Two Princeton University professors and a former professor at the Princeton Theological Seminary were awarded grants from the National Endowment for the Humanities (NEH) in July. The new $41.4 million wave of humanities funding follows a legal battle regarding the future of federal support for the humanities.
Megan McArdle argues that Carolyn Rouse — Princeton anthropology professor and AAA president — badly botched a Chronicle of Higher Education interview meant to rebut a Vanderbilt/WashU report accusing anthropology of suppressing dissent on politically charged topics. McArdle uses the episode to argue academia has grown accustomed to speaking only to itself, at a moment when public trust in higher ed is collapsing — and that unless it repairs its credibility, financial consequences will follow reputational ones.
Faith in higher education continues to plummet, and the American Association of University Professors (AAUP)—the nation’s leading organization representing faculty interests and a longstanding voice on academic freedom and university governance—has decided to train its guns on the growing movement to establish civic education centers at public universities. The AAUP’s objections amount to a single, unlovely demand: we get to decide what students learn, and nobody else gets a vote.
Six days after the report went online, the AAA fired back with a full-throated defense. “Anthropologists welcome rigorous critique of the discipline,” wrote its president, Carolyn M. Rouse. “What we cannot accept is a sweeping verdict about anthropology’s intellectual culture, scholarly practices, and professional norms built on selective evidence and issued without consultation.
Since faculty voted in may to proctor in-person exams, national news outlets and some alumni have decried the end of Princeton’s 133-year-old tradition of unsupervised testing, but students, faculty, and recent graduates say the conversation within the campus community has been mild.
Professor George explained that he does not believe there is “one single uniquely correct model for colleges and universities.” The success of College of the Ozarks demonstrates the strength of its distinctive mission—not the need for every college to adopt the same model.
