A common phrase I have heard from many alums of our department over the years is that a certain beloved professor, or perhaps several of them, did not teach them what to think, but rather, how to think. The ability to examine topics and events critically, with detachment and appreciation for multiple perspectives, with reflection and foresight—these are skills that are rare among students (at least in potent form) when they enter college, but, if we do our jobs well, they are central to the educational formations we foster.
At the heart of any thriving academic institution is the principle of academic freedom. This concept is fundamental to the integrity of research and teaching, allowing faculty to explore and communicate ideas openly, and students to inquire about the range of thought across human history. Academic freedom enables us to approach complex, sometimes controversial, topics from a scholarly, dispassionate vantage—even when, or especially when, the topic itself draws out the most elevated passions among us. While debates over this principle are not new, today’s discussions are reshaping how academic freedom is understood and protected, and our faculty have been on the front lines of this work.
Faculty take academic freedom solemnly; we know that it does not exist in most lines of work or in all professions. But while some interpret it in public discourse as the right to criticize our own bosses, for example, or to make wild claims on social media, we think more centrally about what it means for the learning environments we create every day, on the ground, on the job.
Our colleagues in English are committed to upholding academic freedom responsibly, recognizing that it enables students to engage in meaningful learning experiences. Within the classroom, we strive to foster respectful and inclusive discussions where diverse perspectives are not only acknowledged but also valued, and where the aim is not to “win” any argument. By providing space for thoughtful debate, we give students the skills they need to navigate—and positively influence—complex conversations in their own communities and workplaces. The last thing any professor worth their salt has ever wished to do is “brainwash” or “indoctrinate” their students; that’s simply not why we entered this profession in the first place.
The national headlines this past year have amplified the value of this approach: Our commitment to nurturing well-rounded, critically thinking students has never been more important than in today’s environment of heightened global tensions and national division. Events around the world impact us all, locally and far away. But whether discussing the literature of a particular era, analyzing historical events in context, or exploring contemporary multimedia works, our faculty are prepared to help students examine how literature and the humanities connect to current global concerns and aid us in seeing humanity and human behavior from a capacious, informed view—even when that can be difficult.
When students learn how to explore and articulate responses to world issues, they begin to see their roles in the world in new ways—and are empowered to foster the changes that they (not their professors) wish to see in the world. At the same time, our faculty are conscious of the need for sensitivity and support, especially when dealing with topics that may feel personal or painful to some students. We encourage faculty to create open, transparent spaces for learning, and we provide resources for students who may need support in handling difficult material. In doing so, we aim to give students the intellectual tools to process global events, to think critically about them, and ultimately to become informed, understanding citizens.
A separate challenge has surfaced on our campuses and in media headlines recently as well: the prevalence of AI tools, especially for generative texts. From writing assistants and research tools to data analysis and even creative projects, AI has transformed the academic landscape in exciting ways, and we do not stick our heads in the sand about its potential any more than math departments did when calculators came along. For our department, this transformation means exploring both the potential and the challenges of integrating AI into rich, multifaceted learning environments.
Our faculty are dedicated to helping students understand AI as a powerful tool that can augment their education and their skill development when used wisely. Faculty discussions around AI emphasize that, while AI can provide valuable assistance, it is no replacement for the nuanced, creative, and critically engaged thinking that human writers bring to their work. Nor is there any complete escape from AI. Therefore, we are also committed to equipping students with an understanding of the ethical considerations that come with AI use. Academic integrity is a vital aspect of our education, and we work to ensure that students understand the boundaries between AI-assisted work and original thought. Through workshops, class discussions, and collaborative projects, we educate students on the responsible use of these technologies, emphasizing that AI should be seen as a tool to enhance, but not replace, their intellectual engagement—and we educate students to see that it is still a flawed tool, full of biases and mistakes. Which, ironically, makes it even more human-like!
As students, faculty, and alumni, we know the power of an education grounded in the best of what the humanities offer—a field that values critical thinking, creativity, multiperspectivalism, and adaptability. These skills are more essential than ever in today’s world, and we remain dedicated to preparing our students to meet both current and future challenges with resilience and insight. As many of us recall from our own college experiences, one of the most valuable moments a student can discover is the realization that something they thought or believed all their lives was incorrect, inaccurate, or simply insufficient for how they see the world in a broader perspective. It’s humbling, in a good way. That humility is at the core of how we teach and research, and it’s what makes academic freedom invaluable as a means of helping us move closer and closer to the answers that we’ll never stop striving to find.
—Gayle Rogers
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