College Faculty Quotes

How are you coming with your home library? Do you need some good ammunition on why it's so important to read? The last time I checked the statistics...I think they indicated that only four percent of the adults in this country have bought a book within the past year. That's dangerous. It's extremely important that we keep ourselves in the top five or six percent. In one of the Monthly Letters from the Royal Bank of Canada it was pointed out that reading good books is not something to be indulged in as a luxury. It is a necessity for anyone who intends to give his life and work a touch of quality. The most real wealth is not what we put into our piggy banks but what we develop in our heads. Books instruct us without anger, threats and harsh discipline. They do not sneer at our ignorance or grumble at our mistakes. They ask only that we spend some time in the company of greatness so that we may absorb some of its attributes. You do not read a book for the book's sake, but for your own. You may read because in your high-pressure life, studded with problems and emergencies, you need periods of relief and yet recognize that peace of mind does not mean numbness of mind. You may read because you never had an opportunity to go to college, and books give you a chance to get something you missed. You may read because your job is routine, and books give you a feeling of depth in life. You may read because you did go to college. You may read because you see social, economic and philosophical problems which need solution, and you believe that the best thinking of all past ages may be useful in your age, too. You may read because you are tired of the shallowness of contemporary life, bored by the current conversational commonplaces, and wearied of shop talk and gossip about people. Whatever your dominant personal reason, you will find that reading gives knowledge, creative power, satisfaction and relaxation. It cultivates your mind by calling its faculties into exercise. Books are a source of pleasure - the purest and the most lasting. They enhance your sensation of the interestingness of life. Reading them is not a violent pleasure like the gross enjoyment of an uncultivated mind, but a subtle delight. Reading dispels prejudices which hem our minds within narrow spaces. One of the things that will surprise you as you read good books from all over the world and from all times of man is that human nature is much the same today as it has been ever since writing began to tell us about it. Some people act as if it were demeaning to their manhood to wish to be well-read but you can no more be a healthy person mentally without reading substantial books than you can be a vigorous person physically without eating solid food. Books should be chosen, not for their freedom from evil, but for their possession of good. Dr. Johnson said: "Whilst you stand deliberating which book your son shall read first, another boy has read both.

A university is what a college becomes when the faculty loses interest in students.

College football would be much more interesting if the faculty played instead of the students, and even more interesting if the trustees played. There would be a great increase in broken arms, legs, and necks, and simultaneously an appreciable diminution in the loss of humanity.

Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.

Today, there are probably more Marxists on the faculty of our elite colleges than there are in all of Russia and Eastern Europe.

But the examinations are the chief bugbears of my college life. Although I have faced them many times and cast them down and made them bite the dust, yet they rise again and menace me with pale looks, until like Bob Acres I feel my courage oozing out at my finger ends. The days before these ordeals take place are spent in cramming your mind with mystic formula and indigestible dates—unpalatable diets, until you wish that books and science and you were buried in the depths of the sea. At last the dreaded hour arrives, and you are a favoured being indeed if you feel prepared, and are able at the right time to call to your standard thoughts that will aid you in that supreme effort. It happens too often that your trumpet call is unheeded. It is most perplexing and exasperating that just at the moment when you need your memory and a nice sense of discrimination, these faculties take to themselves wings and fly away. The facts you have garnered with such infinite trouble invariably fail you at a pinch.

I decided that I was going to fewer student parties after I ripped part of the sleeve out of my black dress helping a freshman climb a fence. By the end of the first semester, what I wanted to do most in the world was invite a few of my husband’s students over for tea and drop them down the well.

The habit of looking at life as a social relation — an affair of society — did no good. It cultivated a weakness which needed no cultivation. If it had helped to make men of the world, or give the manners and instincts of any profession — such as temper, patience, courtesy, or a faculty of profiting by the social defects of opponents — it would have been education better worth having than mathematics or languages; but so far as it helped to make anything, it helped only to make the college standard permanent through life.

At every college I went to—every single one—at least one teacher of color broke down in tears describing their struggle to advocate for their students of color in such a hostile environment. Higher education is not the racial utopia that Republicans are scared of. It is not some bizarro world where students of color wield power over white students and faculty. It is a white supremacist system at its core, like all our other systems are.

In The Price of Admission, journalist Daniel Golden documents the ways in which elite schools manage to find room for the children of alums, big donors, celebrities, athletes, the elite college’s own faculty, and wealthy parents whose estates might eventually make their heirs into big donors.20

A DIFFERENT KIND OF CHECKLIST If we want our kids to have a shot at making it in the world as eighteen-year-olds, without the umbilical cord of the cell phone being their go-to solution in all manner of things, they’re going to need a set of basic life skills. Based upon my observations as dean, and the advice of parents and educators around the country, here are some examples of practical things they’ll need to know how to do before they go to college—and here are the crutches that are currently hindering them from standing up on their own two feet: 1. An eighteen-year-old must be able to talk to strangers—faculty, deans, advisers, landlords, store clerks, human resource managers, coworkers, bank tellers, health care providers, bus drivers, mechanics—in the real world.

Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.

In 1969, both John and I began job hunting. I had finished my second master’s degree and started sending out resumes. I got several offers from various schools—Metropolitan State University in Denver, Keene State College in New Hampshire—and John also had some offers. But neither of us wanted to be a “trailing spouse.” What to do?Then we went to the College Art Association conference in Washington, D.C., and met Gene Grissom, chair of the art department at the University of Florida. They were looking for a young faculty member with some administrative experience, and John fit the bill perfectly. There was also a possibility for me to teach either art history or humanities. After several weeks of negotiations, we decided to make the move to Florida where BOTH of us had jobs!

Most of us are pseudo-scholars...for we are a very large and quite a powerful class, eminent in Church and State, we control the education of the Empire, we lend to the Press such distinction as it consents to receive, and we are a welcome asset at dinner-parties. Pseudo-scholarship is, on its good side, the homage paid by ignorance to learning. It also has an economic side, on which we need not be hard. Most of us must get a job before thirty, or sponge on our relatives, and many jobs can only be got by passing an exam. The pseudo-scholar often does well in examination (real scholars are not much good), and even when he fails he appreciates their inner majesty. They are gateways to employment, they have power to ban and bless. A paper on King Lear may lead somewhere, unlike the rather far-fetched play of the same name. It may be a stepping-stone to the Local Government Board. He does not often put it to himself openly and say, "That's the use of knowing things, they help you to get on." The economic pressure he feels is more often subconscious, and he goes to his exam, merely feeling that a paper on King Lear is a very tempestuous and terrible experience but an intensely real one. ...As long as learning is connected with earning, as long as certain jobs can only be reached through exams, so long must we take the examination system seriously. If another ladder to employment were contrived, much so-called education would disappear, and no one be a penny the stupider.

Offline classes form the nucleus of the college life. Online classes can only complement offline education, not replace it.

Hail, Columbia! Home of the six inch cockroach and the stadium-sized lecture hall. A reservation for rich white people guarded by poor brown people in a sea of urban decay. Where nobody on the faculty has ever spent ten minutes in the freshman dorm, but everybody talks about humanism and compassion. They teach you that military people are scum, trash, the lowest of the low -- and then they assign Homer's ILIAD just to develop your sense of irony. Where else can you see three suicides a month dismissed as "slightly above average, but better than Smith or Brown?

Some colleges have become institutions that no longer thrive on education, but rather on the suffering, expense, toil, and insecurity of their students, as well as insecure faculty and staff.

Missoula has a culture uniquely its own, however, thanks to the fusion of its gritty frontier heritage with the university’s myriad impacts. UM has nationally distinguished programs in biology and ecology and is perhaps even more renowned for its literary bona fides. The faculty of the university’s Creative Writing Program, founded in 1920, has included such influential authors as Richard Hugo, James Crumley, and William Kittredge.

The older I got, the more obsessed I became with maintaining the illusion that everything in my life was perfect—and as the years passed, I depended upon it to fly me under the radar of friends and faculty long enough to get to college.

Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence. For example, an officer of a Negro university, thinking that an additional course on the Negro should be given there, called upon a Negro Doctor of Philosophy of the faculty to offer such work. He promptly informed the officer that he knew nothing about the Negro. He did not go to school to waste his time that way. He went to be educated in a system which dismisses the Negro as a nonentity.

Senior faculty nowadays similarly squirm when former 'dunderheads' return to campus to lecture on their prizewinning screenplay or to cut the ribbon for a building funded by their entrepreneurial acumen. How did such dullards metamorphose into geniuses?

We who are here to-night are here as the servants of the guests of a great University, a University of knowledge, scholarship, and intellect. You do well to be proud of it. But I have wondered whether there may not be colleges and faculties of other experiences than yours, and whether even now in the far corners of the continents powers not yours are being brought to fruition. I have myself been something of a traveller, and every time I return to England I wonder whether the games of those children do not hold more intense life than the talk of your learned men-- a more intense passion for discovery, a greater power of exploration, new raptures, unknown paths of glorious knowledge; whether you may not yet sit at the feet of the natives of the Amazon or the Zambesi: whether the fakirs and the herdsmen, the witch-doctors may not enter the kingdom of man before you

Any effort to stop the left's plan for a societal transformation must begin with measures to restore universities to the institutions they once were -- to see to it that liberal arts faculties adhere to the same nonideological standards as the sciences and that faculties once again feature diverse political perspectives that reflect the diversity of society at large.

The goal of argumentation is to make a case so forceful (note the metaphor) that skeptics are coerced into believing it—they are powerless to deny it while still claiming to be rational. In principle, it is the ideas themselves that are, as we say, compelling, but their champions are not always averse to helping the ideas along with tactics of verbal dominance, among them intimidation (“Clearly . . .”), threat (“It would be unscientific to . . .”), authority (“As Popper showed . . .”), insult (“This work lacks the necessary rigor for . . .”), and belittling (“Few people today seriously believe that . . .”). Perhaps this is why H. L. Mencken wrote that “college football would be more interesting if the faculty played instead of the students.

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

In just a second, in just a second. You keep talking about ego. My God, it would take Christ himself to decide what’s ego and what isn’t. This is God’s universe, buddy, not yours, and he has the final say about what’s ego and what isn’t. What about your beloved Epictetus? Or your beloved Emily Dickinson? You want your Emily, every time she has an urge to write a poem, to just sit down and say a prayer till her nasty, egotistical urge goes away? No, of course you don’t! But you’d like your friend Professor Tupper’s ego taken away from him. That’s different. And maybe it is. Maybe it is. But don’t go screaming about egos in general. In my opinon, if you really want to know, half of the nastiness in the world is stirred up by people who aren’t using their true egos. Take your Professor Tupper. From what you say about him, anyway, I’d lay almost any odds that this thing he’s using, the thing you think is his ego, isn’t his ego at all but some other, much dirtier, much less basic faculty. My God, you’ve been around schools long enough to know the score. Scratch an incompetent schoolteacher-or, for that matter, college professor-and half the time you find a displaced first-class automobile mechanic or a goddam stonemason. Take LeSage, for instance-my friend, my employer, my Rose of Madison Avenue. You think it was his ego that got him into television? Like hell it was! He has no ego any more-if ever he had one. He’s split it up into hobbies. he has at least three hobbies I know of-and they all have to do with a big ten-thousand-dollar workroom in his basement, full of power tools and vises and God knows what else. Nobody who’s really using his ego, his real ego, has anytime for any goddam hobbies.

Professors should not be hired because they are Republicans, but they should not be excluded -- as they are now -- because they are Republicans. Universities should find a way to recruit scholars who happen to be Republicans until there is a reasonable balance, one that would reassure the public that the current discrimination against Republicans is ended. Universities should conduct inquiries as to how this state of affairs has come to pass and introduce procedural changes to make sure that there is no such political bias against Republicans and conservatives in the future.

This was the sort of girl who should be attending college, not ones like that dreadful Minkoff girl, that brutal and slovenly girl who had almost been raped by one of the janitors just outside of his office. Dr. Talc shuddered at the very thought of Miss Minkoff. In class she had Insulted and challenged and vilified him at every turn, egging the Reilly monster to join in the attack. He would never forget those two; no one on the faculty ever would. They were like two Huns sweeping down on Rome. Dr. Talc idly wondered if they had married each other. Each certainly deserved the other.

Academia is an odd place. Stately buildings and ivy, wrought iron fences, and libraries fragrant with the smell of old books. Young people scurry to and from class, fresh, energetic, and naive. But in the long halls and narrow offices, those who work there fester in the dark like overeducated viral agents. Wet-eyed professors with obscure, irrelevant specialties and inferiority complexes browbeat students. Administrators, buffeted by faculty contempt and general inefficiency, sink into venal scheming. Any college campus is a circus, complete with color, entertainment, and the occasional glimpse of something really amazing. At Dorian University, the circus had a large number of clowns and a truly impressive freak show.

Faculty professional development workshops are often top-down, designed and offered by the college’s administration with little input or feedback from the faculty themselves. Workshops are also isolated from the classroom: they provide participants with an opportunity to learn more about a topic or technique, but when or how the technique can be effectively applied in each participant’s own class remains unclear. 44 Furthermore, workshops are typically unaccompanied by additional structures to help faculty sustain and build on their learning across time. Taken together, the top-down, decontextualized, and short-term nature of many faculty development workshops conspire to create an experience that instructors characterize as “painful,” “boring,” and “insulting.” 45

1: Everyone Knows It was in the summer of 1998 that my neighbor Coleman Silk—who, before retiring two years earlier, had been a classics professor at nearby Athena College for some twenty-odd years as well as serving for sixteen more as the dean of faculty—confided to me that, at the age of seventy-one, he was having an affair with a thirty-four-year-old cleaning woman who worked down at the college. Twice a week she also cleaned the rural post office, a small gray clapboard shack that looked as if it might have sheltered an Okie family from the winds of the Dust Bowl back in the 1930s and that, sitting alone and forlorn across from the gas station and the general store, flies its American flag at the junction of the two roads that mark the commercial center of this mountainside town.

For instance, there's a college in northern California called Chico State, which is where guys like Reagan and Shultz [Reagan's Secretary of State] send their kids so they won't be infected by "lefties" at Berkeley. The place is right in the middle of four hundred miles of cornfields, or whatever it is they grow out there, a million miles from nowhere, and when you fly in you land at an airport that's about half the size of a house. Well, when I landed there, a student and a faculty member who were like the two local radicals at the school came out to meet me. And as we were walking to the car, I noticed we had to go a pretty long distance, because the airport was all surrounded with yellow police tape. So I asked these guys, "What's going on, are they rebuilding the landing strip or something?" You know what they said? "No, that's to protect the airport from Arab terrorists." I said, "Arab terrorists in northern California?" But they thought so. And when I got into the town, everybody was walking around in army fatigues and wearing yellow ribbons, saying "If Saddam comes, we're going to fight to the death," and so on.

What did Kavinsky say about it?” Chris asks me. “Nothing yet. He’s still at lacrosse practice.” My phone immediately starts to buzz, and the three of us look at each other, wide-eyed. Margot picks it up and looks at it. “It’s Peter!” She hot-potatoes the phone to me. “Let’s give them some privacy,” she says, nudging Chris. Chris shrugs her off. I ignore both of them and answer the phone. “Hello.” My voice comes out thin as a reed. Peter starts talking fast. “Okay, I’ve seen the video, and the first thing I’m going to say to you is don’t freak out.” He’s breathing hard; it sounds like he’s running. “Don’t freak out? How can I not? This is terrible. Do you know what they’re all saying about me in the comments? That I’m a slut. They think we’re having sex in that video, Peter.” “Never read the comments, Covey! That’s the first rule of--” “If you say ‘Fight Club’ to me right now, I will hang up on you.” “Sorry. Okay, I know it sucks but--” “It doesn’t ‘suck.’ It’s a literal nightmare. My most private moment, for everybody to see. I’m completely humiliated. The things people are saying--” My voice breaks. Kitty and Margot and Chris are all looking at me with sad eyes, which makes me feel even sadder. “Don’t cry, Lara Jean. Please don’t cry. I promise you I’m going to fix this. I’m going to get whoever runs Anonybitch to take it down.” “How? We don’t even know who they are! And besides, I bet our whole school’s seen it by now. Teachers, too. I know for a fact that teachers look at Anonybitch. I was in the faculty lounge once and I overheard Mr. Filipe and Ms. Ryan saying how bad it makes our school look. And what about college admission boards and our future employers?” Peter guffaws. “Future employers? Covey, I’ve seen much worse. Hell, I’ve seen worse pictures of me on here. Remember that picture of me with my head in a toilet bowl, and I’m naked?” I shudder. “I never saw that picture. Besides, that’s you; that’s not me. I don’t do that kind of stuff.” “Just trust me, okay? I promise I’ll take care of it.” I nod, even though I know he can’t see me. Peter is powerful. If anyone could fix such a thing, it would be him. “Listen, I’ve gotta go. Coach is gonna kick my ass if he sees me on the phone. I’ll call you tonight, okay? Don’t go to sleep.” I don’t want to hang up. I wish we could talk longer. “Okay,” I whisper. When I hang up, Margot, Chris, and Kitty are all three staring at me. “Well?” Chris says. “He says he’ll take care of it.” Smugly Kitty says, “I told you so.” “What does that even mean, ‘he’ll take care of it’?” Margot asks. “He hasn’t exactly proven himself to be responsible.” “It’s not his fault,” Kitty and I say at the same time.

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

It is not only in childhood that people of high potential can be encouraged or held back and their promise subverted or sustained. The year before I went to Amherst, a group of women had declined to stand for tenure. One of them simply said that after six years she was used up, too weary and too eroded by constant belittlement to accept tenure if it were offered to her. Women were worn down or burnt out. During the three years I spent as dean of the faculty, as I watched some young faculty members flourish and others falter, I gradually realized that the principal instrument of sexism was not the refusal to appoint women or even the refusal to promote (though both occurred, for minorities as well as women), but the habit of hiring women and then dealing with them in such a way that when the time came for promotion it would be reasonable to deny it. It was not hard to show that a particular individual who was a star in graduate school had somehow belied her promise, had proved unable to achieve up to her potential. This subversion was accomplished by taking advantage of two kinds of vulnerability that women raised in our society tend to have. The first is the quality of self-sacrifice, a learned willingness to set their own interests aside and be used and even used up by the community. Many women at Amherst ended up investing vast amounts of time in needed public-service activities, committee work, and teaching nondepartmental courses. Since these activities were not weighed significantly in promotion decisions, they were self-destructive. The second kind of vulnerability trained into women is a readiness to believe messages of disdain and derogation. Even women who arrived at Amherst full of confidence gradually became vulnerable to distorted visions of themselves, no longer secure that their sense of who they were matched the perceptions of others. When a new president, appointed in 1983, told me before coming and without previous discussion with me that he had heard I was “consistently confrontational,” that I had made Amherst “a tense, unhappy place,” and that he would want to select a new dean, I should have reacted to his picture of me as bizarre, and indeed confronted its inaccuracy, but instead I was shattered. It took me a year to understand that he was simply accepting the semantics of senior men who expected a female dean to be easily disparaged and bullied, like so many of the young women they had managed to dislodge. It took me a year to recover a sense of myself as worth defending and to learn to be angry both for myself and for the college as I watched a tranquil campus turned into one that was truly tense and unhappy.

The protest has won the backing of prominent economists, including Joseph Stiglitz, a Columbia University academic, and Andy Haldane, chief economist at the Bank of England. Its supporters believe that the exposure to a wider range of approaches is necessary if the next generation of policy makers is to avoid the mistakes made in the run-up to the crisis. Faculties in London, Paris, New York, Boston, Budapest, Sydney and Bangalore will aim to address these complaints this academic year by road-testing a new syllabus from the CORE project, led by Wendy Carlin, a professor at University College London. The Institute for New Economic Thinking, a research group bankrolled by billionaire George Soros, has spent around $300,000 on the programme so far.

development starts with awarding a one-credit-hour payment to each faculty member who participates in a weeklong program in August. The program continues with three credit hours of release time during the fall term, which allow new faculty to meet once a week with campus mentors and attend an intensive four-day instructional skills workshop in the spring. The college also pays for program costs.

If teaching is largely about faculty-student interaction, then we have to recognize that human interaction is changing.

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.

The Bureau of Labor Statistics reports that in 1975, 31 percent of college teachers were female; by 2009, the number had grown to 49.2 percent.7 There are more women teaching in college than ever, and it is quite possible that their presence, coupled with our discovery of the postmodern narrative, has had a feminizing effect on the collective unconscious of faculty thought. Strong winds of compassion blow across campus quads. Women are more empathetic than men, more giving, simply more bothered by anyone’s underdog status. Many of the female adjuncts I have spoken to seem blessed and cursed by feelings of maternity toward the students. Women think about their actions, and the consequences of their actions, in a deeper way than do men.

I read and talked into the microphone and was gracious to the local rich, the English faculty and the college president, and the students with their clear skin and shining eyes and inviting innocence, like a blank surface one wishes to scribble obscenities on.

In a bid to save money and increase their flexibility in a changing economy, colleges are hiring fewer full-time faculty and more and more adjuncts. Adjuncts, hired semester by semester, depend on positive student evaluations at the end of the term to get their contracts renewed. One way to ensure a good evaluation is to be an easy grader.

People who wrote novels about universities hardly ever got them right. Max had spent his short working life untenured, but still he'd managed to be a charming magnet wherever he taught, and Amy had surfeited on faculty gossip and professorial antics and the general behavior of academics, who were as a whole no more brilliant or Machiavellian than travel agents. They tended toward shabbier clothes and manners, and of course there was the occasional storied eccentric or truly original mind, but most college campuses — especially the older ones — functioned less as brain trusts than as wildlife preserves, housing and protecting people who wouldn't last a week in GenPop.

By contrast, a major factor driving increasing costs is the constant expansion of university administration. According to the Department of Education data, administrative positions at colleges and universities grew by 60 percent between 1993 and 2009, which Bloomberg reported was 10 times the rate of growth of tenured faculty positions. Even more strikingly, an analysis by a professor at California Polytechnic University, Pomona, found that, while the total number of full-time faculty members in the C.S.U. system grew from 11,614 to 12,019 between 1975 and 2008, the total number of administrators grew from 3,800 to 12,183 — a 221 percent increase. The rapid increase in college

IN some ways, the relentless electronic interconnectivity of our lives serves to highlight therapy’s singular virtues. We are more appreciative of the strange, private dialogue that is the heart of therapy. There are precious few times and spaces left in our society in which people quietly speak to one another in a sustained, intimate conversation. The therapist’s office is one of the last safe places. Secrets, reflections, fears or confusion never leave the room. And it is also a refuge. My patients often arrive early just to sit in the waiting room — an unusual interlude of quiet. Then there’s the session itself. In some ways therapy is, more than ever, the ultimate luxury: To be the focus of a thoughtful person who is listening, caring and helping to make sense of life’s chaos is something that the Internet can never provide. Anna Fels is a psychiatrist and faculty member at Weill Cornell Medical College.

If a seminary or Christian college has a wise provost or dean or department chair, he or she will realize that they need some faculty who are master teachers but publish little, and some scholars who can both teach and publish, and some who would be better just being research professors. It takes a variety of faculty to make up a good school. But alas, even in schools that have such administrators, promotion and sabbaticals are often based on publications or planned publications, not just on reviews of one’s classroom performances. Thus, some scholars who find research and writing a huge cross to bear are forced to carry that cross all the way to Golgotha Publishing House in order to get promoted. It really ought not to be that way at a Christian school, where the main goal should be “training students or budding clergy in the way that they should go.

His [brother in law Jim Hampson] appointment to the Episcopal parish in Wenham, near Gordon College brought them in close touch with leading evangelical faculty members in their pews and church leadership, including Elizabeth Elliot and Addison Leitch. They were instrumental in drawing Jim and and Sarah into the cutting edge of evangelical intellectual leadership, with friendships with Tom Howard and J.I. Packer. My ongoing relationship with Jim Packer, FitzSimons Allison and many other brilliant Anglican evangelicals would not have happened without Jim Hampson. His early influence on me in my transition from modern to classic Christian teaching was immense. While I was trying to demythologize Scripture, he was taking its plain meaning seriously. His strong preaching led him to become one of the founding sponsors and supporters of Trinity School of Ministry in Abridge, Pennsylvania...

At the dining hall, the 120 faculty and students of Benet College habitually sat with their own kind. The dirty leaded windows filtered some of the early evening light but as it was spring, the Sizars had no need to light the candles yet. At the far end of the hall the Master and Fellows sat at High Table on a raised platform. The four Bible Clerks, holding the most prestigious scholarships with the highest stipends, sat directly beneath the Master.

For decades, college professors and administrators have done everything in their power to get rid of conservative voices on campus, whether in the faculty, student body, or campus groups. In today’s campus atmosphere, holding conservative views is reflexively labeled as hateful, bigoted, or intolerant.

For decades, college and university faculty and administrations have worked to turn America’s youth into radical Leftists—and now the Leftist beast is devouring itself. While I’m horrified by the direction of higher education in this country, I can’t help laughing a little as I watch university and college administrators and faculty squirm as they try and handle the very kind of “dissent” they have so long supported. They haven’t had to face anything like this for decades; academia has been one big “safe place”—as long as your views are liberal. Now the students have turned on their masters, literally.

It is something that can be attained only through despair, through tragedy, through long, painful, and ceaseless struggle. It is not irrational, sentimental, emotional, or spontaneous. It comes as the result of serious thinking and learning, of rigid discipline, of complete sobriety, absolute will. It is something few can attain; but all can—and should—search for it. This is as far as I can go. If you want to go further, if you want to know about the nature of religious experience, about the way to it, about faith itself, you have to read Kierkegaard. Even so, you may say that I have tried to lead you further than I know the road myself. You may reproach me for trying to make Kierkegaard accept society as real and meaningful whereas he actually repudiated it. You may even say that I have failed in relating faith to existence in society. All these complaints would be justified, but I would not be very much disturbed by them—at least not as far as the purpose of this talk is concerned. For all I wanted to show you is the possibility that we have a philosophy that enables men to die. Do not underestimate the strength of such a philosophy. For in a time of great sorrow and catastrophe such as we have to live through, it is a great thing to be able to die. But it is not enough. Kierkegaard too enables men to die; but his faith also enables them to live. From a lecture delivered at Bennington College, where Drucker had joined the faculty in 1942.

The focus of the conversation varies, largely because higher education today is astonishingly diverse.

Whether the class is large or small, lecture or seminar, onsite or online, it can be a challenge to get students to engage. Whether we are simply attempting to get students to show up or take out their ear buds, or alternately, trying to challenge students to use higher-order thinking, we are all facing the same question:

More conservative than Yale and with total enrollment a third of Harvard’s, Princeton is the smallest of the Ivy League’s Big Three. That means more attention from faculty and plenty of opportunity for rigorous independent work. Offers engineering but no business. Affluent suburban location contrasts with New Haven and Cambridge. (The Elite Private Universities - Princeton University)

The faculty can’t just hand out students’ schedules to anyone who asks for them, right? That’s a violation of privacy. I grit my teeth and decide that the moment I pass the bar, my first order of legal business will be suing this stupid college.

The powerless defense strips Black policymakers and managers of all their power. The powerless defense says the more than 154 African Americans who have served in Congress from 1870 to 2018 had no legislative power. It says none of the thousands of state and local Black politicians have any lawmaking power. It says U.S. Supreme Court justice Clarence Thomas never had the power to put his vote to antiracist purposes. The powerless defense says the more than seven hundred Black judges on state courts and more than two hundred Black judges on federal courts have had no power during the trials and sentencing processes that built our system of mass incarceration. It says the more than fifty-seven thousand Black police officers do not have the power to brutalize and kill the Black body. It says the three thousand Black police chiefs, assistant chiefs, and commanders have no power over the officers under their command. The powerless defense says the more than forty thousand full-time Black faculty at U.S. colleges and universities in 2016 did not have the power to pass and fail Black students, hire and tenure Black faculty, or shape the minds of Black people. It says the world’s eleven Black billionaires and the 380,000 Black millionaire families in the United States have no economic power, to use in racist or antiracist ways. It says the sixteen Black CEOs who’ve run Fortune 500 companies since 1999 had no power to diversify their workforces. When a Black man stepped into the most powerful office in the world in 2009, his policies were often excused by apologists who said he didn’t have executive power. As if none of his executive orders were carried out, neither of his Black attorneys general had any power to roll back mass incarceration, or his Black national security adviser had no power. The truth is: Black people can be racist because Black people do have power, even if limited.

Search committees need to be easily able to imagine you as a faculty member in their departments. Invoking the names of other universities and colleges is an obstacle to that.

from the nature of its functions, will always be the least dangerous to the political rights of the Constitution; because it will be least in a capacity to annoy or injure them.

In everyday life, more than nine in ten drivers are above-average drivers, or so they presume. In surveys of college faculty, 90 percent or more have rated themselves as superior to their average colleague (which naturally leads to some envy and disgruntlement when one’s talents are underappreciated). When husbands and wives estimate what percent of the housework they contribute, or when work-team members estimate their contributions, their self-estimates routinely sum to more than 100 percent.

As the saying goes, "It's not who you know, but who knows you." How does that relate to getting a job? Lets look at 2 cases where "who knows you" resulted in landing the best job. Keep in mind: The great thing is that you can start right where you are right now! Case 1 In my first teaching job in Mexico in the early 1980's, we were half way through the semester, when the director called me into his office to tell me he had taken a job in Silicon Valley, California. What he said next floored me. "I'd like you to apply for my job." How could I apply to be the director of an English school when it was my first teaching job, all the teachers had more teaching experience than I did, and many of them had doctorate degrees. I only had a bachelors degree. "Don't worry," he said. "People like you, and I think you have what it takes to be a good director." The director knew me, or at least got to know me from teachers' meetings, seeing me teach, and noticing how I interacted with people. Case 2 Fast forward 3 years. After Mexico, I moved to Reno, Nevada, to work on my Master's degree in Teaching English as a Second Language. I applied for a teaching job at the community college, and half-way into the semester, a teacher had to leave and I got the job. I impressed the director enough that she asked me to be the Testing and Placement Coordinator the next year. At the end of that year, I wrote a final report about the testing and placement program. It so impressed the college administration that when a sister university was looking for a graduate student to head up a new language assessment program for new foreign graduate teaching assistants and International faculty, I got recommended. What Does This Mean? From these two examples, you can see that when people see what you can do, you have a greater chance of being seen and being known. When people see what you are capable of doing, there is less risk in hiring you. Why? Because they've seen you be successful before. Chances are you'll be successful with them, too. But, if people don't know you and haven't seen what you can do, there is much greater risk in hiring you. In fact, you may not even be on their radar screen. Get On Their Radar Screens To get on the radar screens for the best jobs, do the best job you can where you work right now. Don't wait for the job announcement to appear in the newspaper. Don't wait for something else to happen. Right now, invest all of you and your unique talents into what you're doing. Impress people with what you can do! Do that, and see the jobs you'll get!

Faculty and campus administrators must start defending the Enlightenment legacy of reason and civil debate. But even if dissenting thought were welcome on college campuses, the ideology of victimhood would still wreak havoc on American society and civil harmony. The silencing of speech is a massive problem, but it is a symptom of an even more profound distortion of reality. This distortion has its roots partly in well-intentioned public policies designed to advance minorities in the American education system, particularly in higher education; the objective failure of these policies has led to ever-more contorted theoretical efforts to explain their failures as the result of systemic racism, leading to an ideology of victimization that largely defines the campus environment today.

The definition of a confederate republic seems simply to be "an assemblage of societies,'' or an association of two or more states into one state. The extent, modifications, and objects of the federal authority are mere matters of discretion. So long as the separate organization of the members be not abolished; so long as it exists, by a constitutional necessity, for local purposes; though it should be in perfect subordination to the general authority of the union, it would still be, in fact and in theory, an association of states, or a confederacy. The proposed Constitution, so far from implying an abolition of the State governments, makes them constituent parts of the national sovereignty, by allowing them a direct representation in the Senate, and leaves in their possession certain exclusive and very important portions of sovereign power. This fully corresponds, in every rational import of the terms, with the idea of a federal government.

people of a specific city or county. Academic libraries serve the faculty, staff, and students of a specific college or university.

that we can improve,” Schoenfeld penitently announced. Of course, as Schoenfeld meekly hinted, Duke has been engaged in color-coded programming and funding for decades, pouring money into, to name just a few endeavors, a black student center, a black student recruiting weekend, and such bureaucratic sinecures as a vice provost for faculty diversity and faculty development and an associate vice provost for academic diversity, who, along with the faculty diversity task force and faculty diversity standing committee, ride herd over departmental hiring and monitor the progress of the ongoing Faculty Diversity Initiative, which followed upon the previous Black Faculty Strategic Initiative. But no college administration in recent history has ever said to whining students of any race or gender: “Are you joking? We’ve kowtowed to your demands long enough, now go study!” And why should the burgeoning student services bureaucracy indulge in such honesty? It depends on just such melodramatic displays of grievance for its very existence.

To be sure, the early phases have not been pretty. Simply taking a college lecture course and putting it on Zoom is not e-learning in any but the most rudimentary sense, and students are predictably dissatisfied. That will change. Schools are putting their faculty through training programs, teaching them how to use the available tools, how to restructure their classes, how to migrate online.

Here are several reasons why you should train yourself for success like a champion boxer! 카톡☛ppt33☚ 〓 라인☛pxp32☚ 홈피는 친추로 연락주세요 비닉스파는곳,비닉스구입방법,비닉스구매방법,비닉스구입사이트,비닉스구매사이트,비닉스판매사이트 필름형발기제판매,발기부전개선제판매,발기부전치료제판매,정력제판매,남성정력제판매,천연정력제판매 You don’t practice in the arena, that’s where your skills and your abilities are evaluated. This also means that you don’t practice solving problems and developing yourself when problems occur, you prepare yourself to face them long before you actually face them. Talent is good but training is even better. Back in college, one of my classmates in Political Science did not bring any textbook or notebook in our classes; he just listened and participated in discussions. What I didn’t understand was how he became a magna cum laude! Apparently, he was gifted with a great memory and analytical skills. In short, he was talented. Your negative emotions can also be controlled and directed. PMA and self-discipline can remove their harmful effects and make them serve constructive purposes. Sometimes fear and anger will inspire intense action. But you must always submit your negative emotions--and you positive ones--to the examination of your reason before releasing them. Emotion without reason is a dreadful enemy. What faculty provides the crucial balance between emotions and reason? It is your willpower, or ego, a subject which will be explored in more detail below. Self-discipline will teach you to throw your willpower behind either reason or emotion and amplify the intensity of their expression. Both your heart and your mind need a master, and they can find the master in your ego. However, your ego will fill their role only if you use self-discipline. In the absence of self-discipline, your mind and heart will fight their battles as they please. In this situation the person within whose mind the fight is carried out often gets badly hurt.

graduated from Bryn Mawr College in 1968, and my first job was working for the Department of Housing and Urban Development. My starting salary was low, but I was inspired by the civil rights movement and the War on Poverty to regard public service as an important calling. I went on to graduate school, joined the faculty at the University of Pennsylvania and ultimately became the president of Harvard University. Should Bryn Mawr have been judged based on what I was paid in my first year at HUD? Faust's

The importance of day-to-day coaching comes to mind when I think of my favorite college teacher. He was always getting into trouble with the dean and other faculty members because on the first day of class he would hand out the final examination. The rest of the faculty would say, ‘What are you doing?’ He’d say, ‘I thought we were supposed to teach these students.’ They’d say, ‘You are, but don’t give them the questions for the final exam.’ He’d say, ‘Not only am I going to give them the questions for the final exam, but what do you think I’m going to teach them all semester?’” “He

Simms began by presenting the facts of the story: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The students hammered away on their manual typewriters trying to keep up with the teacher’s pace. Then they handed in their rapidly written leads. Each attempted to summarize the who, what, where, and why as succinctly as possible: “Margaret Mead, Maynard Hutchins, and Governor Brown will address the faculty on …”; “Next Thursday, the high school faculty will …” Simms reviewed the students’ leads and put them aside. He then informed them that they were all wrong. The lead to the story, he said, was “There will be no school Thursday.” “In that instant,” Ephron recalls, “I realized that journalism was not just about regurgitating the facts but about figuring out the point.

I define Harvard envy as the emotional tug that exerts itself on college leaders—presidents, trustees, administrators, and faculty—and forces them to manage their institution toward gaining more prestige, oftentimes without specific linkage to actual student learning.

By 1920, he was living back home with his parents while pursuing a degree at Michigan State Agricultural College.5 Specializing in chicken breeding, he proved to be so proficient that, immediately after his graduation, he received a summer school appointment as “instructor in poultry husbandry for federal students”—young veterans attending college with governmental aid.6 In addition to his academic work, the religiously committed Huyck was active in the Student Volunteer Movement, a campaign begun in 1886 to enlist college students for missionary work abroad with the ultimate goal of bringing about (as its watchword put it) “the evangelization of the world in this generation.”7 In April 1922, just prior to his graduation from Michigan State Agricultural College and three months shy of his twenty-eighth birthday, Emory accepted the position of superintendent of the Bath Consolidated School at an annual salary of $2,300. Eight months later, two days after Christmas, Emory married Ethel Newcomb of Pierson, Michigan, six years his senior; she would also join the faculty at the newly built school, teaching “vocal music” and second grade.8

the School Report (SR) and the high school profile. The SR includes information about curriculum, the number of students attending four-year colleges, and GPA, as well as a counselor evaluation that rates the rigor of a student’s course work and academic achievement. Some schools also provide the college with a profile that describes the curriculum, faculty, student body characteristics such as size and ethnicity, class rank, GPA ranges, awards, and even grade distributions for the class in every offered subject.

The bass drum thumped loudly and the chairman of the dance committee, Jeff Garwin, rose to speak. “Your attention, please!” he said over the microphone. “I have an important announcement to make. The next event on our program is the presentation of a pantomime produced by members of the Emerson College Dramatic Club. “As you all know, it is our custom each year to select an attractive young lady to preside over the event. She will wear the Festival Robe and Crown. After careful consideration by a committee of faculty and students, a choice has been made.” A hush fell over the audience as the announcer paused a long moment. “Will Miss Nancy Drew please come to the stage,” he said, smiling down at the girl. The students clapped and whistled. Though startled, Nancy responded with poise and mounted the improvised stage. She donned a white robe, a golden paper crown, and accepted the seat of honor.

The loss of political diversity among professor, particularly in fields that deal with politicized content, can undermine the quality and rigor of scholarly research... when a field lacks political diversity, researchers tend to congregate around questions and research methods that generally confirm their shared narrative, while ignoring questions and methods that don't offer such support. The loss of political diversity among the faculty has negative consequences for students, too, in three ways. First, there's the problem that many college students have little or no exposure to professors from half of the political spectrum. Many students graduate with an inaccurate understanding of conservatives, politics, and much of the United States... Second, the loss of viewpoint diversity among the faculty means that what students learn about politically controversial topics will often be "left shifted" from the truth. [The third problem] is the risk that some academic communities- particularly those in the most progressive parts of the country- may attain such high levels of political homogeneity and solidarity that they undergo a phase change, taking on properties of a collective entity that are antithetical to the normal aims of a university... Politically homogenous communities are more susceptible to witch hunts

I mention all this only incidentally to establish my evangelical credentials. The real purpose is to say that I don’t recall abortion being a topic of conversation in evangelical circles in the middle decades of the twentieth century, so Weyrich’s declaration struck me as credible. During the 1970s, the decade when the Religious Right began to emerge, I attended and graduated from an evangelical school, Trinity College in Deerfield, Illinois, and then worked in the development department for its sister institution, Trinity Evangelical Divinity School, while completing a master’s degree in church history as a part-time student. As it happens, a single member of the seminary faculty, Harold O. J. Brown, became exercised about abortion, what most evangelicals considered a “Catholic issue,” in the latter part of the 1970s. But he was regarded as an outlier, an exception that proved the rule, on a faculty more interested in recondite doctrines such as biblical inerrancy, the notion that the Scriptures are entirely without error in the original (no longer extant) manuscripts.

Malcolm Gladwell goes so far as to say that attending the most highly selective schools can even harm you. In his best-selling book David and Goliath: Underdogs, Misfits, and the Art of Battling Giants, Gladwell explains that most kids shouldn’t attend the most prestigious schools they get into, because at every college it’s the top kids who get the most attention, resources, and opportunities that lead to greater success in grad school.12 Going to a place where you will be in the bottom half of the class not only means you won’t get goodies such as attention from faculty and access to select experiences in your chosen major, but it also damages your self-esteem, says Gladwell. If you want college to be the strongest possible springboard for what will come next in your life, Gladwell advises going to a college where you know you can be in the top 5 or 10 percent there. The only exceptions to this rule are students from underrepresented backgrounds for whom attending a name-brand school seems to provide a bump in after-college options regardless of where they rank in their college class.

deaf president now Most of you have probably seen the phrase, but what do you know about the “Deaf President Now” movement? Despite being the first Deaf university in the world, Gallaudet had never had a Deaf president before, and in March 1988 that was finally about to change. The Board of Trustees was slated to choose the next president from a list of three finalist candidates, two Deaf, one hearing. In the lead-up to the board meeting, students and faculty had been campaigning and rallying in support of a Deaf president. THE CANDIDATES DR. ELIZABETH ZINSER, hearing, Vice-Chancellor of Academic Affairs at University of North Carolina DR. HARVEY CORSON, Deaf, Superintendent of the Louisiana School for the Deaf DR. I. KING JORDAN, Deaf, Dean of College of Arts and Sciences at Gallaudet On March 6th, the board selected Zinser. No announcement was made. Students found out only after visiting the school’s PR office to extract the information. Students marched to the Mayflower hotel to confront the Board. Chair Jane Spilman defended the selection to the crowd, reportedly saying, “deaf people can’t function in the hearing world.” WHAT HAPPENED NEXT? MARCH 7TH: Students hot-wire buses to barricade campus gates, only allowing certain people on campus. Students meet with Board, no concessions made. Protesters march to the Capitol. MARCH 8TH: Students burn effigies, form a 16-member council of students, faculty, and staff to organize the movement. THE FOUR DEMANDS: Zinser’s resignation and the selection of a Deaf president Resignation of Jane Spilman A 51% Deaf majority on the Board of Trustees No reprisals against protesters WHAT HAPPENED NEXT? MARCH 9TH: Movement grows, gains widespread national support. Protest is featured on ABC’s Nightline. MARCH 10TH: Jordan, who’d previously conceded to Zinser’s appointment, joins the protests, saying “the four demands are justified.” Protests receive endorsements from national unions and politicians. DEAF PRESIDENT NOW! MARCH 10TH: Zinser resigns. MARCH 11TH: 2,500 march on Capitol Hill, bearing a banner that says “We still have a dream.” MARCH 13: Spilman resigns, Jordan is announced president. Protesters receive no punishments, DPN is hailed as a success and one of the precursors to the passing of the Americans with Disabilities Act (ADA).

from writing up a fake schedule of classes they’d take based on college course guides, to researching a “thesis” project in their subject, to doing work-study programs in the community. If someone wants to do an SWS major in premed, they have to figure out how to finance med school, how to get all their prerequisites taken without overloading on hours for any semesters, which labs they’ll need, what their books will cost, and which academic groups to join. Then they do a minithesis—ten pages at least—learn about med school entrance exams, and finally, in the last week before summer, shadow a professional in the field well enough to get a good recommendation. Grades are based on that recommendation, their educational plan, their financial plan, and their thesis. And the faculty who grade them are those who aren’t burdened with the grading of normal finals. A.k.a.: me. Me, the counselors, special-subject teachers, coaches, even the nurse. It’s all hands

COL Nicholas Young Retires from the United States Army after More than Thirty -Six Years of Distinguished Service to our Nation 2 September 2020 The United States Army War College is pleased to announce the retirement of United States Army War College on September 1, 2020. COL Young’s recent officer evaluation calls him “one of the finest Colonel’s in the United States Army who should be promoted to Brigadier General. COL Young has had a long and distinguished career in the United States Army, culminating in a final assignment as a faculty member at the United States Army War College since 2015. COL Young served until his mandatory retirement date set by federal statue. His long career encompassed just shy of seven years enlisted time before serving for thirty years as a commissioned officer.He first joined the military in 1984, serving as an enlisted soldier in the New Hampshire National Guard before completing a tour of active duty in the U.S, Army Infantry as a non-commissioned officer with the 101st Airborne (Air Assault). He graduated from Officer Candidate School in 1990, was commissioned in the Infantry, and then served as a platoon leader and executive officer in the Massachusetts Army National Guard before assuming as assignment as the executive officer of HHD, 3/18th Infantry in the U.S. Army Reserves. He made a branch transfer to the Medical Service Corps in 1996. COL Young has since served as a health services officer, company executive officer, hospital medical operations officer, hospital adjutant, Commander of the 287th Medical Company (DS), Commander of the 455th Area Support Dental, Chief of Staff of the 804th Medical Brigade, Hospital Commander of the 405th Combat Support Hospital and Hospital Commander of the 399th Combat Support Hospital. He was activated to the 94th Regional Support Command in support of the New York City terrorist attacks in 2001. COL Young is currently a faculty instructor at the U.S. Army War College. He is a graduate of basic training, advanced individual infantry training, Air Assault School, the primary leadership development course, the infantry officer basic course, the medical officer basic course, the advanced medical officer course, the joint medical officer planning course, the company commander leadership course, the battalion/brigade commander leadership course, the U.S. Air War College (with academic honors), the U.S. Army War College and the U.S. Naval War College (with academic distinction).

Today, because of its faculty, its wealth, and its ties to the large Atlanta University system, Spelman is still able to compete successfully for the same students who are being accepted by Wellesley, Smith, Bryn Mawr, the other Seven Sisters colleges, and Ivy League universities. At Spelman, unlike most women’s colleges, more than 80 percent of its faculty hold doctorates, and more than a third of the students major in mathematics, engineering, or the sciences. When I encounter Spelman women of my own generation or of my mother’s generation, I recognize a sisterhood and a camaraderie that I have never seen among black women who attended predominately white women’s colleges or who have joined sororities at other historically black schools. Because it very much identifies itself to the world and to its students as the ultimate college for black women, these students and alumni are fiercely loyal to, and respectful of, this Atlanta institution.

many educators today recognize that the body, heart, and mind are all involved in learning.

flight of conservative students from the Ivy League and fancy northeastern liberal arts colleges is not entirely new. The right has persistently leveled charges of elitism against the left for decades. Highly educated cosmopolitans seem to more tradition-minded conservatives to be America’s biggest critics—and least trustworthy leaders. In 1963 conservative activist William F. Buckley famously said, “I would rather be governed by the first two thousand people in the Boston telephone directory than by the two thousand people on the faculty of Harvard University.

The editorial in the current Dickinsonian (which I thought was a very good editorial) quotes a previous president as stating it in these words: “The grand design of education is to excite, rather than pretend to satisfy, an ardent thirst for information; and to enlarge the capacity of the mind, rather than to store it with knowledge, however useful.” My own inclination would be to state the goal in more operational terms: “to prepare students to serve, and be served by, the present society.” By this I mean that a college, operating through the program its faculty chooses to design, will influence its students to be a more constructive building force in society and to do this in a way that helps them find their own legitimate needs, psychic and material, better served, than if they had not participated in the college program.

Toward the end Buckley becomes both a trifle paranoid and contradictory. He is so worried that the collectivist policies recommended by the faculty will be widely embraced that they will end up bankrupting the wealthy alumni of the college, resulting in "the impoverishment of every imaginable financial supporter of Yale, except the government" (G 171). The last time I checked-fifty years after Buckley's screed, and when many of the abhorred "collectivist" policies had been embraced as a matter of routine economic policy by the American government-Yale was still financially well endowed.

Among colleges, the evangelical feminist position is the dominant position at Wheaton College, Azusa Pacific University, and several other Christian colleges. Among seminaries, evangelical feminism is the only position allowed at Fuller Seminary, and it is strongly represented on the faculty at Denver Seminary, Gordon-Conwell Seminary, Bethel Seminary, Asbury Seminary, and Regent College–Vancouver. Even among seminaries that are committed to a complementarian position, some have begun hiring women to teach Bible and theology classes to men, arguing that “we are not a church” (see discussion in chapter 11 above).2 But it seems to me that having a woman teach the Bible to men is doing just what Paul said not to do in 1 Timothy 2:12. And I don’t think such a position will remain stable for very long, but will lead to further movement in an egalitarian direction.

Arguably the nation’s greatest public university and its greatest college football program can both be found on the same campus in Ann Arbor, Michigan. Michigan students, lettermen, alumni, faculty, and fans take a great deal of pride in that unique combination—and they watch the source of their pride very closely. They believe it’s not just Michigan’s victories that matter—on and off the field—but the values behind them that are so important, values that place a premium on community, achievement, and integrity. When they feel those values are threatened, they rise to defend them.

Lincoln described the relation between the Declaration and the Constitution as the relationship between "an apple of gold" and "the picture," or frame, of silver. The Declaration is the golden apple, and the Constitution the silver frame around it that holds it in place and provides the structure. In the first we may find the purposes of the American republic. In the second we may find its method of operation.

Disappointingly, at precisely the point where church-related colleges and universities ought to display a countercultural communitarian impulse, they generally mirror the radically individualistic tendencies of the rest of American culture. Thus, they do not realize in any exceptional way the kind of peaceable polity described by St. Augustine: “a perfectly ordered and perfectly harmonious fellowship in the enjoyment of God, and of one another in God.”5 Irrespective of their rhetoric, Christian colleges and universities in practice seldom if ever resemble anything like the commonwealth of which St. Augustine speaks, wherein all are “united in fellowship by common agreement as to what is right and by a community of interest.”6 To the contrary, on these matters church-related colleges and universities all too easily reflect the character of the wider culture and thus fail to embody imaginative, faithful alternatives in which community simpliciter, and Christian intellectual community in particular, are in evidence. The familiar results include hyperspecialization that is not only content with but also prides itself on interdisciplinary irrelevance and inaccessibility; fragmentation of the curriculum; faculty disinclined toward conversation about common educative aims and curricular priorities; and students confirmed in their untutored, careerist, and consumerist impulses. In short, Christian educational institutions exhibit a failure to acknowledge and cherish our mutual interdependence, an aversion toward the hard work of finding common ground and arguing contested points, and resignation to lives and ideas torn asunder from the joys of serving a shared, mutually enriching good.

Although the terms teaching and learning are typically paired, those of us who teach know that students don't always learn. When I complained about this early in my teaching career, a colleagues chided me: "Saying 'I thaught the students something, they just didn't learn it' is akin to saying 'I sold them the car, they just didn't but it'".

As a 2015 report by one of the nonprofits connected to Art Pope explained, private academic centers within colleges and universities were ideal devices by which rich conservatives could replace the faculty’s views with their own.

Department of the Army Alternate Command Element (DACE), a plan whereby the branch’s leadership would be reconstituted by the faculty and staff at the Army War College in Carlisle, Pennsylvania, just outside Harrisburg. DACE, known on campus under its cover name, the Operations Group, and overseen by the school’s commandant, hosted a permanent staff of about twenty soldiers and officers in several on-campus buildings, though it didn’t have hardened facilities. The Air Force had a similar program set up at the Air University at Maxwell Air Force Base in Alabama. •  •  • As

Being accused of microaggression can be a harrowing experience. Manhattan Institute Fellow Heather Mac Donald relates in City Journal how an incident got out of hand at the University of California, Los Angeles, in 2013. Professor Emeritus Val Rust taught a dissertation preparation seminar in which arguments often erupted among students, such as over which victim ideologies deserved precedence. In one such discussion, white feminists were criticized for making "testimonial-style" claims of oppression to which Chicana feminists felt they were not entitled. In another, arguments over the political implications of word capitalization got out of hand. In a paper he returned to a student, Rust had changed the capitalization of "indigenous" to lowercase as called for in the Chicago Manual Style. The student felt this showed disrespect for her point of view. During the heated discussion that followed, Professor Rust leaned over and touched an agitated student's arm in a manner, Rust claims, that was meant to reassure and calm him down. It ignited a firestorm instead. The student, Kenjus Watston, jerked his arm away from Rust as if highly offended. Later, he and other "students of color", accompanied by reporters and photographers from UCLA's campus newspaper, made a surprise visit to Rust's classroom and confronted him with a "collective statement of Resistance by Graduate Students of Color". Then the college administration got involved. Dean Marcelo Suarez-Orozco sent out an e-mail citing "a series of troubling racial climate incidents" on campus, "most recently associated with [Rust's class]". Administrative justice was swift. Professor Rust was forced to teach the remainder of his class with three other professors, signaling that he was no longer trusted to teach "students of color". When Rust tried to smooth things over with another student who had criticized him for not apologizing to Watson, he reached out and touched him in a gesture of reconciliation. Again it backfired. That student filed criminal charges against Rust, who was suspended for the remainder of the academic year. As if to punctuate the students' victory and seal the professor's humiliation, UCLA appointed Watson as a "student researcher" to the committee investigating the incident. Watson turned the publicity from these events into a career, going on to codirect the Intergroup Dialogue Program at Occidental College in Los Angeles. As for the committee report, it recommended that UCLA create a new associate dean for equity and enhance the faculty's diversity training program. It was a total victory for the few students who had acted like bullies and the humiliating end of a career for a highly respected professor. It happened because the university could not appear to be unsympathetic to students who were, in the administration's worldview, merely following the university's official policies of diversity and multiculturalism.

A different kind of list entirely is Colleges That Change Lives, a short list bearing the names of only forty very small schools utterly focused on building the kind of living and learning communities in which undergraduates engage in rigorous work done in close contact with faculty and with one another, and emerge well prepared for the world of work, and to be an engaged citizen of the world.15 The list was originally compiled by Loren Pope, a former education editor at the New York Times who became one of the nation’s first experts on college admission with the publication in 1990 of his best-selling book Looking Beyond the Ivy League: Finding the College That’s Right for You,

Professors are typically in their own little worlds, doing their own thing and thinking that the laws do not apply to them.

Real estate and faculty are often the biggest requirements in creating a university. The government has plenty of land. And any advertisement for government teaching jobs gets phenomenal responses. After this, there are running costs. However, most parents are happy to pay reasonable amounts for their child's college. With coaching classes charging crazy amounts, parents are already spending so much, anyway. Indians send $7 billion (over 30,000 crore) as outward remittance for Indian students studying abroad. Part of that money would be diverted inwards if good colleges were available here. The government can actually make money if it runs universities and add a lot more value to the country than, say, by running the embarrassing Air India which flushes crores down the drain every day. Why can't Delhi University replicate itself, at four times the size, on the outskirts of Gurgaon? The existing professors will get more senior responsibilities, new teachers will get jobs and the area will develop. If we can have kilometre-long malls and statues that cost hundreds of crores, why not a university that will pay for itself? This is so obvious that the young generation will say: duh!? Indian Institute of Idiots, pages 120 and 121

Students who come to college with strong religious convictions will take an active part in one or more . . . undergraduate activities. The majority, however, will unconsciously look to see what the authorities judge to be important. If religion is relegated to the role of a not-too-important sideshow, if its part in our intellectual and emotional tradition is ignored, and if the members of the faculty act with indifference, whether deliberate or unconscious, toward those questions of ultimate import which no discipline can escape and on which religion has had much to say, then it is small wonder that a majority of students will go their way, troubled perhaps and a little uneasy in the absence of answers, upon the assumption that religion does not matter.

Teddy Roosevelt or Theodore Roosevelt Jr. captured my imagination. As a child he had debilitating asthma, which he overcame by leading an active outdoor lifestyle. As a young man he attended Harvard College, the undergraduate institution, which is served by the faculty of Arts and Sciences and wrote books relating to history. In 1882 he wrote The Naval War of 1812, establishing himself as a serious historian. He was the Assistant Secretary of the Navy under President William McKinley and later served with the Rough Riders, during the Spanish American War. In 1898 Roosevelt was elected Governor of New York, and then in 1900 he ran for the office of Vice President with William McKinley. Less than a year later, he became the youngest President, following the death of President McKinley on September 14, 1901 As President of the United States, he became the leader of the “Progressive Movement.” Among his accomplishments was the establishment many national monuments, forests and parks. He was responsible for the building of the Panama Canal and sent the U.S. Navy around the world establishing the United States as a world power, setting the stage for the United States to become the leading country of the free world. Unfortunately, this blog only scratches the surface of his accomplishments but you can see his influence in my award winning book “The Exciting Story of Cuba.” Theodore Roosevelt is ranked 4th of our 25 Presidents.

He could smell the earth and the trees around the shallow lake beneath the balcony. It was a cloudy night and very dark, just a hint of glow directly above, where the clouds were lit by the shining Plates of the Orbital’s distant daylight side. Waves lapped in the darkness, loud slappings against the hulls of unseen boats. Lights twinkled round the edges of the lake, where low college buildings were set among the trees. The party was a presence at his back, something unseen, surging like the sound and smell of thunder from the faculty building; music and laughter and the scents of perfumes and food and exotic, unidentifiable fumes.

After nearly three years at the College of Marin, a school from which most students moved on after two years, Robin was craving further instruction. Dunn had a next step in mind. Some summers earlier, Dunn had befriended John Houseman, the distinguished British-American actor and collaborator of Orson Welles, who was now in charge of the newly established Drama Division of the Juilliard School in New York. At Dunn’s recommendation, Robin performed an audition for Houseman and two colleagues from the Juilliard faculty, Michael Kahn and Elizabeth Smith, as they evaluated candidates in San Francisco in 1973. His father reluctantly gave him $50 so that he could take part in the tryout

A combination of consumer thinking, market fluidity, loss of professional status, technological innovation, and demographic shifts has led us to a point where the faculty will never again be a primarily full-time, primarily tenure-track institutional or cultural commitment.