In our recently published book, The Humanities, Higher Education, and Academic Freedom, we argue that the crisis in American academe has nothing to do with the intellectual content of research and teaching in the humanities, and everything to do with the labor conditions of most American college professors. We therefore propose, as a way of undoing the deprofessionalization of the profession of college teaching, a teaching-intensive tenure track for nontenure-track faculty members with Ph.D.s and good teaching records.
We know it is difficult to measure teaching, and we do not recommend that departments rely solely on student evaluations. Teaching can and should be evaluated not only by students but by extramural peer observation, by review of syllabi and course plans, by examples of professorial feedback on student work, and by careful review of professors’ own accounts of their classrooms.
Not surprisingly, our proposal has met with mixed responses. The most predictable is the complaint that our plan is too utopian or ambitious: that tenure was meant only for research faculty who can be evaluated by a national or international body of their peers, and that a teaching-intensive tenure track would dilute the very meaning of tenure. This view is not merely blinkered but mistaken; the academic freedom tenure ensures is as important for teaching and shared governance as it is for research.
I think this is a solid way forward. I don’t know that administrations would buy into it since they are turning to cheap contingent faculty in order to save money. Providing an alternative tenure track would give those faculty power, which is probably not what the average provost wants. But as far as a just yet realistic proposal from faculty on how to create better lives for contingent colleagues, I think this is a good way forward. As far as some of the professionalization questions some faculty have risen, I basically agree with Bérubé and Ruth up and down the line on how this would improve faculty lives.