My state is staring at a multi-billion dollar budget deficit. And, as such, my public R1 university is going to have it's budget slashed (this is on top of the budget reduction we are already facing due to some of Trump's budget cuts).

This got me thinking: "If I were in charge of a DOGE-like agency at my university, what would I cut?"

My first thought would be to cut Academic HR, which basically just makes hiring a giant pain in the ass for every department they interact with. I'd also cut a program my university has for faculty advancement; I have attended a few of their events and they were a complete waste of time. In general, I'd focus on closing most on the non-academic departments/offices/programs.

What are some examples of things you would cut at your university?

EDIT: for those of you that are triggered by the acronym "DOGE", note that my questions asks: what are examples of things YOU would cut?

I gave some research assignments to students at the end of the semester. I checked all of them using ZeroGPT and ChatGPT. ChatGPT flagged around 90% of the assignments as being more than 50% AI-generated. ZeroGPT flagged fewer assignments as AI-generated. I was surprised to see the assignments of a few students—whom I consider very focused on learning—being marked as AI-generated. They also protested their grades and claimed that they did not use AI.

Should we trust the results of ZeroGPT and ChatGPT? Is there any other tool with better accuracy?

Got the typical “I tried submitting and didn’t realize it didn’t work” email from a soon to be graduating senior.

She sent me a bunch of lies and work from the previous semester (I switched up the readings and clearly she knows someone from a previous class of mine )

Any who I asked the Bb tech folks and they supplied me with an excel spreadsheet with EVERY LOG IN ATTEMPT SHE MADE - every down load , every upload , every every thing .

It was a glorious email to send that she may want to drop my class since I will not be accepting late work as per my policy and that there was evidence that she did not make any attempts as she stated!

I am saving the fact that I know she is using others work for when she starts fighting me on the details.

I do not revel in the possibility that she may not graduate as soon as she thinks she should. But I do enjoy knowing Karma is a bitch and If a student doesn’t care about my class until the end of the semester I can’t muster the energy to care about their self created issues.

Anyone else can chime in but I'd like to hear how Economics professors specifically are handling classes right now. If you already covered tariffs earlier this semester are you revisiting that topic now? If you haven't yet, are you planning on moving it up in the syllabus, spending extra days on it?

How are you guys handling it?

I encourage students to submit a draft of their research paper for feedback. It is not required. Formerly, around 25% of students submitted such a draft. Most drafts reflected good effort, and most students made edits based on my feedback, then ended up with very good scores on their papers. For the last three years, about 5% of students have submitted a draft and the drafts are typically awful. Students then do little to improve their papers based upon feedback.

Today, I received a draft paper. It was quite good and very much did not seem to be written by AI. It sent me down memory lane, when a decent chunk of students submitted such drafts and it blew my mind to think about how much worse this job has gotten just in the past three years. Reading a draft paper that followed instructions and showed good effort and understanding of course material was like seeing a unicorn. On one hand, it was energizing. On the other hand, the sheer rarity of receiving a decent draft paper was saddening. That's all.

Hi all, so I find myself in perhaps a somewhat unique situation in that, after almost 15 years of working professionally as a self-employed consultant (while also part-time adjuncting on the side), I saw an opening for a tenure track faculty position in a teaching-focused school that very much lined up with my interests. I applied and got the job, which I am very excited about. However, now I find myself in this weird slum where I suddenly lost much motivation to keep going in my consulting role, while the new job doesn't start for another 5 months. I have not thought much about this before, but the hiring cycle makes academia really unique, since a "normal" job would have you starting shortly after the offer is extended. So the question is, what did you all do before starting your TT career? I imagine that even those of you going straight from a Ph.D. still had the whole summer of "doing nothing", except perhaps for cleaning up thesis results for a journal paper. In the ideal world, I would just take a personal mini-sabbatical, however, most of my savings are tied up in the stock market so that is currently not realistic.

Hi,

I'm an undergrad in my 5th year and I've developed and will be (am) teaching an upper division seminar. I'm a great public speaker, I love giving presentations, and I am very well versed in the material. However. I don't know how to teach. How do you guys prepare to give lectures? Do you practice? What should I look out for?

I already had my first class. My co instructor and I split it up, and it was mostly just syllabus stuff. I did well and it felt amazing and so natural, but my friend who is taking the class mentioned that I needed a bit of practice, but didn't clarify what. I'll be teaching the entire next class, sona 20 minute lecture and 30 minute discussion period. How did you guys learn to teach? How do you teach well?? If all goes well, this course will become a permanent course offering and possibly a requirement. It's already under review by the curriculum committee and things are looking good; I've already been set up to teach it all next year.

But I'm just really nervous. I want to communicate my material well, I want to teach people how to think without giving them "the" answer, I want to engage them without it being awkward..

Also, grading sucks!

Edit: Another question for anyone that sees this: I have a wicked resting bitch face. When we chat about our first impressions of each other, all of my friends thought I looked pissed and were hesitant about approaching me or sitting next to me. When I'm quiet and paying attention or working, I look furious. But I'm not. But last class I was sitting with groups during the discussion, making eye contact, nodding, not saying much since it's their discussion period, etc. My friend texted me after class that I looked super mad and thinking back I think I remember some people looking at me a little uncomfortably. My question is, would it be unprofessional or a bad idea for me to make a quick disclaimer slide at the start of my next lecture that basically says "I'm not mad at you, I just look Like That" or should I let people figure out through our interactions that I'm not actually going to bite their heads off?

How do? Thanks and thanks mods and I will butt out of here when I get some replies. Thanks

I thought I'd seen it all as a college professor, but something like this fell into my lap. A student in one of my classes randomly disappeared after spring break. Vacation vanishing isn't uncommon, but I didn't expect this behavior from them. I have not heard anything from this student for almost a month.

Fast forward to yesterday, when the dean called me and other faculty members who have this student in their class into their office. The dean informs us that our missing student is in jail for an undisclosed crime. All of us are stunned by the news, but before we can let this information sink in, the dean tells us that we have to participate in the student's punishment.

One of the local judges likes to give out unorthodox sentences. I can only guess that this judge pitied our student and thought they might not survive living in the big house. So, the judge provided a caveat to the convicted's sentencing. They will release the student early if they finish their class assignments in jail.

My fellow faculty and I must create assignments that this imprisoned student can finish while in jail. I have some ideas, but I am looking for some help. Since my class is a writing-intensive journalism course, I was thinking about having them write about the criminal justice system in our area since they just experienced it firsthand. I know they will have some access to the Internet, but I don't know how much. If any of my fellow professor Redditors have worked with an incarcerated student before, I would appreciate any advice that you can give me.

EDIT: Thank you for the messages and advice. I guess the legalese was a little wonky because our dean sent us a follow up email to clarify a few things. After talking to a few of our CJ professors (something I think they should have done in the first place ), it seems like we need to provide assignments that the convicted can do while sitting in jail, we do not need to create something brand new. I can't speak for my fellow faculty, but I can use what I have. As far as I can tell, I can also dictate how much work I can give them. The idea I proposed earlier was a modified version of what my students do as a feature news article which serves as their final project, so it isn't any extra work on my part. The only difference is that I will receive a final paper from jail.

I pride myself on being a calm, kind, and understanding instructor. However, I lost my composure today. I was showing a documentary tv episode to demonstrate a case study of global inequality and was distracted by the sound of students talking in the large auditorium. In a calm voice, I said “I hear some talking. Let’s keep it down or you can take it outside.” After about a minute or two of quiet, the students resumed talking and laughing at something on one of their smartphones. I held my tongue for about 5-10 more minutes, but when it became clear that they were going to continue, I walked up to where they were sitting while the episode was still playing. They immediately got quiet and avoided eye contact with me. I said, “you need to sit in separate places now.” They were playing dumb, like they didn’t know who I was talking to, so I pointed at them and said “I’m talking to you two.” They pantomimed surprise, as if to say, “Who, me?” And I said “You haven’t shut the f*** up for this entire class.” I heard a student audibly gasp, since the class is accustomed to experiencing my usual chill and positive demeanor. I was still quite upset during the post-tv show discussion. The class was stone silent and clearly shaken. I have felt bad about it all day even though the two students were clearly being disrespectful little shits. Should I write a message to my class acknowledging my regret? Or should I just let it lie? Haha, I’m such a softie.

My mother passed away a few days ago. She'd had a surgery after a fall, which went well, and then suddenly she was gone. I live several states away, and it was a shock.

I told my classes via an announcement on Sunday, and explained I was canceling class on Monday but would be back on Wednesday, and that there would be a few days in the future where I would need to cancel class to travel for the funeral. I promised to do everything I could to minimize the impact on the class, but I appreciated their patience and understanding.

On Monday, my students surprised me with their kindness. I received emails expressing condolences, several personally spoke to me to say they were sorry for my loss, some even sharing they had also lost a parent -- one group of students signed a card together and put flowers outside my door. It was all very unexpected and moving; believe me when I say that I did not have that kind of social awareness at their age.

I always appreciate this subreddit as a place to commiserate about some of the frustrations of this job, our worries and our concerns for the future, for the profession.

But I wanted to share this moment with you all because it makes me grateful for this job, for getting to work with young people (and older too!) who can be more thoughtful and caring than we realize.

We’re almost to the end of semester. It gets very busy in April, so I hope you’re all doing well! I need a little advice if any of you have the time.

I’m trying to get a promotion to Senior Lecturer. I just got my review back from the chair and obviously have a chance to respond. The review is all positive, so I’m not sure what, if anything to say. What would y’all do?

It's the start of spring quarter, so time for my syllabus assignment that must be completed before any assignment opens. One question has them read a statement and then reproduce it by filling in key words - to ensure they are doing more than checking a box. One of the statements is "I recognize that to be fair and consistent with all students, it is ____ for me to ask that exceptions be made for me that are not made for other students or that are inconsistent with the syllabus. Therefore, I will ____, at any time, ask the instructor to make any such exceptions for me." The answers there are "inappropriate" and "not". 24 hours after finishing this assignment, a student messages me to say they prefer to do all the work for my class in one sitting and asks if there is a possibility I can make an exception to the late penalty for homework submissions. Sigh.

Background: I am a scientist working in industry. For more than 20 years I’ve been an adjunct in an engineering program (R2 state school.)

I teach MS level classes. My evaluations are almost always “excellent” or “very good.” I’ve won a department teaching award and students give me positive feedback. Over the years several have done their MS research with me and have been interns/employees.

Issue: This year the department chair rated me excellent and the associate dean downgraded my rating to good citing the grades I’ve given are too high.

I would like to respond; the last 2 years the cohorts have been well prepared - graduates of competitive R1 schools. They are almost all getting MS degrees to advance their careers; very few go on for a Ph.D.

Questions 1. Should I let it go or leave a response in the review? 2. Should I list corrective actions - e.g. normalizing to the department average scores or using “Gradescope” software that they are pushing to grade homework and exams.

A bit at a loss and slightly demoralized.

I’m about to start my first TT position this fall at a private R1 SLAC. The job comes with a generous salary and all the benefits, including matching contributions into a 403(b) plan managed by TIAA.

Does anyone have experience with one of these plans? How is your money doing under the current stock market? Would I do better by putting money in savings, or under the mattress? Any tips would be appreciated.

I had an online 8 week general education course added to my load at the last second this semester. I had a course shell from the same class I had taught at a previous institution so it seemed like no big deal. The textbook I used years ago has now gone up to $110 for access to the online learning platform. This version of the book is pricey but includes interactive listening and video guides (it’s a music class, so the entire basis of the class is listening). The text is also considered the gold standard in my field. I have gotten several complaints about the textbook price, with the students noting it seems like a lot to pay for 8 weeks. Technically that shouldn’t matter since it’s the same amount of work as a full semester.

I am feeling a lot of guilt about this now. I did think it was a bit of a high price, but figured the students who were really concerned would sign up for another general education course after seeing the required textbook. Because of the late notification of teaching the class, I would have had to create a brand new online course from scratch with only a few days notice otherwise, and there’s no way it would have been as well-rounded as my pre-existing class without the time to develop a new class with an OER text…and I’m not sure I get paid enough for that kind of last-minute effort, lol. (FWIW I am developing an in person class for the fall with an OER textbook).

I understand the cost is not low, but is it really insanely exorbitant for a textbook price these days? I figured it was maybe $20-30 more than expected, not $70-80 more than expected like students have said.

In the wake of the cancellation of already-awarded NEH funds, is it naive to apply, as a faculty member, to the NEH Fellowship, with deadline April 9?

If it were a quick 30 min application I would just send it in. But their structure is so specific it will take hours to prepare. Am I just wasting my time?

I've searched high and low and found no discussion of this. Of course, nobody can predict the future, but I'm curious to take the temperature in this sub.

https://www.science.org.au/news-and-events/news-and-media-releases/us-threats-to-rd-capability-academy-calls-for-emergency-meeting-of-national-science-and-technology-council

Rather than take a wait-and-see approach, the Academy calls on the Australian Government to put in place the following short- and long-term measures:

1. R&D is cross-portfolio with responsibilities across myriad ministers including defence, health, science, industry, resources, education, environment, agriculture. The Prime Minister must convene a special emergency meeting of the National Science and Technology Council, which he chairs, compelling all ministers to the table to comprehensively assess the extent of Australia’s exposure to US R&D investment in Australia, so proactive risk mitigation strategies can be devised.

2. Immediately capture the exodus of smart minds from the US and bring their capability and talent to Australia via a rapid talent attraction program.

3. For the medium to long term, establish policy measures that expand the geographic footprint of Australia’s international R&D collaborations with responsible countries, regardless of the US administration’s actions. This includes associating with Horizon Europe – the largest research fund in the world; leveraging the framework of the successful Global Science and Technology Diplomacy Fund and extending it to more countries; and deepening the relationships with India and Japan nurtured via the Quad partnership.

4. The shape and nature of Australia’s R&D landscape is currently being strategically examined. This review which is due to report at the end of 2025 must recommend optimal conditions for Australia’s strategic R&D capability to thrive in an uncertain world, and include measures to build robust sovereign R&D capability.

By about week 6 of the semester, most of my classes drop to rates of 50% attendance every meeting. Is anyone else dealing with this, or is it just me? I'm trying to figure out if I'm boring, if my classes are too easy/hard, or if it's something else. Any advice on how to improve attendance rates?

I came in my classroom, arranged papers on the desk, went to the office for five minutes, and came back to find a student photographing the second page of a quiz. And he’s a kid I have liked.

I told him he was getting a zero. He seemed accepting but not overly apologetic.

So, is this the norm now? I never would have dared to sneak a peek at a quiz, especially in such a brazen fashion. And one other student was already in the room. Kind of horrified and hurt, but maybe I should be neither.

I recently found my old diary from college and let me tell you, my studies were the least mentioned element. Romance, friends, dorm life, and worries about work - all featured as heavy highlights. My school work? Mentioned once or twice in passing.

It made me realize that even if my students are passionate about their work and their studies like I was, it's most likely not the main priority in their lives or the thing keeping them up at night. I know they have lives going on just like anyone else, but reading that diary back was a real wake-up call and the person I remember being was not the person I read on those pages.

How do you remember yourself as a student?

Have two sections of a class with primarily seniors- suddenly some notice they aren’t passing my class! So let the bitching whining and gnashing of teeth begin

Hi all. Looking for some insights, commiserations or advice. I've taught for more than a decade, first at a university that would typically be considered in the top 20 in the US, and for the two years at a university typically in the top 10 in the US. I only include the rankings because what I'm experiencing seems profoundly counterintuitive. I taught students through the pandemic, online, at my previous university, and they were excellent: engaged, participated, did the readings. These were students who had had at least a couple of years of in person classes and was consistent with all the years prior, despite teaching across different schools within the same university. Last year, and now this year, the students at my new university are completely disengaged: they don't turn up to online lectures or view the recordings, they not only don't do the readings but they complain about their length. I've had students argue grades when they haven't submitted anything. I don't think my teaching style and commitment has changed at all, if anything, it's become more accommodating, but I've gone from having near perfect score evaluations to last year, having a couple of students bomb the reviews (including vitriolic comments) and this year, having literally half my pre-semester registered class drop after the first lecture. This university leans heavily to online classes for this graduate level course, while class times and the detailed assessment regime are not made available to students prior to the first week, so there are some legitimate reasons why students may drop en masse like that, but it still seems so odd. Today, only three out of my seven remaining students showed up for class and their engagement was limited to the chat box, cameras off. I feel so disenchanted and shocked. Is this, normal?

I am getting more involved in our faculty union (public school). I am not planning to become the face of the union and be one of the loud advocates, but more like supporting union activity quietly, maybe by joining committees. I believe in the union, and I think what they do is important.

Now my question: does this count as 'service to the profession'? I realize that there are differences in universities, so I am going to dig in to the specifics at my institutions. I am not even interested in using this to fulfill the service component in my annual assignments necessarily. But more in a general sense (say on an academic CV), is it appropriate to count union work as service? I would think yes since I see this as part of a healthy shared governance structure, but would like to know what others think, and whether in practice you claim union work as service?

To clarify, I am not planning to participate in union leadership, nor take up responsibilities that would come with course releases or other 'benefits', but purely volunteer my time and put some effort into contributing to our union.

Please see this alert from our friends at the National Humanities Alliance. Please reach out to them if you’ve been affected.

“We learned this morning (April 3) that DOGE has begun terminating previously awarded NEH grants. We understand that this includes operating grants to the state and jurisdictional humanities councils, scholarly societies, community organizations, and individuals. While we know that grants are being terminated, we do not yet know the full scope of terminations.

At this moment, our understanding is that the grant terminations are being issued directly from DOGE and that the email address included in the termination letter is a DOGE email address. Emails sent to this address go to DOGE directly and not the NEH.

DOGE is rescinding grants that have already been awarded, including operating support grants for state and jurisdictional humanities councils. This money has been appropriated by Congress for the states, and DOGE is taking it against the express will of Congress. Take action now by alerting Congress!

It is imperative that grantees who have been affected by the terminations reach out to their Members of Congress directly. We can help you make this contact. Fill out the website form to let NHA know about the termination get contact information for the appropriate staffers. We will get back to you as soon as we can.”

I've been on /Professors a bit the last week looking for community in a difficult environment.

I've been teaching 20 years. The past 4-5 years, my students have been been the most emboldened and unprofessional I have ever seen students— completely lacking in empathy. They carry on in a way that is more mob-like than invested students. This year has been nigh unbearable.

I care not to think about how many times I've had to call out students about being disruptive, unprofessional, or unkind. Lately, I've had to point out to individuals that they were in breach of their Student Code of Conduct.

For a week or two, it was helpful to read your stories and know that I am not alone in experiencing this weird uptick.

But after a couple weeks, this thread has made me wonder whether the culture of academia has changed completely. I hope I'm wrong and this is some weird symptom of their stunted academic and personal development due to COVID. I worry I am not.

I used to covet this role. I still do, but it's getting hard. </rant>