I recently had the opportunity to spend time with some of higher education’s future leaders. They are smart, ambitious, and talented. They are committed to their disciplines and to the pursuit of knowledge. And they are Wellesley women (of course!).
More specifically, they are our 16 students who are part of the Mellon Mays Undergraduate Fellowship (MMUF) program. MMUF is a highly selective program that supports students from underrepresented populations who wish to go on to earn advanced degrees and teach at the college level. This national program has been in existence since 1988, and Wellesley has participated in it since 1989, having now graduated 109 fellows. The goal of the program is simple: to increase the number of underrepresented faculty at colleges across the country. With generous funding from the Andrew W. Mellon Foundation, these fellows are able to work on original research in the humanities and social sciences.
Last week, at this year’s Ruhlman Conference, I enjoyed attending a panel session in which four of our Mellon Mays fellows presented their work. Research included: the ways women of color use online social networks to thrive in the real world; the role of race and religion in college students’ perceptions of mental health; race relations in political protests in this country; and the role of gender and the Brown Berets during the civil rights movement. This past Tuesday, I had the privilege of recognizing our Mellon Mays fellows, as well as their Wellesley faculty and staff mentors, during a reception at my home.
What’s remarkable about the MMUF program is that our students are supported not only by Wellesley faculty and staff who care deeply about them, but by Wellesley faculty who are MMUF alumni themselves.
MMUF is making a quantifiable difference in increasing the diversity of college faculties around the country. It is and will remain an important program to Wellesley and to the future of higher education.
This year, given the number of highly visible (and reputation-damaging) examples of governance failures at colleges and universities, trustees—and the higher education governance structure itself—are being widely scrutinized and criticized. Wellesley is blessed in its board, but most are not so fortunate.
In my latest Huffington Post blog, I write about what part of the problem is.
I recently began blogging for The Huffington Post. I’m delighted to share my thoughts and ideas on higher education through that medium, including my most recent post on student debt and our country’s public universities.
On Friday, at the 2011 Commencement ceremony, I handed out the Pinanski Prizes for Excellence in Teaching to three faculty honorees this year. As I read excerpts of their citations, I was inspired to think about an obvious fact we too often lose sight of: good education can not exist without good teachers.
The Pinanski Prizes at Wellesley are a significant honor to the few who are chosen. I think they are also an important symbol to everyone in our community. They signal the College’s understanding that good teachers and inspired teaching is, and has been throughout our 136-year history, the single most important factor in making Wellesley the great institution that it is.
Certainly, Commencement is a day to celebrate our graduating seniors. And they absolutely deserve that. But an important undertone to the day is about the faculty, and the role they play in the lives of students. The faculty’s effect on the Class of 2011 became quite evident as I watched our graduating seniors rise to give a standing ovation of appreciation to the faculty they had come to know in the previous four years.
The power of teaching should not be a revelation to anyone. We all know that good teachers and good teaching are the bedrock upon which our educational system rests, the sine qua non of a good undergraduate education. But this seems often to be forgotten. As I watch the current debate about and politicization of higher education spinning around me, I see little evidence that this basic truth is recognized in arguments about higher education. The public’s frustration with our economy and our politicians’ defensive reaction to that frustration has led, among other things, to an attempt to discredit the effectiveness of higher education in our country. Our higher education system has served the country and the public very well over the past century, and, in large part, it explains the U.S. preeminence in the world. The impetus of the current attacks on higher education seem to derive from those looking for instances of failure and then generalizing that failure even to the large segment of higher education who is doing it right. To those who truly understand the purpose and function of undergraduate education, it really comes down to good teaching, which is something that is not subject to meaningful cost-benefit analysis. My fear is that the political climate will lead to actions that will diminish—rather than improve—the effectiveness of our colleges and universities. I fear many want to throw the baby out with the bathwater, or whichever analogy you prefer.
I think we—and other institutions, as well as lawmakers and the general public—don’t celebrate our faculty enough, nor do we sufficiently appreciate the job they do. I am proud that last Friday, at least for a few moments on the Academic Quad, we recognized the important work of three of our esteemed colleagues, and the faculty at large.