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with some thoughts: we need to have a national conversation about the future of academic careers. The evidence of the disparate impact of the pandemic on women and childcare providers is now evident, but the solutions--short-term and long-term--are less clear.
with some thoughts: we need to have a national conversation about the future of academic careers. The evidence of the disparate impact of the pandemic on women and childcare providers is now evident, but the solutions--short-term and long-term--are less clear.
Here are some things I've been thinking about (speaking for myself, not my institution). I'm grateful to the colleagues with whom I've discussed these issues. No one institution is going to solve them, which is why a broader conversation is necessary. 7 issues with 7 questions:
1) Tenure clocks--Many institutions have extended tenure clocks for jr fac. It's a sensible step, but we should not lose sight of the inequities it may ultimately produce. Delayed tenure is, for many, also a delayed raise. How do we think about our tenure processes going forward?
2) Leaves and sabbaticals--Many faculty have seen their planned leaves and sabbaticals slip away. Semesters that were to be spent researching and writing, have, instead, had to spend their time caring for their families. How do we compensate faculty for squandered leaves?
3) Research disruptions--More generally, many faculty, especially those who rely on fieldwork and archives, have seen their research screech to a halt. How do we best help faculty get their research agendas back on track?
4) Faculty searches--The announcement of any open faculty position these days is a cause for celebration. Institutions with searches report astounding numbers of applications. Faced with intense budget pressures, how do inst continue to infuse new faculty into their departments?
5) PhD programs--The crisis in the acad job market raises critical questions about the role of academically-oriented PhD programs. Some inst have substantially curtailed admissions for the coming year. What are the ethical and practical responsibilities of doctoral education?
6) Non-tenure line and adjunct faculty--The modern US acad has become more and more reliant on non-TL and adjunct faculty, yet the recognition of the import of these faculty to our institutions lags behind. How can inst meaningfully demonstrate their commitments to these faculty?
7) Academic calendars--The pandemic has laid bare the challenges of the common semester calendar. Summer is not always going to be the best time for faculty to be productive. Can we innovate around the academic calendar to provide flexibility to the faculty who most need it?
In short, I am deeply worried about the crisis unfolding before us. The effect of all of the above will be to leave certain groups in the academy behind even as others are able to continue to move ahead, but an even less inclusive academy will be an impoverished academy.
