Category Archives: (#Alt-)Academia

New Horizons

I am incredibly excited to announce that I will soon be joining the Graduate Center at CUNY as Deputy Director of the Futures Initiative and HASTAC@CUNY. The initiative, directed by Cathy Davidson, aims to develop innovative models for graduate education that will stimulate institutional change while also empowering the current generation of graduate students—which is to say, the next generation of professors, leaders, and agents of change.

The opportunity to help shape this initiative is exciting and a little daunting. The Graduate Center will be an amazing place to think through questions of the future of higher education not only because of the extraordinary work being done there, but also because, as a huge public university in a distributed urban setting, it offers a particularly interesting vantage point on systemic issues such as public support for and access to higher education. It also presents an opportunity to investigate critical questions related to labor practices given that, as is true nationwide, contingent faculty members shoulder an ever-greater proportion of undergraduate teaching duties. Finding a sustainable and equitable way forward is essential to a strong future for higher education. I look forward to thinking through the ways in which all of these questions intersect.

This good news carries with it mixed emotions, since I will miss working with my colleagues at the MLA, from whom I have learned so much. I have deeply valued my time working there. MLA Commons has made great strides since its launch, thanks to member feedback, our outstanding technical team, and the strong leadership of Kathleen Fitzpatrick and Rosemary Feal. The decision to take this new opportunity has been a difficult one. I look forward to future opportunities to collaborate with the MLA in their tireless efforts to support the work of humanities scholars and the overall health of the discipline.

The Futures Initiative is in its early stages, so I’ll be doing a great deal of listening and learning as I get started. Watch this space to see the ideas and questions I’m thinking through in this new role, and join the open Futures Initiative group on HASTAC to take part in the conversation!

New #Alt-Academy section on graduate training

Since its launch in 2011, #Alt-Academy has provided a space for scholars working in and around the academy to explore and describe the relationship of our work to the broader ecosystem of higher education. Now, under the leadership of co-editors Melissa Dalgleish and Daniel Powell, #Alt-Academy will begin a more focused exploration of the role of graduate education in a changing scholarly environment. In their words, the new section, Graduate Training in the 21st Century, “focuses on the challenges, the potential, and the pragmatics of the graduate school years that precede the move into one of many academies.” Read more about the project and consider submitting an essay for the first cluster, Beyond the Proto-Monograph: New Models for the Dissertation.

Announcing a New Phase for #Alt-Academy

I’m incredibly pleased to announce that I’ve begun work as coordinating editor of #Alt-Academy, where I’ll be building on the work of Bethany Nowviskie and the 32 authors who contributed to the site’s inaugural collection of essays. Nowviskie launched the first iteration of the site in 2011, when the term “alt-ac” was just gaining traction as a useful shorthand to describe the kinds of intellectually satisfying careers that many humanities scholars pursue in and around academic institutions.

The conversation has evolved a great deal since then. There’s new data available about the kinds of work people are doing and the career preparation they’ve had; scholarly societies like the AHA and the MLA are investing resources in additional data collection and programmatic recommendations, not to mention hosting discussions at their annual conferences; and the term itself has become both more commonly used and more hotly contested.

All of these things are signs of a maturing discussion. When the term “alt-ac” was coined, it appealed to many because our collective vocabulary lacked a term for the kinds of work it suggested—work that built on their scholarly training and perhaps contributed to the larger academic system without being a teaching- or research-focused job in a university. The label itself is not particularly important. What matters is the discussion about the careers humanities scholars pursue, and the ways that discussion can inform the structure of graduate programs so that they better support students across a broader range of employment outcomes.

With the conversation evolving, it’s only fitting that #Alt-Academy should undergo some changes as well. In addition to the change in editorship, we’re making the first volume of essays available for download as an e-book. We’ll also be publishing new content more regularly, beginning with a new cluster of essays edited by Brian Croxall, called Looking for Signposts. Watch for this cluster—and others—to grow in the year ahead as we continue to publish new material. And if you want to get involved as an author or cluster editor, we’re always looking for fresh ideas! Here’s how to contribute.

Thanks to everyone who has helped to make this site what it is. I look forward to exploring where the conversation goes from here.

On graduate education reform and program size

At this year’s MLA convention, I had the privilege of participating in a number of sessions related to graduate education reform and career paths for humanities scholars. Now that the flurry of convention activity has passed, I’d like to expand on the brief remarks that I made at one such panel, “Who Benefits? Competing Agendas and Ethics in Graduate Education” (#s471).

While graduate program enrollment rates were not the primary focus of the panel, the subsequent conversation about the session has largely circled around the question of whether graduate programs should shrink in order to improve the career prospects of PhDs. As I noted in my remarks, I agree that admitting fewer PhD students to existing programs may improve the support and funding provided to graduate students. However, it isn’t clear that reducing program size will by itself significantly improve tenure-track placement rates. I came to hold these views while working for the the Scholarly Communication Institute, where I conducted a broad-based survey of humanities scholars who self-identified as working in “alternative academic” careers.

As I mentioned in the session, graduate programs have a responsibility to be much more transparent about career outcomes prior to admitting new students and throughout their students’ course of study. Too many students are still completely blindsided by the realities of the academic job market—which remains the primary goal for many as they enter their graduate studies. On this blog and elsewhere 1 I have advocated reimagining graduate programs so that students have a clearer understanding of likely employment outcomes and are better prepared for the full range of career possibilities that they might pursue. In fact, these kinds of innovative programs were the central focus of another panel that I organized for the 2014 convention, “Praxis Network: Rethinking Humanities Education, Together and in Public” (#s599, which Esther Rawson has documented in this Storify).

Among the many reasons I think we must do more than simply reduce program size if we hope to improve the employment prospects for graduates are the following:

  1. Staffing decisions are not tied to the number of graduating PhDs. The cost-cutting measure of using more and more contingent faculty members can and does operate independently of the number of PhDs on the market. Contingent faculty members frequently hold MAs, so having fewer PhDs available will not significantly change the available labor pool. (According to the 2012 report of the Coalition on the Academic Workforce, 40.2% of contingent faculty members hold the MA as their highest degree, while 30.4% hold the PhD.)
  2. Other kinds of career paths are satisfying options for many PhD holders, and encouraging humanities scholars to engage more deeply in other sectors—in and around the academy, as well as in not-for-profits, government, and businesses—can be healthy for our society. I also think that more varied employment and engagement can create a positive feedback loop back into the academy, increasing the importance of publicly relevant research, writing, and teaching. Therefore, trying to reach a one-to-one equilibrium between graduates and tenure-track jobs may be not only counterproductive, but also undesirable.

We need graduate education reform, not a preservation of the status quo, as I hope I make clear throughout my work on the topic. But the reform must go beyond simply reducing program size, which on its own may not significantly improve employment prospects or reduce the reliance on contingent labor. Rethinking curricula with an eye toward collaboration and public engagement, tracking and celebrating the varied career outcomes of graduates, advocating for fair working conditions for all faculty members, and exploring ways to better support graduate students both during and after their studies are key elements in moving toward systemic improvements.

1. See for instance the full report and data from the survey I referenced in my talk; another talk I have given on the same subject; and write-ups of my work in The New York Times, Inside Higher Ed, and The Chronicle (1, 2).

Winding down; gearing up

I’m on the cusp of transition: My 18-month term at SCI and the Scholars’ Lab ends today, and in a couple weeks I’ll begin my new role with the Modern Language Association as managing editor for MLA Commons (with a vacation in between, happily!).

Transitions are always a good time for reflection, and there are a few reasons why this one is particularly important for me. Taking the position with SCI was a bit of a risk, albeit a calculated one: I left a full-time job with excellent benefits (and no end date) in favor of a short-term position where I’d be the only person working remotely. Of course, the Scholars’ Lab and SCI are good horses to bet on; I had long admired their work and the people involved, and suspected that in addition to being an outstanding opportunity to work on complex problems and innovative solutions in the world of humanities higher education, the role would also help me to grow a great deal and eventually transition into a long-term career path that would excite me.

Really, though, I had no idea how much I would learn, how much the role would push me, and how impassioned I would become about the questions that we worked on. I’ve posted before about some of the skills I’ve developed during my stint here, from basic tech skills (UNIX, GitHub, HTML, CSS, a little JavaScript and Ruby—this is a lot, considering that even working with a remote server was new to me), to survey development and data analysis, to learning how to talk to the press and engage with the public in more meaningful ways. I always cared deeply about the challenges that graduate students face when thinking about their future, but this position has helped me to develop a much more nuanced understanding of the issues, challenges, and opportunities in the current higher education climate.

It’s bittersweet to say goodbye to my time at the Scholars’ Lab. Aside from the rewarding professional nature of the job, it has also been a ton of fun. I’ll miss my colleagues, even if I saw them mostly in IRC and Skype. I’ll also miss the grad students; it was a delight to see their brilliant work and careful thinking develop through the course of their time in the Praxis Program. And I’ll miss the silliness, too. [ADDENDUM: More heartwarming silliness!]

And yet, I am so incredibly excited to be stepping into my new role at the MLA. I’ll again be working with people I admire and respect, this time on a new platform within a longstanding organization—at a crossroads of experimentation and stability. I’m looking forward to working on the next stages of MLA Commons, and am particularly enthusiastic about the move toward interdisciplinary collaboration that will come of the development of a new Humanities Commons. I’m also looking forward to finding new ways to keep working on graduate education reform, particularly with an eye toward broader career paths for humanities scholars.

So watch for more here as I dive into new waters!

Now available: Report and data from SCI’s survey on career prep and graduate education

[Cross-posted at the Scholars’ Lab website]

I am delighted to announce the release of a report, executive summary, data, and slides from the Scholarly Communication Institute’s recent study investigating perceptions of career preparation provided by humanities graduate programs. The study focused on people with advanced degrees in the humanities who have pursued alternative academic careers. Everything is CC-BY, so please read, remix, and share. I’d especially welcome additional analysis on the datasets.

All of the materials are openly accessible through the University of Virginia’s institutional repository:

(Note that the files available for download are listed in the top left-hand corner of each Libra listing.)

Having worked on this for over a year, I’m more convinced than ever about the importance of incorporating public engagement and collaboration into humanities doctoral education—not only to help equip emerging scholars for a variety of career outcomes, but also to maintain a healthy, vibrant, and rigorous field. It has been fascinating to connect with scholars working in such a diverse range of stimulating careers, and to see some of the patterns in their experiences.

Many, many thanks to everyone who has contributed time and energy to this project—from completing the survey, to reading (or listening to) the preliminary reports, to providing feedback and critique.

Summer of travel, DH edition

[Cross-posted at the Scholars’ Lab]

This spring and summer has been the busiest travel season I have ever had. While I won’t deny that I’m happy to be rounding the corner on my last two trips this summer, I’ve learned a tremendous amount as I’ve bounced from city to city, and feel lucky to have had so many outstanding opportunities.
Continue Reading Summer of travel, DH edition

Humanities Unbound: Careers & Scholarship Beyond the Tenure Track

[Cross-posted at the Scholars’ Lab site.]

I’ve had the privilege of talking about graduate education reform and career preparation for humanities scholars at several universities this spring, including Stanford, NYU, and the University of Delaware. I’ve adapted the following from those presentations. The full dataset from the study that I discuss will be available later this summer, along with a more formal report. A PDF of this post is available here.

Already familiar with the background of this project? Jump straight to the survey results.

HumanitiesUnbound_APR13.001 Image source

Graduate students in the humanities thinking about their future careers face a fundamental incongruity: though humanities scholars thrive in a wide range of positions, many graduate programs operate as though every PhD student will become a tenured professor. While the disconnect between the number of tenure-track jobs available and the single-minded focus with which graduate programs prepare students for that specific career is not at all new, the problem is becoming ever more urgent due to the increasing casualization of academic labor, as well as the high levels of debt that many students bear once they complete their degrees.

Continue Reading Humanities Unbound: Careers & Scholarship Beyond the Tenure Track

Announcing the Praxis Network!

I am thrilled to announce the launch of the Praxis Network, a new partnership of graduate and undergraduate programs that emphasize innovative models of methodological training and collaborative research. I see the Praxis Network as a counterpart to the survey work that I’ve been doing—an illustration of a few of the kinds of programs that are making effective interventions in the traditional models of humanities pedagogy and research and preparing their students for a wider range of careers. The goals of each unique program are student-focused, digitally-inflected, interdisciplinary, and frequently oriented around collaborative projects.

Read all about it on the Scholars’ Lab site.