PALS Note: We are excited to have a guest book review from Caitlin Kelly. In this post, Kelly shares a review of The Slow Professor and addresses what the book offers regarding teaching for both full-time and precarious faculty. Kelly is a Full-Time Lecturer in the Department of English at Case Western Reserve University.
The Slow Professor by Maggie Berg and Barbara K. Seeber is a book I have been trying to get my hands on for months—when I first requested a copy at the beginning of the fall 2016 semester, it was checked out from every holding library in the OhioLink consortium. As I eagerly awaited my turn to read the book, I wondered whether or not it would live up to the hype. As the title suggests, the authors draw their inspiration from the Slow Movement, a resistance to globalization and corporatization, which “challenges the frantic pace and standardization of contemporary culture” (x). Through this approach, Berg and Seeber aim to “disrupt the corporate ethos of speed” (11) by prioritizing reflection, dialogue, and community.
Published by the University of Toronto Press in March 2016, The Slow Professor is a slim volume of roughly100 pages—a deliberate decision rooted in the strong ethical impulse that permeates their book. In the university, corporatization is evidenced by the rise of contingent and adjunct faculty positions and the erosion of tenure, something that Berg and Seeber acknowledge. As they write in the Preface,
Our guiding principles were for The Slow Professor to be useful, accessible to a variety of disciplines, and affirming. While we acknowledge the systemic inequities in the university, a slow approach is potentially relevant across the spectrum of academic positions. Those of us in tenured positions, given the protection that we enjoy, have an obligation to try to improve in our own ways the working climate for all of us. We are concerned that the bar is being continually raised for each generation of faculty, so the book is also addressed to graduate students. (ix)
While Berg and Seeber do write from a position of privilege, their advice is useful for tenure track and non-tenure track faculty alike. In contrast to the “how-to guides” that aim to help their readers find success in the traditional sense of attaining and maintaining a tenure track appointment, The Slow Professor offers readers guidance in “cultivating emotional and intellectual resilience” (x). Where the typical faculty development book gives us the equivalent of a “couch to 5k” plan, Berg and Seeber offer us something more akin to yoga: reflective, empowering, and focused on where we are now rather than where we think we need to be in the future. The Slow Professor entreats us to be more reflective about our work, and this is where the book distinguishes itself from the many faculty advice books already available.
One of the books that The Slow Professor might remind some readers of is Robert Boice’s Advice for New Faculty Members (2000), which also urges faculty to slow down, take time, and be more mindful. Even so, the tacit message in Boice’s book is that the endgame is success on the tenure track. Advice for New Faculty Members is divided into three sections— teaching, writing, and service—matching the three requirements of tenure-track positions. Comparing the approach to teaching between the two books is also telling. Where Berg and Seeber offer advice aimed at bringing pleasure back to teaching, Boice’s advice privileges time management and efficiency. One of the most valuable contributions that Berg and Seeber make is the way that they breathe new life into advice like Boice’s. For example, in their chapter on teaching they recommend his approach to preparing for class but where Boice cites self-discipline and practice as challenges to enacting his advice, Berg and Seeber speculate that the explanation may have more to do with a culture that makes us feel guilty about taking steps that allow us to enjoy teaching (46). This is not to say that a “survival guide” is not useful but The Slow Professor offers a refreshing alternative; despite the fact it is written by tenure track faculty, their advice is not solely in service of the tenure track model.
Over the course of the four chapters, introduction, and conclusion, Berg and Seeber apply the principles of the slow movement to time management, teaching, research, and collegiality. Each chapter situates an element of faculty life within the philosophy of the slow movement and offers small-scale strategies that individual faculty members can use in resisting the increasingly corporatized, administrative university environment. For example, the chapter “Pedagogy and Pleasure” breaks down a typical class meeting chronologically, offering advice at each stage of a class for making teaching more enjoyable. The authors first suggest that we make a conscious transition to class instead of rushing. During class, they urge us to not be afraid to laugh and have fun as well as to listen and create a dialogue even in the moments before class starts formally. In preparing for class, they urge us to think of the course as narrative, as a story we tell. In general, the advice offered in The Slow Professor is not groundbreaking; its value lies not in its originality but rather in the way that it is contextualized as resistance to the corporatization of the university. While contemplative in many regards, The Slow Professor is still well researched and well grounded in the literature on both faculty development and the future of higher education. The book is, the authors admit, “idealistic in nature” (ix) but that is, I think, exactly what makes it so refreshing and well worth the couple of hours it takes to read.
According to the University of Toronto Press website, a paperback edition will be released in May 2017.
Caitlin L. Kelly is a Full-Time Lecturer in the Department of English at Case Western Reserve University in Cleveland, Ohio. At Case Western, she teaches courses in the SAGES program and serves as a tutor in the Writing Resource Center. Caitlin’s research interests include Transatlantic religious and print cultures of the Long Eighteenth Century, women’s experience, the novel, and digital and multimodal pedagogy. You can follow her on Twitter at @CaitlinLeeKelly.