I was already planning on writing something to reflect on the 2016-17 academic year, and then two things happened. First, my department head (at the request of our interim dean) sent an email to all faculty suggesting that we individually write something up to let the new dean know what it is we’ve been up to for the past year. This request didn’t come with much context, and (as far as I know) the new dean has not yet been announced. Second, I just finished reading Julie Schumacher’s very funny and too accurate academic satire Dear Committee Members. So this post is with a small and not as funny nod toward my department head’s/dean’s assignment and Schumacher’s book written in letters of recommendation.
From: Steven D. Krause, Professor, Department of English Language and Literature
To: Dean “To Be Announced”
Re: Introducing Myself By Highlighting What I Did Last Year
Dear Dean TBA–
First, welcome to EMU (unless you are already here?)! Congratulations on your new position as Dean of the College of Arts and Sciences, and may the gods have mercy on your soul.
My department head (really, our interim dean– who, pointedly, did not submit her own name for this position) asked faculty in the department to “showcase” accomplishments and activities from the past academic year, I suppose as a way of introduction. As I understand it, the goal is to “brag” about accomplishments and, simultaneously, demonstrate the ways in which we are worthy of resources. This strikes me as a challenge because a) if I highlight all that I accomplished without resources, then I am supporting the administration’s claim that faculty don’t require any additional resources, and b) given that you are at present only an unnamed potential, it’s difficult for me to address a specific audience. But I’ll give it a shot.
Let’s take it chronologically:
On the plus-side of things, my scholarly work got off to a great start in September when I was once again invited to Naples, Italy for a conference about MOOCs held on the Isle of Capri. Goodness, that seems like a lifetime ago. In any event, I was honored to once again participate, I was able to represent for EMU, the conference helped fuel my own MOOC book project (which is under contract/underway right now), and it was a nice trip to Italy before classes got started.
In the not so good news for EMU, September also brought with it the beginning of an ugly incident of racist vandalism that continued to hang over the rest of the academic year. Students of color were (justifiably, of course) angered and frustrated, and the administration seemed at a loss to respond. Also in not such great news: my department had yet more meetings about the equivalency mess, which is a theme I’ll be returning to again and again here.
For much of October, I settled into more routine duties. In fall 2016, I taught an online version of “444: Writing for the World Wide Web” and a face-to-face version of “328: Writing, Style, and Technology,” two courses I’ve taught many times before. Both were good groups, though one thing I noticed in my section of 328 that I hadn’t seen much of previously is student interest in (dare I say demand for?) a grading “rubric” that spelled out in exacting terms exactly what was demanded of each writing assignment. When I told my students that I didn’t think a rubric was necessary or even advisable for an advanced writing course, they seemed perplexed, wondering aloud how it was even possible to have a writing assignment without points dedicated to explicit components. I am not much to complain about the “kids today” since I have been teaching long enough to know that the early 20 somethings of 1990 have a lot more in common with the early 20 somethings of 2016 than today’s students’ parents (who were the early 20 somethings of 1990) would care to admit. Still, this
demand request for codified assessment at every turn seems to me to be the main legacy of “No Child Left Behind.”
I also settled into my duties as the associate director of the First Year Writing Program. (A slight tangent and in all seriousness: there is A LOT to say about the FYWP, Dean TBA, both in terms of bragging and in terms of demonstrating the need for ongoing support. But since I am transitioning out of that role this year, I’ll leave that work to others.) As the Ass. WPA, most of my work was duties as assigned, though I did launch a large survey of students in the program for the purposes of assessment (the details of the results will come later in May or June or when I get to it, though generally speaking, students do report that they think they learned a lot in our first year writing course, and that has to count for something), and I did a lot of classroom evaluations of graduate assistants. I do have a funny story from one of those observations. I had the chance to sit in on one GA’s class that began at 8 AM– one of our better GAs too. Students shuffled in and were in place by 8. Five minutes passed and no GA; students chatted and seemed a little surprised. More time passed; I asked “is so and so often late like this?” “No, never” the class responded. More time passed and I finally called so and so and, it turns out, woke so and so up. So and so was mortified. But again, this is all something to laugh about now. I came back to visit so and so’s class later, it was great, and so and so is still one of our best and brightest. And now, so and so owns a couple of alarm clocks.
And of course, I did lots of paperwork tied to the ongoing equivalency nonsense inflicted upon us by both the EMU-AAUP and the administration. Among other things, this work included writing and rewriting documents in an effort to prove to the powers that be that our courses in written communication are indeed “Writing Intensive” and attending marathon department meetings where we tried to work out the various ways equivalencies could work for all.
At least some of my time in November was spent “campaigning” (well, blogging about at least) why faculty ought to vote out the leadership of the EMU-AAUP. Dean TBA, this might not seem like official “work” or even something to “brag” about, especially if you are not from the inside at EMU. But believe me, this was a significant accomplishment. The new leadership of the union has made some stumbles, sure, but at least it’s not the jerks who were in charge. The racial vandalism problems continued— again, maybe not exactly the sort of “accomplishment” or “brag” I’m supposed to be highlighting, but something that certainly helped fuel the poor morale on campus. And the equivalency drama continued as the outgoing leadership of the EMU-AAUP and the administration agreed to end discussion about the equivalencies, even though faculty had been explicitly told that we’d have until April to sort things out and/or make our case for additional class activities that would make our classes count as “four.”
In December 2016, I relaunched a slightly new version of the blog I ran for the EMU community for many years, now renamed EMYoutalk.org. It hasn’t been quite as busy or important a community-building tool– at least not yet. But it gives a place for people to talk about EMU things who don’t want to do so on the EMUTalk Facebook group.
Winter 2017 (Dean TBA, we don’t have “spring semester” here at EMU; it’s winter, because it really is winter well into March in Southeast Michigan) began with lots of activity. Teaching-wise, I taught another section of “328: Writing, Style, and Technology” (this time online) and a face-to-face section of “354: Critical Digital Literacies.” 354 made at the absolute last minute– I was literally emailing my department head over Christmas break to find out if I should prepare to teach the class or not– and it turned out to be an interesting class with a very chummy and small group of students. Among other things, they developed their own regular rotation for who brings snacks.
Also in January: I was busy as a committee member for a search we were conducting for someone to (more or less) replace me as the Ass. WPA (we were able to make an offer to our top candidate, too!), busy writing up the documentation for my “salary adjustment” promotion (to the mythical rank of über-Professor or fuller-Professor), the reward ultimately being a pretty decent raise come Fall 2017.
And again, the equivalency nonsense continued, though much of the time spent in the Winter 2017 amounted to asking about the status of paperwork we thought we had completed months ago and also to asking various administrators to explain how it was they were planning on adding threes and fours together and get to twelve.
I will admit that during much of February 2017, I was immersed in depression and outrage at the turn in our national politics and the rise of Michigan’s own Besty “Grizzly Bear” DeVos as the US Secretary of Education. I do believe though that’s when I did the wrapping up/finishing touches on a chapter I have forthcoming in a collection edited by Liz Losh called MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education that’s been in the works for a while (it will come out in August 2017). And I’m sure we had some kind of mind-numbing meeting about what to do about course equivalencies.
The main highlight of March was the annual Conference for College Composition and Communication meeting (this year in Portland, Oregon), which meant I missed that month’s department meeting in which faculty discussed once again what we could not possibly know because of the many unknowns of the course equivalencies that are going to be forced upon us. In theory.
Really, March was just a bridge to the cruelest month in academia, April. So much always happens then, and this year was no different. There were the celebrations (including the last Celebration of Student Writing I am likely to have much of an organizational hand in [and since most of the logistics were handled by the very able Joe Montgomery and Laura Kovick, I didn’t have to do much]), the wrapping up of grades, the last minute and impossible administrative requests, and one of the craziest last of the year department meetings I’ve attended in my 18 years at EMU (perhaps it is best to leave out the details).
But to end on two positive notes. First, I’m not teaching this summer, which means, Dean TBA, I hope you forgive me if I don’t get back to you on your feedback on this report until August or September. Second, I was awarded a Faculty Research Fellowship for fall 2017. It does raise questions and complexities about my duties as coordinator since the equivalency mess (have I mentioned the equivalencies issue yet?) does not clarify things like “reassigned time” to do quasi-administrative work. As I have said to my colleagues and my department head, we will “muddle through” for Fall 2017 and beyond, though if the equivalency stuff doesn’t get sorted out soon, our department head is going to have to take on a lot of the details handled by the many folks in our department currently on some kind of reassigned time. But I am looking forward to more concentrated time to spend on finishing my book about MOOCs before too many people forget that MOOCs were a “thing.”
There you have it, much more detail than you could possibly imagine, Dean TBA. In Dickensian terms, the 2016-2017 school year was the best of times, the worst of times: good students as always and lots of other pleasures, but quite frankly, I think morale remains low thanks to unsolved (and swept away) problems of racist incidents on campus and the unsolvable mystery of how the equivalencies will change the way things work at EMU– if they change things at all or even go into effect. What “interesting times” to come into your position!
Again, best of luck with/I’m sorry about your new Deandom.
Steven D. Krause
Professor of far too many details about what happened last year.