The academic job market is famously difficult to navigate. Ironically, the decrease in job opportunities has prompted an increase in the number of materials required by each application—cover letters, CVs, recommendations, dissertation abstracts, research statements, teaching statements, diversity statements—all of which must be customized for each institution to which a candidate is applying. Yet, in spite of these challenges, there are still job openings each year and there are still success stories of people being hired for these positions. While no longer a guarantee, the only way to attain a full-time position in academia is to apply for one.
It is no secret that over the years, the number of PhD graduates and the number of available permanent academic jobs has been inversely disproportionate. Wendler et al.’s 2010 study revealed that a little under 50% of US PhD graduates found academic jobs, most of which are unlikely to be full-time positions, and majority of which go to graduates of more prestigious universities. Yet these numbers rise dramatically once one looks outside the hallowed walls of the North American university.
Classroom spaces and working environments speak volumes about how institutions conceive of teaching, learning and research, and whether they invest in collaboration. In many ways, institutions remain fixated on the front of the classroom, on the teacher as the “sage on the stage” rather than having faculty experts serve as “guides on the side,” “advanced organizers,” and “resources” for helping students foster their own learning. Individual offices silo faculty from one another, while graduate student and adjunct offices often offer fewer desks than bodies that use them. This long-held standard is changing somewhat, but slowly.
This session will be an extension of the discussions during the Let's Work Together: Collaboration and Pedagogy roundtables at the 2017 NeMLA Convention in Baltimore. The goals of this session are to further discourse about the ways in which collaboration can be fostered and implemented at the administrative and curricular level, as well as how individual contributors to the university culture—faculty and students of all levels—can incorporate and emphasize collaboration.
Call for Proposals: Journal of New Librarianship, "New Generation of Librarianship"
The Journal of New Librarianship ( http://www.newlibs.org/ ) seeks short columns (500 to 1000 words) that explore, examine, and discuss issues surrounding the New Generation of Librarianship.
We are soliciting participants for our National Humanities Conference 2017 working group, Using Media to Develop Humanities Narratives, meeting Saturday, November 4, 9:30-11.
Capstones are an established part of undergraduate curricula. Often a requirement in degree programs, these investigative and research-based projects stress relevance and practicality. They are, thus, often promoted as necessities; they demand critical thinking, clear analytic writing, methodological application, and for those projects collaborative in their structure, teamwork and negotiation. Capstones encourage inventive and imaginative thought, reinforcing activities we associate with what we might call the ideal “humanist” – philosophically and ethically engaged, socially aware, and community minded.
Alternative Careers for PhDs in the Humanities
Ohio State University
September 8-9, 2017
CALL FOR PAPERS: The graduate students in the Department of Comparative Studies at The Ohio State University welcome proposals around the topic of alternative careers for PhDs in the humanities.
Keynote Speaker: Romand Coles, Professor of Political Theory and Practice, Institute for Social Justice, Australian Catholic University. Professor Coles is a scholar-activist who works at the intersections of continental and critical philosophy, radical democratic theory, and various modes of political organizing and activism.
Papers addressing the difficulties of students for whom academia is foreign, considered in terms of the student’s alienation, psychological unpreparedness, underdeveloped perspective, etc. How can such students be incorporated into academia, and thereby into work (and life broadly) made accessible by education? Alternatively, should we seek such incorporation, or instead reimagine and change academia, and how? Institutions have implemented a variety of assimilation and retention strategies, some with better records than others. Some programs engage students individually, whereas others emphasize building communities; some strategies focus on key first-year courses, such as introductory writing.
In his seminal history The Program Era: Postwar Fiction and the Rise of Creative Writing, Mark McGurl argues that one aspect of the proliferation of graduate creative writing programs in the twentieth century, now the most significant literary patronage system in the U.S., was a pressure on the programs and their participants to “[rationalize] their presence in a scholarly environment by asserting their own disciplinary rigor.” Historically, this has manifested itself in a strong emphasis on “craft,” influenced heavily by the modernist movement and the theories of the New Critics.