American Association of University Professors

The AAUP's purpose is to advance academic freedom and shared governance, to define fundamental professional values and standards for higher education, and to ensure higher education's contribution to the common good. Our local chapter strives to articulate and support these principles at JCU. We support faculty both individually and collectively, and can call on the support of the national and state organizations if needed. We act to support and strengthen academic freedom and faculty contractual and governance rights as embodied through tenure, the Faculty Handbook and Faculty Council. We stand as an independent voice in matters of academic integrity and professional responsibility. While we work on behalf of all JCU faculty, regardless of membership status, we ask that you consider formal membership in order to strengthen our presence.

Wednesday, May 18, 2011

AAUP Member Newsletter: The Media and Higher Education in Hard Times

Academe brings faculty the latest news and thought-provoking commentary.  Academe Cover

The May–June issue of Academe tackles the complex issues of media coverage of higher education, the public’s perception of academe, and the role that conservative think tanks and foundations play in both affecting media coverage of higher education and reconfiguring higher education itself.
Faculty members are losing a critical battle for the soul of America. And we’re losing it partly, but significantly, because we’ve lost the media, if we ever “had” them. We tend to denigrate them, and they don’t like us so much either. It gets worse. The media themselves are on life support, as newsrooms downsize. And are we to follow not long after? The metaphors comparing higher education to Detroit are proliferating.

Tuesday, May 3, 2011

Spring 2011 issue of the AAUP Journal of Academic Freedom


Whether by chance or by fate, the spring 2011 issue of the AAUP Journal of Academic Freedom has turned out to be rather timely.
At a moment when faculty unionization is paradoxically at once resurgent and under assault, Bill Lyne lays out rather clearly what its benefits can be for shared governance.
John Champagne and John Powell mount philosophical, political, and pedagogical critiques of the relentlessly expanding assessment movement (if essays arrive on the other side of that question, by the way, we would be happy to consider them).