The Discipline Archive

Five Things, Part 5: Cross Posted at Medium, “To Negate That Which Negates Us”

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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.

Five Things Faculty Can Actually Do About the Academy, Part 4: On the Importance of Teaching and Being Better Mentors

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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

5 Things Faculty Can Actually Do About the Academy, Part 3: The Humanities Resembles a Pyramid Scheme, and We Should Be Bothered By That

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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

5 Things Faculty Can Actually Do About the Academy, Part 2: But I Don’t WANT To, Or How I Learned to Stop Complaining and Love the Committee

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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

5 Things Faculty Can Actually Do About the Academy, Part 1: Celebrate Good Times, C’Mon!

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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

“Digital Future(s)” Dream Course: Engaging the Print vs. Technology Debates

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

Junior Faculty Seeks UP for Monograph

I think I’m finally over the disgust with my dissertation that seems naturally to follow from working so closely with it for two years and having to defend it to my committee.  I’m looking at it again and realizing that I did say a handful of smart things that

Dirty Little Secret: I’m a Teacher

Let me preface by saying I don’t really want to talk about MOOCs. The conversation about MOOCs is too polarizing, as Cathy Davidson recently articulated, and it seems to me that the focus on MOOCs is hyperbolic as well.  Either MOOCs will save higher education or they mark the

On #LearnersRights: Utilitarian Models, Implementation, and Egalitarian Access

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This week I asked my students to read, analyze, and share their perspective on the Bill of Rights and Principles for Learning in the Digital Age.  I had this discussion across three classes of advanced composition that emphasize rhetoric and argumentation.  As a result of our class themes, my

Discipline and Punish, the DH Edition

Since the MLA and the conversations about the digital humanities it has inspired on Twitter, I have been thinking a great deal about the formation of academic fields, how they work, who they include and who they leave out.  Others have weighed in on this issue of “defining” DH