"The income-producing research activity will follow the trend of moving into nondepartmental locations — institutes, centers, and programs — that can be closed with less fuss if the income dries up."--MARC BOUSQUET, Associate professor at Santa Clara University, and author of How the University Works: Higher Education and the Low-Wage Nation (New York University Press, 2008)
From: "FORUM: The Faculty of the Future: Leaner, Meaner, More Innovative, Less Secure," Chronicle of Higher Education.
Tim Carmody, whom I admire and whose blog, Facebook updates and now tweeting I follow, has a statement here too, part of which reads:
The curriculum, especially in the humanities, valorizes thoughtful curation and recirculation of material rather than comprehension or originality. The traditional unidirectional model of knowledge transmission (best represented by the now-deprecated "lecture") has been effectively discredited, although it persists through habit, inertia, and whispered doubts about the efficacy and rigidity of the new model. Many professors periodically pause to lecture, but only apologetically, or when distanced by ironic quotation marks. / The 'teens are as widely remembered for technical innovation and radical dissemination of knowledge as the '20s are for job loss, technological retrenchment, and economic concentration. In 2019, when Google used its capital to snap up the course-management giant Blackboard and the Ebsco, LexisNexis, and Ovid databases, it effectively became the universal front end for research and teaching in the academy.
Anyone who has read this blog knows how much I would (and do) disagree with Tim's use of the lecture (his valorization of it and pre-nostaligia for it) in this scenario. His error is to tie inextricably the "traditional unidirectional model of knowledge transmission" (which he implicitly commends) to the techno-corporate consolidation of profit-making information providers.
Now, as for "originality" in this context: oh, don't get me started. For another time. I promise.
In today's NYT “Thursday Styles” section the lead story, under a huge photo of a famous crusty TV law prof, is a story about “the professor as open book.’ Wow! News! Now students and others can discover their professors' red wine preferences, their favorite films, their social-networking profiles, “friend” them. Or not — or not — if the academic in question does not choose to put such stuff up, which is most often the case, even at this late date into the internet age. So what really is the story here? The key perhaps is where the story runs: the “Style” section, not the higher-ed page/half-page in the main first section. This story befits the My Space/You Tube/no-one-is-private-anymore craze and has nothing to do with academics or education or the professoriat per se.
During a recent classroom visit of a visual artist, it occurred to me that we've reached a new paradigm in radical pedagogy. The artist entered the room, greeted the class and began his lecture with a PowerPoint presentation about his work. While he was speaking, he noticed that the class -- all of whom had their laptops open and connected to the internet -- were furiously typing away. He flattered himself that, in the traditional manner, the students were taking copious notes on his lecture, devouring every word he spoke. But what he was not aware of was that the students were engaged in a simultaneous electronic dialogue with each other about what the artist was saying, all played out over the class listserv, which they al had instant access to. During the course of the artist's lecture, dozens of emails, links and photos very blazing back and forth to each other; each email elicited yet more commentary and gloss on the prior emails to the point where what the artist was saying was merely a jumping off point to an investigation of such depth and complexity, that the artist -- or any ideal of traditional pedagogy -- would never have achieved. It was an unsurpassed form of student's active and participatory engagement, but went far astray from what the speaker had in mind.
When later told about this, the artist was very disturbed. His ego was mauled and when shown the blizzard of gloss, was more dispirited as he felt much of what had transpired was irrelevant and even irreverent (hastily Photoshopped detournments of images and concepts he brought up). He was flabbergasted that all of this "conversation" was happening and he, the authoritative speaker, was not privy to what was being said.
I had to explain to him the very positive aspects of this new pedagogy, that in fact his words were triggers for engagements and explorations that, while not wholly controlled by him, were catalysts for thinking in ways other than what he had planned. I told him that their engagement was a deeper one than what normally occurs.
And so we have a glimpse into the future. I can envision a class where bodies physically exist in the same space without a spoken word having transpired; where communication happens electronically and instantaneously -- often concurrently -- yet retains a semblance of community and continuity, even warmth and intimacy. What the electronic classroom does is give us new ways of being together. I often tell my students that they are smarter with a laptop connected to the internet than they are without one. And after seeing what the results of this are, I am more convinced that I can never go back to a traditional classroom pedagogy. The role of the professor now is part party host, part traffic cop, full time enabler.
University of Pennsylvania: PENNsound, writing.upenn.edu/ pennsound and Kelly Writers House webcasts. A stellar project at Penn, PENNsound is “committed to producing new audio recordings and preserving existing audio archives.” Here you can listen to readings from 1950s to today and often find great extras and links to other exciting websites.
I produced a new PennSound podcast, the sixth in the series; it presents an overview of PennSound, its mission and its pedagogical assumptions and implications. In discussing how students, teachers and readers can use PennSound's materials, I use as an example Rae Armatrout's poem "The Way," about which I've written in an earlier entry here.
After we put up the Ezra Pound recordings, we got a raving fan note from poet Peter Gizzi (who has his own PennSound author page), and here is what Peter wrote:
I LOVE, I mean LOVE that Pennsound has put up all the Pound material. I have it all in bootlegs and tapes of course but it is wonderful to have it there, finally, I mean it is THE MOST OUT there of anything on that site or ubu web! EP is the best. I used to listen to those tapes over and over in my car in the late 70’s when I was a teenager. To me it was Punk. And hearing it now it brings back summer and my youth! Listening to the Spoleto recording, maybe my fav for its restrained intensity, I am taken aback just how his late syntax has totally effected me. Liz and I were listening and we could hear my poem Homer’s Anger loud and clear for instance. Amazing. And Richard’s head note makes me want to listen further.