I'm thinking of drawing up a mission statement for our program. I hate the term, but I've increasingly felt like even with the new blood in our program we're wandering far afield from what we should be doing. Some of our faculty have not yet come to grips with the idea that we are not a research 1 institution, and we do not necessarily need or want to remake ourselves in that image. We do want to raise our program's profile, and we do want to raise and maintain high expectations for our students. At the same time, our efforts so far to remake our program have yielded more upper division topics courses at the expense of language courses. As a lit person, that seems fine. Except, I was really swayed by the article that was posted recently about the future of Spanish programs. I think it's true that most students (at least my students) are in it for the language, and would benefit from language instruction that is better integrated into the program. I think that's an area where faculty where some of our newer faculty (especially native speakers, believe it or not) do not perceive the need. We're very much into the idea of remaking the program into something that WE want, but haven't thought so much about what students want, expect, or need.
Any thoughts? What would you include in a mission statement?
Tuesday, March 31, 2009
Friday, March 27, 2009
Periodicals Directory
Have any of you used or heard of Ulrich's International Periodicals Directory? I was browsing it last night and it seems very useful for finding peer-reviewed journals. Our library has a subscription.
Monday, March 23, 2009
Scholarly Summit Held in Pasadena
Peninsularistas readers should know that there was a high-level meeting of rising young academic stars at Lucky Baldwin's pub in Old Town Pasadena last weekend. Important topics were discussed and crucial issues were resolved. The proceedings will be available soon.
Thursday, March 19, 2009
Revising
I'm in the revising stage of a paper that's already been accepted for publication, and I just ... can't ... bring myself to want to settle in a do it. This sound familiar to anyone else?
Tuesday, March 17, 2009
Favorite trozo?
Anyone have a favorites snippet of Spanish verse? This is by no means my favorite, but for me one of the more evocative phrases comes from Polifemo: "pisando la dudosa luz del día." Don't ask me why.
Monday, March 16, 2009
Tuesday, March 10, 2009
Spanish for Professions, et al.
Given the thread on the last post, I thought I would bring up the following. I had a conversation with a colleague who teaches at a couple of community colleges. She said that the structure seems very flexible: when there is more demand for classes, they simply hire more people and open more sections. That way they take advantage of all the people who want to go back to school during an economic downturn. Of course this assumes a pool of part-time lecturers. I know the way my university system functions that would not be possible. Is such flexibility desireable? Are there downsides?
Friday, March 6, 2009
Hispanic Studies Becoming Obsolete?
Since we seem to have a general theme going, I thought I'd ask if any of you saw this in the Chronicle? You have to be a subscriber to read it, but I've linked a listserv that has the full article.
Social Change again
I would argue that the swing to a "social change" agenda, whatever that might be, is not merely a result of '60's radicalism and Foucault, but is essentially a response to the changing role of education in the United States. Bear with me for a moment...: if the old Ivy League model of liberal education (which I only cite to identify an American version of Humanism) essentially prepared upper-class kids to be upper-class leaders in a classed society (all big assumptions, but accurate, I think, if overly-simplified), it necessarily had to fall apart when middle-class and working-class kids flooded the universities. In this sense, the "social change" model is simply a response of good teachers to higher education's imperative to prepare the next generation of leaders. Has college really become the new high school, as I've heard at least one Harvard-educated PhD argue with a disdainful "the barbarians are at the gate" tone? I don't know, but I think the article Dave posted below hits the mark when it talks about the demand for a 'practical,' usable kind of morality. What Hitler has in common with Mao and Gandhi is that all present stuff (texts?) to be studied, as do Teresa de Ávila, Francisco Franco and Juan Goytisolo. The Humanist's job is to critique, not just read, these texts, be they ancient or contemporary. I think moral critique is essentially what we do. It was definitely what Erasmus and company were doing.
Thursday, March 5, 2009
Literature as Social Change
Who decided that teaching the classics is thought to be conservative and that teaching "moral values" is liberal? Can we teach the canon and still "promote social change?" Is this literature's "mission?" I'm horrified by this notion, but agree in principle with the new pragmatism spelled out in the MLA white paper and other places, particularly the hope that critical reasoning, close reading, and attention to language can transfer to criticism and analysis of other things.
Read on:
From the Chronicle of Higher Ed
Social Change Tops Classic Books in Professors' Teaching Priorities
[ mailto:robin.wilson@chronicle.com ]By ROBIN WILSON
A new national survey of faculty members shows that the proportion of professors who believe it is very important to teach undergraduates to become "agents of social change" is substantially larger than the proportion who believe it is important to teach students the classic works of Western civilization.
According to the survey, 57.8 percent of professors believe it is important to encourage undergraduates to become agents of social change, whereas only 34.7 percent said teaching them the classics is very important. Observers say the difference results from influences as diverse as conservative criticisms of curriculum and Barack Obama's call for social activism during his presidential campaign.
The survey found that, on the issue of classics and change, professors' opinions also vary by rank. Full professors are more likely than assistant professors to say teaching the classics is important, and assistant professors are more likely than full professors to say encouraging undergraduates to become socially involved is important.
A report on the survey, "The American College Teacher," was released Thursday by the University of California at Los Angeles's Higher Education Research Institute. The institute questioned 22,562 professors across many disciplines at 372 colleges and universities in the 2007-8 academic year about their goals for classroom instruction, and asked them how they spent their time and how satisfied they were with their jobs. The institute completes the survey every three years ([ http://chronicle.com/weekly/v52/i04/04a02501.htm ]The Chronicle, September 16, 2005).
Sylvia Hurtado, a professor of education at UCLA who directs the research institute, said the gap between those who value teaching Western civilization and those who value teaching students to be social activists reflects a shift in emphasis from the abstract to the practical. "The notion of a liberal education as a set of essential intellectual skills is in transition," she says. "It's also about social and personal responsibility, thinking about one's role in society, and creating change."
Cary Nelson, president of the American Association of University Professors, says he believes faculty members should teach the classics. "I teach American literature all the time, that's what I do," says Mr. Nelson, who is a professor of English at the University of Illinois at Urbana-Champaign.
But he says that to many professors, teaching the classics has become part of a "conservative agenda" that they don't want to be part of. Conservative critics of academe, he says, "have poisoned the well for these subjects because they've gotten politicized and become symbols of a reaction against the progressive academy."
But Peter W. Wood, president of the National Association of Scholars, attributes the gap between Western civilization and social change in part to the influence of Barack Obama's campaign. He suspects that many professors have long believed that teaching students to be agents of change is more important than teaching them to value the classics. Few, however, have openly acknowledged that, he says. "There used to be something a bit shameful for a faculty member to take such an anti-intellectual position," he says.
But the 2008 presidential campaign, he says, changed that, giving "a sense of legitimacy to the idea that political action could and should trump traditional forms of intellectual inquiry."
The survey found other evidence that professors are increasingly interested in helping students develop morals and in helping them get a well-rounded education and form a commitment to their communities. In particular, 72.8 percent of professors think it is important to instill in students an appreciation for the liberal arts—nearly 15 percentage points more than said so three years ago. About 56 percent say it is important to instill an appreciation for community service—a nearly 20 percentage-point increase—and 71.8 percent say it is important to enhance students' "self understanding." About 70 percent say it is important to help students develop "moral character," 13 percentage points more than said so three years earlier.
The report says the shift may reflect the fact that faculty members are more aware of their role in helping students with "psychosocial" development in the wake of the murders at Virginia Tech and on other campuses.
"Faculty are just more attuned to looking at the whole student than they might have been before these incidents on campus," says Linda DeAngelo, assistant director for research at the Cooperative Institutional Research Program, which is part of the institute and which administered the survey.
The survey of professors also found that:
Female professors are more likely than male professors to say they spend 13 or more hours a week preparing for class, while men are more likely than women to say they spend 13 or more hours a week doing research and scholarly writing.
Younger professors are more supportive than full professors of offering remedial education for college students, and women are more supportive of it than are men.
Male professors are more likely than female professors to include students in their research projects.
Only one-third of all professors believe they have a healthy balance between their personal and professional lives.
A summary of the report is available on the institute’s [ http://www.gseis.ucla.edu/heri/index.php ]Web site.
Read on:
From the Chronicle of Higher Ed
Social Change Tops Classic Books in Professors' Teaching Priorities
[ mailto:robin.wilson@chronicle.com ]By ROBIN WILSON
A new national survey of faculty members shows that the proportion of professors who believe it is very important to teach undergraduates to become "agents of social change" is substantially larger than the proportion who believe it is important to teach students the classic works of Western civilization.
According to the survey, 57.8 percent of professors believe it is important to encourage undergraduates to become agents of social change, whereas only 34.7 percent said teaching them the classics is very important. Observers say the difference results from influences as diverse as conservative criticisms of curriculum and Barack Obama's call for social activism during his presidential campaign.
The survey found that, on the issue of classics and change, professors' opinions also vary by rank. Full professors are more likely than assistant professors to say teaching the classics is important, and assistant professors are more likely than full professors to say encouraging undergraduates to become socially involved is important.
A report on the survey, "The American College Teacher," was released Thursday by the University of California at Los Angeles's Higher Education Research Institute. The institute questioned 22,562 professors across many disciplines at 372 colleges and universities in the 2007-8 academic year about their goals for classroom instruction, and asked them how they spent their time and how satisfied they were with their jobs. The institute completes the survey every three years ([ http://chronicle.com/weekly/v52/i04/04a02501.htm ]The Chronicle, September 16, 2005).
Sylvia Hurtado, a professor of education at UCLA who directs the research institute, said the gap between those who value teaching Western civilization and those who value teaching students to be social activists reflects a shift in emphasis from the abstract to the practical. "The notion of a liberal education as a set of essential intellectual skills is in transition," she says. "It's also about social and personal responsibility, thinking about one's role in society, and creating change."
Cary Nelson, president of the American Association of University Professors, says he believes faculty members should teach the classics. "I teach American literature all the time, that's what I do," says Mr. Nelson, who is a professor of English at the University of Illinois at Urbana-Champaign.
But he says that to many professors, teaching the classics has become part of a "conservative agenda" that they don't want to be part of. Conservative critics of academe, he says, "have poisoned the well for these subjects because they've gotten politicized and become symbols of a reaction against the progressive academy."
But Peter W. Wood, president of the National Association of Scholars, attributes the gap between Western civilization and social change in part to the influence of Barack Obama's campaign. He suspects that many professors have long believed that teaching students to be agents of change is more important than teaching them to value the classics. Few, however, have openly acknowledged that, he says. "There used to be something a bit shameful for a faculty member to take such an anti-intellectual position," he says.
But the 2008 presidential campaign, he says, changed that, giving "a sense of legitimacy to the idea that political action could and should trump traditional forms of intellectual inquiry."
The survey found other evidence that professors are increasingly interested in helping students develop morals and in helping them get a well-rounded education and form a commitment to their communities. In particular, 72.8 percent of professors think it is important to instill in students an appreciation for the liberal arts—nearly 15 percentage points more than said so three years ago. About 56 percent say it is important to instill an appreciation for community service—a nearly 20 percentage-point increase—and 71.8 percent say it is important to enhance students' "self understanding." About 70 percent say it is important to help students develop "moral character," 13 percentage points more than said so three years earlier.
The report says the shift may reflect the fact that faculty members are more aware of their role in helping students with "psychosocial" development in the wake of the murders at Virginia Tech and on other campuses.
"Faculty are just more attuned to looking at the whole student than they might have been before these incidents on campus," says Linda DeAngelo, assistant director for research at the Cooperative Institutional Research Program, which is part of the institute and which administered the survey.
The survey of professors also found that:
Female professors are more likely than male professors to say they spend 13 or more hours a week preparing for class, while men are more likely than women to say they spend 13 or more hours a week doing research and scholarly writing.
Younger professors are more supportive than full professors of offering remedial education for college students, and women are more supportive of it than are men.
Male professors are more likely than female professors to include students in their research projects.
Only one-third of all professors believe they have a healthy balance between their personal and professional lives.
A summary of the report is available on the institute’s [ http://www.gseis.ucla.edu/heri/index.php ]Web site.
Quixote in translation
Any of you guys ever taught, or considered teaching, DQ in English? I've been so infected by the "target language" virus of our department culture that I feel sort of dirty and cheap just considering it.
Sunday, March 1, 2009
Defending the Humanities
This article discusses some of the issues presented in the MLA paper recently posted.
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