-
: : ;
WE NEED A NEW VISION IF WE WANTCREATE A POSITIVE FUTURE FOR
THE
TO
FACULTY.
.,bneriatl? faculty, ct]|.atun and public polic_! schotnr-,iMadn
Iinkehtein xndJ^ck Schustef docu|nellt thnt .'hiithereducation is
being destxbilizcd in rhe fnc of errraotdirl1lril!I r t rJ .1 r ,u!
nr , . Jr_ a. t ut t l r . t r rb jb- . , i . , i r , ,h, , i
"ratue ol the acadenic workforce.'the composifidr, duties,
xndclassilications of tll professofiate xre l)cing rcs|ape!
D).econonic renlities dfnn by diminjshed public srurFrft md
conclLrrcnt ircre,L,ted deDand fbf access, a !ansfomraron
$xdocumented b) highef education rcseafchasJLrdiih Capt)x.Ann
Auslii, and Andrca'llice in theif 2007 booti Rclrn?t?'7l.{
Here are sonre oftlle degrees oldifierence ihal hculq,nr.l.,
befllng but not vet seeing, as seifo.th bI Schtstel; clDpi,
xndtheir colleagues-and updated with llrfomrxrio]r fion1
priodic
ol long ago. nrost acadenic insjdelstelt conlidenrin sxying, the
iacult\ ..1, ? fie univeFitv.' lte faculry m,ty stillbe the
uni!'eNil,v, bulwho rrc lhe faclrlty?
from tubliccomrnrnin colleges to prl\are rcsearch rnirBi1ics,
Anedc.t hrscrded rhc mosl fo${ul Drachine fbr dr dvclotnrcnrofhum
cqrjtnlin drc hisrdv of rhe world. yt xn unatlended change in ouf
acadenic workfbrc |uts a! dsk dre srpptychain oltunericat txlnt, rh
vef!.reatjrih arrd innovdion thd
The FacultyWith liltLe lanftfe and e|en less i|slitutional sclf
refleciion, thcntirc s_\'sle'n offtDe can posrsecondary educalion
ls Lrndergoing a prclound transforration. In lheir 2006 book
?re
. ]ULY AUGUST 2OOA 35
-
.a
36
rcporls or enpioycs in higher educa-tiorl issued by lhe U.S.
Dpartmentof liducation s National Center fofEducation
Statistics.
.Within the nex! decade, 40 lo 60percnt of the cunenl facullv
willreach relircment 19.
. Tenurc-ineligible full-time ap-pointments a.count for 30
PeFcent of the acadmic workibrc.
. Morc tban half of new tuI] timeappointrnents are in
tenureineligible positions.
.Pa( time appointments accountfor more than 40 !rcenl oi
theacademic workforce (and 65 Per-cenl of rccenl appointments).
. Abour 80 percent of partimefaculry and 67 penrnt offull time
non tenure-tmck faculty do not hold doclorates.
The profssoriate, which has volvd rapidly and dmnatically o1rdre
past fifty
-vars, is coming un-
done. Demographic anaiFs Point10 one unmveling. Therosion ofour
wo* as a//o?,e$oz is another
unbundling Faculty RolesTh actual work ordinarily consid-ercd to
be lacultywofk ' is incrcas'ingly done by speciaLists in,
respc-tiveLy, teaching, tesearcb, profession-al service, or
administralion. Theholisiic, inlgmted career of the''prcfessoC is
being rclegated to adecrea.sing minority in mosl inslitu-tions md
rmxins intacl at onlY arelalive few elile colleges and
univerjities. Vidout some counte'aailing forc-perhaps in th forn ol
arcsiated vhion of the prcfbssoriate-the very concerrt of faculty
work 2sthe work of a profession mar be lost.
In 2002, Clafk Kefi (who created$e Camgie classifications)
prcdicted that "it may be increasinglvdifficuh and misleading to
talkabou! the future of highr education.' Therc $ill be many
quitedifrerenl segmnts, each with its oNnfuture. Institutions in th
diJfrentsegments will not know or care muchabout each other" while
he does notmise the queslion, we must wondelwhether lhrc is a
prcfession that canspan this segmentatlon and, ftereforc, whether
th cuflen! model ofdoctoral education is sufficient for allof the
emerging segments. This qus-tion is not yet pressing, bul it will
be.
Ir oclober 2006, S!-Jnley Kalz,formef presideni of dre
AmericanCouncil of tamd Socities and current ]cturer at Princeton
UnlveNitr s
voodrow Wiison School, asked inthe Chrcnicle af HiSher E
lu'tation,''what Has Halpened to the Profes-soriat?" H concludes
that multipleprofessoriates afose out of the response to nationaL
needs in th 1940sand l950sfor increased access andresearch and from
the realization ofthe impofimce of education to dem-ocraric
procsss. But Katz, Like sonany olheN of his genration, senssa loss
zmidst this grcat accomplishment rs prcfssoF hxve tumed awaylrcm
theif local instilutions and liomteaching to focus insierd on
researchand on disciplins tbat span nalionaland intemalional
boundaris.
He rcrllsJoln Dewey's 1915 addrcss to the fi$t meting of lhe
MUIIin another priod of translbnnailonof bigher education, when
there s?5no common grcund to eddrss thechallenges of the time.
D*y
0 G12-z
prophericaLry said, "Mlatver unity isfound js due to the
prcssurc of likeneeds, the intluence of inslitutionalimitation and
rivalry ard to infomalexchange of experience and iders.Ths melhods
hav accomplishedgrat fiings, but hav we ml come ioa time when morc
can be achieved bytaking thought togedrer?"
Our unwillingness to inquirc intoour own situaiion," as Detry
sald,and our unwillingness lo engage lhersponsibilities of our \{o*
as aprofession are conlributing as much!o the unmveling as the
economiclactols dlat have led lo a contingentend sgmenled $'orkf
orce.
Put simp\i therc is l growingdivide btween this raliry rnd
theidal of whet education ladercene Rice has calledthe
"completescholar," which siillsets drc modellirr mosi PhD progams
and,ironicalll continues to idlr.lenceunrealistic expect?tions for
most newappoinnnents whethrcontingeni,di{Terentiatd by function, or
both.Schusler and Fi*elstein prcdict''that beforc the end of the
ii$tdecade of the lwenry-fi$t cenlu$!some of thes insiitutions will
gredually mov to a predominaniLy lulllime contingnt facl lY and
thalolheN will maintain a bar majorityof corc full-iim faculq' who
ha\rcsponsibitiry for teaching 4nl forrcsearch dzdfor profssional
servicdrl lbr academic citizenship.
In the absnce of a new and coherent comprehensive model oi
lac-ulrywork across tbe lull mng ofevolving appoilxments, Lhis
changein the worKofe mustb seen as aloss if not one of lhe few
modemlnstances of the demobilization ofaprofession. 'tftat is
becoming lncreasnlgly clear is this: mosl Amedcan coileges
^nd universities can n0
longer suslain an academic workforc based on an ideal ofthe
"com-plete scholar" ngaged i!1 cohercnt,integ|ated, and self
direcied work
THERE ts A' GREIWINE DlvlDE EIE-rWEEN THls
REALITY AND THE IDEAL EF THE . .Ec]MPLETE
SEHtrILAR," WHIEH STILL SETS THE MEDEL FER
MOST PHD PREGRAME.
JULY_AU GUST 2CIEIB
-
across lhe full rang ofteaching, rc-search, seNice, and
govcnunce.The predictable carer pxth leadingfrom gmdual,e student
to tnurcdfullprofessor is no longefthe nolm.
The change is h uly impoftanr asAmedca in lhe iace of
globalcompetitiotl turns its anenriorl rostudent learning and to
accounta,bllity for performance. The shiftaway liom laculty to
students andleaming oulcomes is profound Ifstudents can demonstmbly
leam aswell ffon coitingert faculty astrom complete scholars, who
willcomplain? Ishat difibrcnce can itmake if facuLq work is
segmentedand faculty appoinhents arc con-ringnt? 0nly a lew elite
collgesand univeNitieswill be able !o sus-tajr lhe fzmiliar faculty
ideal, whilemost ofthe restwill be forced intonew nnd uncerhnl
modeis whosetrue nature hrs not yt taken shape(despil the pahos
conjurcd by"Road Sclrolars'- and olher nanestor these
newnodels).
fof some, bu1 pefiaps only a fw,therc is urgency ir
oufcollctirned to ddress the future of theprctassori e,s a
profssion, o that is Iarger lhar disciplinaryspecializations or
peNonal advancement ,nd one thal is idgmtedacross the furctions of
faculry wofk.In a college or unive$ity wlrcre ihemajoriq, of thos
teaciling, advisins,sr'!ing the colnlnuniry, administering,
researching, of seeing latienl5and clients may b contingnt, padrjm,
and without the loyalry th,rtlenurc is presumed !o confer, whohrs
responsibility fof the collectnwork of the institulion-for
itscohereni mhsion, irs service to thelalger sociely, and its rcle
inpreparing globally and civic lycompeient graduats?
The academic workforce hasalready changed, and we now need a
prxgmatic model of "drc faculry"whoever they arc thal can
pfe-serve what is best about tbe Anfi-can acrdemy in aperiod of
global aswell as nalional ch.arge. Ifconiin-gent appointments and
dhaggrc-gated work arc ircvelsibl rcalities,what new model of dle
professodaimight reasoDably rctain essential elemnts common to
other Profes-sions? Among thes cornmor el-rnents are intelleclual
howldgeabout what it means to be a memberoithc profssion (hcluding,
but cerhnlly not limild to, disciplinaryex!r'tise); skills that
enable successcarrying out professional duties (inttle ca5e of
faculty, in treaching mdprofess'onal seNice as well as rsarch) ;
seif awarness of th valuesand attitudes we most associale
to npldc dle hollowd out core olthe old idal one that
standsproudly, if shakilv as th pla.eholdeffor what is,vet io be
refofrned and
Tea(hingIn fie absalce ol other aufioflies,rcgional accrcditing
agencies (almos!invisibly) have assumd the l.ole ofproviding
rssurmces of institutionalqualily-a role filled by the hcul!wher
the facuiiy were fte uriversity\tr4rile these accrcdiloN focus
alnostexclusively onon dimension of fac-ulty work-teaching and to
alesser dgr on academic cili7?n-ship, tlrcy have accepted the
cononic rca.Lities ol x contingen! aca-denic workforce. 'l11ey
focus onrcsults insred of who is tachnrg.
O(tq2-3
37
IF STL'DENTS EAN DEMONSTRAEILY LEARN ,A,5
WELL FRC]M EONTINGENT FAE LI LT'Y AS FRtrIMCOMPLETE SEHOLARS,
WFIE WILL EEMPLAIN?
with the life and praciices oithprctession; aDd wol{ conditions
bef irting a professional.
clarlx drc tutuf work ofinslitulions (as opposed to the workof
irdividual facuily nenlbels) willrequir many dilTercnt tpes
ofacaden'c appointes pe onningincrcalingly differcntirted
andspccialized fu nciions. Resourceconsn?ints, crlls for
nimbleDessand flexibility, and fapidltr charg'lng demards
forexpe$ise all rcquirca workfofce th,rt is more pliablethan any
one of iis individralmembeN. Oulyx few i$titutions willbe dch
enough to mee! new de-nands bv adding full tinl teruredfaculty
insl,ead of itpurposirg" x-istlng st?.ff or rcplacinglafge
por-tions oi it with loweFcost or special-izcd acadn c wo&e$."
The displacement ol the protbssion is rllunder way, and no new
model exists
l(heD taculq ll1d then crdntialsarc a mealls ,lrd not fi end,
theconcept of the facultr" loses someol it! coherence and
unifonnity.When a trnnsfer student educated bypad-tnne comnunity
college facu[i_merrbeN who hoid master's dgrespelfotlrN as well rs
(0f better than)'hative" junior cLxsslnates ataunivelsiry. do our
slercoiypes of drclacultv nnttef any longer? Accrdi-toN need
eviderce be) ond creden1ials, and irstitutions ma1' b rbl toachieve
their educational mi:rsionwiih a difercnt kind of acadmicworkibrce.
Once fiis rl'ansirion issubstmtiatcd firough accrditation,tberc is
likei,v to b no fetum.
Colleges and uni\rsitles harthemselvcs adapted to this ulbundld
rcalih witb lirdeslf reflction,and t slees and instituiional
1eade6do not expect instirutional loyaltyfr'on facultv as long as
the business
JULY-AT]GU5T 2OOB
-
' ; t .
3A
of the instilution is caried outsuccesdi ly. vhen
Prcsidnts,provosts, and m u oeans are uoffice only fi to sevn )a$,
accountxbilit-v is flexible ar1d, nlrtum, faculq do no! have to be
pef-sonally resPonsible for nrslihrtundpedormance or even engagd
widlthe int{ilution ,ls l1whole One casu-xltv hTLs ben the degree
ilslf as drcumulali\ slrm of work cotrpletedThe turyosetul breaddl
oflearring,ils cohefence, and its meaning ha\receded h i1rc face of
couNe-leveLpertonnxnc, portable credits, andth preerrinence ofthe
maior
Governan(eSuccss i one's own disciPLine isenough. And
pafticiFtion in facul-ty govmxnc is widely cotNidered
lo be ollional. Yet governance-shared respomjbilitv for th
successof tbe institution-maY be thedfining characteislic of the
pro-fessofiate as a lrofssion and thernajof diffrcntiating lxctor
betweencontiDgtl! aDd lenurcd facl ry lt isthrough sharcd
governance that thevalues md atlituds of ouf worktake form and hal
consequeDce inllrc conle)it of fractic in a parucu-lff locale.It is
through th colLectir action of the facuhy that lheresults of iacuhy
work-teaching,rcsarch. and seNic acquireweigh! and meaning, sinc
lacullystilL control hiring, promotion,tenure, and approvd of
Pliciesthat dtrmin the rcle oicontinge11t faculty. When $e values
andlmctices of our Prolssion arcnegotiable, however, governance
is
If cuffnt iriring paltenrs prevaildurirg this period of mPid
retirmnt, we may find ourselves notonLy rcpating De$Y's lament
ofthe last ce hrry-wordering if tbercis any underlyhgunity to
theprofessorixt-but also asking jftherc h x prcfession wottb
savingWhen as many ar lwo thirds (ofmorc) of the peoPle atualLy
corlributing to a colLge's acadmicmissiorl rd esPecially io
studenlleaming-do not Pffticipale h gov-emaDce, can dre system
sustrLin itselft Can those faculq nletnbellj whodo not hxve a stake
in the educational objectirs ol their jnstitutioDsbe xpectd lo work
as ene$ticaLlya-s thir colleagues and with equalco milment to gorls
flrey calnlolshap of even affect? Morc to the
point, can the underlyirg prcfession-alisn of th rcnraining
ftal" facuL_q, in elite co egs long endurc whenthe "pressure of lik
need" or the''influence of inslitutional initation" ba5 so
dissipatd that only asmnll number of Places exist !o pr ac'!c a
profession ,s a comnNnity ol
ls we conlenrplat the realacademic worKorce in its ntirctY.we
likely io ncountr 1oo marYvariations in $e aPProaches toreacling,
rcsearch, and civic ngage-mnt !o Permit a common core olintentional
reform. But with rcga(ll.J leaching, dlerc arc nough uDify-ing
goals relatd to studenl laningto mak it lantalizing to
thinkaboutthe prcfessodate in its whole conlplexity, to imagine
ways !o inPnNeprcfessional preparation, Prcfes-sional conduct, and
Profssio al
0Ltt ' laccourrability widlnr m erhic ofpubLic sen ice a! the
lerls of bothpefsonal atiainnent and i'rslitutional pdonrarc. While
nor allfacuhy conduct reselrch or trol'ldepmfssiond sNics to their
cotD-m njiis, aLl taculry te,rch of et lastindirclh slrpport
teaching theon corc function that is connnon10 collegs and
uni.|lsities of ail
The Call to Actionif \{rc werc to concentl?te on th
corcnsporNlbilitis of teaching xndleaming'and of shxred
govemance,could we affc! fie lutut in inientional and positive
\\"tys thxt nigltlead to a lnor satisfid And eftbctivelkulty and yt
he\r collges tuxlunive$itis succd?
'Ihe facltlty most lamilixr withthe complex set of issues
describedhere-thos nearing the end ottheir prDfessioial cnrceN need
topmvide leadeNhiP bY opening ne\rpro ects for $e nexl
geneutionMany cufrcnt hcultY do no!wantchange because thev beLieve
srongllin dre lives rhey hav ledxnd h thenodel they hav enbraced
others,howevef includjngmanYseniorschola$ who under"tand dl
imPor-tanc oftheiflegacy as well .$ early-carer faculty-may b
wiLling toco slder a new model of facult! wo|kthat rcflects drc
reality ot instilu
Most of fiose who would restxrtthe history of our prcfussio
reaLizelhat tury alGrnate flturc js likely !odepend on changes in
fi Prcts.sionitslf and thus acrcss ali tyl)es ofirsiitlrlions. 'l
here will al\rr'ays betenpthg pockers of localircd rcform?s haveN
ol satisfnction, bLrt the-v willftmain isolded pockts until
sonelhiig lllorc sYstenic is imaginedandenacrd. Mlil ir is litting
that thesuccdft g generatiotl provlde ttleinagilation, onLy the
rccding generation can crcate lheoplorlunlqr
\A/HEN AS MANY A9 T\^/E'THIRDS EF THE PEI]PLE
AGTTJALLY EEN-IRIETLITING TE A EELLEGE'S
AEADEMTE MISSION DE NET PARTIEIPATE IN
GOVERNANCE, CAN THE SYgTEM SUSTAIN ITSELF?
JULY AUGLIST 2OOA
-
,0(qz- sl "J
What would such a plan forchange look lik, and who should
bejnvotved? The AAUB crtainlt butalso other organizations that
canplay unique rols, such as theAssocialion of Amerian Collegs,nd
Unive6ities or the ArnericanAssocialion of Community Collegs.Surely
considemble dis{ussion anddbaie is needed, but the efiod
wouldinclude elernents of intentionalchange of the sort De$ey holed
tonspfe a century ago.
The plan would feature a two-pmnged a\rreness campaign: thefilst
withio highr ducation, tocreate both a sns of ufgency and asense of
responsibility for intentionalchang, and th second across abroad
range of public interests, !oidenti8' what is at risk. It would
alsoneed to include a mordinaled efrortto nrme, dfine, and ,ssert
the un,drlying values, the cor knowledg,and th comnon pa.tces that
dis-tinguish our work as a profession-one lhat is groundd in
teaching butiniegratd with research, servic, andthe profbssional
duty of shrredgovmrnce without regard !ocontingeot, tnured, of part
timestatus. A profssion is deiermined byprinciples, not the pople
whoimFrlbctly implement tiem.
Another element in such arundertr.king would be rhe
arricula,tion of a vision of the professionbased on economic,
socirl, andglobal realities. conrinued reform ofdctora.l programs,
with a renewedcornmitrnent to shrxed profssionalpurpose by "taking
thought to,gethe/' in prepadry gmduates forthe ral a.ademic lilts
most of thernwill lead, would also b importanr.We r0uld need to
ftafftm the publicpupose of higher educarion and ihfoundation in
the tibeml artl as thecollectiv rsponsibility of a.ll facultya.ro6s
all discipllnes ard degrs byreclaiming the degre iilelf-notmerely
the maior-as the fi6t
purpose of faculty work ,nd by cen-tering it on graduating
globallycomptent citizens. And $ $ouldned to recognize the distinct
roletbal all national a$ociations-including dis{iplinaf y
socielis-can play in imagining a new n{enty-iisfcentury
profssoriate and holdtheir officers and lerdes a.coun!able for
engaging both new facultyand contingent faculry. Iinally vneed to
creaie a national
ommis-sion, with goals ,nd purpose andsupport no less meaningful
than theFlexner CoDmission of 1905 (whichled l,o lhe ovemll
rxansformation ofmedical educadon in tbe UnitedSlates), to reform
th profession ofcollege lvel tea{hing, and to in-clude within it a
vision that includsall of itr practitione$.
The abiliry b addrss these issusmust be greater rhrn rhe
capa.ity or
ercn the self inErcsr of single institutions or associations. ln
effecti\,r rc-formulation of lhe new pmfessoriatmust consider both
individu.al and in-stitutional needs ,nd objectives. Morc-over, fie
plt)dpect of intentionalcharge must ovrcome th natuBltendency of
acadmic lade6 at thelevel of prcsident or provoct to
viewinslitutional dvelopment in timefmmes that coincide with theh
likelytenure in offic. Associations, therc-fb(, becom crilicrl in
sustaining re-lbnn ern as real chang depends onthe actiom of
individual ifftitutions.
Restarting HistoryMost faculq, have little institutional,ly
genmtd incntive to thinkbeyond their ovn c
els or theiror!'n (cunent) dparlnenti or toconsider themslves as
prcfessionaLsin a practce larger tban their
\ /E NEEE) TE EREATE.a, NATTENAL ctr tMMtsstoNTE REFERM THE
FREFESSIE]N EF EC]LLEEiE-LEVEL
TEAEHTNEi a.ND TNELUDE ivr-r t r t . t t - r ,q vrs;rENTHAT
INELLJDES ALL EF ITS FRAETITIONERS.
39J LILY_AUGUST 2OOA
-
spciaiizations. llrc fr.t that nanyfr.ulty do take the broader
Pe$pec-tive, and th success of Pmgramssuch as th now-detunct lorum
onFaculty Rols and Rewards or theCarngi foundation s initiati\s
onthe professodate, ofier encouragiDgevidence that a basis exists
lof a neqmorc lnclusive vision
'frustees far the unstdirg anddisruptive rcactlon of facultY
toboad-nnposd changs and arcDmn to respond to Presidents whoirave
more nranageable agendas forchange (rnd time frams malchedto tlreir
prcbabl tnurc) Yii lnot$le e{ceptions, poLitical leadNfind little
capilaL ill highr educalion,as either advocates or criticsReportN,
commentators, andcolumnists ftom media of alL knrds
arc oflen good at lobbing hmdgren'ades into tunerica's living
rcom,but they seldom Pose soluiions toeducational disconlinuilies
andprcblenN of eren stick with '.n issuelong enough to help define
what theissue's undedYing causes may be.
U4ro els wjll spexk with connnc-ing urgency about th dsk
thntAmerica is taking by not attending to1$ faclrlty as a
Prcfession and as alrofoundly imPotant national as-set?If the
p$fes.sodate is, in fact, rapidlyfragmenling its[, on th one
hand,into a small number of elite collegsand uriveNitied with
facultis oiconplete scholals and, on the othefhand, everyone else,
then we mustask aboul fie implications of such asocietal divide. ln
a tim oi incrcas-ing access, the elites by thmslvescannot suslain
America's leadelship
And th rcst of the world is notsleeping. M-any nations are
int'stingin nw concepts of higher educationwith th clear inteotion
of crating amnFtitive edge for the t\xenty tirslcentury The]r arc
not limited bY thetinlieth-century knericarl f acultymodel even as
thy axe stimuLated byits succss. An ducational "Sputnik"has been
launched while Amdcanods. lt s tinre for an influentiaL nwnaiional
policy advisr like VannvafBush, if not an Abullam Flexnr' tostep
forward.
lf therc is to b an iLitiative on theprofessoriate, it is likely
to adse oul-side the usual framewo& forpro'ects and requirc
sone caPacityfor connecthg individual facuhY,institutions (perhaps
duough theirassociationt, discipiinary socitie.'
a.crediting agencies, unions, andcertainly dre MUP-the very
organization that fiNt dard us io think ofouNelves ,s a Prolbsior'
Perhapsihe fiNt step would be for the MUPlo convene alL of the
responsibleparties to ask if the time has come,once again, to face
squaxely thechaoged .eality of our work and ourworkplac. As the
concrcte follow-up,a commission of unqustionedintegrity alld
prestige mighr tumdiscussion into aciion
The central purpos of such acomnission has io be to inquireinlo
the naturc of 'Professing" as aprcfssion and into the
complexitiesof whal il neans to be "the Pmtes-soriate. 'And above
all els, it nedsto play a role in rerrsertnrg thecentratity of
teahing and a responsibility for rhe colltive
a6'uhperformance-mission of oDc sown locaL instilution (even if
it isbut the cll ntstoP along a ca.er)as the elementaL cor of th
Profts-sion.ln short, w need a new visiotlof the prcfessoriaie drat
will provdurable and sushnlable despite tltmarket forces that arc
cLrnentLy re-sructluing both our inslitlrtionsand the
prolessoriale
Many rclxted and imPofant insus could be addrcssedwithin
thiscontexl: uDdeNtanding the rcciPro_cd nnplications of embracing
pari-time and untenured tachers :rsmembe$ of dle Prcfssioni
dtiningin speclfic terms the duties oftheprofessioni hrking
teaching wirhrsarch, prcfssional srvic, anilcivL engagemnt as a
conrent sIof activities; affirming the importance of academic
freedom with apragmatic and Principled defini-tioni articulnting th
reciprocal rcsponsibilities of tenurl accePlingrsponsibiliry for
working condi'tions and shared govemance; rdredirecting doctomi
education loprepare graduxtes for a Prcfessionas well as a
disciplinxry specidty ora iob.
But first, w nus! delennin howto fmne an afgumnt aboui thfutur
of the Prcfbssoriat in apositiv $'.ry $at could serve as anllying
ponrt for furihef discussionand action. And thenwe mustarticulate a
vhion of dre futulprofssoriate that is attmciive yetpractical
enough to entice dle nextgeneration of scholaN whileenabling
collegs ard unive$iliesto fuuill d]ifPublic fur?ose AsDewey said,
"fie irue slarting Pointof historY is aLwals some Presenlsiluation
with its Problems " O fprcbLems ar clea! and it is nowine to talk
aboui $e tirtur otour historl e
PERHAPS THE FIRST STEP WOTJLD EIE FOR THE
AAU P TE EENWENE ALL EF THE RESPtrINSIEILE
PARTIES TD A5K IF THE TIME HAS Ctr IME' ONEE
AGAIN, TE FAEE SQLJARELY THE EHANEEO
REALITY EF OUR WERK AND EUR WERKPLAEE'
4EJLI LY.AUGU 5T 2OOB