlines (two other hard headed businesses in their retail operations) in the fracturing of pricing models so that students were faced a number of fees beyond tuition, room and board for "value added" services. </div>
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The university was at its best in its rationalization of these revolutionary transformations. Most successful was their ability to convince everyone that there was no transformation at all--the university was no different than it was in the 1960s, except perhaps that its appointments were more luxurious and its techniques more "up to date." Yet these transformations were not inexpensive (except of course for faculty whose existence constantly depressed the ability to use university income for other, and perhaps, higher, purposes. </div>
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Faculty has been particularly slow in learning the lessons of the modern university and obtuse about the way in which it has transformed their position within this business.</div>
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Customers, especially students, however, have learned these lessons much better. Now COVID-19 has made that lesson learning much more visible. While the university can shift the "cost" of operations to its faculty and staff, it will find it harder to do so with its students.</div>
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Students filed class-action lawsuits against the University of California and California State University systems Monday, demanding refunds of student fees in light of campus closures. The students are suing for a reduction of on-campus services because of the COVID-19 pandemic, but will not sue for the cost of tuition or housing. “University of California’s decision to transition to online classes and to instruct students to leave campus were responsible decisions to make, but it is unfair and unlawful for University of California to retain fees and costs and to pass the losses on to the students and/or their families,” the lawsuit states. The suit was filed on behalf of Claire Brandmeyer, a UC Davis student who left campus in mid-March. The students are suing for refunds of student fees such as the $1,128 UC-wide Student Services Fee paid by UC students, as well as other campus-specific fees. <a href="https://dailybruin.com/2020/04/28/students-sue-uc-and-csu-systems-demand-refunds-amid-covid-19-campus-closures/" target="_blank"><i>(Students sue UC and CSU systems, demand refunds amid COVID-19 campus closures</i></a>).</div>
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Universities had been more willing to prorate dorm and related costs; but not activities fees. "The universities have been more receptive to refunding or discounting campus dorms, residences and dining plans. UC System President Janet Napolitano outlined in a <a href="https://universityofcalifornia.edu/sites/default/files/UC-COVID-19-budget-letter-to-state-leadership-041520.pdf">letter to the legislature</a>, that, “UC is providing students prorated refunds on their housing and dining services agreements in the event they choose to leave on-campus housing" (<a href="https://edsource.org/2020/students-sue-california-universities-over-fees-lost-amid-pandemic/630377" target="_blank"><i>Students sue California universities over fees lost amid pandemic</i></a>).</div>
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The Complaint in <a href="https://www.classaction.org/media/brandmeyer-v-the-regents-of-the-university-of-california.pdf" target="_blank">Brandmeyer v. Regents</a> follows below. This is not the only action filed. "To date, higher education institutions the likes of <a href="https://www.classaction.org/news/drexel-should-refund-coronavirus-shortened-spring-2020-semester-tuition-and-fees-class-action-contests">Drexel</a>, the <a href="https://www.classaction.org/news/university-of-miami-hit-with-class-action-looking-to-recover-tuition-fees-for-suspended-spring-2020-semester">University of Miami</a>, <a href="https://www.classaction.org/news/lawsuit-says-cornell-owes-tuition-refunds-for-subpar-online-learning-experience-forced-by-covid-19-crisis">Cornell</a>, <a href="https://www.classaction.org/news/pace-university-hit-with-lawsuit-over-inadequate-refunds-for-covid-19-related-campus-closures">Pace</a>, <a href="https://www.classaction.org/news/columbia-university-board-of-trustees-hit-with-class-actions-seeking-refunds-for-coronavirus-shortened-semester">Columbia</a>, <a href="https://www.classaction.org/news/liberty-university-should-refund-tuition-for-covid-19-shortened-semester-class-action-suit-says">Liberty University</a>, <a href="https://www.classaction.org/blog/class-action-against-arizona-board-of-regents-looks-to-recover-improperly-retained-room-and-board-costs">Arizona’s state colleges</a>, Vanderbilt and <a href="https://www.classaction.org/news/class-action-against-fordham-university-aims-to-recover-spring-2020-semester-refunds">Fordham University</a> have been hit with potential class action litigation over their apparent failure to issue refunds for the COVID-19-shortened Spring 2020 semester." (<a href="https://www.classaction.org/news/california-universities-owe-fee-refunds-for-pandemic-shortened-semester-class-action-suits-say" target="_blank"><i>California Universities Owe Fee Refunds for Pandemic-Shortened Semester, Class Action Suits Say [UPDATE]</i></a>). </div>
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<br />Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-55379764074888688252020-04-23T22:17:00.000-04:002020-04-24T09:21:50.270-04:00The COVID-19 Effect on the University: The Populist-Technocratic Model of Governance, Free Riding, and Sorting Through the Financial Consequences of Pandemic<div class="separator" style="clear: both; text-align: center;">
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The COVID-19 pandemic has produced a tremendous amount of economic stress to all sectors of the American economy. Though universities sometimes indulge the conceit that they are neither an "industry" nor that they function like other economic institutional actors, that becomes difficult when they are are the wrong side of economic planning. </div>
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The pandemic however, appears to have come to the university, like it has come to every other sector of American industry. Having come, it becomes interesting to see the way in which they respond to crisis. Will they adopt the same tactics of other industrial sectors, in which middle and high level administrators protect their own turf even as they jettison their workers like any other commodified factor in the production of their positions and the income of their institutors? Will they use the cover of pandemic to move forward a number of initiatives that tradition, custom or politics made impossible or at least difficult before (in the case of the university the evisceration of effective and muscular shared governance, the shrinking of multi-campus locations deemed uneconomic though serving a public or private mission)? Will the cover of pandemic permit the university to use the crisis and the need to exercise discretion hide a series of long and short term retaliations against individuals deemed troublemakers (<a href="https://lcbpsusenate.blogspot.com/2016/03/at-borderlands-of-ethics-soft.html">e.g., At the Borderlands of Ethics: Soft Retaliation and Unethical Exercises of Administrative Discretion</a>)--especially those who have asserted in a muscular form their responsibilities for what they understood to be shared governance, or those who are simply just "in the way" of the personal agendas of administrators as they reshape their "domains"? Will the university indulge in the sort of free riding that has marked the actions of other institution as they preserve the jobs and status of their middle and higher level administrators and shift the burden of financial distress down to line workers (faculty and staff) especially where that shifting is disproportionate (<a href="https://lcbackerblog.blogspot.com/2020/03/subsidizing-free-riding-state-and.html">Subsidizing
the Free-Riding State and Enterprise Apparatus on the Backs of those
Least Capable of bearing that Burden--The Micro Consequences of COVID-19
and Containment Measures</a>)? To what extent will the university, which has over the last decade, practice energetically its ethical principles as it navigates these stressful decisions ther than by giving them lip service? </div>
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<a href="https://1.bp.blogspot.com/-cDzJ8ptACj8/XqII9yFsvPI/AAAAAAAAS_E/hytdNkgt4HMZuZNbK9b3b-i8NnF8yTeRACLcBGAsYHQ/s1600/Screen%2BShot%2B2020-04-23%2Bat%2B5.30.22%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title=""><img border="0" data-original-height="292" data-original-width="342" height="170" src="https://1.bp.blogspot.com/-cDzJ8ptACj8/XqII9yFsvPI/AAAAAAAAS_E/hytdNkgt4HMZuZNbK9b3b-i8NnF8yTeRACLcBGAsYHQ/s200/Screen%2BShot%2B2020-04-23%2Bat%2B5.30.22%2BPM.png" title="" width="200" /></a><a href="https://1.bp.blogspot.com/-NDPcMo9607E/XqIoEYfsYaI/AAAAAAAAS_0/jf_ylbRZgB8pXnz8-uCy4qyCS1dtimybQCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-04-23%2Bat%2B7.43.02%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="313" data-original-width="246" height="200" src="https://1.bp.blogspot.com/-NDPcMo9607E/XqIoEYfsYaI/AAAAAAAAS_0/jf_ylbRZgB8pXnz8-uCy4qyCS1dtimybQCLcBGAsYHQ/s200/Screen%2BShot%2B2020-04-23%2Bat%2B7.43.02%2BPM.png" title="" width="156" /></a>These and other questions have now moved from the realm of the hypothetical. Over the next several months, university high officials will produce the facts form which a close analysis may be undertaken--and their conduct and decisions subject to the salutary exercise of review and accountability. For the moment what we have are first moves. One of the first, though likely to be coordinated with those of sibling universities, is that of Penn State. Its president distributed a message to the university community in which the administration revealed its planing for COVID-19 response. There is nothing singular about the message; this university merely follows a number of other institutions which have concluded that they face serious fiscal challenges that now require a good faith effort to make critical choices that are meant to protect enterprise mission but which invariably will shift the costs of those efforts among critical stakeholder communities. The danger is that the choices made might well shift the financial burdens of such mission protection among stakeholders in ways that may not reflect their ability to bear those costs. </div>
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These messages do not make for easy reading. They are crafted using a stylized language now common to the communications of high level U.S. academic administrators in the second and third decades of the 21st century, a language that is both precisely accurate and also redolent with ambiguity and veiling--carefully crafted for the consumption of a broader public. Yet they provides template against which one might usefully study the way that university administrators will re-shape their institutions as they respond to the COVID-19 pandemic. </div>
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<a href="https://1.bp.blogspot.com/-8iVC7OInchA/XqIPWINGYLI/AAAAAAAAS_o/dMD1P7fTPS0slPodXSjzH_96yyZn9bZxgCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-04-23%2Bat%2B5.57.32%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="695" data-original-width="558" height="200" src="https://1.bp.blogspot.com/-8iVC7OInchA/XqIPWINGYLI/AAAAAAAAS_o/dMD1P7fTPS0slPodXSjzH_96yyZn9bZxgCLcBGAsYHQ/s200/Screen%2BShot%2B2020-04-23%2Bat%2B5.57.32%2BPM.png" title="" width="160" /></a><a href="https://1.bp.blogspot.com/-vBphWmAs5WI/XqIJMv4tfuI/AAAAAAAAS_I/BkLByQtD1a4y7mUh_Hxjg5PxDnnpgpehwCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-04-23%2Bat%2B5.31.15%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="692" data-original-width="602" height="200" src="https://1.bp.blogspot.com/-vBphWmAs5WI/XqIJMv4tfuI/AAAAAAAAS_I/BkLByQtD1a4y7mUh_Hxjg5PxDnnpgpehwCLcBGAsYHQ/s200/Screen%2BShot%2B2020-04-23%2Bat%2B5.31.15%2BPM.png" title="" width="173" /></a>The university wide communication follows. The massaging of the message, in house, will occur at the sort of carefully curated "town-hall" meetings that the university now deploys successfully for managing the message to its internal audience to preserve both stability and the appearance of engagement (see, e.g.,<a href="https://lcbpsusenate.blogspot.com/2015/06/on-practice-of-town-hall-meetings-in.html"> On the Practice of Town Hall Meetings in Shared Governance--Populist Technocracy and Engagement at Penn State</a>;<a href="https://lcbpsusenate.blogspot.com/2015/05/practicing-mass-democracy-at-penn-state.html"> Practicing
Mass Democracy at Penn State: The New Populist-Technocratic Model of
University Governance, Socialization, Stakeholder Management and
Benefits)</a>.<br />
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One can only wish high officials well as they take on the burden--along with their staffs and subordinate officials and overseen, to the extent that is their practice and the law, by their boards of trustees. And it is kind of them to share, after they have begun wrestling with the titanic issues of governance within that community of managers, to share the fruits of their labors with university stakeholders, especially where, as in many cases, it will be them, for the most part, who will be tasked with bearing the brunt of the burdens shifted down to them as a consequence of the decisions of these high officials. That, certainly becomes clear from a careful reading of the formal messaging of which that of the Penn State President is but an example.<br />
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Still, the opportunity presented by efforts to speak to the formal messaging through the device pf these "two hall" events might provide an opportunity to inquire about some of the detail suggested by the by high level messages of this type: (1) to what extent had the administration been transparent about financial issues that appeared to blossom over the course of the six weeks; (2) to what extent were stakeholders involved in the analysis and identification of the choices among which hard financial choices would have top be made; (3) how has the burden of the financial challenges been shared proportionately among all stakeholders, including the offices of high administrative officials; (4) what metrics have been used to assess the value of the choices and to measure their effectiveness going forward; (5) what role did the university faculty senate play in the formulation of the choices and in the determination of how the burdens would be shared; (6) what accountability measures have the high officials instituted to review and assess the decisions they have adopted; (7) are accountability measures public; (8) in light of the burden shifting from the institution to those of its employees least able to bear the burden of the university's financial challenges, to what extent are its mid¡dole level administrator's guided in the exercise of their discretion with respect to the budget reductions they must implement; (8) what efforts were made to develop these hides with the inputs of all affected stakeholders and how might they participate in the departmental budget reduction processes; (9) to what extent will all decision making be justified by the principles that are meant to guide all decision making at the institution (at Penn State, for example the Penn State Principles); and (10) what alternatives were considered and why were they rejected (including the factors that contributed to the construction of best through worst case scenarios used for planning and choice making)?<br />
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Of course, it is unlikely that any of these questions will be asked. And if asked, it is unlikely that answers would be forthcoming. And yet, the questions, and their answers, will point to the exact form in which the modern university has transformed itself. Not that this transformation is unexpected, as lamentable as it might be to some. Business is business. But the culture of a business, and the character of its leaders, becomes all the more interesting as a business responds to changes in an industry. Those revelations become clearer when the pace of change increases dramatically. All the more so when those changes can, through the tragedy of pandemic, become much more clearly visible in ways that produce quite dramatic consequences for those on whose shoulders the university prospers. Lastly, pandemic centers questions of character, questions that become more pronounced where decisions made by those on whom responsibility is delegated produce consequences on those with little power or influence in the construction of those questions or the development of responses. In the context of the university, like other businesses, the more telling of those questions revolve around the ethics of decisions that produce administrative free riding within an institutional context in which those who bear the burden of decision making appear to shift, and quite decisively, the burdens and costs of such decisions to those who are least able to bear the burden of these decisions.</div>
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<span class="" style="font-size: 14px;">To the Penn State Community:<br class="" /><br class="" />I would like to begin by thanking each and every one of you who — in a time of extreme crisis and a time when each day brings uncertainty — came together to focus on what we do best and what we are here to do: carry forward our mission of teaching, research and service to society.<span class="Apple-converted-space"> </span><br class="" /><br class="" />This challenging time has created a global emergency — for our health and safety, our economy and our sense of normal life. The days ahead will be trying, and I fully acknowledge this communication is difficult.<span class="Apple-converted-space"> </span><br class="" /><br class="" />As a result of your fortitude and resilience, I do believe our community will emerge more creative and agile than before and that, with your efforts and support, Penn State will continue to evolve as one of the world's great institutions of higher education.<span class="Apple-converted-space"> </span><br class="" /><br class="" />This is a very serious financial crisis for the entire country. Our state and national economies have been crippled by the need to enact stay-at-home directives and social distancing. No enterprise is immune to these effects, including Penn State. In Pennsylvania alone, more than 1 million individuals have already filed for unemployment, creating hardship for so many families.<span class="Apple-converted-space"> </span><br class="" /><br class="" />Our projected losses have already exceeded $100 million since March. For our University in the next fiscal year, we estimate an additional $160 million revenue loss — in the education and general funds budget alone. Our planning scenarios take into consideration that Penn State, like other universities, will face reduced enrollment — which impacts tuition revenue. We likely also face a reduced state appropriation, given the negative impact that the pandemic has had on our state tax revenues.<span class="Apple-converted-space"> </span><br class="" /><br class="" />Nevertheless, it is important to emphasize that the University has a strong fiscal and management foundation and is sought after by students in the United States and abroad. We maintain healthy reserves, a<span class="Apple-converted-space"> </span><a class="" href="https://news.psu.edu/story/575705/2019/05/23/administration/rating-agencies-give-penn-state-stable-outlooks">strong credit rating</a><span class="Apple-converted-space"> </span>and have strong borrowing capacity. All of these aspects will help in our recovery.<span class="Apple-converted-space"> </span><br class="" /><br class="" /><strong class=""><u class="">Action being taken: Now through June 30<span class="Apple-converted-space"> </span></u></strong><br class="" /><br class="" />Our strategies are based on detailed analysis and scenario planning to provide adequate time to assess, as much as possible, how our revenue projections are faring, and what stimulus and other supports are available to students, employees and the University in this uncertain and rapidly evolving environment.<span class="Apple-converted-space"> </span><br class="" /><br class="" />As a result of the impacts of COVID-19, some of our employees do not have work they can perform — through no fault of their own. Each employee is important to us, however, we face significant financial losses. In order to support these employees despite the lack of work at this time, the University will continue to pay them 50% of their salary from May 4 to June 30. This includes our Teamsters Local Union No. 8 employees, as the University and their representatives have reached a tentative agreement, which we anticipate finalizing in the near future. We are planning to direct federal stimulus funds received by the University intended for institutional support, separate from student support, to help make this possible.<br class="" /><br class="" />In addition, these employees will continue to receive their benefits based on the adjusted salary. Based on conversations with the state, we believe that most of these employees should be eligible for unemployment and stimulus support, which may reduce the impact of this salary reduction. Nevertheless, I understand this is a hardship for these employees. Employees paid from sponsored funds shall continue charging salaries, at the reduced rate, to their project budgets in accordance with their current effort distribution. There are too many uncertainties at this time to make workforce projections after June 30, but we will continue to assess circumstances and provide updates regarding whether further steps are necessary.<span class="Apple-converted-space"> </span><br class="" /><br class="" />This action largely affects employees in our auxiliary units and Office of Physical Plant, though other units have employees who face similar circumstances. As many of you know, our auxiliary units have been hit particularly hard. They are self-sustaining units that receive funds generated by our hotels and conference centers, as well as concerts and other events held at the Bryce Jordan Center, for example. Funds also come from fees for room and board. Unfortunately, because of COVID-19, we have had to cancel events; our hotels are empty, as are the majority of our residence halls; and our food services operation has been idled.<span class="Apple-converted-space"> </span><br class="" /><br class="" />Penn State is slated to<span class="Apple-converted-space"> </span><a class="" href="https://news.psu.edu/story/615737/2020/04/15/administration/penn-state-receive-55m-federal-higher-education-emergency">receive approximately $55 million</a><span class="Apple-converted-space"> </span>from the federal Higher Education Emergency Relief Fund as part of $14 billion in support for postsecondary education students and institutions. The funding comes under the recently passed Coronavirus Aid, Relief, and Economic Security (CARES) Act, as announced by the U.S. Department of Education. Of that, half — or nearly $27.5 million — will be directed as noted through CARES, "for emergency financial aid grants to students" at Penn State. The University is working diligently with the Department of Education on next steps and continuing to advocate for further state and federal support.<span class="Apple-converted-space"> </span><br class="" /><br class="" />So, from now through at least the end of the fiscal year (June 30), we do not plan on further furloughs or layoffs. However, we face many uncertainties, and there may still be a need to impose measures like these in the future.<br class="" /><br class="" /><strong class=""><u class="">Additional Actions: Fiscal Year July 1, 2020-June 30, 2021<span class="Apple-converted-space"> </span></u></strong><br class="" />In addition to the abovementioned measures, the University is proceeding with the following actions for the next fiscal year:<span class="Apple-converted-space"> </span></span></div>
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<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;"><strong class=""><em class="">Three Percent Unit Reductions</em></strong><br class="" /><br class="" />Over the next two weeks, deans, chancellors and vice presidents and their leadership teams will be working through how to absorb a 3% cut on their education and general fund budgets for fiscal year 2020-2021. These leaders will determine how the budget reduction is achieved, given the types of variances from unit-to-unit that exist, and guidance will be provided. Regardless, this will not be easy. While we will prioritize employees, there may still be some related job impact.<span class="Apple-converted-space"> </span><br class="" /><br class="" />We are a large, complex enterprise and our units are distinct in their structure, thus the effects of these cost-saving measures will not be felt equally. There will be more to share once we have received each unit's report and can look at the impact broadly and specifically.</span></li>
<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;"><strong class=""><em class="">Capital Cost Savings Measures</em></strong><br class="" /><br class="" />We also have delayed or deferred several capital projects based on discussions with the Board of Trustees, which will enable us to save nearly $60 million of planned spending. These are all important projects, and more information will be forthcoming on specifics.</span></li>
<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;"><strong class=""><em class="">Tuition</em></strong><span class="Apple-converted-space"> </span><br class="" /><br class="" />As Pennsylvania's land-grant institution, we recognize the sustained financial hardship this pandemic is placing on Pennsylvania families, and the extraordinary circumstances for families everywhere. In an attempt to mitigate some of the financial hardship and recognizing the special circumstances of this summer session, tuition will be adjusted for the<span class="Apple-converted-space"> </span><a class="" href="https://news.psu.edu/story/615745/2020/04/15/academics/penn-state-continue-remote-learning-online-courses-summer">summer semester</a><span class="Apple-converted-space"> </span>according to a pre-existing tuition structure and subject to Board of Trustees approval at the scheduled May meeting.<span class="Apple-converted-space"> </span><br class="" /><br class="" />Penn State is one of the leading higher education institutions for online education and because of this we are able to leverage our capabilities and continue to deliver on students' educational needs and learning outcomes.<span class="Apple-converted-space"> </span><br class="" /><br class="" />Additionally, our plan, also subject to Board of Trustees approval, will not impose tuition increases for the next academic year, again recognizing the challenging current and future circumstances of students and families.</span></li>
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<span class="" style="font-size: 14px;"><strong class=""><u class="">Looking ahead</u></strong><br class="" /><br class="" />The<span class="Apple-converted-space"> </span><strong class=""><em class="">University entered this crisis on a solid footing</em></strong>, which will enable us to weather this crisis comparatively well, positioning us to recover — despite the pain:</span></div>
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<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;">Penn State maintains critical reserves, which have helped us withstand past crises like the 2008-2009 recession. These reserves can be used to help manage the deficits we may face over the next few years — particularly if revenue losses exceed our projections in this uncertain environment.</span></li>
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<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;">Penn State was an early adopter of online learning, and we possess one of the most highly ranked programs in the world. Our flexible offerings, which include World Campus, the Commonwealth Campuses and University Park, and "2+2" programs, position us well to attract and retain students. We will be offering support to enable international students for example, to take courses remotely next semester (or longer, if necessary) and, once travel restrictions are lifted, come to a Penn State campus for the remainder of their educational experience.</span></li>
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<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;">In the recent campaign, we have seen record year-over-year fundraising that will continue to play a vital role for the University, as the economy recovers and our alumni and friends help us flourish.</span></li>
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<li class="bodytext" style="line-height: 15.600000381469727px; margin-left: 20px; padding: 0px 20px;"><span class="" style="font-size: 14px;">And, our research enterprise has been on an upward trajectory for several years, generating competitively awarded grants and contracts.</span></li>
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<span class="" style="font-size: 14px;">These positive foundations will help us during this crisis, along with other measures as well.<br class="" /><br class="" /><strong class=""><u class="">Next steps</u></strong><br class="" /><br class="" />It is my intent to schedule a Town Hall in the coming weeks, to share more specifics about the impacts, our implementation plan, and to answer your many questions. As appropriate, you will of course receive further communications from your unit leader or human resources representative.<br class="" /><br class="" />I want to note especially that our Board of Trustees has been an important partner in providing guidance and support in the development of the action plan I have created, along with the University's senior management team. We are in lockstep, and that support is important to me and to our ability to navigate this challenge effectively.<br class="" /><br class="" />In addition, I am also asking the University's senior leaders to make a voluntary contribution, to be allocated to either the<span class="Apple-converted-space"> </span><a class="" href="https://hr.psu.edu/health-matters/employee-assistance-program">Employee Assistance</a><span class="Apple-converted-space"> </span>or<span class="Apple-converted-space"> </span><a class="" href="https://news.psu.edu/story/611977/2020/03/16/administration/emergency-fund-support-penn-state-students-amid-coronavirus">Student Assistance funds</a>. I will begin to make monthly contributions of 10% of my salary. Supporting students and employees in need is critically important to both Molly and me, as we know how challenging this time is for many.<br class="" /><br class="" /><strong class=""><u class="">Final thoughts</u></strong><br class="" /><br class="" />We hope, of course, to return to more normal on-campus operations by the fall, but no one can fully predict what will happen with the pandemic. We have tried to provide some clarity on the current situation for you and we will continue to share updates with our community. You also can visit<span class="Apple-converted-space"> </span><a class="" href="https://virusinfo.psu.edu/">psu.edu/virusinfo</a><span class="Apple-converted-space"> </span>for more information.<br class="" /><br class="" />It pains me to have had to deliver such hard news, and I know you have many questions. We must be realistic, yet optimistic. It is my hope that this crisis is a short-term shock to our economy and way of life, similar in some ways to a natural disaster. We are a world-class university, with diversified research and educational capabilities, and poised to thrive in our marketplace — both now and in the long-term.<br class="" /><br class="" />We are Penn Staters. We will pull through this as a community. We always do. And we always will.<br class="" /><br class="" />Thank you.<br class="" /><br class="" />Eric J. Barron<br class="" />President </span></div>
Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-19546190697237167762020-04-15T22:40:00.003-04:002020-04-23T17:29:09.589-04:00Academic Salaries on the Eve of Pandemic: Data From the AAUP<div style="-webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; caret-color: rgb(0, 0, 0); color: black; font-family: Arial; font-size: 14px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; margin: 1em 0px; orphans: auto; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: x-small;">(Pix credit <a href="https://www.insidehighered.com/news/2018/04/11/aaups-annual-report-faculty-compensation-takes-salary-compression-and-more" target="_blank">here</a>) </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The AAUP has provided some interesting salary data for the US academy. It has no surprises. De professionalization and the shifting of prestige from the academic to the administrative side of the house are nicely reinforced by the shift of salary increases from faculty to administrators. As long as the academy continues to indulge the fantasy that administrators are worth more than faculty (presumably because they are fewer and hold more (and increasing authority) there is nothing that will change these trajectories. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">These valuations,. of course, are constructs, grounded in ancient societal presumptions about the value of work and its alignment with authority. And of course as the authority and autonomy of faculty decrease, a diminution of salary (as the way one expresses value) is also to be expected. Tied to this is the premise that the lower the value of a worker the more likely she is expendable--high value (salaried) administrators, under this premise, are far less expendable (and less likely to be reduced in numbers in the case of financial difficulties, than are lower value (and more plentiful) teaching "staff. But that is exactly how the market has been solidifying for more than a generation. Data and links follow.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Faculty salaries show no signs of growth, according to the AAUP’s annual Faculty Compensation Survey. After adjusting for inflation, salaries for full-time faculty members at US colleges and universities were just 0.5 percent higher in 2019–20 than they were in the preceding academic year.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Following the Great Recession of the late 2000s, nominal salary growth remained below inflation (based on consumer price growth) until 2015–16, and it has remained flat ever since.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://u1584542.ct.sendgrid.net/mps2/c/GgE/ni0YAA/t.30r/Jo0pCw9tSd2wdB428aBK9Q/h1/QvwHNgFZGntN06d6g9Zg8cPMBW2aywyZn0CbsaQL-2BJoxEnCL29fnr16qTM0wQj2Ei-2BOWPUwuUoVUj-2FLk9fn76sC80RZeW95Bnhy5I1-2B7m0bthwaxnibxW7sW-2BieeroGJTyTd38cQq3I424z2GzMcF-2BGhoamrsvp9RVCFPz63pZkHXvBK5hf5vWHE9d2pkgzV7Mja5-2FlUYxpkMV8dszxeyZrHdainUcAZpzqzOt8qrldGAuCSNQ9FN6ZSOk0pSsw-2BAo5HYT1O5vKMafto4XiVXFVwGznf6jDJPAi053l8TEHZ-2BJhlMrFFjVCcULSKd4PFeLcQtZUKaPZ-2BrDg-2F4xZI6jCcyusq7AUU7cDg2ILjCGWUqVS-2BmpadMAXhSc3SF-2FjtsH7mEyPKYVwLVG-2BY0O5VOckSw2-2BqOFZAE4lgti-2BjJm9QyWXI0fEdG9Ak-2BHNgTvUF/8_FB"><b>Access the full data results here.<span class="Apple-converted-space"> </span></b></a></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The AAUP collected data from 928 colleges and universities across the United States, including community colleges, small liberal arts colleges, and major research universities. The 2019–20 survey covers almost 380,000 full-time and more than 96,000 part-time faculty members, as well as senior administrators at nearly 600 institutions. Complete analyses of this year's results will be presented in the upcoming<span class="Apple-converted-space"> </span><i>Annual Report on the Economic Status of the Profession, 2019–20</i>, to be released in May. While we cannot predict the precise effects of the global coronavirus pandemic on the economic status of faculty, the annual report will review some of the lessons learned from previous economic crises.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Highlights of the data include the following:</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Gender differences.</b><span class="Apple-converted-space"> </span>On average, faculty salaries for women were 81.4 percent of those for men. Despite shifts in distributions between men and women in terms of faculty rank, the gender pay gap has not budged over the last ten years.<span class="Apple-converted-space"> </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Retirement benefits.</b><span class="Apple-converted-space"> </span>Almost 97 percent of full-time faculty earn additional compensation in the form of contributions by the institution or state or local government toward retirement plans, with an average expenditure of 10.7 percent of the average salary of faculty who are covered.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Medical benefits.</b><span class="Apple-converted-space"> </span>About 94 percent of full-time faculty receive medical benefits in the form of institutional contributions to premiums for insurance plans, with an average expenditure of 11.9 percent of the average salary of faculty who are covered.<span class="Apple-converted-space"> </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Part-time faculty pay.<span class="Apple-converted-space"> </span></b>Average pay for part-time faculty members teaching a three-credit course section varies widely between institutional types, with average rates of pay ranging from $2,263 per section in public associate’s institutions without ranks to $4,620 per section in private-independent doctoral institutions. Within institutional categories, minimum and maximum pay rates span huge ranges. The AAUP Faculty Compensation Survey is the largest source of such data and draws attention to the appallingly low rates of pay offered to part-time faculty at many institutions.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Part-time faculty benefits.<span class="Apple-converted-space"> </span></b>Most faculty members who are paid per course section do not receive either retirement or medical benefits contributions. Overall, 38 percent of institutions contribute toward retirement plans for some or all part-time faculty, and 37 percent of institutions contribute to premiums for medical insurance plans. Among doctoral institutions, part-time faculty are more likely to receive benefits, with 52 percent of institutions contributing to retirement plans and 60 percent contributing to medical insurance plans.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><b>Presidential salary.<span class="Apple-converted-space"> </span></b>Salary growth for college and university presidents continues to outpace growth for full-time faculty across all institutional categories. Presidential salaries at doctoral and master’s institutions increased 6 percent since 2018–19, while presidential salaries at baccalaureate and associate’s institutions increased 3 percent and 9 percent, respectively. Median salaries in 2019–20 range from around $230,000 for public associate’s institutions to nearly $800,000 at private-independent doctoral universities.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><a href="https://u1584542.ct.sendgrid.net/mps2/c/GgE/ni0YAA/t.30r/Jo0pCw9tSd2wdB428aBK9Q/h2/QvwHNgFZGntN06d6g9Zg8cPMBW2aywyZn0CbsaQL-2BJoxEnCL29fnr16qTM0wQj2Ei-2BOWPUwuUoVUj-2FLk9fn76k0qj6m9vReCMyePILWHGh3YAf7lJ2hai1W5Nfdsh9-2BVFZMPsrfptIpUfDF9FCgr2PRVhimgKz1OG5ozbFb3cNRDcHDch2GN10NFCfKfN9RVZnxZnXt5toxYV-2FP0CEEUXCFlwqRo4pEwGaZbCJG9BSo71nfaic38oEN3SZ4JS9YI-2FfMwGANvsLjFVPWsK2CJFu3y2S6YAwBfSYhC5Fg7kjeY-2BGzYqXEksD0ypv30ydbeiYHcRr84tC5NqQU5PRg1hvVcY6E8Z4R3tPMGJ0Y-2BVCSi55U1QCDOS8tcgLULWuhCHg45pmyrmywVATlpImiokLHS0V17DCNC-2Bnn0tsWtcOzUYL1l8Sqzl8Icv4lkwrez/qtAI"><b>You can access the data tables and appendices here.</b></a></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">The AAUP Research Office</span></div>
Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-5689203779261018072020-01-30T22:14:00.001-05:002020-01-30T22:14:19.197-05:00Association for the Study of the Cuban Economy: Concurso Estudiantil Jorge Pérez-López 2020/ The Jorge Pérez-López Student Award Competition <br />
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I pass along the announcement of the Jorge Pérez-López Student Award Competition that is held concurrently with the Annual Conference of the Association for the Study of the Cuban Economy. This year the Conference will be held at <a href="https://cri.fiu.edu/" target="_blank">Florida International University's Cuban Research Institute</a> in mid August. Information follows. Please pass this along to interested students. <br />
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<a name='more'></a><br /><br /><i><b><span style="font-size: large;">The Jorge Pérez-López Student Award Competition </span></b></i><br />ASCE Student Award Committee is accepting nominations for the 2020 Jorge Pérez-López Student Award Competition. A panel of scholars will judge all submissions on the basis of relevance, originality, quality, contribution, and clarity of presentation. Papers should not be co-authored with an instructor or teaching assistant. At a minimum, all papers must outline a thesis statement, present evidence or data supporting it, confine to 5000 words double-spaced length, and follow one of the standard academic writing and citations styles. The 5000 words limit for the essay will be STRICTLY ENFORCED. <br /><br />All correspondences must be accompanied by a letter stating the name, school affiliation, mailing address, phone number, and email of the nominee as well as a brief statement describing the merits of the nomination. A condition of submission is that the paper will be considered for publication in Cuba in Transition. All submissions are expected to conform to ethical and publication guidelines published by the professional association of the author/s field of study. <br /><br />All participants receive a one year ASCE membership and may complementary attend the annual meeting in Miami including the luncheon. <br /> <br /> <b>Graduate Awards </b><br /><br />First prize $600 & up to $600 for domestic travel or $800 for overseas travel to the conference.<br /> Second prize $150 & up to $600 travel. <br /><br /><b>Deadline: May 20, 2020 </b><br /><br />The ASCE Conference will take place August 13-15, 2020 at Florida International University, Cuban Research Institute, Miami. <br /> <br /><br /><b>Undergraduate Awards </b><br /><br />First prize $400 & up to $600 domestic travel or $800 for overseas travel. Second prize $100 & up to $400 travel. <br /><br /><b>Submission and Information </b><br /><br />Send MS Word or PDF via email to<br /> Dr. Mario A. González-Corzo, Chair Student Award Committee mario.gonzalez-corzo@lehman.cuny.edu <br /><br /> <br />_________<br />
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<b><br /><br /><span style="font-size: large;"><i>Concurso Estudiantil Jorge Pérez-López 2020 </i></span></b></div>
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<br /> <br /> La Asociación para el Estudio de la Economía Cubana (ASCE) es una organización sin fines de lucro ni afiliación política alguna, radicada en el Estado de Maryland, Estados Unidos. ASCE ha tenido como su objetivo fundamental el promover el estudio de los problemas económicos de Cuba en su más amplio sentido social, político y cultural. <br /><br /><b>EL Concurso Anual para el Premio “Jorge Pérez- López” </b><br /><br />El Comité de ASCE del Concurso Estudiantil Jorge Pérez-López está aceptando nominaciones para el concurso del año 2020. Un panel de expertos juzgará a los trabajos sometidos basado en su relevancia, originalidad, calidad, contribución, y la claridad de su presentación. Los trabajos no deben tener como coautor a un instructor, profesor o asistente de enseñanza. Como mínimo, todos los trabajos deben incluir una declaración de la tesis, presentar pruebas o datos que la apoyan, no pasarse de 5.000 palabras a doble espacio, y estar escrito siguiendo uno de los estilos académicos estándares. El límite de 5.000 palabras para el ensayo será estrictamente aplicado. <br /><br />Auto-nominaciones son bienvenidas. Toda la correspondencia debe ir acompañada de una carta indicando el nombre, afiliación, dirección postal, número de teléfono y correo electrónico del candidato, así como una breve descripción de los méritos de la candidatura. Se entiende que cualquier trabajo sometido será considerado para publicación en Cuba in Transition, a discreción de ASCE si gana algún premio y si el autor lo presenta en las reuniones de la ASCE. Sin embargo, los autores pueden enviar copias revisadas de los documentos a otras publicaciones. Se espera que los trabajos sometidos se ajusten a las normas éticas y de publicación de la asociación profesional del campo del estudio/autor. <br /><br /> <b>Premio de postgrado </b><br /><br />Primer premio: $150, $600 gastos de viaje. Segundo Premio: Mención Honorífica <br /><br /><b>Premios de pregrado </b><br /><br />Primer Premio: $100, $400 gastos de viaje. Segundo Premio: Mención Honorífica <br /><br />Todos los participantes recibirán una membrecía en ASCE por un año y podrán asistir a la reunión anual en Miami y el almuerzo de la conferencia. <br /><b><br />Fecha límite 20 de mayo de 2020 </b><br /><br />La Conferencia de ASCE tendrá<br /> lugar del 13-15 agosto, 2020 en la Universidad Internacional de la Florida, Instituto de Estudios Cubanos, Miami. <br /><br /><b>Bases para la selección de premios </b><br /><br />Un grupo de académicos juzgará los ensayos sobre la base de la pertinencia, la originalidad, la calidad, la contribución y la claridad de la presentación. SE OBSERVARÁ ESTRICTAMENTE el límite de 5.000 palabras para el ensayo. <br /><br /><b>Presentación e información </b><br /><br />Adjunte el ensayo en formato MS Word o PDF y mande la carta de nominación a:<br /> Dr. Mario A. González-Corzo Presidente del Comité del Premio Estudiantil mario.gonzalez-corzo@lehman.cuny.edu </div>
Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0tag:blogger.com,1999:blog-5799844244210823668.post-48591055581645286532020-01-25T16:39:00.001-05:002020-01-25T17:58:34.337-05:00Retaliation in the Bureaucratic University--the Uneasy Relationship Between Administrative Disciplinary Discretion and Protection Against Unethical or Strategic Retaliation <div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-WL7VMLHnDJU/XiyjfXHM95I/AAAAAAAASD4/GnZ7lJfVYJsBNc6FCF8GSZ6fU6YvbfnXwCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-01-25%2Bat%2B3.22.03%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="938" data-original-width="771" height="640" src="https://1.bp.blogspot.com/-WL7VMLHnDJU/XiyjfXHM95I/AAAAAAAASD4/GnZ7lJfVYJsBNc6FCF8GSZ6fU6YvbfnXwCLcBGAsYHQ/s640/Screen%2BShot%2B2020-01-25%2Bat%2B3.22.03%2BPM.png" width="526" /></a></div>
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Universities have, form time to time, made a big show if "taking a stand" against retaliation. But that sort of sloganeering only tends to obscure the realities of a system which is increasing the authority of administrators--especially middle and lower level administrators--to retaliate through the strategic use of their administrative discretion. </div>
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And that suggests the fundamental contradiction of the modern bureaucratized university: on the one hand the trajectory of institutional development appears to increase the scope of the exercise of administrative discretion by operating administrators (deans, and lower level officials). This is being undertaken by an increasing mania to "legalize" the structures within which administrative discretion can be exercised. It is the rare university today whose deans do not push for more "rules" to provide "certainty" to practices, but which effectively serve to regularize administrative authority to rule through decision making now ceded to them by"rule." Law or rule in this case does not serve as a cage of certainty and constraint, but rather as the constitution of the space within which administrative discretion may be exercised effectively without oversight or accountability. <span data-offset-key="489e-0-0"><span data-text="true">On the other hand, the university has increasingly adopted pseudo-cultural principles (ethics rules or the like) which they have projected onto their employees (faculty and staff) within which any protection for retaliation is limited to reporting wrongdoing (and here the principles come into play--in good faith) to augment the capacity of administrators to discipline others. </span></span></div>
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I have written about this before (<a href="https://lcbpsusenate.blogspot.com/2016/03/at-borderlands-of-ethics-soft.html" target="_blank"><i>At the Borderlands of Ethics: Soft Retaliation and Unethical Exercises of Administrative Discretion</i></a>), that is, of the use of discretionary authority to punish faculty and staff who irritate or oppose their administrative supervisors (I can't bring myself to call them superiors for the false hierarchy of merit that might suggest). The problem, of course, is not one of an inherent evil on the role of administration, or in the good faith efforts of most people whose undertake the burden of administering complex institutions in a chaotic societal climate. Their task is hard enough and most undertake it well enough. I focus, instead, on the consequences of the construction of rule systems to enhance rather than constrains the worst of human nature. And in the process to contribute to a blindness that may affect everyone honestly trying to bear the burden of administration. </div>
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Ultimately, discretion without sound accountability structures makes a mockery of the legalization of university operations--and more importantly, it makes the jobs of those middle level administrators who are trying to exercise their discretion fairly and ethically that much harder. Those who give in to their darker natures become opportunist free riders on a system which inadvertently creates a significant space for protected unethical conduct. This is especially the case where the protections against retaliation are limited to reporting claims while accountability for indirect retaliation--through the exercise of strategic discretionary decision making may be undertaken essentially with impunity. See, <a href="https://lcbpsusenate.blogspot.com/2017/11/the-disciplinary-university-factory.html">The
Disciplinary University Factory--Faculty Discipline and
De-Professionalization as Officials move to Expand Faculty "Misconduct"
and Its Control</a></div>
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One sees the construction of this contradiction in the emerging policies--the legalization of discretion--adopted by prestigious universities. Examples follow below.</div>
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Consider this policy adopted by Indiana University Bloomington, last updated: 11-15-2016 : </div>
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<div class="section bg-none collapsed policy-intro" id="content">
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<h2>
Faculty Misconduct Policy</h2>
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<h3>
Scope</h3>
The
faculty members covered by this policy shall include all Bloomington
tenured and tenure-eligible faculty (including librarians). This policy
also covers non-tenure track faculty as described in I.C. below.</div>
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<h3>
Policy Statement</h3>
<b>Scope and Definition</b><br />
<ol type="A">
<li><b>Commitment to tenure</b><br />
Tenure is valued and protected by the university as stated in policy
E-2 which recognizes the reciprocal obligations tenure entails: “The
principle of faculty tenure imposes reciprocal responsibilities on the
University as a body politic and on the faculty member. In order to meet
its responsibilities to its students and to society, the University
must attract and retain a faculty of outstanding quality. To that end
the University safeguards academic freedom and economic security by its
policy of faculty tenure. The faculty members, on their part, are
obligated to maintain high standards of teaching, research, service, and
professional conduct.” Dismissal (of a tenured faculty member) “shall
occur only for the reason of (a) incompetence; (b) serious personal or
professional misconduct; (c) extraordinary financial exigencies of the
University.” The present policy sets forth procedures for reviewing
cases where faculty members may be guilty of “serious personal or
professional misconduct.” Except in cases of extraordinary financial
exigency as defined in the Indiana University Bloomington policy on
Creation, Reorganization, Elimination, and Merger of Academic Programs,
no tenured faculty member shall be dismissed or sanctioned without
following the procedures set forth in this policy. In certain
circumstances detailed in section I.D, this policy requires following
procedures set forth in separate policies mandated by federal laws and
regulations. Review of cases of alleged, chronic and substantial
incompetence shall also be processed under this policy.</li>
<li><b>Academic freedom and other university policies</b><br />
The purpose of tenure is to protect and preserve academic freedom and
to provide economic security. During a contract term, the same
protections extend to faculty without tenure. Communication that is
protected by the tenets of academic freedom is not misconduct. Indiana
University supports the right of faculty members to speak and write on
matters of public concern and to criticize policies and practices
freely.<br /> The IU policy on academic freedom (ACA 32) defines
academic freedom as “full freedom of investigation.” This means not only
freedom to investigate topics that are politically unpopular, but also
the freedom to engage in high-risk research where results are neither
immediate nor guaranteed. University and campus policies shall be
observed, particularly those concerning equal opportunity, academic
freedom, academic ethics, and discrimination.</li>
<li><b>Non-tenure track faculty</b><br />
For the purposes of this policy, the Code of Academic Ethics will be
interpreted to apply in its entirety to full time non-tenure track
faculty. Alleged misconduct of non-tenure track faculty during the term
of a contract of employment must be reviewed following the provisions of
this policy. Proceedings shall follow exactly as for tenure track
faculty. The policy does not cover instances of non-renewal of contract.
Those may be appealed to the Faculty Board of Review as allowed in the
Indiana University Bloomington Faculty Grievance and Review Policy
(D-22).</li>
<li><b>Definition of serious personal or professional misconduct</b><br />
Serious personal or professional misconduct is defined exclusively as
an egregious violation of the <a href="https://policies.iu.edu/policies/aca-33-code-academic-ethics/index.html" target="_blank">Code of Academic Ethics</a>. Misconduct or
criminal activity outside the context of the University is misconduct if
and only if it has a continuing adverse effect on any University
program, or creates a hostile environment for any participant in such a
program, whether on or off campus. Criminal charges within a political
context must be viewed with great scrutiny since issues of academic
freedom may be involved.<br /> Some forms of personal or professional
misconduct are governed by separate university or campus policies
mandated by federal law, e.g., sexual misconduct or research misconduct
(UA-03, ACA-30). In those cases, complaints will be heard under those
policies and may not be brought again under this one.</li>
<li><b>Retaliation</b><br />
Protections against retaliation are critical to the University
community. Retaliation against anyone who has reported an incident of
misconduct, provided information, or participated in procedures or an
investigation into a report of misconduct, is prohibited by the
University and will not be tolerated. Acts of retaliation include
intimidation, threats, and/or harassment, whether physical or
communicated verbally or via written communication (including the use of
e-mail, texts and social media). Retaliation also includes any other
acts that are intended or reasonably likely to dissuade a reasonable
person from reporting incidents, providing information, or participating
in procedures as described above, as well as adverse changes in work or
academic environments or other adverse actions or threats. The
University will take steps to prevent retaliation, and will impose
sanctions on anyone or any group who is found to have engaged in
retaliation in violation of this policy. Concerns about potential
retaliation in connection with a report of misconduct should be reported
to the VPFAA. </li>
</ol>
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<b>III. Procedures</b><br />
<ol type="A">
<li><b>Standards of evidence, assumption of merit, and confidentiality</b><br />
While these are not judicial hearings, the standard for evaluating a
charge of misconduct is that there is clear and convincing evidence that
misconduct has occurred. The burden of demonstrating misconduct will,
in all cases, lie with the University. The parties’ representatives, the
complainant, parties reviewing the case, and BFC staff are expected to
maintain confidentiality about the case while it is pending and
afterward. Failure to do so may be grounds for disciplinary action.</li>
<li><b>Complaint initiation and notification</b><ol>
<li>A
written complaint shall originate with the Dean of the College or
School or with the Vice Provost for Faculty and Academic Affairs
(VPFAA). If a complaint names the VPFAA as having engaged in misconduct,
the complaint shall originate with the Provost. In the event that a
complaint is contemplated against the VPFAA, the Provost, or the
President, and such person is also a faculty member, complaints against
them shall originate as follows. If the complaint alleges misconduct by
the Provost, the complaint shall originate with the President. If the
complaint alleges misconduct by the President, the complaint shall
originate with the Board of Trustees.</li>
</ol>
</li>
</ol>
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Several things may be worth noting. </div>
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The first is that the definition of Faculty misconduct is tied to notions of academic freedom and its constraints and that such constraints have now been reduced to a combination of broad principle and a list of 22 Specific Responsibilities, and a further 28 categories of personal misconduct on university property contained in the <a href="https://vpfaa.indiana.edu/policies/bl-aca-d27-faculty-misconduct/index.html" target="_blank">Code of Academic Ethics</a> that now serves as the legal code of behaviors the violation of which can trigger discipline. </div>
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Second, the determination of such misconduct falls to the middle level administrators and their superiors (deans and the Vice Provost for Faculty and Academic Affairs) whose judgment, based on such investigation as they deem sufficient in their discretion, triggers discipline. </div>
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Third, notice to the faculty member is triggered no later than the time that a formal disciplinary proceeding is commenced. (Compare the <a href="https://www.umsystem.edu/ums/rules/collected_rules/personnel/ch330/330.110_standards_of_faculty_conduct" target="_blank">University of Missouri System Rules</a>). It is likely that there may be some possibility of involvement by affected faculty before then, but there is no obligation to bring faculty into thew process. The possibility f creating incentives toward an adversarial approach may be hard to avoid.</div>
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Fourth, retaliation is meant to protect the reporting of misconduct to the appropriate administrator. With respect to that reporting individuals appear to be protected. </div>
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Fifth, But there is nothing in the rule that protects faculty from the misconduct of administrators who might otherwise use their discretionary authority, including the authority to bring these actions, as a means of retaliating against a faculty member whose conduct has irritated them, or whom they do not like, or who need to be forced out of the faculty, and the like. That, of course, produces a large governance gap between the protections of the <a href="https://vpfaa.indiana.edu/policies/bl-aca-d27-faculty-misconduct/index.html" target="_blank">Code of Academic Ethics</a> and the administrative actions of administrators driven by strategic motives. See, <a href="https://lcbpsusenate.blogspot.com/2016/03/the-new-harassment-when-university.html">The
New Harassment--When University Administrators Use Allegations of
"Harassment" and "Hostile Work Environment" Against Dissenting Faculty.</a><br />
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Sixth, that contradiction does not provide for easy answers. The broader the scope of discretionary authority and the greater the number of actions delegated to administrator oversight and decision, the easier it is to mask intent in the ordinary course of administration. That suggests that it is the system rather than the administrator, that sits at the heart of the potential corruption made possible by the form of its construction. So much discretion without any effective grounding in robust accountability, makes it easy for administrators to hide behind their discretion to mask the exercise of intention that otherwise would itself violate the Code of Academic Ethics.<br />
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<i><b>Please note--my purpose is not to suggest that there is something especially noteworthy about the approach of Indiana University. Quite the reverse--this code serves only as a proxy for any number of similar ones now being adopted by many similarly situated universities. </b></i>For others see, e.g., <a href="https://physics.berkeley.edu/sites/default/files/_/faculty_misconduct_015.pdf" target="_blank">UC Berkeley;</a> <a href="https://oaa.osu.edu/academic-integrity-and-misconduct" target="_blank">Ohio Stat</a>e; <a href="https://ombud.msu.edu/academic-integrity/Academic%20Misconduct%20Penalty%20Guidelines.pdf" target="_blank">Michigan State</a>; It is neither better nor worse than others, and the intentions of its drafters were perfectly reasonable and well-intentioned. It is, for the type, a well drafted effort that captures what was in good faith intended. But that is the problem--in the effort to solve one problem, the drafters might well have exacerbated a number of others--not because they wanted to , but because the premises on which these policies are built are themselves well infused with the fundamental problem of the exercise of discretion in increasingly administrative institutions. <br />
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For earlier work see, <a href="https://lcbpsusenate.blogspot.com/2017/02/abuse-of-discretion-at-university.html">Abuse of Discretion at the University: A Construction Built One Act at a Time. </a>For further reading: <br />
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<a href="https://lcbpsusenate.blogspot.com/2015/06/speaking-past-each-other-about.html">--Speaking Past Each Other About Retaliation at Universities--The Example of Penn State</a><br />
<a href="https://lcbpsusenate.blogspot.com/2015/12/retaliatory-governance-and-university.html">--Retaliatory
Governance and the University: Considering Hypothetical Questions on
the Discretionary Authority of Deans and their Effects </a><br />
<a href="https://lcbpsusenate.blogspot.com/2015/07/we-abhor-retaliation-but-expect-loyalty.html">--"We
Abhor Retaliation But Expect Loyalty to Our Decisions" -- Techniques
that Undermine University Shared Governance, the Honorable Mentions and
the Deeper Issues they Reveal</a><br />
-- <a href="https://lcbpsusenate.blogspot.com/2016/03/at-borderlands-of-ethics-soft.html">At the Borderlands of Ethics: Soft Retaliation and Unethical Exercises of Administrative Discretion</a><br />
-- <a href="https://lcbpsusenate.blogspot.com/2014/09/university-codes-of-responsible-conduct.html">University
"Codes of Responsible Conduct"--Fashionable Gesture, Radical Imposition
of Obligations to Mutual Spying, or Traps for the Unwary?</a><br />
-- <a href="https://lcbpsusenate.blogspot.com/2018/03/hollowing-out-governance-thoughts-on.html">Hollowing
Out Governance--Thoughts on the Emerging Structures of Governance at
the Unit Level: Bureaucratization, Information Asymmetries and Control</a></blockquote>
The 2005 AAUP Report may be accessed HERE: <a href="https://www.aaup.org/issues/appointments-promotions-discipline/faculty-misconduct-and-discipline-2005" target="_blank">Faculty Misconduct and Discipline</a> (2005) </div>
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Larry Catá Backerhttp://www.blogger.com/profile/06545101367530775497noreply@blogger.com0