What Did Eleanor See….?

The last thing that Eleanor and Wilbur Fracas had expected to encounter on their foliage drive in St. Johnsbury, Vermont three weeks ago was a representative of a species widely thought to be extinct:  a tenured Humanities professor

The Fracases, a retired couple from Boston, had just turned onto Gurnsey Road, an old logging route in Snaffles Gap State Forest, when Eleanor noticed a naked, furry biped in the distance, running through the woods. 

“We immediately stopped the car and walked over to where I had seen the creature, but of course it was gone by then,” says Eleanor, still visibly shaken by the incident.  “There was evidence of a small campfire, as well as a weathered copy of The Essays of John Ruskin and what appeared to be the yellowed, brittle remains of several pages of lecture notes.  We also found a pipe, a pouch of loose tobacco, and a tweed jacket that had seen better days. 

“A few yards away we discovered some scat, which a park ranger said could have been a human’s.  The scat was tiny and pebbly-like, so it might have come from a rabbit.  But Humanities faculty are notorious for being chronically constipated, so I’m pretty sure it was a man or woman who produced those little nuggets.”

University of Vermont Provost Frida Pinth seriously doubts that Eleanor saw a Humanities faculty member:  “No one has seen a tenured professor in those disciplines in Vermont since 2014, two years after the state legislature established a rigorous post-tenure review process for faculty in all fields except Neuroscience and E-sports.  It’s possible that someone could have walked to St. Johnsbury from Dartmouth using the New Hampshire-Vermont Underground Railroad, but it seems unlikely.  That’s a distance of almost 60 miles.”

Eleanor Fracas’s response:  “Dammit, I know what I saw.  Did I mention that it was wearing elbow patches?” 

 

 

“Sorry, But I’m Not Feelin’ It…..”

A recent Chronicle of Higher Education article explores the challenge of developing empathy for students who fail to get vaccinated for COVID or resist wearing a mask in class (October 7th online).

Guess what?  Research indicates that empathy is a struggle for faculty interacting with students in a variety of contexts, not just those that are COVID-related.  A national survey jointly sponsored by the Pew Charitable Trusts and University Life finds that professors across the country are having a difficult time feeling compassion for their students.  Consider the following 1st-person accounts:

—  Nathan S., DePaul University:  “Gary, a sophomore, showed up at my class in a full body cast yesterday.  Over the weekend he had been struck by a runaway ice cream truck while helping an elderly widow fix her car’s flat tire on the side of the highway.  He wanted to know if he could postpone taking the midterm exam for a few days.

“I said no.  It seemed to me that an 83-year-old woman should not be driving on the highway in the first place.  Gary was simply enabling her reckless behavior, and he needed to own the consequences of what he did.

“Gary took the exam and failed; I could not decipher his scrawled answers to any of the essay questions.  Now I feel kind of bad about all this.  The kid has a good heart.  Maybe I was too harsh.”

—  Marjorie L., Miami University of Ohio:  “On the day a term paper was due in my class, I was notified that Trent was in jail, having been arrested the night before for pistol-whipping the cashier at a 7-Eleven while attempting to shoplift a bag of Twizzlers.  Trent wanted an extension on the paper.

“ARE YOU KIDDING ME?  I know for a fact that our local jail has both PCs and printers available for inmate use.  Trent could have finished the paper in his cell on the night of his arrest and had his classmate Gretchen submit it the next day.  Just for the record, the two of them have been groping each other in the back row of the classroom like hamsters in heat since the beginning of the semester!”

—  Horace R., University of Arkansas:  “So, I get a text from Ruth Ann three days ago telling me that she’s just gone into labor.  She claims that she didn’t even know she was pregnant, which could be true, since Ruth Ann is a large, big-boned girl.  She wanted my permission to miss class for the next two weeks, because her delivery was going to be a C-section.

“Absolutely not.  The syllabus for my Senior Humanities seminar on The Art of Courtly Love clearly states that the course is only open to students who have not had sex in the year prior to the first day of class.  Ruth Ann clearly violated that policy.  I wish nothing but the best for her and her child, but there was nothing I could do.  She had to drop the class.”

Sometimes, the ones who need our empathy the most are our colleagues.    

Fever Dreams….

In a recent Chronicle of Higher Education essay entitled “The Data Is In: Trigger Warnings Don’t Help,” Amna Khalid and Jeffrey Aaron Snyder report that they “found no evidence that trigger warnings improve students’ mental health” (October 1st print issue).  

The authors’ claim may be true, but the data tell a much different story when we focus on faculty mental health.  

It turns out that trigger warnings are essential for professors’ well-being, as indicated by the results of a joint research project carried out at Gettysburg College and Cornell University.  According to Cornell Psychology Professor Melvin Côte d’Azur, there are certain trigger sentences and paragraphs that consistently produce Sartrean existential dread, Level 3 nausea, and loss of bladder and bowel control in college faculty, both tenured and non-tenured.  The Top Ten include:

— “You have been selected to serve on an interdisciplinary faculty task force charged with revising the University’s core curriculum.”

— “The Dean called; she wants to discuss something that happened in your class on Monday.  You might want to bring a lawyer.”

— “I’d like to introduce you to Todd and Meghan, the branding consultants who will be facilitating our discussion of what to do with the Philosophy major.”

— “As your President, I’m proud to announce that our institution is embarking on an exciting dual-degree program with Okefenokee Swamp Bible College on the Florida/Georgia border.  Anyone interested in teaching a raft-based course on Alligators in the Old Testament next spring?”

— “The Provost and CFO are here today to help us review the implications of Philosophy’s cost/revenue metrics for the department’s future.  Has everyone brought their lawyer?”

— “Stan, your name popped up on a student’s Facebook page yesterday.  You should probably take a look.”

— “Stan, there’s someone here from the Title IX office to see you.”

— “The Undergraduate Curriculum Committee will meet on Wednesday to consider the proposed Sociology minor in White Guilt.  Father O’Shaughnessy will be available to hear confessions after the vote.  All faiths welcome!”

— “An all-day faculty training session on “Monitoring Your Public Utterances” will be held this Friday in the Forklift Annex of Spackle Auditorium.  A lunch consisting of locally sourced tofu squares, turnip smoothies, and unpeeled eggplant crumble will be provided, along with a communal burlap napkin.” 

— “Thanks for seeing me today, Professor.  The Department Chair said I could enroll in your Calculus 904 course this semester even though I haven’t taken any of the prerequisites.  I need 3 more Math credits in order to graduate in January, and your class was the only one that wasn’t filled.  Is there a Billie Eilish video I could watch that would help me catch up?  I have to get at least a B+ in your course to get my Bachelor’s degree in Craft Brewing.”

Students aren’t the only ones who experience terror.