Category Archives: Higher education

Dear students: please clearly name your assignment files

Just a tip for university students in this digital age: it’s always a good idea to name a file that you’re submitting as written work for a course with the following details:

  • your name;
  • the course number; and
  • the assignment name (or keyword).

For instance, instead of submitting an essay as a Word or PDF doc with the file name “Essay 1” try naming the file something like this: “McCutcheon-Essay1-ENGLXXX”.

There are two great reasons to clearly name your assignment files:

1. Doing so will endear you to your instructors — and improve your learning — because you will save them a significant bit of filing work, leaving more time for them to give you meaningful feedback. Put yourself in the instructor’s shoes: An instructor gets dozens, or, in some courses, even hundreds of written assignments from students. If they’re all files that are titled something like “Essay 1,” then the instructor has to open each one just to find out who submitted it. That time adds up, and it eats into the time they would rather spend giving you meaningful feedback, not doing filing and paperwork.

2. Doing so will also protect your claim to your own written work as your intellectual property. Sure, a file name can be easily changed. But no instructor would bother doing so — except maybe to indicate which student submitted it, what course it’s for, and what assignment it is. Putting your name, course number, and assignment keyword(s) in the file name establishes a virtual papertrail that identifies you as the author of a given piece of writing, and protects your investment and your interest, in case any assignments get lost in the inevitable shuffle. (Adding these details to file names also makes them much more easily searchable in computer drives and folders.)

I don’t know whether there are privacy policy implications of clearly naming files, but all universities have clear policies and rules for the secure storage, retention, and destruction of student records and information, which I believe should dispel the potential privacy concerns that might be raised in response to this suggestion. But on this, or on any other aspect of this “best practice” suggestion, I welcome your comments below.

New MA course on Canadian prairie poetry & drama at Athabasca U

Athabasca University’s MA in Integrated Studies program is pleased to offer a new group-study* course for the coming fall semester: Poetry and Drama of the Canadian Prairies (MAIS 752).
The course is open to enrollment by students not just in Athabasca U’s MA program, but also in other Canadian and international graduate programs that recognize and transfer AU course credits.  Interested grad students can e-mail AU’s MA program office at cis@athabascau.ca for more information or to enroll. (Enrollment deadline: Aug. 15.)

ForgetSK_26June2016

Highway 13 sign pointing to the town of Forget, Saskatchewan.

* “Group study”: Some of AU’s graduate programs use an online grouped study format. Students in these courses augment their studies with online group discussions and learning activities. Online grouped study courses are usually 13 weeks long and start in May, September or January. There are no extensions for these courses.

“The TPP will invalidate millions of dollars of tax-payer funded research in Canada”

Following the annual conference of the Association of Canadian College & University Teachers of English (ACCUTE) at Congress in Calgary, ACCUTE has posted to its English Matters blog a condensed version of my conference talk on the Trans-Pacific Partnership (#TPP):

“The TPP will invalidate millions of dollars of tax-payer funded research in Canada”: Implications of the TPP for Canadian literature and literary studies

The article identifies many major authors whose entry to the Canadian public domain the TPP will interfere with; and it highlights a few publishing and research projects that the TPP will kill, thus posing a waste of public funds and a cost to Canadians’ social literacy and access to knowledge.
The article ends with links and resources for how to “stop the TPP and the mess it would make of the Canadian public domain (not to mention the Internet).”
A full version has been sent to Canada’s Minister of International Trade, and submitted to the Government of Canada’s Public Consultations on the TPP.

Japan downgrades its universities to quasiversities: a symptom of the Humanities and Social Sciences under neoliberal attack

The Times Higher Education reports today on a drastic directive issued by the Japanese government, which instructs the country’s eighty-six national universities to close their Humanities and Social Sciences programs or “convert them to serve areas that better meet society’s needs.” The article reports that twenty-six universities have already agreed to comply, while the Universities of Tokyo and Kyoto have refused. One university president, Takamitsu Sawa of Shiga University, has publicly denounced the government order as “anti-intellectual.”

Which is precisely what the order is. The universities that comply with the decree should also be required to re-title themselves as quasiversities. The targeted disciplines include economics and even law.

Let’s not be misled by the Times article’s vague reference to financial pressures and low enrollments as reasons for such a short-sighted and regressive government decision. And more importantly, let’s not pretend such an order couldn’t be issued anywhere else. Britain more or less cut the Humanities and Social Sciences loose in the early 2010s, when it stopped all state investment in those areas, a harsh decision that has left those programs and departments to sink or swim by corporatizing and competing in the postsecondary market while the aggressively neoliberal British government has prioritized the “profitable” STEM disciplines: science, technology, engineering, math (Preston). (Of course, the postsecondary “market” is no market at all, but that social entity we used to call “the public.”)

Closer to home in Canada, the Harper government for years has been restructuring federal research grant councils to prioritize not just the STEM disciplines but more specifically their “applied” uses for business and industry (CAUT). Same goes for the ousted PC government of Alberta, which before it got sent packing had begun to take a strong intervening role in postsecondary education, with steep funding cuts, formalized “expectations,” emphasis on business-oriented applied research, pressures on institutions to collaborate if not merge in order to find “efficiencies” (McCutcheon). In addition, the PC government imposed a narrowly neoliberal kind of budgeting: “results-based budgeting,” which by projecting desired “results” in advance – by “picking winners” as one of my colleagues put it – curtails and compromises the inherently messy and unpredictable character of university research and teaching.

Neoliberal or “market-fundamentalist” policy and financial disciplinary measures like those constantly threaten the Humanities and Social Sciences with the proverbial death by a thousand cuts. More like the direct and brutal Japanese directive, in 2007 the New Brunswick government proposed to turn the University of New Brunswick’s Saint John campus into a polytechnical training college. That move – rumoured to be a means to better provide industry-specific job training for the province’s highly concentrated and interconnected oil, forestry, and Anglophone media businesses – was thwarted by public outcry and campus mobilization, with the support of the Canadian Association of University Teachers (CAUT).

As neoliberal governments around the world show themselves increasingly to serve not the voting public or the public interest but rather the financial elites and corporations that now manage so-called democracy to advance their own profiteering interests, these governments would evidently like nothing more to suppress and shut down the Humanities and Social Sciences programs and departments that inconvenience if not threaten business elites and neoliberal politicians with policy analysis, ideology critique, public-interest advocacy, and public mobilization, among other valuable forms and practices of counter-discourse. The Humanities and Social Sciences help to advance critique as one of the university’s core social missions; as Stuart Hall famously said, “the university is a critical institution or it is nothing” (qtd. in Giroux).

Which means that, as warily as we have to watch for drastic and overt policy moves like the Japanese government order, we also have to refute and reject the perennial claims that the Humanities and Social Sciences are in some kind of financial or existential crisis. We must understand that crisis is a manufactured crisis, a crisis constructed by the powerful interests whom these disciplines and practices inconvenience, threaten, and expose. Several globally renowned scholars, among many others, have made forceful arguments not just for the continuing relevance and utility of the Humanities and Social Sciences, but for their urgent and pivotal importance to democracy, civil society, and the public interest. Martha Nussbaum argues that these disciplines vitally advance democracy and engaged citizenship. Natalia Cecire identifies these disciplines as powerful influences on our everyday life – and calls BS on pundits and policymakers who keep trying to belittle and dismiss them. And Wendy Gay Pearson points out, without exaggeration, that these disciplines can even save lives:

looking at texts for what they reveal about what it is like to live in a particular world can be exceedingly relevant, indeed even a potentially lifesaving experience. This is especially the case with queer novels and films: they teach isolated and distraught young people that they are not alone. Particularly for those in rural areas or in intensely homophobic environments, reading a novel or seeing a film that shows that another world exists can and does save lives; it is no secret that gay teenagers are at significantly greater risk of suicide when they are most isolated from contact with other gay people and especially when they genuinely believe that there is no-one else like them. (16)

Relatedly, some psychology studies of reading have drawn media attention for giving the weight of scientific evidence to conclusions that those working in the Humanities had already known all along: that reading widely, reading difficult and diverse texts, and reading outside one’s zone of comfort and personal experience all expand the reader’s capacity for empathy and understanding (Chiaet). More empathy is evidently not what serves elite interests or the class divisions they keep widening.

But, as an unfortunate torrent of events just this year has already demonstrated, the pernicious persistence of systemic racism, sexism, bigotry, misogyny, homo- and transphobia, and gendered and sexual violence in all areas of contemporary social life vividly and tragically underscores the need for more – not less – teaching and learning in the Humanities and Social Sciences, areas that are not at all peripheral but vitally central to the pursuit and production of social justice, civil society, and an engaged and informed citizenry. To marginalize or destroy them is to destroy the very idea of the university, to leave it a crippled quasiversity – it is to leave the university, and by necessary extension the public interest it is historically mandated to serve, truly in ruins.

Works Cited

Chiaet, Julianne. “Novel finding: Reading literary fiction improves empathy.” Scientific American 4 Oct. 2013.

CAUT. “Federal Budget 2015. Canadian Association of University Teachers (CAUT). Ottawa. 21 Apr. 2015.

Cecire, Natalia. “Humanities Scholarship is incredibly relevant, and that makes people sad. Natalia Cecire’s Blog 4 Jan. 2014.

Giroux, Henry. “Public Intellectuals Against the Neoliberal University.” TruthOut 29 Oct. 2013.

McCutcheon, Mark A. “Threats to academic freedom (and the public interest) in Alberta.” Academicalism [blog] 15 Jan. 2014.

Nussbaum, Martha. Not For Profit: Why Democracy Needs the Humanities. Princeton UP, 2010. Excerpt rpt. at http://harvardmagazine.com/2010/07/open-book-education-for-the-soul

Pearson, Wendy Gay. “Queer Matters: A Response to Robert Fulford.: English Studies in Canada 32.4 (2006): 13-17.

Preston, Alex. “The war against Humanities at Britain’s universities.” The Guardian 29 Mar. 2015.

Sawa, Takamitsu. ”Humanities Under Attack.” Japan Times 23 Aug. 2015.

“Austerity U is fracked” (but here are two ideas for unfracking it)

FindlayTalk-AUE-4Mar15Yesterday at Athabasca U, the AU Faculty Association hosted a talk by Len Findlay, U of Saskatchewan Distinguished Professor of English and Chair of CAUT’s Academic Freedom & Tenure committee. Professor Findlay’s talk was titled “Academics on Empty? Academic Freedom, Collegial Governance, and the Failure of Academic Leadership in Canada.” (Here’s the presentation from his talk.) This was galvanizing subject matter for a university and a province where academic freedom and collegial governance have been in question and imperilled for some time (as I’ve blogged previously).

Findlay critiqued the ongoing corporatization of Canadian universities, in the contexts of an increasingly authoritarian federal government that prioritizes resource extraction above everything, and an increasingly neoliberal (i.e. market-fundamentalist) governance of universities that’s restructuring them according to a reductive theory of value, entailing “intellectual species loss and desertification,” endangering academic freedom, and hollowing out collegial governance.

Findlay talked at length about his home institution’s “TransformUS” program prioritization plan, and how it was so effectively opposed by the joint efforts of faculty and students that it was ultimately abandoned.
Findlay is one of Canadian academia’s most gifted orators, and his talk was as witty in its form as it was worrisome in its content.

He recalled responding to a senior administrator’s claim that raising tuition would attract “the best and the brightest” by countering that it would instead attract only “the best-off and the whitest.” He described the colonization of education by business as a shift from the liberal arts to the “neoliberal arts,” and said (a few times) that “Austerity U is fracked.”
While that phrase resonated in the room, the ceiling – I kid you not – started to drip, likely from melting snow on the roof above. A few audience membes scrambled to get buckets and contact the building superintendent, while the rest of us marveled at the perfect metaphor trickling down into the middle of the room.
Findlay, undeterred, forged ahead with his talk. Maybe the most helpful take-away was that he identified two specific things that faculty and staff can watch for at any university that indicate collegial governance and academic freedom at the institution in question are under attack:

  1. Does the university president chair the General Faculties Council?
  2. Does the General Faculties Council (and/or other governing bodies, from the Board to departments and programs) use a “consent agenda” for conducting meeting business?

About the ironically named “consent agenda” (a trivial procedure in Robert’s Rules that has been rapidly adopted and widely abused “to bury sins”), Findlay suggested replacing it with a “dissent agenda.” The consent agenda concept seemed new to him, and may be news to many readers, so it’s something to watch for – as are ways to object to it.

About the managerial disempowering of Faculties Councils, he advised that a university president who chairs a General Faculties Council should be challenged about occupying that chair; “the Faculties Council should facilitate the faculty’s work, not impose the president’s will.” He talked about how U Sask students and faculty (including the faculty union) had organized to successfully relieve their president of the GFC chair. Findlay argued that these two governance trends suggest that “autocratic dictation” (in the guise of “institutional autonomy”) is supplanting “collegial discourse” in university governance.

Which should sound an alarm to faculty and faculty associations across Canada to mobilize towards protecting collegial governance, academic freedom, and the very university itself, as a public institution advancing the public interest – or, in Findlay’s words, as “the last redoubt of critique in Harperland.” In closing, Findlay exhorted us to work against the grain of possessive individualism (and the caricature it creates of the academic as self-interested careerist), and instead embrace advocacy and coalition-building as a vital part of the academic job description. (To which end, this post, along with all the live-tweeting, is one modest contribution.)

And, just for good measure, he also wondered aloud why tuition in Canada isn’t free. “Canada is a rich country, but not a generous one. We’re not generous to our young people, our Indigenous people.” Since Athabasca U’s particular mission is to remove barriers to university education – and tuition costs are the single most cited barrier – then free tuition is a public-interest ideal to strive for (especially in the wake of the abolition of tuition fees in places like Germany). But if that dream isn’t likely to become an imminent reality, neither can we justify raising tuition – as the government would now like to allow Alberta’s universities to do – without grievously jeopardizing Athabasca U’s mission and reputation. “For this university to become elitist by stealth,” warned Findlay, “would be a national disgrace.” I couldn’t agree more.

Lastly, in response to a Twitter query, I’ve put together, with Findlay’s help, a list of the research sources for his talk (along with some further recommended readings).

Works Cited in Len Findlay’s “Academics on Empty? Academic Freedom, Collegial Governance, and the Failure of Academic Leadership in Canada”

Collini, Stefan. What Are Universities For? London: Penguin, 2012. [Review in THE.]

Findlay, Len, ed. Rethinking the Humanities. Spec. issue of English Studies in Canada 38.1 (2012).

— and Paul M. Bidwell, eds. Pursuing Academic Freedom: “Free and Fearless”? Saskatoon: Purich P, 2001. [review in Canadian Literature]

Ginsberg, Benjamin. The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters. New York: Oxford UP, 2011. [Review in THS]

Kamboureli, Smaro and Daniel Coleman, eds. Retooling the
Humanities: The Culture of Research in Canadian Universities
.

Edmonton: U of Alberta P, 2011.

MacKinnon, Peter. University Leadership and Public Policy in the Twenty-First Century: A President’s Perspective. Toronto: U of Toronto P, 2014.

Open For Business: On What Terms? CAUT. Ottawa. 2013.

Saskatchewan Federation of Labour v. Saskatchewan, 2015 SCC 4

Tuchman, Gaye. Wannabe U: Inside the Corporate University. Chicago: U of Chicago P, 2011.

Further Reading

Barkawi, Tarak. “The neoliberal assault on academia.” Al Jazeera 25 Apr. 2013.

Canavan, Gerry. “Universities, Mismanagement, and Permanent Crisis.” 25 Feb. 2015.

Coetzee, J.M. “Universities head for extinction” [foreword to John Higgins’ Academic Freedom in a Democratic South Africa]. Mail & Guardian 1 Nov. 2013.

Findlay, Len. Rev. of Cary Nelson’s No University is an Island: Saving Academic Freedom. CAUT Bulletin, ca. 2010.

—. Rev. of Robert C. Post’s Democracy, Expertise & Academic Freedom: A First Amendment jurisprudence for the modern state. CAUT Bulletin, ca. 2012.

Fisher, Mark. Capitalist Realism: Is There No Alternative? Winchester: 0 Books. [Preview a dubious proof copy of unknown provenance here.]

Giroux, Henry A. “Public Intellectuals Against the Neoliberal University.” Truthout 29 Oct. 2013.

Hanke, Bob and Alison Hearn, eds. Out of the Ruins, the University to Come. Spec. issue of TOPIA: Canadian Journal of Cultural Studies 28 (2012).

MacDonald, Dougal and Natalie Sharpe. “Chapter 3: Online Teaching and the Deskilling of Academic Labour in Canada.” Equality for Contingent Faculty: Overcoming the Two-Tier System. Ed. Keith Hoeller. Vanderbilt UP, 2014. 65-74.

Marcus, Jon. “New analysis shows problematic boom in higher ed administrators.” Huffington Post 2 Jun. 2014.

Readings, Bill. The University in Ruins. Cambridge: Harvard UP, 1996.

“Report of the CAUT Ad Hoc Advisory Committee on Governance.” CAUT. 12 Nov. 2009.

Rooke, Constance. “The Engagement of Self and Other: Liberal education and its contributions to the public good.” The Idea of Engagement: Universities in Society. Ed. S. Bjarnason and P. Coldstream. London, The Policy Research Unit, The Association of Commonwealth Universities, 2003. 228-250.

Rumble, Greville. “Social justice, economics and distance education.” Open Learning 22.2 (2007): 167-76.

Turk, James, ed. Academic Freedom in Conflict: The Struggle Over Free Speech Rights in the University. Toronto: Lorimer, 2014.

Warner, Marina. “Learning My Lesson: Marina Warner on the Disfiguring of Higher Education.” London Review of Books 37.6 (19 March 2015).

Parkland Institute holds annual gala dinner on Feb. 19

The Parkland Institute does non-partisan, political economic research on Alberta policy and society. Each year it holds a gala dinner to raise funds for its vital work; this year, the Parkland gala will take place on Feb. 19 at the U of Alberta Faculty Club, and will feature entertainment by singer-songwriter Terry Morrison.
If you have means and interest in supporting critical research on issues of vital importance to Alberta and Canada, please consider attending this event.

Morrison’s moving essay in Hook & Eye reflects on December 6, 1989

Social media scholar Aimée Morrison (@digiwonk) reflects on the terror and traumatic fallout of the events of December 6, 1989:

“In December 1989, I learned that even in Canada, you could get killed. For being a smart woman. For being a smart woman at school, studying science.”

Read the rest: “Can’t remember, can’t forget: what happened in 1989.”