Tenure at NU
*Please note: Portions of this article and some information appeared in the Northeastern News, in the issue of December 3, 2003, Vol. LXXVII, No. 45. The respective text and information was extracted, solely, from the student reporter’s own writing and news-gathering.
Appealing an Administration: A Professor’s Struggle to Remain at NU
Six years ago, Northeastern’s Modern Languages Department asked an incoming professor, Harry Kuoshu, to build a Chinese Studies program. With minimal faculty support, he did just that, providing integral courses for the uprising interest in Asian Studies at the university.
So when Kuoshu applied for tenure last March, the process seemed a mere formality. With unanimous support from both the Modern Language Department and the College of Arts and Sciences committees on tenure, his dossier was sent to the office of the Provost Ahmed Abdelal—who then rejected Kuoshu’s request.
“I was very shocked,” said Kuoshu, from his office in the Modern Languages Department. “I try to forget about it. I focus on my work and on my research.”
An author of three books, Kuoshu believes his rejection stemmed from criticism of his scholarship by external reviewers—experts from other institutions that evaluate the research of tenure-track professors. Recently nominated and named to “Who’s Who Among American Professors,” Kuoshu teaches virtually all classes in the Chinese Studies program. As a result, his tenure rejection has brought forth a wave of protest from his students, who have been actively writing to President Richard Freeland.
Upon the provost’s decision, Kuoshu sent his dossier to an appeals board on tenure—comprised of 13 members—who voted 7-6 to uphold Abdelal’s prerogative. Un...
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Now well-established in the Suffolk community, Haughton believes that his tenure rejection from Northeastern worked out for the betterment of his career. Having spent the majority of his teaching career in the greater Boston area, earning his Ph.D. in 1983 from Harvard—where he taught briefly before arriving at Northeastern—he has become a senior analyst at the Beacon Hill Institute for Public Policy, a place he juggles his time with along with teaching at Suffolk.
“It’s funny the way things work,” he said. “But you know, life goes on. I teach at Suffolk now and I’m very happy.”
In terms of his tenure rejection at Northeastern, Haughton said that while the incident caused some stress, he remembered that such episodes are common.
“Everyone is academia realizes that’s the game,” he said. “If you have solid skills, you’ll land on your feet somewhere.”
Roebuck, Julian B., and Komanduri S. Murty. Historically Black Colleges and Universities: Their Place in American Higher Education. Westport: Praeger, 1993. Print.
Hoeft, Mary. "Professors in the Crosshairs | Inside Higher Ed." Professors in the Crosshairs Inside Higher Ed. Inside Higher Ed, 24 Feb. 2011. Web. 26 Mar. 2014.
In the end, Zhu sheds light on an event in American history that is marginally looked over. Zhu’s writing showcases the fact that after the Denver Riot a major shift in American minds changed toward the Chinese immigrants. Zhu does an amazing job relating the consequences of the Denver Riot to the 1880 National Election and eventually the Chinese Exclusion Act of 1882. The Road to Chinese Exclusion was an interesting and captivating read over a time in American history that has only recently been held accountable for.
Thistlewaite, Donald L. “The Impact of the episodes of May 1970.” Research in Higher Education 1, no.3 (1973):225-243. Accessed April 23, 2014. http://www.jstor.org/stable/40194656.
They served subpoenas for documents that would prove the illegitimacy of Chinese citizenship. The Six Companies, which represented the interests of the community, fought back claiming “the subpoena was being used for the ‘obvious purpose of oppressing and intimidating the entire Chinese American community…” Delivering mass subpoenas proved jurisdictionally unsuccessful. Yet, the INS Chinese Confession Program in 1956 birthed a second opportunity to dispute Chinese legal
Gyory, Andrew. Closing the Gate: Race, Politics, and the Chinese Exclusion Act. Chapel Hill: University of North Carolina Press, 1998.
Ruttiman, Jacqueline. “Breaking Through the ‘Bamboo Ceiling’ for Asian American Scientists”. AAAS.org. The American Association for the Advancement of Science, 29 May. 2009. Web. 2 Apr.
The treatment of Chinese immigrants and Chinese-Americans is often overlooked as the struggles of other ethnic groups in the United States take center stage in history. Many remember the plight of African-Americans and their struggle over basic civil liberties during the 19th and 20th centuries in America. However we shouldn’t forget that the Chinese were another group heavily discriminated against with the use of legal racism in the form of laws violating basic human rights and Sinophobe sentiments held by the American populace. After the “fall” of China to communism, anti-Chinese sentiments were only exacerbated due to the second Red Scare and the Communist witch hunts that it created. People of Chinese descent were another unfortunate target of racism in America’s long history of legalized racism.
In the fall of 2010, Oregon State University had over 22,000 students registered for classes; the largest enrollment the university has ever seen. The University is heading for a mark of 30,000 by the year 2025 (Johnson, 2009). The university looks forward to a bright future with hopes of being one of the top tier Land Grant institutions. However, Oregon State has not always been the large Division 1 School it is today. Its famous mascot Benny Beaver and its colors of orange and black were not always staples of OSU. This short paper will investigate the origins of Oregon State University during the 19th century, rapidly review its growth during the 20th century, and touch upon its claims to fame and notable alumni.
* Myers, Samuel L. Desegregation in higher education. Washington, D.C. : University Press of America, 1988.
How do we explain the world around us? How can we get to the truth? Plato and Aristotle began the quest to find the answers thousands of years ago. Amazingly, all of philosophy since that time can be described as only a rehashing of the original argument between Plato and Aristotle. Plato and Aristotle's doctrines contrast in the concepts of reality, knowledge at birth, and the mechanism to find the truth.
Brown II, M. C., & Ricard, R. B. (2007). The honorable past and uncertain future of the nation’s HBCUs. Thought & Action, 117.
"Bet you thought you'd never be at one of these!" she says excitedly. I calmly smile back in return. Having never had great opportunities just fall into my lap, I know I've worked long and hard to achieve my career goal. Not only am I employed as a computer animator at a major company, I have designed the special effects for the hottest movie on the market.
...died with Plato at his academy. Aristotle learned a great deal from Plato but was impressed with Plato idea of the significance of logical and critical thinking. Socrates was already working with Plato and eventually Aristotle joined them.
Winthrop University. (2011, August). Faculty & staff profiles. Retrieved August 2011, from Winthrop University: http://www.winthrop.edu/coe/faculty/default.aspx?id=11015