The following is a rejection letter I recently received for a tenure-track position in English literature, which I quote at length to illustrate the current state of the academic job market from the applicant’s perspective:
Dear Christopher Stampone:
Thank you for your interest in employment with [X]. There were many highly qualified applicants who applied for the position of ASSISTANT/ASSOCIATE PROFESSOR 10 MONTHS position and our decision was very difficult. Although your background is impressive, we have selected a candidate whose qualifications most closely match our job requirements. . . . Please accept our best wishes for success in your job search endeavors.
Clearly, the school’s statement about my “impressive background” is disingenuous because the “Search Committee” of the “<department> Department” failed to complete the appropriate spaces in their rejection form. I am quite convinced that they do not really think I am “impressive” since every applicant has an “impressive” background by default. The position went to someone with unspecified “qualifications” that supersede my own. I might ask questions but I doubt “Search Committee” would respond to my queries.
Such poorly-written and thoughtless rejection letters—which, as I discovered, are quite common in academia—reveal the reality of the HR-driven job application process. This process is broken—and we need to fix it.
Continue reading The Job Application Process in Higher Education is Broken—and We Need to Fix It
At CUNY, a New York state public university where I teach an introductory course in literature and writing, undergraduates like thinking about power. Their material disadvantages make social critique come naturally. Knowing this and wanting to get them hooked, I present Romantic literature as an early expression of dissatisfaction with social processes and conventions, a perspective to be developed later by Marx. This semester, I threw Jane Austen into the mix, and oriented reading and discussions of Persuasion around questions of social class. We spent a lot of time discussing the historical attributes of Austen’s class system that seem strange to modern sensibilities: the phenomenon of rank, the marriage between cash and land, the ambiguous category of the “gentleman” and the expanding mercantile economy.
Continue reading How much history?
As we march ahead, perhaps forebodingly, into a new epoch in America’s political climate, one might wonder exactly what can be the value of teaching Romantic poetry and prose. In the weeks immediately following the recent historic election (however one chooses to define “historic”), we must consider whether undergraduate students really want to spend their time reading Wordsworth’s “A slumber did my spirit seal” or Keats’s “To Autumn” or Austen’s Emma. When these students are otherwise preoccupied with what Twitter and Snapchat have to tell them about the current state of the world, why would they choose to bow their heads over texts that, while they may have something to say about the early nineteenth century in Britain, seem to be so distant and disjointed from our own time and place? This was a question I set out to explore this fall…and then November 8th happened.
Continue reading Pride and Prejudice and Politics
Reflections, questions, & forum for response.
The dawn of another academic year always comes with a slew of first year Teaching Assistants. Graduate students must now stand up in front of the classroom and, if any of them are like me, spend more time reflecting on their own learning processes than ever before in their academic life. Like so many gradate TAs I don’t have the option to choose which courses or syllabus to teach, but rather am assigned courses that vary between English Composition 100 and Intro to Literature. I’m not complaining as each opportunity provides the space to learn a new topic that otherwise might have slipped my academic history.
Continue reading What does a Romantic Classroom Look Like?
The debate about the role of social media in academia that took over my Twitter feed a few weeks ago (read about it in The Guardian and in Forbes) has prompted me to think about the role of blogging as well, particularly for graduate students, who are perhaps especially concerned about being seen as “serious academics.”
Continue reading Why We Blog
From the Fireplace to the Furnace: Journal Publishing from a Graduate Student’s Perspective
Devoney Looser’s recent article on journal publishing for graduate students and early-career scholars is as funny as it is informative. I certainly have fallen victim to imagining journal editors as either angels singing hymns of praise while reading my work or devils condemning my work and me to the furnace of eternal hellfire. As Professor Looser reminds us, however, editors are people—ones who sit at sometimes overcrowded desks rather than at fireplaces, and who do their best to balance the (far too often thankless) job of journal editor with myriad other professional and personal duties.
Continue reading From the Fireplace to the Furnace: Journal Publishing from a Graduate Student’s Perspective
One of the last panel slots of NASSR 2016 was reserved for a roundtable with contestants of the Romantic Circles‘s Pedagogy Contest, hosted by RC Pedagogies editor Kate Singer. This year’s competition featured these finalists:
In general, I was floored (and, to be honest, a little intellectually intimidated) by the pedagogical innovations on display yesterday. And while Wolff was unfortunately unable to present, I was excited that the remaining panelists and audience would have plenty of time for the presentations plus a vibrant lengthy Q&A discussion session to round off the entire conference. Here’s more:
Continue reading NASSR 2016 – Progressive Pedagogies
Sunday’s Tweets about NASSR 2016 via Storify
So here we are, at the end of NASSR 2016, with all of us likely traveling across the U.S. and Canada this evening, or on our way across the Atlantic or Pacific, heading back to our home institutions. Hopefully we’re re-invigorated with an exceptional amount of insight, inspiration, and innovation that will carry into our research and teaching over this coming academic year.
For me, today’s panels provided a surprising amount of vim and vigor on this, the final morning of our annual conference. When I imagine the Sunday morning of any conference, I envision a small gaggle of weary academics dragging their feet and their suitcases to the free morning coffee buffet before plopping in their seats to process, with half-closed eyelids, the final papers that our poor presenters must still deliver after the three action-packed days. To my pleasant surprise, however, both rooms were animated, engaged, and quite lively! Here’s some of what I heard… Continue reading NASSR 2016 Rapid Response: Final Day!
After an arduous year one of grad school I have come out alive. In anxious preparation for year two a few good friends and myself set quite the task this summer to read Hegel’s The Phenomenology of Spirit that haunted us all year. Given the complexity and reputation of the great man himself I find our “Adventures in Hegel” will entertain readers on how we successfully managed reading his “Preface” to the book. What follows is the affective and intellectual journey myself and friends Katy and Liz have embarked upon.
In lieu of actually trying to explain Hegelian thought or even relay my precise thoughts on the preface I provide some useful tactics we employed to “mastering”, well, getting through difficult texts such as Hegel. Now at the end of year one of graduate studies I can attest the most common nerve-racking question from new grad students to be “How do I read X?” Whether long novels, poetry, images, and of course theory/philosophy everyone has that one form they consider impenetrable to decipher. My fellow book club interlocutors agreed our reading of Hegel to be extremely enlightening and cleared up many conceptual gaps. It does help we’re all good friends but we actually had a great afternoon discussing Hegel? It was fun, and not soul-crushingly dark and intimidating? But how?! Our satisfaction shows such texts are indeed very approachable with just the right attitude.
Continue reading Preface to Graduate School: Reading Hegel or learning how to read again
Recently the English department at UW-Madison hosted Professor Deidre Lynch of Harvard to present new work that appears to evolve from her last publication Loving Literature: A Cultural History (2015, Chicago UP). You should recognize the guest lecturer as one of the most influence contributors to 19th c. and Romantic studies. Earlier works remain frequently cited in contemporary scholarship, most notably her work on Austen and The Economy of Character: Novels, Market Cultural and the Business of Inner Meaning (1998). In consideration of blog readers interests in book history, archival methods, material culture, and all things 19th c. I’ve provide a brief summary of the talk title “Paper Slips: The Nineteenth-Century Album and Other Misadventures in Book-keeping” and offer comments on how the work Prof. Lynch presented could inspire scholarship to come, or at least re-think what we write in our diaries.
Continue reading Paper Consciousness: Professor Deidre Lynch Performs a “Bookish Ontology” on the Nineteenth-Century Album