Paper abstracts are invited for a seminar entitled "Vox Clamantis: Silencing, Censorship, and the Role of the Intellectual", at the 49th Annual NeMLAConvention, April 12-18, 2018 (Pittsburgh, PA).
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The Contingent Labor in the Profession Committee is now accepting submissions for the Contingent Blog. At a minimum, we are seeking two bloggers per week for approximately 10 weeks, beginning the week of September 25. Proposals will be accepted from any area relating to contingency, history and campus culture. Potential topics could include, but are not limited to:
ACCUMULATION TECHNOLOGIES: DATABASES AND 'OTHER' ARCHIVES is an international symposium focused on archival practices. It is conducted within the framework of the Research Project Global Art Archive (GAA), and organized by Art Globalization Interculturality (AGI) and the Faculty of Geography and History of the University of Barcelona.
In the past few years archive has generated a great interest within art theories and practices, as well as in other fields of culture, such as the scientific or the academic ones. The expansion of this discussion has finally given voice to agents as data technicians and archivists, whom surely have a lot to say around the archive.
Professors have been advised to “publish or perish” for nearly 100 years. First coined in 1927, this phrase warns professors that in order to maintain their jobs, they must publish their work. Publishing has always been central to academia, as it is the primary vehicle through which scholars share their research with a larger audience. Yet, in recent years, academia has changed so that publishing is not reserved for those who are already professors. Instead, publishing has become a requirement for any one who is applying to become a professor, with PhD students being encouraged to publish their research before they have finished their degrees.
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.