07B:245 -- The American Professoriate

SYLLABUS

FALL 2005

Department of Educational Policy and Leadership Studies (EPLS)

Day and Time: Thursdays, 4:30 P.M. to 7:00 P.M.

Location: N100 LC

 

 Instructor: Dr. Paul D. Umbach (Paul)

Office: N465 Lindquist Center

Office Phone: (319) 335-5373

e-mail: paul-umbach@uiowa.edu

Office:  N465 Lindquist Center

Office hours:  Tuesdays and Thursdays, 1:30-3:30; and by appointment

 

 

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Purpose and Objectives

 

This graduate seminar will consider historical and contemporary issues involving the American professoriate. Attention will be directed to similarities across, and differences among, faculty members in different types of institutions and academic disciplines. The American Professoriate is designed to acquaint students with various aspects of faculty life. The course is organized around topics that are relevant to people contemplating faculty careers as well as those who are interested in higher education administration, student affairs, and public policy.

 

      That said, the overall objectives of the course are as follows:
  • To examine the range of scholarship that has been done regarding one of the major constituencies of the college and university, namely the professoriate
  • To familiarize students with different perspectives on faculty careers, values, beliefs and activities as well as professorial roles in shared governance
  • To integrate required readings and out-of-class readings into a final research paper on a topic related to college and university faculty
  • To explore public perceptions of college and university faculty through popular fiction and non-fiction works
  • To understand the tenure process, examine tenure policies, and explore the implications of tenure systems
  • To study issues unique to faculty of color and women faculty
  • To prepare students to make informed decisions about faculty careers and to work with faculty colleagues on their campuses

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Valuing Diversity

It is my belief that the diversity you bring to this class is a valuable resource because varied backgrounds and opinions enhance discussion. Research, including some of my own, suggests that learning is improved by exposure to diversity in the classroom. It is my intent to present materials and activities that utilize and are respectful of diversity: gender, sexual orientation, disability, age, socio-economic status, ethnicity, race, culture, perspective, and other background characteristics. Your suggestions about how to improve the value of diversity in this course are encouraged and appreciated. Please let me know of ways to improve the effectiveness of the course for you or for other students or student groups.

I also understand that you may celebrate religious holidays that conflict with the class schedule and may have a disability that requires special accommodations. You will not be penalized because of observances of your religious beliefs. Whenever possible, you will be given reasonable time to make up any academic assignment that is missed due to participation in a religious observance. It is your responsibility to inform me as soon as possible of any intended absences for religious observances. If you have a documented disability that is relevant to the work that you will do in this course, please contact me as soon as possible so that appropriate accommodations can be made. Student Disability Services (3101 Burge Hall, 335-1426, http://www.uiowa.edu/~sds/) also is available for consultation with students with disabilities.

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Academic Honesty

You are expected to abide by the code of academic integrity throughout this course. I encourage you to collaborate with others as you think about, outline, and proofread your work. However, oral and written work must be your own. You must acknowledge any scholars or classmates whose work you quote or refer to in any way. According to the College of Education’s Policy on Student Academic Misconduct, examples of plagiarizing or cheating include: presenting someone else’s written or spoken words or ideas as one’s own; using direct quotes with no quotation marks, paraphrasing without crediting the source or in some other way suggesting someone else’s work is one’s own; copying all or part of someone else’s paper; and knowingly allowing another student to copy one’s work or submit one’s work as his or her own. In addition, students must not turn in any written work for which they have already received credit in another course. Any sort of academic misconduct is a very serious offense, and may result in a grade reduction and/or other serious penalties. For more information see the University’s Policy on Student Academic Misconduct available online at: http://www.uiowa.edu/~coedean/policies/student_ac_misconduct/index.htm.

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Concerns

If you have any suggestions or concerns, either positive or negative, about this class, please do not hesitate to see me during my office hours or make an appointment. It is my hope that we will be able to resolve the issue. In the event that we are unsuccessful, College policy suggests that you contact the EPLS department executive officer, Larry Bartlett (N491 Lindquist Center, 335-5307 or 335-5303). He will be able to help you and give further guidance. You also may wish to refer to the college policy on student complaints and dispute resolution. A copy of Student Complaint Procedures is available online at http://www.uiowa.edu/~coedean/policies/student_complaint/index.htm.

Dropping the Course

This course is given by the College of Education. This means that class policies on matters such as requirements, grading, and sanctions for academic dishonesty are governed by the College of Education. If you wish to add or drop this course after the official deadline, you must receive the approval of the Dean of the College of Education. Prior to dropping the course, I encourage you to come speak with me. I will do whatever I can to find a solution that will allow you to remain in the course and continue your progress toward degree completion. Additional information on dropping the course and details of the University policy of cross enrollments may be found at http://www.uiowa.edu/~provost/deos/crossenroll.doc.

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Readings

Required (available at the bookstore or www.amazon.com; also on reserve at Main Library)

Aguirre, A. (2000). Women and minority faculty in the academic workplace:  Recruitment, retention, and academic culture. San Francisco, CA: Jossey-Bass.

Chait, R. (Ed.). (2002). The questions of tenure. Cambridge, MA: Harvard University Press. [Chait]

Tierney, W. G., & Bensimon, E. M. (1996). Promotion and tenure: Community and socialization in academe.Albany, NY. [TB]

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Recommended (available at the bookstore or www.amazon.com; also on reserve at Main Library; selected sections available in class)

Finkelstein, M. J., Seal, R. K., & Schuster, J. H. (1998). The new academic generation: A profession in transformation. Baltimore, MD: The Johns Hopkins University Press. [FSS]

Braxton, J. & Bayer, A. (1999). Faculty misconduct in collegiate teaching. Baltimore, MD: Johns Hopkins University Press. [BB]

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Other Readings

In addition to the texts listed above, you will read additional book chapters and articles. All have been placed on electronic reserve (noted with an *) at the Psychology Library and can be accessed at http://libres.lib.uiowa.edu/psych/. Additionally, nearly all of the books from which chapters are drawn are on reserve in the main library.

Instructions for Accessing eReserves

Readings:   Most of the readings available on electronic reserve through the University of Iowa's Psychology Library or are directly linked to an Adobe PDF file or to an online journal article.

The following instructions explain how to access readings that are posted electronically via the University of Iowa's Psychology Library (NOTE: you must have your student Hawk ID to access these):

  • http://libres.lib.uiowa.edu/psych/

  • This URL takes you to the Psychology Library’s home page.

  • Click on RESERVE.

  • Click on ELECTRONIC RESERVE.

  • Click on desired class (Unmbach's 07B:240).

  • Download and print out readings.

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Other Website Readings:

Other useful websites on which some of your readings are located:

NCES Reports on faculty http://www.nces.ed.gov/pubsearch/getpubcats.asp?sid=011

AAUP Statements and Reports http://www.aaup.org/statements/

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Methods of Instruction and Course Expectations

The course will employ a variety of approaches of instruction and will rely heavily on student participation and discussion. Course requirements include both written and oral assignments. You will be evaluated on the following items:

  1. Class participation — This class is conducted as a seminar; therefore, you are expected to attend and to be actively involved in the class. You are expected to participate in and lead class discussions in a manner that demonstrates thoughtful reflection and understanding of the subject matter, as well as respect for your colleagues in the class. To do so, you must complete the readings that are assigned for each session of the class prior to attending that class session. Active participation also means that each participant is willing to listen to other points of view and to change his or her mind. This means you must listen to others, respond thoughtfully, demonstrate an understanding of the issues, and show a willingness to learn and grow.
  1. Integrative Essay — At one time during the semester, you are expected to turn in an integrative essay that addresses topics/issues/themes covered in the class readings during that week of class. You will lead the class discussion the week you have selected to write the integrative essay. Although not required, you also may draw from additional sources that will inform your discussion. Each essay should be approximately 3-5 pages in length. The essays will be due at the beginning of the class session that you will be a discussion leader.
  1. Essay on Faculty in Popular Culture — Prepare a short paper (no more than 5 pages) that will serve as a basis for class discussion on October 13. The paper is based on a book, either fiction or non-fiction, in which faculty member(s) are central characters and/or the focus is on faculty life. In the paper:

  • Very briefly summarize the book.

  • Describe how faculty life is portrayed. What are some key themes?

  • Given the social context at the time the author(s) wrote the book and discuss possible reasons why faculty were portrayed in this way.

  • Are there aspects of the book that are consistent with the course readings and class discussions? Are there aspects that are not?

In class on October 13, you will use your short paper as a guide in presenting and leading the discussion on your selected book. We will consider your answers to these questions and how the descriptions of faculty life that appear in the popular press correspond with the higher education literature. Please also consider whether you recommend others read the book.

  1. Final Paper — Your final paper can take two forms: a synthesis of theory and research or a research proposal. Over the course of the semester, you will select a topic that relates to course content and to your own research interests. As just one example, if you have an interest in faculty salary equity, you might do a synthesis of theory and research regarding gender and faculty salaries. You also might write a research proposal for a study that examines salary equity among faculty in the sciences and engineering. On October 27, you are expected turn in a brief description (no more than one, single-spaced page) of your final paper topic. You will meet with me individually to discuss your paper between November 10 and December 1. I will distribute a handout with additional information about your final paper during the first class. Throughout the semester, we will spend some class time discussing your papers.

  • The final paper is due on December 8. You also will be asked to do a brief presentation summarizing the major points of your paper.

  •  Note: All assignments should be turned in on time unless other arrangements are made well in advance of deadlines.

  • All formal written work should adhere to APA style as described in the Publication Manual of the American Psychological Association (5th Ed.).

A Strong Recommendation — Work with a partner or small group of peers in the class to read and critique each other’s written assignments. It has been my personal experience that multiple drafts and revisions of my written work are always necessary. As part of this process, I have found that thoughtful critiques from my peers provide me with insight and information that is extremely helpful to me as I seek to improve as a writer. I will do whatever I can to facilitate this process. Just ask me.

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Grading

Your final grade for this class will be based upon the following:

Grade Component

Points Possible
Class participation 30 points
Integrative Essay 15 points
Popular culture paper 15 points
Final Research Paper 40 points

Your final grade will be calculated using the following scale:

Point Total

Letter Grade
92—100 points A
90—91 points A-
88—89 points B+
82—87 points B
80—81 points B-
78—79 points C+
72—77 points C
70—71 points C-

I strongly discourage incomplete grades. I have seen numerous cases where students become overwhelmed trying to wrap-up incomplete grades. However, if it is absolutely necessary for you to take an incomplete, you must arrange it with me prior to December 9th.

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Instructor Responsibilities

I have high expectations not only for you but also for myself. You should expect that I will:

  • Be prepared for class, read and return your work in a timely manner, and be interested and engaged in your papers;

  • Remember that each of you brings a different background, experience, and perspective to this course;

  • Learn from you;

  • Meet with you individually or in groups upon request and be available in person, by telephone, and by e-mail;

  • Work hard, have fun, and empower students to develop greater understandings of the topics that are covered in this course.

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Course Schedule

 

Date

Topics / Assignments / Readings
Week 01, August 25 Introductions, Expectations, and Course Overview
Week 02, September 01 Setting the Context - Introduction to the study of faculty

Required readings:

*Clark, B. R. (Ed.). (1987). The academic life: Small worlds, different worlds (pp.69-104). Berkeley, CA: University of California Press.

*Finkelstein, M. (2002). Understanding the American academic profession. In Altbach, R.,  Gumport, P., & Johnstone, D.B. (Eds.), In defense of American higher education (pp.323-351). Baltimore, MD: Johns Hopkins University Press.

*Rice, R. E. (1986). The academic profession in transition: Toward a new social fiction. Teaching Sociology, 14(1), 12-23.

Optional readings:

*Metzger, W. P. (1987). The academic profession in the United States. In B. R. Clark (Ed.), The academic profession: National, disciplinary, and institutional settings (pp. 123-208)Berkeley, CA: University of California Press.

U.S. Department of Education, National Center for Education Statistics (2002). Teaching Undergraduates in U.S. Postsecondary Institutions: Fall 1998, (NCES 2002–209). Washington, DC: U.S. Department of Education. http://nces.ed.gov/pubs2002/2002209.pdf

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Week 03, September 08 The contemporary academic workforce – What do faculty do and why do they do it?

Required readings:

*Lang, J. M. (2005). Life on the tenure track: Lessons from the first year (pp. 52-67). Baltimore, MD: Johns Hopkins University Press.

*Hearn, J. (1999). Pay and performance in the university: an examination of faculty salaries. The Review of Higher Education, 22, 4, (391-410).

*Massy, W. F., & Zemsky, R. (1994). Faculty Discretionary Time: Departments and the "Academic Ratchet." Journal of Higher Education, 65(1), 1-22.

*Milem, J. F., Berger, J. B., & Dey, E. L. (2000). Faculty time allocation: A study of change over twenty years. Journal of Higher Education, 71(4), 454-475.

TB – 1-20

Optional Readings:

*Finkelstein, M. J., Seal, R. K., & Schuster, J. H. (1998). The new academic generation: A profession in transformation (pp. 23-39). Baltimore, MD: The Johns Hopkins University Press.

*Fairweather, J. S. (1996). Faculty work and public trust: Restoring the value of teaching and public service in American academic life (pp. 23-42). Boston, MA: Allyn and Bacon.

*Fairweather, J. S., & Beach, A. L. (2002). Variations in faculty work at research universities: Implications for state and institutional policy. The Review of Higher Education, 26(1), 97-115.

*Fairweather, J. S. (2002). The Mythologies of faculty productivity: Implications for institutional policy and decision making. Journal of Higher Education, 73(1), 26-48.

Huber, M. T. (1997). Community college faculty attitudes and trends. Stanford, CA: National Center for Postsecondary Improvement, Stanford University. http://www.stanford.edu/group/ncpi/documents/pdfs/4-03_ccfacultyattitudes.pdf

*Leslie, D. W. (2002). Resolving the dispute: Teaching is academe's core value. Journal of Higher Education, 73(1), 49-73.

*Ward, K. (2003). Faculty service roles and the scholarship of engagement (Vol. 29, Number 5, pp. 51-100). San Francisco: Jossey-Bass.

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Week 04, September 15

Academic Careers – Paths, tracks, and socialization

Required readings:

*Austin, A. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73 (1), 94-122.

*Gappa, J. M. (2001). Academic careers for the 21st century: More options for new faculty. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 17, pp. 425-475). Dordrecht, Netherlands: Kluwer Academic Publishers.

*Lang, J. M. (2005). Life on the tenure track: Lessons from the first year (pp. 128-143). Baltimore, MD: Johns Hopkins University Press.

Chait - 125-159

TB - 21-43

Optional Readings:

NCES report on Part-time faculty - http://nces.ed.gov/pubs2002/2002163.pdf

*Gahn, S., & Twombly, S. B. (2001). Dimensions of the community college labor market. The Review of Higher Education, 24(3), 259-282.

*Leslie, D. W., & Gappa, J. M. (2002). Part-time faculty: Competent and committed. New Directions for Community Colleges, 118, 59-67.

NOTE: if the Leslie and Gappa hyperlink is "broken," go directly to the UI's InfoHawk EBSCOHost link. Then go to Academic Search Elite and look for the "Publications" tab at the top. Type in "New Directions for Community Colleges" at the "Browse Publications" address box. Then click on the "New Directions for Community Colleges" hyperlink, followed by clicking on the 2002 date and issue #188 hyperlinks. Browse till you find the Leslie and Gappa hyperlink. Download in Acrobat and print.

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Week 05, September 22

Review National Studies of Faculty/Discuss Research Papers

Guests: Tricia Seifert, Eric Reed, and Ryan Wells

Visit the following websites and review the surveys:

National Study of Postsecondary Faculty – http://nces.ed.gov/surveys/nsopf/

HERI Faculty Survey - http://www.gseis.ucla.edu/heri/faculty.html

Faculty Survey of Student Engagement - http://www.indiana.edu/~nsse/fsse/index.htm

Harvard Study of New Scholars - http://www.newscholars.org/

Optional readings:

For those interested in graduate education or transition into faculty positions –

National Science Foundation Surveys - http://www.nsf.gov/statistics/survey.cfm

For those interested in training on national databases –

AIR/NCES/NSF Summer Data Policy Institute - http://www.airweb.org/page.asp?page=42

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Week 06, September 29 Faculty and academic disciplines

Required readings:

*Becher, T. (1987). The disciplinary shaping of the profession. In B. R. Clark (Ed.), The academic profession: National, disciplinary, and institutional settings (pp. 271-304). Berkeley, CA: University of California Press.

*Biglan, A. (1973a). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195-203.

*Biglan, A. (1973b). Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 51, 204-213.

*Smart, J. C., Feldman, K. A., & Ethington, C. A. (2000). Academic disciplines: Holland's theory and the study of college students and faculty (1st ed., pp. 80-103). Nashville: Vanderbilt University Press.

*Becher, T. (1989). Academic tribes and territories (pp. 52-76, 106-128). Great Britain: St. Edmundsbury Press.

 
Week 07, October 06 Faculty misconduct and ethics

Required readings:

BB – 1-10, 21-68

American Association of University Professors (1984). Professional Ethics. AAUP Policy Documents and Reports.

*Braxton, J. & Bayer, A. (1999). Faculty misconduct in collegiate teaching (pp. 21-68). Baltimore, MD: Johns Hopkins University Press.

*Kerr, C. (January/February 1994). Knowledge and ethics and the new academic culture. Change, 26, 1, 9-15.

Murray, H., Gillese, E., Lennon, M., Mercer, P., & Robinson, M. (December 1996). Ethical Principles for college and university teaching. AAHE Bulletin.

Optional Readings:

Braxton, J. & Bayer, A. (1999). Faculty misconduct in collegiate teaching (pp. 69-87,156-184). Baltimore, MD: Johns Hopkins University Press.

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Week 08, October 13

Faculty in popular culture

Required reading:

Select ONE book, either fiction or non-fiction, in which faculty member(s) are central characters and/or the focus is on faculty life. Below are some examples, but you are free to choose a book that is not listed. I have not read all of these books, so proceed at your own peril.

  • Album, M. (1997). Tuesdays with Morrie. New York: Doubleday Dell Publishing.

  • Winchester, S. (1998). The professor and the madman.  New York: Harper Collins Publishers, Inc.

  • Watson, J. (1968). The double helix. New York: Atheneum.

  • Conway, J. (1989). The road from Coorain. New York: A.A. Knopf.

  • Conway, J. (1994). True north: A memoir. New York: A.A. Knopf.

  • Thompkins, J. (1996). A life in school. Reading, MA: Addison-Wesley Publishers.

  •  Ashmore, H. (1989). Unseasonable truths.  Canada: Little Brown and Company.

  • Keller, E. (1983). A feeling for the organism.  New York: W.H.   Freeman and Company.

  • Smiley, J. (1995). Moo. New York: A.A. Knopf

  • Lodge, D. (1975). Changing places. London: Penguin Books

  • (1984). Small world.

  • Smith, A. (1976). Death is academic. New York: David McKay.

  • Cross, A. (1981). Death in a tenured position. New York: E.P. Dutton.

  • Amis, K. (1954). Lucky Jim. London: Penguin Books.

  • Galbraith, J. A tenured professor.

  • Sarton, M. The small room.

  • Russo, R. The straight man.

  • Sykes, C. ProfScam: Professors and the demise of higher education.

  • Anderson, M. (1992). Imposters in the temple.

  • Hubbard, P. G. (1999). My Iowa journey: The life story of the University of Iowa's first African American professor.

  • Graebner, N. A. (2002). A twentieth century odyssey: Memoir of a life in academe. Regina books.

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Week 09, October 20

Tenure and academic freedom

Required readings:

American Association of University Professors (1940). Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments. http://www.aaup.org/statements/Redbook/1940stat.htm

*O'Neill, R. M. (1999). Academic freedom: Past, present, and future. In P. G. Altbach, R. O. Berdahl & P. J. Gumport (Eds.), American higher education in the twenty-first century (pp. 89-108). Baltimore, MD: Johns Hopkins University Press.

TB – 43-74

Chait – 1-68, 101-124

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Week 10, October 27

Tenure (continued)

Required readings:

Chait – 182-272, 309-322

TB – 125-148

Optional Readings:

*Leslie, D. W. (1998). Redefining tenure: Tradition versus the new political economy of higher education. American Behavioral Scientist, 41(5), 652-679.

*Tierney, W. G. (1998). Tenure is dead. Long live tenure. In W. G. Tierney (Ed.), The responsive university: Restructuring high performance. Baltimore, MD: The Johns Hopkins University Press.

Assignment Due: Brief description of final paper topic.

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Week 11, November 03

Faculty authority and role in institutional governance

Required readings:

AAUP, ACE, & AGB (1966). Statement on Government of Colleges and Universities. http://www.aaup.org/governance/index.htm

*Birnbaum, R. (1989). The latent organizational functions of the academic senate: Why senates do not work but will not go away. The Journal of Higher Education, 60(4), 423-443.

*Clark, B. R. (Ed.). (1987). The academic life: Small worlds, different worlds (pp.147-186). Berkeley, CA: University of California Press.

*Tierney, W. G. (2004). A cultural analysis of shared governance: The challenges ahead. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 19, pp. 85-130). Dordrecht, Netherlands: Kluwer Academic Publishers.

Chait – 69-100

Optional Readings:

*Birnbaum, R. (1984). The effects of a neutral third party on academic bargaining relationships. The Journal of Higher Education, 55(6), 719-734.

*Birnbaum, R., & Inman, D. (1984). The relationship of academic bargaining and changes in campus climate. The Journal of Higher Education, 55(5), 609-620.

*Miller, M. T. (2003). The status of faculty senates in community colleges. Community College Journal of Research and Practice, 27, 419-428.

*Minor, J. T. (2004). Understanding faculty senates: Moving from mystery to models. The Review of Higher Education, 27(3), 343-363.

 
Week 12, November 10

Women faculty

Guest – Christine Brus, Director for Women in Science and Engineering

Required readings:

Aguirre, A. (2000). Women and minority faculty in the academic workplace:  Recruitment, retention, and academic culture. San Francisco, CA: Jossey-Bass.

Toutkoushian, R. K. & Conley, V. M. (2005). Progress for women in academe, yet inequities persist: Evidence from NSOPF:99. Research in Higher Education, 46(1), 1-28.

University of Iowa Graduate Programs Climate Study: http://www.uiowa.edu/~wise/climate/climatecontents.htm

TB – 75-102

Optional Readings:

*Bellas, M. L. (1997). Disciplinary differences in faculty salaries:  Does gender bias play a role? Journal of Higher Education, 68(3), 299-321.

*Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity: Gender, race, and family effects. Review of Higher Education, 22(4), 367-390.

*Perna, L. W. (2003). The status of women and minorities among community college faculty. Research in Higher Education, 44, 205-240.

*Perna, L. W. (2001). The relationship between family responsibilities and employment status among college and university faculty. The Journal of Higher Education, 72(5), 584-611.

*Perna, L. W. (2001). Sex differences in faculty salaries:  A cohort analysis. The Review of Higher Education, 24(3), 283-307.

*Ward, K., & Wolf-Wendel, L. (2004). Academic motherhood: Managing complex roles in research universities. The Review of Higher Education, 27(2), 233-257.

*McElrath, K. (1992). Gender, career disruption, and academic rewards. Journal of Higher Education, 63(3), 269-281.

NCES Gender and Racial/Ethnic Differences in Salary and Other Characteristics of Postsecondary Faculty: Fall 1998:

http://nces.ed.gov/pubs2002/2002170.pdf

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Week 13, November 17

No class (ASHE) – Individual meetings to discuss final paper
Week 14, November 24 No class (Thanksgiving Holiday)
Week 15, December 01

Faculty of Color

Guest – Marcella David, Associate Provost for Diversity and Professor of Law

Required readings:

*Smith, D. G. (2000). How to diversify the faculty. Academe, 86(5), 48-52. (http://www.aaup.org/publications/Academe/2000/00so/SO00Smit.htm)

*Cole, S., & Barber, E. (2003). Increasing faculty diversity: The occupational choices of high-achieving minority students. Cambridge, MA: Harvard University Press (pp. 213-235).

TB – 103-123

Optional Readings:

*Antony, J. S., & Taylor, E. (2004). In D. H. Wulff & A. E. Austin (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 92-114). San Francisco, CA: Jossey-Bass.

*Trower, C. A., & Chait, R. (2002). Faculty diversity: Too little for too long. Harvard Magazine, 104(44), 33.

*Turner, C. S. V. T., & Myers, S. L. (2000). Faculty of color in academe: Bittersweet success. Boston, MA: Allyn and Bacon.

*Johnsrud, L. & Sadao, K. (1998). The common experience of "otherness": Ethnic and racial minority faculty. The Review of Higher Education, 21 (4). 315-342.

*Thompson, C. & Dey, E. (1998). Pushed to the margins: Sources of stress for African  American college and university faculty.  The Journal of Higher Education, 69 (3). 324-345.

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Week 16, December 08

Assignment Due: Final paper and presentation