While I’m working on some decisions about my public writing, the conclusions to my “Five Things” series can be read over here at Medium.
I have started the previous posts in this series with negative aspects or problems in the academy that need to be solved. As academics, we are often trained to operate this way, and that can be a good thing, but it can also be a very discouraging thing, since
I’m going to make a confession here: Since finishing graduate school, I’ve read almost no literature for the purposes of research. I don’t want to make grand generalizations and say “I’ll NEVER read for research again!”, but at this point, I’m really, really enjoying reading fiction only for my
This is the third part in a five part series about what full-time and tenure-track faculty can do about the “crisis” in the humanities. Earlier this fall semester, Dr. Anne-Marie Womack (Tulane), a colleague from my graduate institution, and I had a piece about the academic job market in
This is the second post in a five part series about how full-time and tenure-track faculty can ameliorate the conditions of the academy. Last year our Faculty Senate president encouraged all of us to read The Fall of the Faculty and the Rise of the All Administrative University. Being
Often when humanities PhDs are talking about the academic job market or the labor conditions of the academy, there is such a sense of general despair or helplessness that we just become a little snarky. But in a market where people are told that there were 500 other stellar
I took this summer off. As in, really took it off. I didn’t teach, I didn’t write, I didn’t really do research, I didn’t do course prep. I took the summer off. In part, this was a post-graduate school, post-first year in a full-time job recovery strategy. Last summer
In my last post for this year’s Day of DH, I blogged about an article I read recently in the context of a current project. I am working on a multifaceted project about the opportunities for feminist teaching and pedagogy in new forms of writing and in online spaces.
[View the story “Rebecca Harris: Day of DH” on Storify]
This semester I elected to use Storify for my beginning composition classes for their first two writing projects. My pedagogical justification for using the site was two-fold. First, as a social media site, Storify provides an opportunity to integrate multimedia into text-based writing. Since multimedia writing, social networking, and internet