Encourage, but Terrify

Is graduate school worth it?

by Amanda Seligman (U Wisconsin, Milwaukee)

“Professor Seligman, you scared the hell out of me!” confided “Andrew” as I gathered up my papers, course books, several sample dissertations, and my keys after the first session of my undergraduate course in history methods last January. “I still want to be a professor, but you scared the hell out of me!” he repeated, in case I missed the point the first time.

I had just completed my first-day-of-class warning exercise, which I disguise as a form of acculturation. In a room full of history majors, there are always some students who think that they want to go to graduate school and become professors. Like many of my colleagues in the humanities, I am mindful of the impossibly crowded academic job market, which leaves all too many excellent scholars underemployed as adjuncts, working in jobs unrelated to their training, and so disillusioned and embittered that they denounce higher education to all listeners.

To prevent my own students from Continue reading “Encourage, but Terrify”

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Renewing The Commitment

Is higher education improving or going down hill?

By Sara Goldrick-Rab  (U Wisconsin)

In 1947 the historic Truman Commission called for national investments in higher education to promote democracy by enabling all people to earn college degrees. Subsequent expansion of community colleges, adult education, and federal aid occurred not in the name of economic stimulation but to reduce inequality and further active citizenship.

Those ambitions have been steadily corrupted. Today the Tea Party casts the college-educated as snobbish and fundamentally disconnected. Many four-year colleges and universities Continue reading “Renewing The Commitment”