Thursday, March 13, 2008
You Won't Find This on The Edge of the American West
Unless Ari and Eric get seriously into Tim Burke or Rob MacDougall territory. What am I talking about? Click here! Hey, just doing my part to help my favorite blogging historians broaden their horizons. And trying to make CitizenSE just a little bit fun again.
Sunday, March 09, 2008
The Long and Winding Road II: A Response to Craig Smith; or, Elaborating the Model
It strikes me that Craig and I have been unpacking everything about the "two out of three ain't bad" tenure model except for the model itself. Sure, I've noted that it's really a 4-tiered and not a 2-tiered model, but that's just a correction to my original fragment of a post.
So let's elaborate what, for lack of a better name, I'll call the Meatloaf model (because you can play it on your 4-track?):
Track 1: The traditional tenure-track job, in which you need varying degrees of excellence in varying weightings of the traditional triad to get tenure at a variety of institutional types among the 4000+ colleges and universities in the U.S.
Track 2: The research-teaching tenure-track job, in which, in exchange for a lower teaching load, higher research expectations (or vice versa), and no service responsibilities, you accept a lower salary than those on Track 1 (but equal to Tracks 3 and 4).
Track 3: The teaching-service tenure-track job, in which, in exchange for a lower teaching load, higher service expectations (or vice versa), and no research responsibilities (outside of course design and class prep), you accept a lower salary than those on Track 1 (but equal to Tracks 2 and 4).
Track 4: The research-service tenure-track job, in which, in exchange for a higher service load, higher research expectations, and no teaching responsibilities, you accept a lower salary than those on Track 1 (but equal to Tracks 2 and 3).
Of course these aren't the only ways of elaborating my Meatloaf model. But for now, let's leap into some possible applications of it....
Are we imagining it as something strictly limited to conversions of non-tenurable positions into tenure-track jobs? There are pros to this version of the model, as some of my colleagues on a UUP activists' listserv have noted: 1) it prevents administrators from converting already-existing pretty-darn-good jobs to worse ones; 2) it prevents administrators from doing the same thing over time by making all newly-created positions fit Tracks 2-4 and further reducing the number of Track 1 positions offered; 3) it provides a clear way for people already doing a great job at an institution to compete with outside candidates on the (nearly-)inevitable national search that's involved for (most) any tenure-track position, as it provides something of a disincentive for those who really want to aim for Track 1 to apply for any other kind of position; 4) it provides both greater flexibility and clarity to the people in the non-tenurable positions (as well as to departments) in terms of workload expectations than the current system, not to mention better salary and benefits, security, and advancement opportunities.
Are we imagining it as something imposed from above or proposed from below? This question is implicit in the reasons why it might be a good idea to "test-drive" it, as it were, on tenuring the non-tenurable. Or to rephrase the question, how and at what level are decisions made as to which kind of track a formerly contingent faculty member gets on? I can imagine several models: 1) the administration chooses the track, in consultation with the department, before the position is advertised; 2) the candidate chooses the track, in consultation with the department, after beating out everyone else who applied for the position; 3) the administration, department, and candidate work within ground rules negotiated with the faculty union or AAUP chapter, or, in their absense, the university senate or other faculty governance body, or, perhaps guided by principles set out by national professional associations like the MLA and AAUP and faculty unions like the AFT, NEA, CWA, and SEIU.
But why imagine it only for this limited purpose? Why not start with general principles at the national level and negotiations at the campus level, and then, within the rules hammered out, give administrators, departments, and individual faculty members the widest range of choices they can agree to? For instance, under what circumstances can you jump tracks--or be involuntarily transferred from one to another? Think of the institutions that can't afford to offer sabbaticals all that often--why not have the option of switching from Track 1 to Tracks 2 or 4 at teaching-intensive institutions for those faculty who wish to focus more on research for a set period of time? Why not use it to give teeth to post-tenure reviews? Tenured free rider who's been boycotting service for a decade? Boom--Track 2 for her! Tenured deadwood when it comes to developing new courses and doing any other kind of scholarly activity in living memory? Boom--Track 3 for him! The budding administrator who's been getting course reductions for chairing departments, senates, and chapters? Boom--Track 4 for her!
Hey, why would we need an administration if we had this system? Could the Meatloaf Model lead to the withering away of the administration-faculty divide that Marc Bousquet so vehemently denounces over at How the University Works--or "the administration" itself?
Hold on a second, isn't this moving way too fast? Hey, nobody here but us bloggers.
So let's elaborate what, for lack of a better name, I'll call the Meatloaf model (because you can play it on your 4-track?):
Track 1: The traditional tenure-track job, in which you need varying degrees of excellence in varying weightings of the traditional triad to get tenure at a variety of institutional types among the 4000+ colleges and universities in the U.S.
Track 2: The research-teaching tenure-track job, in which, in exchange for a lower teaching load, higher research expectations (or vice versa), and no service responsibilities, you accept a lower salary than those on Track 1 (but equal to Tracks 3 and 4).
Track 3: The teaching-service tenure-track job, in which, in exchange for a lower teaching load, higher service expectations (or vice versa), and no research responsibilities (outside of course design and class prep), you accept a lower salary than those on Track 1 (but equal to Tracks 2 and 4).
Track 4: The research-service tenure-track job, in which, in exchange for a higher service load, higher research expectations, and no teaching responsibilities, you accept a lower salary than those on Track 1 (but equal to Tracks 2 and 3).
Of course these aren't the only ways of elaborating my Meatloaf model. But for now, let's leap into some possible applications of it....
Are we imagining it as something strictly limited to conversions of non-tenurable positions into tenure-track jobs? There are pros to this version of the model, as some of my colleagues on a UUP activists' listserv have noted: 1) it prevents administrators from converting already-existing pretty-darn-good jobs to worse ones; 2) it prevents administrators from doing the same thing over time by making all newly-created positions fit Tracks 2-4 and further reducing the number of Track 1 positions offered; 3) it provides a clear way for people already doing a great job at an institution to compete with outside candidates on the (nearly-)inevitable national search that's involved for (most) any tenure-track position, as it provides something of a disincentive for those who really want to aim for Track 1 to apply for any other kind of position; 4) it provides both greater flexibility and clarity to the people in the non-tenurable positions (as well as to departments) in terms of workload expectations than the current system, not to mention better salary and benefits, security, and advancement opportunities.
Are we imagining it as something imposed from above or proposed from below? This question is implicit in the reasons why it might be a good idea to "test-drive" it, as it were, on tenuring the non-tenurable. Or to rephrase the question, how and at what level are decisions made as to which kind of track a formerly contingent faculty member gets on? I can imagine several models: 1) the administration chooses the track, in consultation with the department, before the position is advertised; 2) the candidate chooses the track, in consultation with the department, after beating out everyone else who applied for the position; 3) the administration, department, and candidate work within ground rules negotiated with the faculty union or AAUP chapter, or, in their absense, the university senate or other faculty governance body, or, perhaps guided by principles set out by national professional associations like the MLA and AAUP and faculty unions like the AFT, NEA, CWA, and SEIU.
But why imagine it only for this limited purpose? Why not start with general principles at the national level and negotiations at the campus level, and then, within the rules hammered out, give administrators, departments, and individual faculty members the widest range of choices they can agree to? For instance, under what circumstances can you jump tracks--or be involuntarily transferred from one to another? Think of the institutions that can't afford to offer sabbaticals all that often--why not have the option of switching from Track 1 to Tracks 2 or 4 at teaching-intensive institutions for those faculty who wish to focus more on research for a set period of time? Why not use it to give teeth to post-tenure reviews? Tenured free rider who's been boycotting service for a decade? Boom--Track 2 for her! Tenured deadwood when it comes to developing new courses and doing any other kind of scholarly activity in living memory? Boom--Track 3 for him! The budding administrator who's been getting course reductions for chairing departments, senates, and chapters? Boom--Track 4 for her!
Hey, why would we need an administration if we had this system? Could the Meatloaf Model lead to the withering away of the administration-faculty divide that Marc Bousquet so vehemently denounces over at How the University Works--or "the administration" itself?
Hold on a second, isn't this moving way too fast? Hey, nobody here but us bloggers.
Thursday, March 06, 2008
The Long and Winding Road: Another Non-Response to Craig Smith
Loved Craig's latest post in our highly asynchronous exchange. But as I'm hosting a visiting speaker the next three days and trying in some small way to repay him for the hospitality he showed me during my Fulbright year (he was my faculty mentor at Seinan Gakuin University), I'll have to resort to apologetically nodding Craig's way, recommending Berube's takedown of Bauerlein on faculty work(load) as strangely relevant to our discussion, reporting that my department has voted with its feet, as it were, for a combination of his 3rd and 4th options, and noting that my university doesn't even have a unified policy for the hiring of nontenurable faculty (as in, even finding out what each department does is a major project, much less figuring out the rationale for their procedures).
[Update 3/8/08: Undine surveys the range of takedowns of Bauerlein over at Not of General Interest and adds her own 2 cents!]
[Update 3/8/08: Undine surveys the range of takedowns of Bauerlein over at Not of General Interest and adds her own 2 cents!]
Saturday, March 01, 2008
Want/Need/Love II: A Response to Craig Smith
Reading over Craig's careful unpacking of some of the assumptions underlying my "two out of three ain't bad" question to Blogoramaville on tenure, I'm struck again by how productive his proposed starting point is. To those who tend to like my thought-experiment proposal for the way it expands tenure to protect the people who currently make up the majority of the professoriate and better value their work, Craig points out that "you would be arguing that the types of positions currently being employed were, to a certain extent, 'acceptable,' but the current treatment of the people in those positions is not." On the other hand,
What I find so productive about this starting point is Craig's awareness of the multiple ways these options could be characterized--working within the status quo vs. heading back to the future, pragmatism vs. idealism, accepting vs. transforming current staffing patterns, the good vs. the perfect, settling vs. dreaming, and so on--and his attention to the limitations not only of either option, but also of the dichotomy itself.
In the spirit of Craig's post, then, let me try to identify a few other assumptions and dichotomies--in addition to the ones on his list like "people vs. positions, short-term strategy vs. long term goals, collective bargaining vs. legislation, and local realities vs. public policy"--we may well have to think through in the course of our discussion.
First, we are assuming tenure is something worth keeping in academia. Tenured Radical has made a few arguments against tenure that are worth considering in later posts.
Second, we are assuming that tenure as an institution is something that can be reformed, transformed, abolished, or replaced with something better. Given that institutions are in some sense designed to resist change (whether we think of that in the "good" sense of conserving valuable traditions or the "bad" sense of resisting needed improvements is another matter), we also need to think about strategies for making what we want to happen happen.
Third, we should avoid assuming that "we" are the only ones with a stake in the discussion--students, alumni, administrators, trustees, parents, taxpayers, legislators, corporations, unions, and the general public that's supposed to benefit from the institution of tenure--all care quite a bit about what happens with/to tenure and will seize the opportunity to wrest control away from "us" whenever possible. So in addition to thinking strategically about getting results, we also have to be sure we're thinking strategically about blocking others from getting the results they want that we don't want. And since "we" are only provisionally a "we," given how many kinds of faculty positions actually exist, we also need to think about strengthening and broadening coalitions, converting opponents into allies, and so on.
I'm running out of time here at onechan's yochien, so I'll keep thinking about assumptions and dichotomies. But I want to close by talking about the kind of people I used to work with who, in retrospect, helped inspire my original question. One used to teach composition, world literature, creative writing, and science fiction, among other things, at my university as well as at the community college to the south of us. Although he didn't have a Ph.D. and had no intention of getting one, he had done a dual MFA/MA which involved a significant amount of research in his areas of specialty. Morever, he was a gifted teacher who knew how to communicate with and inspire the students from the area who made up the vast majority of our students. When he didn't make it to the MLA interview stage in a creative writing search we were doing years ago, he decided to take on a full-time position at the community college rather than keep adjuncting with us. Another dropped out of her Ph.D. program but continued to research and publish in her area of specialty while teaching composition, world literature, and Native American literature. She, too, left after we hired a tenure-track Native Americanist in our department (although there were other, personal, factors that played a greater part in her decision). So part of my asking the "two out of three ain't bad question" is to ask whether these colleagues and friends might have decided to stay and continue contributing to the work of the department if they had had better options for pay, security, and advancement.
[Update 3/2/08: Whoops, in my rush to finish I forgot to mention Assumption #4, which is that we'll be able to leverage the funding needed to reform or transform higher ed's staffing structures. This gets to the question of who pays for higher ed and how it should be financed. And not just for higher ed in general, but for the many different kinds of institutions within it.]
if we were trying to push back against contingency and specialization (what I usually call disaggregation), we would not want to be arguing for creating permanent jobs out of lower paid positions or more positions with narrower responsibilities. Rather you would be focused on moving more people into stable full-time positions with a wider mix of responsibilities.
What I find so productive about this starting point is Craig's awareness of the multiple ways these options could be characterized--working within the status quo vs. heading back to the future, pragmatism vs. idealism, accepting vs. transforming current staffing patterns, the good vs. the perfect, settling vs. dreaming, and so on--and his attention to the limitations not only of either option, but also of the dichotomy itself.
Now, of course, I have just been talking about working within the status quo or moving back (forward?) to a model based on a corps of full-time faculty. And, as with most simple dichotomies, it is not this simple--the path forward surely involves doing some of both and the mix is the key. However, I do think it is important to keep some idea about what we are assuming when we have this discussion. Not in the sense that we have to decide which of these perspectives represents our position, but, in fact, because of just the opposite. How can we work on both simultaneously and not get overly committed to one of these perspectives which so often seems to lead to a downward spiraling argument?
In the spirit of Craig's post, then, let me try to identify a few other assumptions and dichotomies--in addition to the ones on his list like "people vs. positions, short-term strategy vs. long term goals, collective bargaining vs. legislation, and local realities vs. public policy"--we may well have to think through in the course of our discussion.
First, we are assuming tenure is something worth keeping in academia. Tenured Radical has made a few arguments against tenure that are worth considering in later posts.
Second, we are assuming that tenure as an institution is something that can be reformed, transformed, abolished, or replaced with something better. Given that institutions are in some sense designed to resist change (whether we think of that in the "good" sense of conserving valuable traditions or the "bad" sense of resisting needed improvements is another matter), we also need to think about strategies for making what we want to happen happen.
Third, we should avoid assuming that "we" are the only ones with a stake in the discussion--students, alumni, administrators, trustees, parents, taxpayers, legislators, corporations, unions, and the general public that's supposed to benefit from the institution of tenure--all care quite a bit about what happens with/to tenure and will seize the opportunity to wrest control away from "us" whenever possible. So in addition to thinking strategically about getting results, we also have to be sure we're thinking strategically about blocking others from getting the results they want that we don't want. And since "we" are only provisionally a "we," given how many kinds of faculty positions actually exist, we also need to think about strengthening and broadening coalitions, converting opponents into allies, and so on.
I'm running out of time here at onechan's yochien, so I'll keep thinking about assumptions and dichotomies. But I want to close by talking about the kind of people I used to work with who, in retrospect, helped inspire my original question. One used to teach composition, world literature, creative writing, and science fiction, among other things, at my university as well as at the community college to the south of us. Although he didn't have a Ph.D. and had no intention of getting one, he had done a dual MFA/MA which involved a significant amount of research in his areas of specialty. Morever, he was a gifted teacher who knew how to communicate with and inspire the students from the area who made up the vast majority of our students. When he didn't make it to the MLA interview stage in a creative writing search we were doing years ago, he decided to take on a full-time position at the community college rather than keep adjuncting with us. Another dropped out of her Ph.D. program but continued to research and publish in her area of specialty while teaching composition, world literature, and Native American literature. She, too, left after we hired a tenure-track Native Americanist in our department (although there were other, personal, factors that played a greater part in her decision). So part of my asking the "two out of three ain't bad question" is to ask whether these colleagues and friends might have decided to stay and continue contributing to the work of the department if they had had better options for pay, security, and advancement.
[Update 3/2/08: Whoops, in my rush to finish I forgot to mention Assumption #4, which is that we'll be able to leverage the funding needed to reform or transform higher ed's staffing structures. This gets to the question of who pays for higher ed and how it should be financed. And not just for higher ed in general, but for the many different kinds of institutions within it.]
Tuesday, February 26, 2008
Want/Need/Love: A Non-Response to Craig Smith
Craig Smith at FACE Talk graciously and thoughtfully unpacked the issues raised by my fragment of a post on tenure, which was itself a sequel to my post raising the possibility of negotiating in addition to lobbying for more tenure-track lines. In neither post was I advancing an argument that I'm 100% behind, but instead floating possible solutions to longstanding issues that arise when a faculty union (or faculty/professionals one like mine) represents both the tenurable and the nontenurable--and seeking insights from Blogoramaville. So I really appreciate Craig's taking the time to take up these issues in an ongoing exchange with me and I encourage anyone interested to join in.
But since work is actually getting in the way until the very end of the week, what I can do here and now is thank him for making explicit my Queen allusion. Or whatever it is you call it when you've forgotten (repressed?) that you are, in fact, making an allusion. I can't quite say it was unintentional (is this a non-denial denial?)--I must have put it in quotes for a reason--but to the best of my memory it was for a technical rather than musical one (look and clarity, that is). But, yes, I am a Queen fan. Or maybe they're just one of the many bands from the '80s in particular that have burned their way into my memory bank, never to be rooted out. I'll blame Wayne's World rather than my ex, who was the real Queen fan in the family at the time! Who am I to put down her love of Queen when, pre-grad school, my musical tastes spanned Journey, Men at Work, Weird Al Yankovic, "Eye of the Tiger," and more that I really don't have time to confess to.
So, back to Queen, I suppose one of the biggest problems with the actually four-tiered tenure system (RTS, RT, RS, TS) I was proposing in a thought experiment kind of way is that it institutionalizes the dichotomies of want, need, and love posed in my not-quite allusion. And not only from the perspective of the institution but also from that of the faculty member. I'll really have to finish unpacking this later. Lots to do before I drop the girls off at day care!
[Update: Reading over Craig's post again just as quickly as the first time, it strikes me that I may have been working my way toward a quibble--and maybe more than a caveat--with his proposed starting point. And with that perhaps-suggestive fragment, back to work!]
[Update 2/28/08: I am SO tempted to erase all evidence of my humiliating Queen/Meat Loaf switcharoo here, which Craig was ever so kind to point out in comments, especially since Inside Higher Ed decided to feature the first two posts in our exchange. But no, let the historical record show that I am an idiot! I'm just glad they didn't link here.]
But since work is actually getting in the way until the very end of the week, what I can do here and now is thank him for making explicit my Queen allusion. Or whatever it is you call it when you've forgotten (repressed?) that you are, in fact, making an allusion. I can't quite say it was unintentional (is this a non-denial denial?)--I must have put it in quotes for a reason--but to the best of my memory it was for a technical rather than musical one (look and clarity, that is). But, yes, I am a Queen fan. Or maybe they're just one of the many bands from the '80s in particular that have burned their way into my memory bank, never to be rooted out. I'll blame Wayne's World rather than my ex, who was the real Queen fan in the family at the time! Who am I to put down her love of Queen when, pre-grad school, my musical tastes spanned Journey, Men at Work, Weird Al Yankovic, "Eye of the Tiger," and more that I really don't have time to confess to.
So, back to Queen, I suppose one of the biggest problems with the actually four-tiered tenure system (RTS, RT, RS, TS) I was proposing in a thought experiment kind of way is that it institutionalizes the dichotomies of want, need, and love posed in my not-quite allusion. And not only from the perspective of the institution but also from that of the faculty member. I'll really have to finish unpacking this later. Lots to do before I drop the girls off at day care!
[Update: Reading over Craig's post again just as quickly as the first time, it strikes me that I may have been working my way toward a quibble--and maybe more than a caveat--with his proposed starting point. And with that perhaps-suggestive fragment, back to work!]
[Update 2/28/08: I am SO tempted to erase all evidence of my humiliating Queen/Meat Loaf switcharoo here, which Craig was ever so kind to point out in comments, especially since Inside Higher Ed decided to feature the first two posts in our exchange. But no, let the historical record show that I am an idiot! I'm just glad they didn't link here.]
Saturday, February 23, 2008
Go Read This Now!
No, not because a friend of mine from grad school got published in The New Yorker. And not because his argument confirms my long-held view that the Mexican War and Spanish-American War are the most useful historical analogues to the invasion and occupation of Iraq. No, read it for the questions this finely-nuanced historical account of American responses to water torture by the U.S. military in the occupied Philippines raises about the state of the nation as it entered the 20th and 21st centuries.
Friday, February 15, 2008
English is Rotten Here
Well, at least at Politics and Culture, according to Amitava Kumar. Here, too, though, I would hope. And perhaps also in the state of globalizing U.S. higher ed, as Andrew Ross suggests in a long excerpt from his co-edited collection, The University Against Itself.
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