Tag: Affairs

  • Final “Intellectual Affairs” column by Scott McLemee (opinion)

    Final “Intellectual Affairs” column by Scott McLemee (opinion)

    The historian and political analyst Garry Wills once described writing for magazines and newspapers as a way to continue his education while getting paid to do it. The thought made a lasting impression on me and has been a driving force since well before I started writing “Intellectual Affairs” in 2005.

    Twenty years is a sizable portion of anyone’s life; a kind of record of it exists in the form of something short of a thousand columns. I am a slow writer (my wonderful and long-suffering editors at IHE can confirm this), and quantifying the amount of time invested in each piece would probably make me feel older, even, than I look.

    The launch of the column came after a decade of covering scholarly books and debates, first as a contributing editor at Lingua Franca and then as a senior writer at The Chronicle of Higher Education. The founders of Inside Higher Ed approached me with an offer of far less money but complete freedom in what and how I wrote. The decision was easy to make. The offer seemed as close to tenure as a perpetual student could hope to get.

    The shift from writing for dead-tree publications to an online-only venue was not an obvious choice to make, but IHE’s audience and reputation grew rapidly. Getting review copies of new books was not always straightforward or quick. Confusion with other publications having similar names was also a problem. But “Intellectual Affairs” began to draw a certain amount of attention—whether enthusiastic, contemptuous or trollish—in the academic blogosphere of the day.

    The work itself, while grueling at times, was for the most part gratifying. Scholars would write to express astonishment that I’d actually read their books, and even understood them. It seemed best to regard that as a compliment.

    I tend to forget about a column as soon as it’s finished and rarely look at it again. To explain this it is impossible to improve upon Samuel Johnson, who was a columnist of sorts even though the term had not yet been coined. In 1752 he wrote,

    “He that condemns himself to compose on a stated day will often bring to his task attention dissipated, a memory embarrassed, an imagination overwhelmed, a mind distracted with anxieties, a body languishing with disease: he will labour on a barren topic till it is too late to change it; or, in the ardour of invention, diffuse his thoughts into wild exuberance, which the pressing hour of publication cannot suffer judgment to examine or reduce.”

    It’s not always that bad, but the experience he describes is familiar and typically yields the resolution to start earlier next time. But there is no next time with this column.

    I’ve revisited the digital archive in recent days to assemble the selection below. If “Intellectual Affairs” has served as the notebook of an intellectual vagabond, here are a few pages from a long, strange trip.

    Among the earlier columns was one considering the practice of annotating texts while you are reading—specifically, ones printed on paper with ink. A few people found my account of an improvised method useful. These days I mark up PDFs along much the same lines.

    Much Sturm und Drang over e-publishing was underway during the column’s first decade—not least in scholarly circles. A column from 2014 surveys some of the trends predicted, emergent and/or collapsing at the time. Another piece described efforts to rethink literary history with an eye to the prevailing energy sources at the time a text was written.

    More offbeat (and a personal favorite) was this exposé of the unspeakable secret behind Miskatonic University’s financial stability. Another piece brought together the purported psychic powers of Edgar Cayce, a.k.a. “the sleeping prophet,” with news of a technological advance permitting someone to “read” a closed book, or its first few pages, at any rate.

    Early in the last decade, the New York Public Library prepared to offload a sizable portion of its holdings to locations outside the city—freeing up space for more computer terminals. Scholars and citizens spoke up in protest. A second column was necessary to correct the record after an official spun his way through a response to the first one.

    Compulsive and compulsory technological change was at issue in this column suggesting that the Pixar film WALL-E owed a lot to the dystopian satire presented in the cultural theorist Kenneth Burke’s “Helhaven” essays. It was a bit of a stretch, sure, but the point was to honor their “margin of overlap,” as KB would say.

    Many interviews ran in “Intellectual Affairs” over the years. Two in particular stand out. The earliest was with Barbara Ehrenreich on the occasion of her 2005 book about white-collar labor. I also reviewed two of her later books, here and here.

    The other interview was with George Scialabba—a public intellectual working at a certain distance from the tenure track—on the occasion of his first book. His collected essays appeared not too long ago.

    I stand by this assessment of Cornel West’s self-portrait. It caused a ruckus for a few days, but nothing changed in its wake, which is disappointing.

    While by no means prescient, a column on the scholarly study of ignorance from 2008 still feels topical. The subject remained far too relevant 15 years later. Someone will eventually start an Institute for Applied Agnotology; it won’t have trouble finding financial backing.

    Also distressingly perennial is a column considering social-scientific analysis of American demagogues of the 1930s and ’40s. A sequel of sorts, at least in hindsight, was this look into the stagnant depths of a spree killer’s worldview. And I was at work on a column about Ku Klux Klan historiography when Charlottesville broke into the news.

    Less connected to the news cycle but likewise bloody was an item filed after attending a seldom-performed Shakespeare play in 2009. A year earlier, I looked into the far-fetched legend that The Tempest was inspired by a small island near New Bedford, Mass. (Copies of this column were available for a while in pamphlet form at the local historical society.)

    Finally—and a matter of bragging rights— there’s this piece on the first volume of a biography of the long-forgotten Hubert Harrison, a Caribbean-born African American polymath and pan-African activist from the early 20th century. On more than one occasion the author told me that nothing generated more interest in the book than the column.

    George Orwell characterized the professional book reviewer as someone “pouring his immortal spirit down the drain, half a pint at a time.” I once considered this amusing; now it makes me wince. (It’s not even a whole pint, mind you.) The rewards of non-celebrity-oriented cultural journalism tend to be meager and infrequent, but writing this column for Inside Higher Ed has provided more than my share. Thanks in particular to Scott Jaschik, Sarah Bray and Elizabeth Redden for their patience and keen eyes.

    Scott McLemee is Inside Higher Ed’s “Intellectual Affairs” columnist. He was a contributing editor at Lingua Franca magazine and a senior writer at The Chronicle of Higher Education before joining Inside Higher Ed in 2005.

    Source link

  • Sonoma State AVP of student affairs, access, success

    Sonoma State AVP of student affairs, access, success

    As a first-year college student, Sarah Ellison never imagined working in higher education or earning a doctorate, but her experiences have developed her passion for helping students identify their strengths and build strong foundations for their futures beyond graduation.

    Sarah Ellison, Sonoma State University’s associate vice president of student affairs

    Sarah Ellison, Sonoma State University

    Since Jan. 8, 2024, Ellison has served as associate vice president for student affairs at Sonoma State University, part of the California State University system, overseeing the university’s student access and success team. Ellison spoke with Inside Higher Ed about her work in and outside higher education, her portfolio at Sonoma State, and her goals for the future.

    Q: What led you to a career in higher education?

    A: I’ll have to say, it wasn’t something I was looking for.

    I, right out of high school, went to the University of Hawaii and was planning to do a business degree. I failed my entire freshman year and went to community college. In community college, I thought I would do a focus still in business, so I did do my associate’s, and then continued on to my bachelor’s at the University of La Verne in business.

    My whole entire plan was to go into sales. That’s what I thought I would do. I was really fascinated with companies like Coach and Michael Kors, Macy’s.

    But throughout that time, life just happens while you’re in college, right? You’re learning about yourself, you’re learning about your goals, defining them, more and more.

    During that time, I was very fortunate to meet my husband, and life started to happen during that time as well when I was finishing my undergrad. I actually went to work for a nonprofit organization, Goodwill, in California and got to work at Fort Irwin, which is a military base, serving as a career adviser for transitioning veterans. And I really loved it.

    Career services was a new field to me, and I really thought that’s what I wanted to do. And so I ended up doing my master’s in career services, and was trying to think about how I would advance my career from that role into career services in higher education. I really couldn’t find a direct path, but I got into academic advising, and fell in love with academic advising. I met a recruiter at one of our fairs for military folks, and she really introduced me to the whole field of higher education. I had been exposed through going to college and meeting with different mentors. I did my internship in career services at the University of La Verne, and the director there was phenomenal, and that’s what kind of started that piece.

    But that’s how I found myself working directly in higher education. I started at a small private university, then went into the Cal State system, then went to University of Kentucky, and then now I found myself back in the Cal State system. It’s been a bit of a wild ride, but it’s been a lot of fun.

    Q: Would you say that you’ve brought any of your career services experiences into the work that you do now?

    A: I felt that my experience working with transitioning veterans and working in career services really helped my advising platform and role working with students from the advising standpoint, because I was able to better connect with students, with their plans for their degree, and then all of the opportunities that come from different knowing different career fields and aspects, and then helping them leverage all of their experience.

    I worked with nontraditional students, first-generation students [and] traditional students, and it’s just amazing how much students can learn from the career aspect that helps with their finishing of their degree, so working towards retention and degree completion.

    While I don’t directly find myself in career services in higher education in my current role as associate vice president, I have a pretty large portfolio, and one of those areas being career services now. Now I get to oversee both academic advising [and] career services, as well as many other parts of my portfolio that include advising for equity and access program, disability services, and then also precollegiate programs. It is cool to find myself now directly overseeing those aspects.

    Q: Who are your learners at Sonoma State and what are some of the challenges and opportunities at the university based on your student population?

    A: Sonoma State has a very diverse student population. We are an HSI, so we do serve a large proportion of Hispanic students. We do have a large proportion of first-generation students, but our makeup is really, really diverse.

    I think with anything, like most institutions are facing right now in terms of serving our students, it’s really about showing that pathway, so really working within the community, so that our [high school] students see a path directly into a four-year institution.

    [Through] a lot of my precollegiate programs, which serve our K-12 setting, we’re really trying to strengthen and build pathways for those students who typically come from low income, and also our will-be first-generation college students, really helping them to define that pathway and see a clear vision for going into a four-year institution.

    I also think it’s the life after, it’s the career trajectory, it’s the employability plans for students that they see the value in their degree. That’s what we’re really working with here, with our students, is really helping them see the value of their degree, retaining them and helping them move them into careers that are both fruitful, exciting and in line with how they saw themselves, with their goals and what they wanted to do.

    Q: One of the cool things about working at a public institution is you get to serve your region and the state as a whole. How is that incorporated into your vision for student success?

    A: That is one thing I’ve always enjoyed about the Cal State system is that regional perspective and focus that we have.

    My first Cal State experience was at Cal State San Bernardino, and then now being here at Sonoma State, it’s amazing how different the Northern California and Southern California regions are—even the issues that we face with those students—but coming together in the system is always really exciting, because we do get to collaborate and think about how we serve the state, but then also, again, focus in on initiatives specific to the regions that all of the Cal State [institutions] are in.

    In the work that I do now, I find myself in the community a lot more: serving on different boards, working with different local employers, local community agencies. I will say that Sonoma State has had a pretty good grounding in that prior to my time here.

    Before coming to Sonoma State, I worked at the University of Kentucky, which is a land-grant–serving institution, and [that] also gave me a lot of experience to what it is to serve the community in the region and meet the needs of the state as well, too. I spent about three years there learning a lot about extension work.

    I strongly believe that it’s amazing to have those ties to the community, because it helps us keep a pulse on what the needs are of the community, helping to prepare our students to go into different career fields, but also have a civic tie as well to what they’re doing.

    Q: “Access” is a key word in your list of responsibilities, managing the student access and success team. How is access central to your role?

    A: When it comes to access, I think it’s critical for students, because when we think about the different student populations we serve, there’s also these technology pieces. In higher ed—at least at all of the institutions I’ve worked at—we love new technology. We love starting new programs and new platforms.

    I think it’s always really critical that we ensure our students understand and have a knowledge base as well, and that the technology works for them. So how they schedule appointments, the flexibility to do Zoom, and then also thinking about some of our students who are native in other languages. Do we have opportunities and space for students to be able to speak with advisers and faculty and have support in their native language? That’s always been really critical, because the meaning is different.

    When I was at Cal State San Bernardino, we had some really great faculty from our Spanish department who would come in and help in group advising sessions and do it in Spanish, which is really helpful for our students.

    When we think about the technology pieces, that’s critical, how they apply to come to any university. And then when they get to campus, and that consistent communication from the time that they’re interested to … actually enrolling, and then when they’re here, can I get ahold of and work with folks in all of the offices that I need to? That’s critical for us in higher ed to always consider and be mindful of, because that is another part of the student experience.

    Q: What are some of your short- and long-term goals at Sonoma State?

    A: I’m a year in, so I still consider myself very new in my role.

    In terms of some short-term goals … we’re really looking at making sure students have an adviser, someone they can connect with. That we’re breaking down silos within the institution, so that way, advisers, faculty, staff [and] directors feel comfortable working with each other and communicating and supporting each other.

    In terms of long term, it’s really strengthening that career side. We have a lot coming down from the governor here in California related to workforce development and those things. I’m partnering with our vice president for student affairs and our provost and associate provost, building out and strengthening our career services programming. So that’s another focus, and some long-term planning that we really need to think about for the future here at Sonoma State, while still continuing to focus on improving equity gaps, retention rates, graduation rates and enrollment as well.

    Q: Career services is a growing focus nationally within higher education. What are some of those barriers that you’re facing, or where do you need those resources to really strengthen that arm of the institution?

    A: I would say, throughout my time in higher ed for all the institutions I’ve worked at, I think staffing is a huge piece of career services, being able to have enough career staff to meet the needs of the campus.

    I also think there’s a training and development piece, and that, to me, ties in to the connection with the faculty and academic departments to make sure that the career advising aligns with the major and department and career pathways.

    Leveraging the network as well, I think that’s another thing with career services, is really building strong portfolios for professional networks, and that can be an issue depending on the institution, what their access, their leadership, being embedded in the community and those things, as well as embedded nationally to see new trends, new careers.

    That’s another exciting piece about careers, that there are jobs that we don’t even know of that are going to be created here soon. How do we think about skill sets and plans and helping students see their strengths in everything that they’ve accomplished throughout their time, in their academics and at the institution, to prepare for [future] fields? And then we have emerging fields, in AI, green technology, agriculture, health services and all of that.

    That’s what’s kind of the fun side of career services, but also creates the challenges, because you’re thinking about current trends, emerging trends and then the trends that you don’t even know are going to exist yet. Helping students define and understand the skill sets that they have, and making sure they’re building and aligning those to those professional fields.

    Do you have a career preparation program that impacts student success? Tell us about it.

    Source link