'Faculty are the least important people on a campus,' but don't worry; administrators will be all right

Adaptation of Joe Loong via Flickr CC BY-SA 2.0

A recent item in The Chronicle of Higher Education (subscription), excerpted by Paul Caron on TaxProf Blog, well captures what it feels like to be a professor in American higher ed nowadays.

The Chronicle item, by Beckie Supiano, talks about tenured and tenure-track professors leaving the "dream job" of academia. Author and consultant Karen Kelsky founded a private Facebook group, now counting 33,000 members, as a virtual home for the disillusioned: "The Professor is Out."

Supiano quoted Kelsky:

"The faculty are the least important people on a campus right now," Kelsky says. If colleges valued their work, she says, they wouldn't have allowed "adjunctification" to happen in the first place. The current wave of faculty departures—which colleges don't even seem to have acknowledged—is simply the latest twist in a decades-long deterioration.

"Institutions' indifference to faculty leaving," she says, "is a reflection of their indifference to faculty's being there."

To some professors, the job they've worked so hard for feels untenable. And that's particularly true for those who ... pour themselves into their positions and strive to connect with students on a personal level. That's something that colleges sell to students, but it's not something they seem actually willing to invest in.

Right: especially that first line about faculty being the least important people on campus. Though "right now" might erroneously suggest a new condition. Rather, this lament is the familiar theme of the widely referenced book by Benjamin Ginsberg, The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters, in 2011, when the data already were ample.

Despite Ginsberg calling out the trend more than a decade ago, nothing has changed. Faculty governance is practically a dead letter. Faculty work not only for provosts and chancellors, but for every support service office on campus, such as information technology and human resources. We're told when and where, and increasingly how and what to show up and teach. Worse, we're loaded down with hamster-wheeling administrative work. It seems that every new administrator means more work for me, too. I feel ever more like Lucy on the assembly line.

This state of affairs was a refrain at last week's Niagara Conference on Workplace Mobbing (more to come about the conference here at The Savory Tort). In the same vein, I heard mounting faculty anxiety over AI. If universities, as the bottom-line businesses they've become, care about the delivery of services almost to the exclusion of quality, then they will gravitate to the worker that never sleeps and never whines about the rising costs of housing, healthcare, and college for our own kids.

In my workplace, "adjunctification," as Kelsky put it, manifests as noncompetitive compensation for both part-time and full-time faculty. A first-year attorney in Big Law makes substantially more than any of the teaching faculty at the law school where I work—

—excluding deans. A university's priorities ring clear when one compares the qualifications and salaries of teaching faculty with salaries in the bureaucracy. Judge my shop for yourself with a recent top-100 round-up at South Coast Today (or look up anyone in the Massachusetts public sector). Be wary of listed titles. At no. 32, I'm the top paid, still serving, and exclusively teaching "professor." Other "professors" at nos. 5-30 had or have admin roles that fattened the bankroll. The money is in admin and overhead, even while students strain to see the return on that investment.

Indeed, as Kelsky suggests, most of us, teaching faculty, still "strive to connect with students on a personal level," despite lack of incentives to do so. That's probably because it's the character flaw of human compassion that draws us to teaching. I'm working on it: trying to be a good worker by caring less and keeping the assembly line moving. "Speed it up a little!" Maybe, for students' sake, AI will meet us halfway in the humanity game.

Conference on workplace mobbing posts presenters

Niagara Falls, N.Y.
Carol M. Highsmith's America, Library of Congress,
Prints and Photographs Division, via Picryl

The Niagara Conference on Workplace Mobbing is taking shape.

Read more about the interdisciplinary conference at Niagara University, July 22-24, 2024, in the February announcement.  The conference website now features information about presenters and their work. Presenters include:

Dr. Ann Marie Flynn
Dr. Caroline Crawford
Dr. Emily Godbey
Dr. Eve Seguin
Gail Pursell Elliott
Dr. Janice Harper
Dr. Joseph Donnermeyer
Dr. Karen Moustafa Leonard
Dr. Kenneth Westhues
Dr. Peter Wylie
Prof. Richard Peltz-Steele
Prof. Robert Ashford
Dr. Rebecca Pearson
Dr. Qingli Meng
Dr. Walter DeKeseredy

As well, from the conference website:

Host of the conference is Niagara University, which dates from 1856, and which is meeting the challenges of the present century with extraordinary success. Its president, Rev. Dr. James Maher (theology), and its provost, Dr. Timothy Ireland (criminology), will welcome conference participants.

Among sponsors of this conference is the Edwin Mellen Press, which has published more books on mobbing than any other publisher. Professor Herbert Richardson (theology), Its founder and chief editor, now in his 93rd year, will address the conference on cybermobbing. In 1994, he was the subject of what is still the most famous case of academic dismissal in Canadian history. Dr. Eva Kort will also be on hand representing the Edwin Mellen Press.

A book by the late Joel Inbody, his factual analysis of being mobbed as a graduate student at the University of Massachusetts, will be released posthumously at the conference. His mother, New York educator Kimberly Lewis, will tell the story behind the book, and chronicle the events that led to Joel’s being slain by a gang of six law enforcement officers in New Mexico, in 2023.

Also sponsoring the conference is the Society of Socio-Economists. Its founder and leading light, Professor Robert Ashford, Professor of Law at the University of Syracuse, arranged for a session on academic mobbing way back in 2010, at the Annual Meeting of the Association of American Law Schools. Professor Ashford will address the conference on "Mobbing and Academic Freedom."

Registration remains open until July 1, or 100 participants, whichever comes first.  If you or a colleague wish to present as well as attend but are finding out about the conference only now, after the proposal deadline, reach out to Dr. Meng via the conference website to inquire.

My writing is 'not very good,' and other reasons you can't get ahead in our not-really-a meritocracy

Pxhere CC0

A purported mentor once told me that probably I couldn't find a job in academics because my "writing is not very good."

'Tis the season when the law professor should be writing exams, yet is inundated and distracted by requests for recommendation letters to aid students on the career track. The distraction has caused me to ponder the futility of it all. Aside from the fact that my laboriously and meticulously drafted letters scarcely will be read, I'm saddened by how little a person can do to move the needle on ultimate potential in our supposed meritocracy.

In the 20-aughts, I was looking for my second job in academics, hoping to leave Arkansas and the curse of flyover country. My job search took five years. I lost count of how many applications I put in. It had to be more than there are law schools in the United States.

At some point, through a program I won't identify, as not to identify the person, I was paired with a mentor, an academic at a U.S. News "top 10" law school. After a couple of telephone counselings in which he told me nothing I did not know already, he suggested that maybe I needed to accept that I could not score a job because my "writing is not very good."

That was hurtful. Not because it wasn't a fair consideration to put on the table; it was. It was hurtful because it was his go-to conclusion, and rather the end point of the short arc that was his mentorship. There were countless other explanations for my struggle in the job market. He blew past all of them to rest on one: I suck.

Implicit in the suggestion was that he was at a top-10 school because he was so much better at the job than I. That's what hurt. And as I've matured in my career, I've come to realize how wrong he was.

I have a lot of experience now on the hiring side of hiring, almost three decades, at least in legal academics. And I've worked out a formula, though sometimes I tweak the apportionment, I feel like about describes the factors at play in getting a job, certainly in legal academics, but maybe anywhere:  

• 60% privileges; 
• 30% right-place-right-time; and 
• 10% merit.

I'm not one of these "privilege walk" organizers who use loaded questions to make people feel guilty about socioeconomic advantages, and then to feel good about having felt guilty, and then relish telling everyone how privileged I now know I am, without actually doing anything to make the world better. But I do try to be conscious of privileges, especially the ones that I have and did nothing to earn.

I did not start at the bottom of the ladder. That I'm not a person of color, thus not subject to unfair biases manifesting as implicit assumptions about aptitude and potential, nor followed by security in stores and distrusting of police; that I went to K12 in reputable suburban school districts with dedicated teachers and was a child of two parents with college degrees: these factors have worked immeasurable benefits in my life, no thanks to anything I did.

I didn't start at the top, either. My divorced, usually single parents were college educated thanks to community-college access and the military. My family was the typical penniless-20th-century-immigrant story, and my parents and grandparents were victimized by ethnic discrimination with real socioeconomic consequences. I was able to go from public school to a first-rate undergrad with mostly private-schooled kids only because I earned a full scholarship.

On the inside of hiring in academics—I can tell another time cringe-worthy stories of before academics—I have seen it all, and candidate merit is only weakly indicative of outcome.

Because of the prevalence of liberal politics in academics—I do not suggest that preferences ordinarily run in these directions in the job market in general—I had a dean who announced the race (not mine) and gender (not mine) of an intended hire at the beginning of the search process; and I've had colleagues announce, also in advance of a search, that they would vote against any candidate of a certain race (mine) or gender (mine). I've likewise heard colleagues openly favor or disfavor candidates based on perceived sexual orientation (minority favored) and religion (belief disfavored). So to pretend that these factors are not in play, whether or not they are verbalized, would be willfully ignorant.

But race, gender, etc., are easy targets to exemplify pernicious discrimination. There are other factors that are more subtle, yet equally well effect socioeconomic exclusion, and thus indirectly race discrimination. And these factors are embraced by persons both liberally and conservatively minded.

When I was at a "tier 3" law school looking for a job, a colleague at a "tier 2" school—who knew I was looking for a job—asked me whether I might recommend anyone—not me—to fill an open position at her school. I was disqualified presumptively for the open position, because I did not do a judicial clerkship after law school. My colleague iterated this hiring expectation as if it were a self-evident sine qua non. She assumed I knew my place, and I was in it. One does not advance to tier 2 without a clerkship on the resume. "We prefer people who've clerked at the Supreme Court," she said breezily.

I didn't do a judicial clerkship after law school for various reasons. A big reason was that I was sick over the profound debt I had incurred paying for law school 100% with loans. 

I had turned down full scholarships at two other law schools to pay full freight at a top 10, because I hoped the top 10 would open doors the others could not. I could not see, after law school, how I could take a job in which I would struggle to make monthly payments, or worse, postpone them, with interest accruing. For the same reason, I didn't go back to journalism after law school, which had been my plan. I also did not have anyone in law or legal academics to advise me on the value of a clerkship—an opportunity, perversely, that one never has again—for my later career.

I was the beneficiary of many privileges at that time in life. Not among them was the luxury of choosing a clerkship or any job because it would be a smart resume builder, rather than because it would pay my bills. Not among them was having anyone to model a career in legal academics, or tell me what to do to get there. And yet, with no undergrad debt, I already was much better off than most of the students I teach now. I did not yet have a family to take care of. I was able to put every spare dime from my attorney earnings into paying off my debt.

My top-10 choice paid off some, because I would not otherwise have scored my first job in academics. A key faculty player in hiring had gone to the same law school I did. The hiring school was in urgent need of an immediate start, and I was willing to quit my job and move halfway across the country at Christmas. The hiring school was especially vexed over poor student writing skills, and I was a former journalist and capable copy editor. There it is: 60% privileges, 30% right-place-right-time, and 10% merit.

Yet I would be limited thenceforth by not having clerked, and by other, similar factors. I never volunteered abroad, as many aspiring academics do. I wanted to—because of my family ties, a passport was a privilege I did have—but, again, I had to work 50 weeks per year to pay on my debt.

At my attorney job, I had little to no mentorship; it was all about billable hours. I had no role models to show me how to navigate in that world. I had no business contacts; no matter how hard I worked, I never would have made partner. The media lawyer I worked for when I started left for an in-house position after a year, and I was reassigned to the grind of mass-tort discovery.

In my first academic post, I had little to no mentorship in my professional development at my "tier 3" school. I had not even a scholarship requirement for my first years, when I was a contract instructor, not tenure track. I did not know to publish, what to publish, or where. I wrote and published only because I wanted to, about whatever I wanted. It was the law-professor equivalent of being a journalist; if you have writing in your heart, it's a compulsion.

I did not know that the choices I was making, from starting as an instructor rather than an assistant professor, to the lack of an overarching research agenda, to everything from subject matter to placement strategy to the titles of my articles: all was part of a portfolio that I had only one chance to do right. I didn't.

Sometimes a student comes to me and expresses a desire for an academic career. My heart breaks. I have a rehearsed presentation to explain, as gently as I can, that the student already is behind on that goal: by definition, as we are having the conversation at a "tier 4," or bottom tier, law school. An academic career probably is foreclosed because of "poor" choices the student already has made unwittingly, such as having a family and living on a budget.

Mostly, the track is foreclosed by circumstances beyond the student's control: Urban childhood. Weak K12. No jobs for youth. No college counseling. Ailing parents. Delayed higher education. Being the wrong race, ethnicity, religion, or sexual orientation and identity for whatever is in fashion.

Even the brightest and most determined candidate cannot cause 10% merit to control the outcome.

The "mentor" I mentioned at the top: I take nothing away from his merit. But does he appreciate why he is where he is? Does he think that when he submits an article for publication, its merits are the principal driver of an offer? Does he think that when he submits a job application, his hard work is the principal driver of an invitation?

He's a white man who started adulthood before I and in the "Morning in America" Reagan heyday. I don't want to say what college he went to, but suffice to say, it's one you've heard of in connection with Presidents and Supreme Court Justices. Law school too. Maybe he was plucked from child labor in an Appalachian mine to be gifted with these opportunities, but odds are not. He then clerked for a federal appeals court, and then for the U.S. Supreme Court. He diversified the resume with a short stint abroad. He worked briefly in public and private sectors. He won a teaching fellowship in the top 10, and never worked lower: from there to tenure track, named professorship, center director, etc.

Brilliant bloke. 10%. 

But not that brilliant. 60% privileges, 30% right-place-right-time.

I think my writing is very good.

Conference on Workplace Mobbing to convene in July, aims to establish mobbing as discrete field of study

PLEASE JOIN US IN NIAGARA IN JULY,
AND SPREAD THE WORD TO YOUR NETWORKS!

The first Niagara Conference on Workplace Mobbing will convene July 22-24, 2024, at Niagara University in Niagara, New York, and registration is now open for participation and presentation proposals, in-person and hybrid.

The conference is sponsored by Niagara University and co-sponsored by the Society of Socio-Economists. Additional sponsorships are invited; please contact conference registrar Qingli Meng, in criminology at Niagara University, via the conference website.

Mobbing is a form of group abuse of an individual and has been documented in studies in sociology and related fields for almost half a century. Mobbing is associated particularly with workplaces, where persons act in concert to effect a victim's alienation and exclusion from the community.

Workplace mobbing is especially prevalent in academic institutions. A sociologist and expert on mobbing, Professor Kenneth Westhues has studied the phenomenon and why the academic work environment is especially fertile soil for mobbing behavior. Westhues maintains the website, Workplace Mobbing in Academe.

While forms of interpersonal abuse such as harassment and bullying have found traction in law and become recognized in popular culture as wrongful, mobbing has not yet come fully into its own. Mobbing behaviors are complex, involving multiple perpetrators with variable states of culpability, so mobbing is not always as readily recognizable as a more abrupt infliction, such as bullying. Like harassment and bullying victims, especially before the wrongfulness of those acts were widely acknowledged, mobbing victims tend to self-blame and self-exclusion, so might not bring mobbing behaviors to light.

A purpose of the planned conference, therefore, is to disentangle mobbing from adjacent behaviors, such as bullying, harassment, and ostracism. By recognizing mobbing as a discrete phenomenon and focusing study on mobbing as a cross-cutting scholarly sub-field, fields such as psychology, economics, organizational management, employment law, and criminal law can recognize and respond to the problem of mobbing more effectively, bringing relief to victims and preventing victimization to begin with.

A welcome and invitation at the Niagara Conference on Workplace Mobbing website explains the conference mission better than I have here, as resources available through Westhues's website well explain mobbing and its defining characteristics.

I am chairing the Scientific Committee of the Niagara Conference on Workplace Mobbing . The interdisciplinary committee also comprises Dr. Meng; Dr. Westhues; Robert Ashford, in law at Syracuse University; Walter S. DeKeseredy, in criminology at West Virginia University; Joseph Donnermeyer, in criminology at Ohio State University; and Tim Ireland, provost at Niagara University.

The conference is grateful for technical and logistical support from Niagara University's Yonghong Tong, PhD; Michael Jeswald, MBA; Valerie Devine, assistant director of support and web development; Michael Ebbole, audio visual systems coordinator; William Stott, audio visual systems specialist; and Chang Huh, PhD.

The Niagara Conference on Workplace Mobbing is a project of Conference on Workplace Mobbing Ltd., a New York nonprofit organization.

It's education and healthcare, stupid

CC0 Pixabay via picryl

Experts are puzzled over American discontent while economic indicators ride high. Yet they consistently fail to recognize what seems to me an obvious factor: the exorbitant cost of education and healthcare.

My feeds have been awash in stories and analyses of the disconnect between economic indicators of a prosperous America and people's simultaneous sourness on their economic prospects. The Atlantic tackles the problem perennially (e.g., Apr. 2022, Oct. 2023, Nov. 2023, Dec. 2023, Jan. 2024). Yesterday I caught up on my podcast backlog with Paddy Hirsch and Darian Woods enumerating five explanations for The Indicator earlier this month.

To be fair, the explanations are multiple, complicated, and interrelated. Almost every writer fairly points to inflation as a capstone problem. As Hirsch put it, Americans care less about mathematical formulae than about strain on the wallet at the gas pump and the grocery checkout. 

Moreover, The Indicator helpfully told me, data show that even if wages are keeping up with inflation on average across the economy, that's not the experience of many, if not most, Americans. Wages in volatile markets, especially for young people who have the economic flexibility to change jobs more readily, are outpacing inflation times over. But wages in career tracks, for middle-aged and older Americans tied to mortgages and other responsibilities, are failing to keep pace with inflation. So yes, we're rightly frustrated when a smiling employer gleefully announces a wage hike, yet we somehow have less money in our pockets at month's end.

At the same time, I have been frustrated repeatedly by writers' and analysts' failure to recognize an elephant in the room: the exorbitant cost of education and healthcare in America. The problem is amplified by inflation, but it's not a byproduct of inflation, and it won't be remedied by any number of interest-rate hikes.

Let me interject that there is an overarching problem as well that analysts often fail to recognize, which is simply that economic indicators are not interchangeable with human happiness. American culture habituates us to equate, mistakenly, economic prosperity with personal joy. Yet ample social science data gathered around the world show that wealth, whether societal or personal, does not necessarily correlate with happiness; much less is it causal. And see Matthew 6:19-24. A productive society by economic measures is not necessarily a society that produces art, that affords opportunity for recreation and leisure, or that values freedom for individual and interpersonal fulfillment.

Even by economic measures, though, healthcare and education are anomalous sectors. As a matter of morality, healthcare cannot be left to the free market—and I say this as an economic conservative—because the essentiality of healthcare for survival makes any bargain inherently unfair, any playing field invariably unlevel.

Similarly, education, at least in part, also must operate extrinsically to the free market for goods and services. Education does not guarantee upward economic mobility. But upward economic mobility is profoundly unlikely without education. And a market has no incentives to provide educational opportunity as long as labor is abundant.

Consider: A society based on slave labor might look marvelous by economic measures: full "employment," efficient resource distribution, pyramid-building productive capacity. Yet there is zero potential for laborers' upward social or economic mobility. In America, we purport to abhor servitude and to prize socioeconomic potential as "the American dream."

Both healthcare and education are therefore imperative in our society; their absence, or unattainability, is hard felt. But the free market will provide neither in adequate supply. Healthcare will be unattainable for those unable to pay the going price. Education is a byproduct of a healthy economy only insofar as it is necessary to ongoing productivity. The economy won't provide for retraining as long as labor is abundant, and upward mobility is not even on the board.

This isn't an abstract problem. This is what Americans feel on the ground.

I went to the ER in the fall.  I was in the hospital for maybe seven hours, out-patient.  I am lucky to have insurance that covered most of the roughly $15,000 cost.  I am blessed with employment that allows me to cover without much strain the roughly 10% of the cost allotted to me. 

But for many Americans, in many instances, medical treatment is unaffordable or entails bankrupting medical debt. People choose to live with pain—not economic pain, but real pain, sometimes a toothache, sometimes terminal illness—because they can't afford healthcare. 

Why would we expect that people suffering with pain and ailments, unable to see doctors, would ever report feeling good about the economy?

My wife and I make decent money (for now). By some measures, our U.S. household ranks as high as the 93rd percentile by income. By tightening our belts for a few years, we mostly managed to put our one child, after public K12, through a bachelor's program. Still, she had to borrow about $50,000, much of it at 6.5%, to close the gap for four-year university. And we co-signed on those loans even while we were still, in our 40s, paying off our own higher-education debt. Neither our education debt nor the mortgage on our modest home discounted our income on the FAFSA that blithely informed us of our ample capacity to pay for college. And again, we're lucky and blessed. We could make it work.

For too many Americans, the cost of higher education is crippling or prohibitive. To my point, the economy doesn't care about education other than an efficient means to an end. The only relevant question is whether the hamster wheel is still turning. There's no need for people to better themselves, their lot. 

Why would we expect that people without hope for a better life for themselves or their children would ever report feeling good about the economy?

Education costs and debts work an enormous strain, financially and emotionally, on Americans. Healthcare costs, sometimes risks, sometimes debts, work an enormous strain, financially, emotionally, and physically, wearing us down, day after day.

And here's what really gets my goat: Things don't have to be this way. My cousins in Canada and Europe don't suffer under these strains. They have affordable healthcare and education. They are free to move about their lives.

My cousins pay more in overall tax burden—but not much more, and maybe less if I factor in my lifetime healthcare and education costs, as well as property taxes. And don't get into it with me over quality. As to education, I teach in Europe, and my students there are, to be frank and on average, better equipped as liberal arts undergrads than my American 1Ls, not for lack of work ethic. As to healthcare, I haven't met my primary care doctor since three primary care doctors ago. The reason I went in the fall to the ER, where I waited for five hours to be seen, was that neither my primary care network nor any area urgent care had a single opening. My "best healthcare plan anywhere in the world" must have been mislaid with my jetpack.

Can you imagine an America in which a university degree or a hospital admission would not have to be followed by years or decades of monthly payments? in which people could retrain for better jobs without incurring crippling debt? in which people could change jobs without sweating the burden of massive debts or the risk of losing access to life-saving medicine for themselves or their families?

That would be a free market. A level playing field. 

That's not what American corporations want. So that's not what Congress wants.

It's ludicrous (ludacris?) to expect that people—consumers—would radiate joy about a rosy economy as long as they're shackled, compelled to run the hamster wheels of a market that's not really free.

War protests expose double standards in higher ed

Ted Eytan CC BY-SA 4.0

I've refrained from commenting on the Israel-Hamas war, specifically and especially on the eruption of conflict, mostly, fortunately, non-violent, in higher ed in the United States, in which my own interests in academic freedom and free speech are most immediately implicated.

Despite my reticence—I'm under water with exams and a textbook deadline, though I follow the war closely in the news and remain in contact with friends in Tel Aviv—I read something in The New York Times that hit the nail on the head, so I want to amplify it.

In "Why Campus Speech Is Vexing" for The Morning from the Times, David Leonhardt wrote today:

[U]niversity leaders do face a basic choice. Do they want to expand the list of restricted speech to include more statements that make conservatives, Jewish students and others feel unsafe? Or do they want to shrink the list and tell all students that they will need to feel uncomfortable at times?

What since-resigned UPenn President Liz Magill said to Congress—essentially that the First Amendment protects a call for the genocide of Jews in the political abstract, absent hallmarks of unprotected speech such as incitement to imminent violence, or the severity and pervasiveness that characterize harassment—however socially and politically tone deaf, was technically a correct statement of the law from the former professor of constitutional law and Stanford Law dean.

The problem that Leonhardt recognized is that the First Amendment is not the standard that university administrators and their henchpersons have been applying on campuses for decades. Rather, hate speech codes, anti-discrimination policies, anti-bullying rules, and related prohibitions have proliferated and been enforced vigorously, First Amendment notwithstanding. And the standard has been a double one, because enforcement has been variable based on viewpoint, protecting only favored classes of minority persons or condemning disfavored, read: politically incorrect, viewpoints.

The problem is only compounded for university faculty, who are supposed to be the standard bearers for free expression, but have our livelihood hanging in the balance. At renowned schools where misdoings garner headlines, faculty might have a fighting chance to protect themselves. But what I've seen at the universities where the rest of us work, in the trenches, faculty routinely are intimidated, disciplined, and terminated for not toeing the line. When it happens in flyover country or in the lowest tiers of rankings, no one bats an eye.

When I was accused of stepping out of line years ago at another institution, Foundation for Individual Rights in Education founder Harvey Silverglate gave the local paper a quote condemning me. He apparently responded to the paper's inquiry with the assumption that a typically liberal law prof had gone off the rails. He failed utterly to learn anything about the case before he opined on it. When a mutual friend reached out to tell him that "he got it wrong," FIRE adjusted its public position thenceforth. But Silverglate never retracted his remarks, nor ever said anything apologetic to me.

At the University of Massachusetts Law School, which ranks at #167 in the U.S. News ranking of U.S. law schools, I've been told that University of Massachusetts policy, which requires that all employees show "respect" for all other employees, is violated by calling out misfeasance. So when I see an opportunity through faculty governance to do things better for our students and our community, I keep my mouth shut.

Tenure means nothing in these fights. I wrote many years ago about that paper tiger. Big-name-school academics, who don't have to toil at the hamster-wheel-spinning labor of assessment data collection and interim-strategic-plan-benchmark-attainment reports, don't well understand how faculty governance roles, as distinct from teaching and research responsibilities, are weaponized against faculty in the schools of the trenches.

Just last week, I completed a survey on academic freedom by the University of Chicago NORC that asked about ideological intimidation of faculty. The check-all-that-apply list of contexts in which intimidation or suppression of viewpoints might happen named a range of research and teaching contexts, but, true to form, University of Chicago, said almost nothing about school and university service roles. I added the response in "Other."

Professor Keith E. Whittington recently published a characteristically compelling paper on faculty "intramural speech" and academic freedom. It doesn't cite my 2010 work, in which I coined the term "penumbral academic freedom." I was working in a flyover state then, so it's like the paper never existed. Or maybe, as an east-coast, Duke Law would-be mentor once gently advised me when I was toiling voicelessly in flyover country, I should accept that my writing just isn't very good.

Well, I digress. My aim here is principally to say: When Magill fell, and as Harvard President Claudine Gay flounders, I'm torn between a head-shaking sorrow for the supposed quintessential marketplace of ideas and a mite more than a modicum of schadenfreude.

Back to work. The provost's dusty bookshelf is crying out for another strategic plan, and these exams aren't going to grade themselves.

'Academia is the fifth circle of hell'

Gage Skidmore CC BY-SA 4.0

 

 

[A]cademia is the fifth circle of hell. It goes babies, musicals, magic, kale, academia.

 —Paul (Harrison Ford) to Gaby (Jessica Williams) in Shrinking, "Moving Forward" (s1e9 aired Mar. 17, 2023), written by Sofi Selig

Alumnus advises 1Ls

From a valued alumnus who's out there working to make the world a better place ...

Me thinking of @RJPeltzSteele during Torts on the first day of classes. pic.twitter.com/Vx5NPIKESw

— @voteunion©️2023 | #1u (@voteunion) August 31, 2023

OER saves students money, but printing is too pricey

Markus Büsges (leomaria design)
für Wikimedia Deutschland e. V. (CC BY-SA 4.0)

Open educational resources (OER) are all the rage in higher education, but the cost of hard copies for students remains a problem.

At a panel on OER at a UMass Dartmouth teaching and learning conference in January, I had the privilege of talking about my experience using Tortz, my own textbook for 1L Torts (chapters 1-7 online, remainder in development and coming soon). Ace librarian Emma Wood kindly invited me to co-pontificate with Professor Elisabeth Buck and Dean Shannon Jenkins on a panel, "The Price is Wrong: Lowering Textbook Costs with OER and Other Innovations." Wood is co-author, with law librarian Misty Peltz-Steele (my wife), of Open Your Casebooks Please: Identifying Alternatives to Langdell's Legacy (on this blog).

My campus is pushing for OER, and for good reason. We all know how exorbitant book costs have become for students. And academic authors are hardly beneficiaries of the proceeds. The first book I joined as a co-author in 2006, for 1L Torts, bore a sale price in the neighborhood of $100. I received $1 to $2 per book (and gave to charity the dollars generated by my own students). My students for the last two years have paid nothing for Tortz.  Besides the cost savings, I get to teach from materials I wrote, compiled, and edited, so I know the content and how to use it better than I could anyone else's.

My students' book for 1L Property this past academic year cost $313. It's an excellent book, and I'm not knocking the professor who chose it. Developing my own materials for a foundational course is a labor-intensive project that I felt I could tackle only with the freedom, afforded by tenure, to set my own agenda, and some 20 years' experience teaching torts. At that, I've benefited and borrowed heavily from the pedagogy of a treasured mentor, Professor Marshall Shapo. Without the opportunity to have invested in Tortz, I'd be using a pricey commercial book, too.

A necessary aside: Technically speaking, my book is not OER, because I retain copyright. By definition, I'm told by higher education officials, "OER" must be made available upon a Creative Commons license, or released into the public domain. That's an irrevocable commitment. I'm not willing to do that. In my experience working with higher education institutions around the world, I have found that some out there would seize on freely available intellectual property while profiting handsomely from students desperate for opportunity. In such a case, I would rather negotiate a license and decide myself what to do with any proceeds. I freely licensed Tortz to my own students for the last two years. This is an interesting problem, but for another time.

So Tortz has been working out well. But now I'm looking at a roadblock: hard copies.

For the past two years, I have taught Torts I and II only to small night classes, and I've provided them with hard copies of the text. I made the hard copies on our faculty copiers, and the numbers were small enough not to be of concern for our budget. But beginning in the fall, I'll have two sections of torts, day and night, anticipating 70 or so students. That's too many prints to fold hard copies into the office budget.

I need my students to have hard copies for many reasons. The first issue is comprehension. For me, a reader of a certain age, I still have trouble absorbing content from a screen as well as from a page. When it's important for me to get it, I print a hard copy to read. Many of my law students, of all ages, but especially non-traditional and part-time students, share my preference. When I did a peer teaching observation for my colleague in property law, I saw students using both online and hard-copy versions of the $313 book. A hard-copy user told me that she uses the online version, but still needs to highlight and "engage with the text" to process the content on the first go.

A second issue arises in the exam. I prefer to give my 1L students an open-materials but closed-universe exam. I find that a closed-book exam tests more memorization than analytical skill, while an open-universe exam tests principally resistance to distraction. Regardless, it's my pedagogical choice. The problem is that the exam software we use locks students out of all computer access besides the exam. For any materials they're allowed to have, namely, the book, they need to have an old-fashioned hard copy.

So how to put hard copies in 70 students' hands without re-introducing the cost problem?

As is typical, my university has a contract with a bookstore operator, and book sales are supposed to go through the bookstore. The bookstore uses a contractor for printing. The contractor, XanEdu, after weeks of calculation, priced my book for the fall semester only: a ready-made PDF of 619 pages with basic RGB screen (not photo-quality) color, at $238 per print. That's a non-starter.

Printing at Office Depot would cost just a bit more than that. My university no longer has a print center, but I think its prices when there was one were comparable to retail.

A print-on-demand company, Lulu, was founded by Red Hat tech entrepreneur Bob Young, who became frustrated with the traditional publishing industry when he wanted to tell his own story. Lulu priced out at just $27 per book, which definitely makes one wonder what's going on at XanEdu. Lulu charges about $12 to ship, USPS Priority, but that takes up to 11 business days, which is far too long for students to order only once school starts. Also, it's not clear to me whether I can offer print on demand consistently with the university's bookstore contract. The bookstore has not answered my query as to what the mark-up would be to pre-order copies in bulk from Lulu.

I've kicked the issue upstairs, so to speak, to the law school administration. The associate dean promised to take the question up more stairs, to the university. Budgeting is above my pay grade, after all. I'd like to see the university support OER by volunteering to eat the printing costs. If I'm pleasantly surprised, I'll let you know. It's more likely the university will offer to deduct the costs from my pay.

Anyway, I am excited about OER, or freely licensed "OER," as a game changer for me to be more effective in the classroom. I appreciate that my university supports the OER initiative at least in spirit, and I am grateful to have been included in Emma Wood's thought-provoking discussion with Professor Buck and Dean Jenkins.

Judge teaches, supports professional development by encouraging appearance of junior attorneys

In multi-district civil antitrust litigation over turkey prices, a federal magistrate judge in Illinois in the fall issued an unusual order, calling on litigating firms to designate only junior attorneys to argue motions.

Pending before the court at the time were three pretrial matters, a discussion of expert testimony, a motion to preclude a deposition, and a motion to amend a scheduling order. On October 20, 2022, Magistrate Judge Gabriel A. Fuentes wrote:

[T]he Court would like to offer junior counsel an opportunity to speak to the expert discovery issue and to argue the two motions. The Court strikes the [planned telephonic] hearing and resets it to [Nov. 1,] when there will be ample time to address all three issues. If the parties do not indicate that they will permit junior associates to argue the motions, the Court will hold the hearing telephonically on the expert discovery issue only and will decide the two motions on the paper submissions.

The Court kindly requests that the parties confer and notify the courtroom deputy ... whether counsel with less than four years of experience after law school will be permitted to speak and argue; ideally, different counsel would argue the two different motions for the arguing parties. Also, multiple junior counsel could divide a party's arguments on a single motion if it makes logical sense to do so. Senior counsel of course may and should attend in a supervisory role and will be permitted to add or clarify as they see fit.

No inferences should be drawn about the importance of any motion to the Court based on the Court's attempt to create professional development opportunities for junior counsel. Additionally, the status hearing on the expert discovery issue strikes the Court as one that could be addressed by junior counsel.

(Paragraph breaks added.)

Judge Fuentes has served on the bench for almost four years, since May 2019. Before his appointment to the bench, Fuentes was an accomplished lawyer, and before law school, an accomplished journalist.

Fuentes wrote news and sports for local papers as a secondary-school student, and he worked his way up to managing editor of the Daily Northwestern while at the Medill Journalism School. He worked for four years as a reporter for The Los Angeles Times before going back to the Northwestern Pritzker Law School. After six years as an attorney associate, Fuentes made partner at Jenner and Block; left to serve about five years as an assistant U.S. attorney; then returned to Jenner and Block for 13 more years.

While practicing as a litigator in white collar defense, antitrust, and media law, Fuentes maintained a heavy docket of pro bono practice. In 2015, the Chicago Bar Foundation recognized his work "on indigent criminal defense, prisoner rights, the protection of voting rights for minorities, and First Amendment issues." In particular, Fuentes never stayed true to his journalistic roots, for example, once negotiating with counsel for Western University Illinois University on behalf of a student investigative journalist.

Being also a product of journalism and law schools, and likewise having represented student journalists pro bono, I identify with Judge Fuentes's experience. More importantly, as a law professor, I appreciate Fuentes's initiative to help new attorneys in big-law practice to get real forensic experience. 

Much of what is wrong with legal education today can be traced to the bean-counter orientation of administrators, universities, and the American Bar Association as accreditor, all of which are more concerned with bar pass statistics, superficial diversity, and, above all else, revenues, than with whether students actually learn anything worthwhile or grow as moral actors. Yes, law schools do care about making students "practice ready," but that only because the bar, unlike the medical fraternity, has shirked its historic responsibility to teach. The responsibility has devolved wholly on law schools, where practical skills training has all but supplanted the policy, theory, and moral deliberation that are supposed to make law a profession rather than mere occupation.

Fuentes has counseled students at Medill and taught adjunct at Pritzker, so he's kept a hand in the classroom, too. I don't know Fuentes. But to me, his apparent ability to synthesize his career experiences into simultaneous roles of servant and mentor represents the very model of professional identity. His minute order entry of October 20 should be the norm, not a headline.

Judge Fuentes ruled on the motions on November 9, and entered into the record: "The Court extends its thanks to the parties and counsel for allowing junior associates to argue and address these matters, and the associates are commended for an excellent performance."

The underlying case is In re Turkey Antitrust Litigation, No. 1:19-cv-08318 (N.D. Ill. filed Dec. 19, 2019). HT @ Adrian Cruz, Law360.

Events endeavor to empower student journalists

The Student Press Law Center and partner organizations are sponsoring Student Press Freedom Day on February 23, 2023.

A number of virtual educational events are open to the public:

• Public Records Workshop with the Foundation for Individual Rights in Education (FIRE);
• Roundtable: FIRE Defends The Commonwealth Times, a student newspaper at Virginia Commonwealth University, with FIRE;
• Fighting for Press Freedom: How To Be an Advocate for Student Journalism with the Student Press Law Center (SPLC) and the National Coalition Against Censorship;
• Agency in Student Literary Publications with the National Council of Teachers of English and National Scholastic Press Association;
• Student Press Trivia Night with FIRE, the Freedom Forum, and the SPLC;
• FOIA Workshop with the Electronic Frontier Foundation (EFF);
• Refusing Censorship: A High School Newspaper's Fight for Student Press Freedom, featuring adviser Adriana Chavira of the The Pearl Post at the Daniel Pearl Magnet High School in Los Angeles, with PEN America, the First Amendment Coalition, the National Association of Hispanic Journalists, and the SPLC;
• Student Press Briefing: Impacts of School Surveillance with the Center for Democracy & Technology;

There also are pre-recorded events on school media policies, op-ed writing, and student press freedom.

Many moons ago, I had the privilege of interning at the Student Press Law Center when I was a law student, and then of representing student journalists pro bono when I was in practice in Maryland. Censors never tire, so there is always opportunity for practicing attorneys to engage with this rewarding and challenging work.

HT @ the Free Expression Legal Network (FELN).

Lawyers be a-ballin'?

Canadian lawyers protest legal aid de-funding in 2014
(Sally T. Buck via Flickr CC BY-NC-ND 2.0).
My wife was a legal services attorney after law school.
Her salary could not have paid both law school debt
and even a modest mortgage.

A student loan specialist giving advice on The Takeaway this morning said, "Don't live like a lawyer when you're a student, and you won't live like a student when you're a lawyer."

Betsy Mayotte, founder and president of The Institute of Student Loan Advisors, was repeating an aphorism, she said, as a caution against students borrowing more than they need for higher education. Don't count on any program for loan forgiveness, she warned; rather, assume that you'll have to pay back every dime.*

That's sound, conservative economic advice, especially for an America stretched thin on credit card debt and short on long-term savings. But for anything, I could not work out how the aphorism embodied the message.

What does it mean to "live like a lawyer"?

Mayotte had just cautioned students that they should take the time, however boring the task sounds, to read the whole of their promissory notes. The notes well explain what borrowers are in for, she advised, and "no one told me that" will not later be an excuse to default on debt.

Also good advice. But doesn't living like a lawyer mean being supremely attentive to the fine print and acting conservatively in anticipation of adverse circumstances?

In her informative and insightful book, How to Be Sort of Happy in Law School, Professor Kathryne M. Young related research that successful lawyers are more often natural pessimists, marking a contrast with the successful optimists who have the lead in the other professions, clergy and medicine. That's because a lawyer's job is to prepare for the worst, while clergy and doctors are busy instead coaxing their clients toward a joyful salvation of one kind or another.

Did the aphorism mean to be an optimist when a student, so you don't have to be a student when you're a pessimist?  What does that even mean?

You, dear reader, are no doubt quicker on the draw than I, so you've probably worked it out. It dawned on me an hour or so later:

Don't live like a baller when you're poor, or you'll be poor when you're supposed to be ballin'.

The problem is that "lawyer" doesn't mean rich to me. 

I'm a lawyer. Not rich. My wife's a lawyer. Also not rich. I checked.

The vast majority of my former students work in public service jobs, if they're in JD-required positions at all. And even the few in private practice: not rich. Okay, I can think of one. But I think he was rich already.

Don't get me wrong. We're not struggling. Two JDs put our household income in the 90-something percentiles, according to the DQYDJ calculator, with me in the 90s as an individual and my wife, who has a master's degree, as well as her law degree, in the 70s. 

But income is only one measure of wealth, and, I daresay, not the most important. We both went into serious debt to get those JDs. Our home is mortgaged. We had not paid off our graduate education by the time our only child went to university. And we could not afford to get her through four years without her going into debt, too. 

Neither of us started off loaded. We still buy our clothes at Goodwill and Savers. Habits die hard. I just threw away my wife's socks with holes in them while she was out of the house. She won't do it. But I think she deserves better.

When I left law practice in 1996, I was making $50k, which is about $95k adjusted for inflation. I left that for my first job in academics, where I made $35k—$15k less than the IT guy. "Supply and demand," the dean said.

Now I make more. But after advancing in academics for 25 years, I still make less than the average lawyer in the mid-Atlantic, where I practiced, and just a little more than the nationwide average starting salary for a first-year associate.

The takeaway is that I don't associate being a lawyer with being rich. And it's alarming if people are going to law school with that expectation, or if that's how the public sees lawyers. "Kill all the lawyers" was the suggestion of a butcher.

I just finished some physical therapy for an injured shoulder. The bill for that, to my insurer, was $355 per hour. I saw a podiatry specialist recently. That was billed at $122 for what I think was scheduled as a 15-minute appointment, though it took less than 10.  We'll call it $488 per hour.  I like both those providers, but neither is a superstar gracing the cover of Physicians Weekly.

A very gross number, but the average U.S. lawyer's billable hour now runs about $300. The lawyer has more investment in education than the physical therapist, if a bit less than the doctor. The lawyer is a bargain. Clergy is a better bargain, but that's their thing.

Why isn't the saying, "Don't live like a doctor when you're a student, and you won't live like a student when you're a doctor"?

Well, of course, not everyone in healthcare is rich, either.  My wife had an ER visit and hospital stay, no procedures, last summer that was billed at about $13,000 for two days. At the same time, one of my nieces and one of my brothers work as nurses in hospitals; neither of them is making bank. Where's the money going?

I don't know what the right graduate school investment is to get rich. I didn't make it. Maybe whatever gets you to be a healthcare CEO. Be the owner of the hospital, not a provider in it.

Law and medicine can open the door to opportunity, to improve your lot if you're not living comfortably. I'm not knocking that. But no one should go into educational debt without a plan at least to do better than status quo. And plans should be based on realistic expectations.

The aphorism doesn't fit. Worse, it's dangerously misleading. We've got a problem in America with access to education and upward socioeconomic mobility. Simplifying the narrative to suggest that a professional degree will necessarily afford return on investment is not part of the solution.

* I've been reading about the challenges against the Biden student loan forgiveness order. You can follow the legal story at Reason. I'd love to see the plan go through; my daughter would benefit. I'm sorry to say, though, I think the challengers are right: the President exceeded his authority. The unfortunate political outcome, I predict, is that the Administration will be blamed for breaking a promise, and the Supreme Court will be blamed for enforcing the law, both thereby suffering unwarranted further damage to already embattled credibility. Meanwhile, Congress, which in fact held the key to untie the President's hands, but can't ween itself off addiction to money, and especially Democrats, who passed on a real opportunity to make a difference for access to education and socioeconomic opportunity, will escape accountability.

With regard to the title of this post, you can read more about the circumfix a-/-ing at Wiktionary. Read more about "the habitual be" at Slate.

I've been away from the blog for a while owing to an exhausting, if variably rewarding and challenging December and January. I'm back in the saddle now and look forward to catching up on some matters I'm eager to share. Thank you for your patience, and stay tuned!

University proctor's scan of student's bedroom before online exam violates Fourth Amendment

Nicholas Todd's Bedroom Workspace (Nicholas Todd CC BY 2.0)

In a case with implications for remote testing in all public universities, Cleveland State University violated a student's constitutional rights by requiring a visual scan of his bedroom before he took an online exam, a federal court ruled Monday.

Plaintiff-student Aaron Ogletree complained about the visual scan of his bedroom before a remote exam in General Chemistry II in spring 2021.  The court described the process of the Cleveland State testing service: 

First, at the outset of a proctored online exam, whether proctored through an electronic application or an actual person, students must “show their ID next to their face so you can clearly see and read the ID and be able to tell that that person is the same person that is on the ID.” Second, either the proctoring application or the proctor prompts the student to conduct a room scan of his environment. Other students taking the remote test can see the room scans of other students.

Live exams were not permitted at the time because of the pandemic. Ogletree, who lived with his mother and two siblings, said "that he 'currently [had] confidential settlement documents in the form of late arriving 1099s scattered about [his] work area and there [was] not enough time to secure them,'" the court reported. "The proctor testified that she did not see any tax documents or medications."  A recording of the exam including the room scan was retained by a Cleveland State contractor.

Cleveland State sought to exempt the case from Fourth Amendment purview by analogizing to home visits by benefit administrators. The court rejected the analogy:

[T]he Sixth Circuit[] ... accurately reads this line of cases as applying to a fairly distinct set of circumstances materially different than those at issue here: making welfare benefits contingent, for all recipients, on a limited and consensual search to confirm expenditure of the funds for the interest of a child. In contrast, ... this case involves the privilege of college admission and attendance and does not involve a benefit made available to all citizens as of right. Additionally, the record here shows a variable policy—enforced, unevenly, in the discretion of a combination of proctors and professors—of using remote scans that make a student’s home visible, including to other students, with uncertain consequences.

In the Fourth Amendment reasonableness analysis, Cleveland State pointed to Supreme Court precedents that have been generous to K12 public school officials in searching and drug testing students and their possessions. The court agreed with the plaintiff that an adult attaining a higher education by choice is a different matter from the custodial relationship of a school to a minor child.

The room scan moreover was an ill fit with the aim of exam security. Students were able to access their cell phones and to leave the camera view during exams. And the school could have required papers instead of exam, the court suggested.

Cleveland State is hardly the only university to use room scans. Room scans have been touted as a way of ensuring the security of remote exams. Proctoring contractors might use the technique without a university realizing it. And like other remote services precipitated by the pandemic, remote exams might persist for sake of convenience.

Bar exam authorities typically are public entities, too, subject to the Fourth Amendment. The LSAC that administers the law school admission test (LSAT) is a nonprofit corporation, not a public entity, though there might be Fourth Amendment implications if a public law school requires the LSAT for admission. Either way, it's a bad look for an education gatekeeper to violate privacy.

The LSAC partly averts the privacy problem by requiring test takers to clear their environment of distracting or potentially compromising items. Proctors visually inspect only the test taker's workspace. Despite, or even with, such more limited protocols, law exam administrations in the US and UK have generated ugly headlines about students unable to urinate in privacy. Suffice to say, remote testing security is a work in progress.

The case is Ogletree v. Cleveland State University (N.D. Ohio Aug. 22, 2022), the Honorable J. Philip Calabrese presiding. HT @ Monica Chin for The Verge.

Oh brings dispute resolution skills to UCLA

Dean Oh selfie in his virtual office
(© Hyun C. Oh, licensed exclusively)

Hyun Cheol Oh, my friend and former student, has joined the higher ed ranks as an assistant dean of students at the University of California Los Angeles (UCLA), I am immensely proud to report.

Dean Oh is a 2010 alumnus of UCLA, where he earned a bachelor's in international development studies, and of the law school where I work, where he was the founding president of the campus chapter of the Asian Pacific American Law Student Association (APALSA). He also holds a master's in education, culture, and society from the University of Pennsylvania. In his 2014 master's thesis, Multiculturalism in the Republic of Korea, Oh examined approaches to multiculturalism in South Korean civic education.

At UCLA, Oh is putting his legal training to work, specializing in dispute resolution within the offices of the dean of students and of student conduct. Oh lives in Los Angeles with his family, which includes his better half, the profoundly gifted pianist Inhyun Lee.

The Bruins are lucky to have Dean Oh on their team.

Scholars seek to stimulate socio-legal studies in Africa

At the global meeting of the Law and Society Association (LSA) in Lisbon earlier this month, scholars in the collaborative research network dedicated to Africa ("CRN 13") agreed to move forward with an independent Africa Law & Society Network.

Working alongside but apart from CRN 13, the "Africa Law & Society Network" has a web page and for the time being claims a mailing address at the Centre for Law and Society at the University of Cape Town (UCT). The aim, in time, is to build a vibrant organization that is representative of scholars throughout the continent. 

The network thus hopes to stimulate the coordination of socio-legal studies by African scholars in two respects in which previous efforts have floundered: to have African scholars charting their own direction for research, rather than being coordinated by Western-dominated organizations; and to decentralize and diversify leadership, overcoming the tendency to lean exclusively on South African institutions.

CRN 13 leaders at the meeting sported the slogan "#CiteAfricanScholars" on T-shirts. Citation to African scholars often is limited by structural constraints that Western researchers might not even be conscious of, such as the simple availability of the work. With limited institutional resources, African academics cannot always enter their works into the subscription databases on which researchers often over-rely. And academic writers not backed by well known institutions are disproportionately unable to negotiate copyright and access terms with publishers that favor long-term pay walls over open source.

Professor Dee Smythe (LSA, UCT, LinkedIn) addresses the CRN 13 meeting in Lisbon.
(RJ Peltz-Steele CC BY-NC-SA 4.0)

 

Global summit in business leadership moves online, examines US-India ties in aftermath of pandemic

The annual world summit "INBUSH ERA 2022" will be virtual this year, February 23 to 25, and host Amity University is maximizing the advantage of the digital platform with a truly global program.

This year marks the 22nd installment of the International Business Summit & Research Conference (INBUSH ERA). The year's theme is "Nurturing People, Purpose, Partnerships, Planet & Performances for Creating Sustainable World Class Organizations." Host Amity University is a prominent network of private universities in India, and the conference will be online and hybrid, based at the university's flagship campus at Noida, Uttar Pradesh, near Delhi.

Yesterday I had an organizational call with my colleague Professor Marut Bisht, who is elbow deep in planning academic components of the conference.  I look forward to offering a perspective on transnational communication regulation on a U.S.-focused panel beginning on Thursday, February 24, at 1330 GMT.  The same panel will recognize and welcome remarks from:

• Prof. Srikant Datar, Dean of the Faculty, Harvard Business School
• Dr. Sam Pitroda, Indian engineer, business executive and policymaker, and ex-chairman of the National Knowledge Commission
• Prof. Pradeep K. Khosla, Chancellor of University of California
• Prof. Andrew D. Hamilton, President of New York University
• Mr. Sabeer Bhatia, Co-Founder at ShowReel
• Dr. Punam Anand Keller, Senior Associate Dean Innovation and Growth at Dartmouth College
• Dr. Jagdish Sheth, Charles H. Kellstadt Professor of Business, Goizueta Business School, Emory University
• Prof. Supriya Chakrabarti, Director of the Lowell Centre for Space Science and Technology, University of Massachusetts, Lowell
• Prof. Gurpreet Dhillon, Farrington Professor of IT and Decision Sciences at University of North Texas
• Prof. Raj Mehta, Vice Provost for International Affairs, Director University Honours Program, Professor of Marketing, Carl H. Lindner College of Business, University of Cincinnati
• Prof. Yahya R. Kamalipour, Professor of Media and Communication, Department of Journalism & Mass Communication, North Carolina A&T State University
• Dr. Shailesh Upreti, Chairman iM3NY, New York

INBUSH ERA 2022 also incorporates a "Happiness Conference" with speakers including Ben Smith, head of research and innovation for the Chelsea Football Club.

Verma, Goodwin take new jobs in higher ed leadership

Two friends and colleagues, Professor Manish Verma and attorney Kristine C. Goodwin, are moving into exciting new positions in higher education.

Dr. Verma has joined the University College of Bahrain as Vice President for Academic Affairs.  The university is a non-profit, English-language institution in the Kingdom of Bahrain, modeled after U.S. and Canadian higher education in the liberal arts tradition.  The university's leading programs are in business administration, information technology, and communications and multimedia.

Prof. Manish Verma
(LinkedIn photo)

An accomplished scholar himself in mass communication, Dr. Verma has been a friend and stellar colleague of mine for many years.  His enthusiasm and determination to collaborate across borders is almost singularly responsible for sparking my enduring interest in communication law and policy on the Indian subcontinent and in the Middle East.  I've been privileged firsthand to witness Manish's intense devotion to his students, and they respond with adoration in kind.  I expect that that teacher's spirit will animate his service in administration, where such spirit is so often sorely needed.

Bahrain, in the Persian Gulf
(map by TUBS CC BY-SA 3.0)

Closer to home, for me, attorney Kristine Goodwin has been named Vice President of Student Affairs at Western New England University.  Located in Springfield, Massachusetts, Western New England is a vital provider of access to higher education in its region.  In addition to the WNE School of Law, led by the talented Dean Sudha N. Setty, the university boasts colleges in arts and sciences, business, engineering, and pharmacy and health sciences.

Kristine Goodwin
(WNE photo)

Attorney Goodwin has more than three decades' experience in higher education.  That career was already well underway when she went to law school, so I cannot quite claim that my Torts I and II classes made all the difference.  It was rather my privilege to have around her magna cum laude appetite for learning.  She was a university administrator in my home state of Rhode Island while she went to law school.  She generously provided me with guidance and resources when I served on a university committee formulating personnel policy.

I hope leaders at University College of Bahrain and Western New England University, and students in Bahrain and Massachusetts, know how lucky they are.