uni. prof, ask me anything

[Anonymous]

I see a substantial difference between student abilities coming out of private schools and out of public schools (esp. in the ability to read/interpret, think analytically, and in level of confidence).

Do you believe this is due to “good teaching” at private schools, or is it selection bias (smarter parents make money, have smarter kids, and can afford private schools)?

[Anonymous]

I went to a private church school. Some incredible teachers.. At least one was living under an assumed identity. And plenty of fools

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Serious question: do most humanities profs (a) not realize that covid vacc mandates are not supported by data and are unethical, (b) are afraid to say anything to the contrary for fear of retribution/ostracization, and/or (c) have no pull whatsoever where college administrative decisions are concerned?

I feel fairly certain that (c) is true, but it's much harder to discern (a) or (b). Guessing (a) is true (they just don't realize) (no personal offense intended if this includes yourself). Perhaps you might offer observations on this issue, considering the anonymity of your thread.

The data clearly demonstrate the COVID-19 vaccines prevent serious illness and death. Do you disagree with that? If so, based on what?

(a) Mandates are unethical without transmission prevention (or at the very least, durable and significant reduction). The vacc does not prevent transmission. Short duration increase in antibody levels, combined with the lack of any antibody level correlate of protection, do not support mandates.
(b) College students are not at significant risk of severe disease and death. Seroprevalence is very high (>90%) nationally. There is no age-stratified clinical trial data proving a marginal benefit to previously-infected college students against severe disease.
(c) There are risks. Studies on such risks have not even finished and been released (more are due at the end of this month).
(d) All available products in the US are still under EUA only, which prohibits coercion.

See e.g. COVID-19 vaccine boosters for young adults: a risk benefit assessment and ethical analysis of mandate policies at universities, https://jme.bmj.com/content/early/2022/12/05/jme-2022-108449

Some vaccines have approved Biologics License Applications. Vaccines under EUA can indeed be mandated. The option to refuse under FFDCA 564 is an information provision. It’s not informed consent. You need to do some more homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Serious question: do most humanities profs (a) not realize that covid vacc mandates are not supported by data and are unethical, (b) are afraid to say anything to the contrary for fear of retribution/ostracization, and/or (c) have no pull whatsoever where college administrative decisions are concerned?

I feel fairly certain that (c) is true, but it's much harder to discern (a) or (b). Guessing (a) is true (they just don't realize) (no personal offense intended if this includes yourself). Perhaps you might offer observations on this issue, considering the anonymity of your thread.

The data clearly demonstrate the COVID-19 vaccines prevent serious illness and death. Do you disagree with that? If so, based on what?

(a) Mandates are unethical without transmission prevention (or at the very least, durable and significant reduction). The vacc does not prevent transmission. Short duration increase in antibody levels, combined with the lack of any antibody level correlate of protection, do not support mandates.
(b) College students are not at significant risk of severe disease and death. Seroprevalence is very high (>90%) nationally. There is no age-stratified clinical trial data proving a marginal benefit to previously-infected college students against severe disease.
(c) There are risks. Studies on such risks have not even finished and been released (more are due at the end of this month).
(d) All available products in the US are still under EUA only, which prohibits coercion.

See e.g. COVID-19 vaccine boosters for young adults: a risk benefit assessment and ethical analysis of mandate policies at universities, https://jme.bmj.com/content/early/2022/12/05/jme-2022-108449

NP. Don't get the vaccine. If there's a way to pull if out of you, do it. Make sure you and extended family don't get ANY vaccines. See if anyone cares.

[Anonymous]

Anonymous wrote:

I see a substantial difference between student abilities coming out of private schools and out of public schools (esp. in the ability to read/interpret, think analytically, and in level of confidence).

Do you believe this is due to “good teaching” at private schools, or is it selection bias (smarter parents make money, have smarter kids, and can afford private schools)?

OP here, back,

I think (assertion!) it's more curricular freedom, more emphasis on deep reading, analytical reading, "reading the classics" (which can, in a way, just be careful attention to reading texts that are complex and make you think, struggle, reflect, etc., which is precisely why they seem to then excel at doing those things in college!).

[Anonymous]

How many books and how many articles did you need to publish to get tenure?

[Anonymous]

Ugh I am also a prof (not humanities) but humanities profs at my institution start around 60K and don't get north of 100K unless they become chairs or directors or assistant deans. I'm not in a much better situation. Fine with me because spouse is a high earner and my tenure bar is pretty achievable, but amazing how much salaries vary between institutions and disciplines when we all have very similar jobs.

[Anonymous]

Would you advice young people to aspire to be university professors...or is everyone an adjunct these days?

[Anonymous]

advise

[Anonymous]

Anonymous wrote:

Anonymous wrote:

I see a substantial difference between student abilities coming out of private schools and out of public schools (esp. in the ability to read/interpret, think analytically, and in level of confidence).

Do you believe this is due to “good teaching” at private schools, or is it selection bias (smarter parents make money, have smarter kids, and can afford private schools)?

OP here, back,

I think (assertion!) it's more curricular freedom, more emphasis on deep reading, analytical reading, "reading the classics" (which can, in a way, just be careful attention to reading texts that are complex and make you think, struggle, reflect, etc., which is precisely why they seem to then excel at doing those things in college!).

How about writing skills in private vs public students?

[Anonymous]

There’s no way your salary is what you report it to be, even with an admin component.

Signed,
Social sciences prof who sees salary comparisons across all schools

[Anonymous]

Why do most faculty members treat professional staff members as “lesser than” and “the help”—especially when many staff members command higher salaries than faculty?

[Anonymous]

Anonymous wrote:How many books and how many articles did you need to publish to get tenure?

In my field, the gold standard is a monograph, and at my institution, generally one done and another in the pipeline, and at good presses, and well-reviewed. Articles are fine, but less important than monographs.

[Anonymous]

Anonymous wrote:Would you advice young people to aspire to be university professors...or is everyone an adjunct these days?

(OP here): The path is continually more treacherous, and there are ever fewer tenure line positions. My field's job postings, when I came out, would have a couple hundred postings, and half or more were tenure line. Now it's maybe 1/4 tenure line. It's depressing how the bottom has fallen out of academic teaching/research.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

I see a substantial difference between student abilities coming out of private schools and out of public schools (esp. in the ability to read/interpret, think analytically, and in level of confidence).

Do you believe this is due to “good teaching” at private schools, or is it selection bias (smarter parents make money, have smarter kids, and can afford private schools)?

OP here, back,

I think (assertion!) it's more curricular freedom, more emphasis on deep reading, analytical reading, "reading the classics" (which can, in a way, just be careful attention to reading texts that are complex and make you think, struggle, reflect, etc., which is precisely why they seem to then excel at doing those things in college!).

How about writing skills in private vs public students?

(OP here): many more of my students who came from private schools can write really well. Overall, the level of writing skills is depressing (I also feel that way about 3/4 of the literature in my field, but I'm probably just an a$$hole).