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Academia: A Presidential Resignation

Academia: A Presidential Resignation

President Gene Nichol of William and Mary was asked to step down from the position. Following is his letter to the community. It speaks for itself. What a shame.


Dear Members of the William & Mary Community:

I was informed by the Rector on Sunday, after our Charter Day celebrations, that my contract will not be renewed in July. Appropriately, serving the College in the wake of such a decision is beyond my imagining. Accordingly, I have advised the Rector, and announce today, effective immediately, my resignation as president of the College of William & Mary. I return to the faculty of the school of law to resume teaching and writing.

I have made four decisions, or sets of decisions, during my tenure that have stirred ample controversy.

First, as is widely known, I altered the way a Christian cross was displayed in a public facility, on a public university campus, in a chapel used regularly for secular College events — both voluntary and mandatory — in order to help Jewish, Muslim, Hindu, and other religious minorities feel more meaningfully included as members of our broad community. The decision was likely required by any effective notion of separation of church and state. And it was certainly motivated by the desire to extend the College’s welcome more generously to all. We are charged, as state actors, to respect and accommodate all religions, and to endorse none. The decision did no more.

Second, I have refused, now on two occasions, to ban from the campus a program funded by our student-fee-based, and student-governed, speaker series. To stop the production because I found it offensive, or unappealing, would have violated both the First Amendment and the traditions of openness and inquiry that sustain great universities. It would have been a knowing, intentional denial of the constitutional rights of our students. It is perhaps worth recalling that my very first act as president of the College was to swear on oath not to do so.

Third, in my early months here, recognizing that we likely had fewer poor, or Pell eligible, students than any public university in America, and that our record was getting worse, I introduced an aggressive Gateway scholarship program for Virginians demonstrating the strongest financial need. Under its terms, resident students from families
earning $40,000 a year or less have 100% of their need met, without loans. Gateway has increased our Pell eligible students by 20% in the past two years.

Fourth, from the outset of my presidency, I have made it clear that if the College is to reach its aspirations of leadership, it is essential that it become a more diverse, less homogeneous institution. In the past two and half years we have proceeded, with surprising success, to assure that is so. Our last two entering classes have been, by good measure, the most diverse in the College’s history. We have, in the past two and a half years, more than doubled our number of faculty members of color. And we have more effectively integrated the administrative leadership of William & Mary. It is no longer the case, as it was when I arrived, that we could host a leadership retreat inviting the 35 senior administrators of the College and see, around the table, no persons of color.

As the result of these decisions, the last sixteen months have been challenging ones for me and my family. A committed, relentless, frequently untruthful and vicious campaign — on the internet and in the press — has been waged against me, my wife and my daughters. It has been joined, occasionally, by members of the Virginia House of Delegates — including last week’s steps by the Privileges and Elections Committee to effectively threaten Board appointees if I were not fired over decisions concerning the Wren Cross and the Sex Workers’ Art Show. That campaign has now been rendered successful. And those same voices will no doubt claim victory today. It is fair to say that, over the course of the past year, I have, more than once, considered either resigning my post or abandoning the positions I have taken on these matters — which I believe crucial to the College’s future. But
as I did so, I thought of other persons as well.

I thought of those students, staff, faculty, and alumni, not of the religious majority, who have told me of the power of even small steps, like the decision over display of the Wren Cross, to recognize that they, too, are full members of this inspiring community.

I have thought of those students, faculty, and staff who, in the past three years, have joined us with explicit hopes and assurances that the College could become more effectively opened to those of different races, backgrounds, and economic circumstances — and I have thought of my own unwillingness to voluntarily abandon their efforts, and their prospects, in mid-stream.

I have thought of faculty and staff members here who have, for decades, believed that the College has, unlike many of its competitors, failed to place the challenge of becoming an effectively diverse institution center stage — and who, as a result, have been strongly encouraged by the progress of the last two years.

I have thought of the students who define and personify the College’s belief in community, in service, in openness, in idealism — those who make William & Mary a unique repository of the American promise. And I
have believed it unworthy, regardless of burden, to break our bonds of partnership.

And I have thought, perhaps most acutely, of my wife and three remarkable daughters. I’ve believed it vital to understand, with them, that though defeat may at times come, it is crucial not to surrender to the loud and the vitriolic and the angry — just because they are loud and vitriolic and angry. Recalling the old Methodist hymn that commands us “not to be afraid to defend the weak because of the anger of the strong,” nor “afraid to defend the poor because of the anger of the rich.” So I have sought not to yield. The Board’s decision, of course, changes that.

To my faculty colleagues, who have here created a distinctive culture of engaged, student-centered teaching and research, I will remember your strong and steadfast support until the end of my days.

To those staff members and alumni of this accomplished and heartening community, who have struggled to make the William & Mary of the future worthy of its distinctive past, I regret that I will no longer be part of that uplifting cause. But I have little doubt where the course of history lies.

And, finally, to the life-changing and soul-inspiring students of the College, the largest surprise of my professional life, those who have created in me a surpassing faith not only in an institution, but in a generation, I have not words to touch my affections. My belief in your promise has been the central and defining focus of my presidency. The too-quick ending of our work together is among the most profound and wrenching disappointments in my life. Your support, particularly of the past few weeks and days, will remain the strongest balm I’ve known. I am confident of the triumphs and contributions the future holds for women and men of such power and commitment.

I add only that, on Sunday, the Board of Visitors offered both my wife and me substantial economic incentives if we would agree “not to characterize [the non-renewal decision] as based on ideological grounds” or make any other statement about my departure without their approval. Some members may have intended this as a gesture of generosity to ease my transition. But the stipulation of censorship made it seem like something else entirely. We, of course, rejected the offer. It would have required that I make statements I believe to be untrue and that I believe most would find non-credible. I’ve said before that the values of the College are not for sale. Neither are
ours. Mine, to be sure, has not been a perfect presidency. I have sometimes moved too swiftly, and perhaps paid insufficient attention to the processes and practices of a strong and complex university. A wiser leader would likely have done otherwise. But I have believed, and attempted to explain, from even before my arrival on the campus, that an emboldened future for the College of William & Mary requires wider horizons, more fully opened doors, a broader membership, and a more engaging clash of perspectives than the sometimes narrowed gauges of
the past have allowed. I step down today believing it still.

I have also hoped that this noble College might one day claim not only Thomas Jefferson’s pedigree, but his political philosophy as well. It was Jefferson who argued for a “wall of separation between church and state” — putting all religious sects “on an equal footing.” He expressly rejected the claim that speech should be suppressed because “it might influence others to do evil,” insisting instead that “we have nothing to fear from the demoralizing reasonings of some if others are left free to demonstrate their errors.” And he averred powerfully that “worth and genius” should “be sought from every condition” of society.

The College of William & Mary is a singular place of invention, rigor, commitment, character, and heart. I have been proud that even in a short term we have engaged a marvelous new Chancellor, successfully concluded a hugely-promising capital campaign, secured surprising support for a cutting-edge school of education and other essential physical facilities, seen the most vibrant applicant pools in our history, fostered path-breaking achievements in undergraduate research, more potently internationalized our programs and opportunities, led the
nation in an explosion of civic engagement, invigorated the fruitful marriage of athletics and academics, lifted the salaries of our lowest-paid employees, and even hosted a queen. None of this compares, though, to the magic and the inspiration of the people — young and older — who Glenn and I have come to know here. You will remain always and forever at the center of our hearts.

Go Tribe. And hark upon the gale. Gene Nichol


Thank you, Gene Nichol, for speaking.

Academia: Exploitation of Adjuncts

Academia: Exploitation of Adjuncts

I’m starting a non-academic job on Monday, and I couldn’t be more pleased. Except for the schedule, I think it will be better than an academic job in almost every way. This is a bad time for higher education, especially in the humanities. I have several friends who are trying to survive at the edges and the beginnings, and after almost four years of trying to find an appropriate position, I have given up. I have adjuncted at a couple of schools, and although I loved the teaching – there was no support, a laughable paycheck, and at least one seriously unready-for-college class.

There is so much to say about the situation that I see in higher education, but perhaps an actual witnessing of the experience will be more effective. I have gotten permission to post an edited version of a letter that a very close friend sent me earlier today. This is an absolutely brilliant women, a woman that any university should be proud to hire and support – a jewel in every way. I have known her for several years, and the fact that she has to deal with this sort of situation makes me nauseous. She’s not the only one, but her missive is so nicely illustrative and fun to read that I think she can stand in for many, many others.

This letter was addressed to me and also to another fellow colleague from graduate school. This is quoted text, but I won’t blockquote it so that it is easier to read in its entirety. It’s worth it, trust me.


Well, hello ladies.

I’m sinking.

I’m six weeks into teaching two classes each of two different sections of Humanities survey for XXX Community College. Ordinarily, I am not one to complain about hard work. But this is ridiculous. Before taxes, I made $7.51 an hour last month. That’s with a PhD., teaching fully 1/3 of all the required humanities sections the school is offering this semester. Oh, and no benefits, of course. And no working phones in the “office” I share with an indeterminate number of other adjuncts, one of whom grew angry when I actually met with a student there to help her with her writing. So I use my own phone, my own e-mail and my own website to communicate with students – as I wasn’t even given access to their system until two weeks into the semester. And I suppose I’ll just start meeting with students in my car. The parking lot is nearby, at least.

I’m pretty certain that Florida pays less than any other state for its adjuncts, and I know it is well on the way to having the highest percentage of adjuncts in the country, thanks to the insane legislature and the insurance crisis here. Plus, they slashed tuition — it now costs less to go to the Florida state college I attended than I paid in 1983, and it was ridiculously cheap back then! I didn’t know this before I started. I didn’t know they would overload all my classes because they don’t have enough teachers to offer basic required curriculum for graduation. I didn’t understand that the utter absence of resources or planning that resulted in my being hired three days before classes started would continue into the semester, when desperate e-mails I sent about my inability to carry four overloaded classes simply went unanswered (for fear that they would have to find somebody else to teach them? Or actually help me with course materials, which nobody was willing to admit might be part of their job, or somebody’s job?). I didn’t know the full-time humanities instructor would actually refuse to provide me with the “department’s” canned visual materials because he apparently considers them his private property. Refused me to my face, saying, and I quote, “you’re not my responsibility” (he also said he doesn’t assign any readings, preferring to teach the Humanities through visual tools, which I really cannot comprehend, though instead of a term paper his students make cardboard displays of their favorite musicians or artists, apparently mostly contemporary).

Oh, I could go on. But I don’t have enough time to complain. Suffice to say, although I probably have some grounds to walk for violation of terms of my contract, I refuse to do this to my students, most of whom work full-time, have families, come to class exhausted, are struggling to graduate from a school that doesn’t offer the classes it advertises, and so on. They trust me, and I don’t even trust the school to replace me if I go.

So I’m stuck. Mainly, I’m stuck with a textbook (apparently) chosen by the non-text guy, and it shows. This is, without question, the most politically addled, historically inaccurate and utterly useless book I have encountered.
It also cost the students $140, which is itself a crime.

I could also go on about the textbook. And I probably will for the rest of my life. But in the meantime, being unable to teach with a book that contains no more than three entirely unrepresentative pages of any author (mostly less) written by a-historical fools who believe themselves to be rebelling against “the Canon” by excluding central texts (and, largely, texts at all) and including rightfully obscure, incoherent, fragmentary and minor crap, I have been forced to sneak into school after hours and photocopy real readings for my students. Here’s the really funny part: the introductions to many of these “readings” are as long as or longer than the selections themselves. I suppose the authors wanted to “free” the students from the hegemony of Western Civilization but not from the hegemony of the authors’ own INTERPRETATIONS of Western Civilization. Ah, the politics of personal exceptionalism.

So, because I actually trust my students to read the material instead of describing it to them (I even trust them to think about it on their own), I’m going nuts finding on-line sources for primary materials and photocopying ENTIRE CHAPTERS OF STUFF and the like. But I have now been informed that this is against the rules (not making the photocopies, but deviating from the textbook), and that I am also in violation of the rules if I tell my students they do not need to buy the textbook. That will play out as it will (since I wasn’t given this information until last week, it’s pretty hard for them to enforce it), but meanwhile, after great, unpaid effort (and tremendous assistance from Husband) I have devised a partly workable syllabus.

BECAUSE I CAN’T FIGURE OUT HOW TO TALK FOR THREE HOURS A WEEK ABOUT ONE PAGE EACH OF A VARIETY OF MAJOR AND MINOR AUTHORS, AND I DEFY ANYBODY ELSE TO DO THE SAME.

Here’s where I am asking for your advice. G., I remember the fabulous survey course you taught with the stuff about primates and cyborgs — I could not find the syllabus for it, and I was wondering if you would look at my syllabi and suggest some readings to plug in. Ditto, H. Also, as I design units on philosophers, particularly the 18th and 19th century stuff and the early Christian fathers, I would be grateful for any advice regarding specific readings by the authors I’ve chosen that would appeal to relatively unsophisticated readers.

Here are the big trouble areas: St. Augustine, St. Thomas Aquinas, Boethius, Locke, Kant, Nietzsche and Tillich (I sort of know the Tillich, but it’s been decades).

We did have a wonderful moment in one class. The textbook describes Plato as “the first feminist” and features a passage about letting women compete nude in gymnastics (apparently, to the authors, about the only interesting
passage in The Republic). I had my students read it, then gave them the very next few paragraphs, in which Plato admits he’s only kidding about women being as good as men at anything but “making pancakes.” They got it.

And I had a staggering moment teaching The Iliad, as well: because of the location of the school, several of my students are military or retired military, mostly middle-aged women. And one of them came to me and told me this story: she served in the Middle East in the first Gulf War, spent 8 years there. Then she came home to raise her three kids. She was retired. The 9/11 happened, and she was called up again and forced to spend four more years overseas. So she’s reading the Iliad, with all the men camped outside the walls of Troy, wishing they could go home again, and she wants to tell me, this happened to her. And it happened in exactly the same place. ONLY SHE WAS GONE FOR LONGER: the Trojan War only lasted ten years. And we just sat there, and she had tears in her eyes, and I thought to myself, well, too bad this doesn’t pay the bills, because then I’d be f*cking rich enough to pay off all the student loans I took to get paid $7.51 an hour teaching full time.

Without benefits.

Except knowing this woman.

And to my fellow (tenured) professors here in the fine state of Florida, those of you desperately trying to pretend you’re just too busy defending your precious academic freedom of speech to speak up about the fact that increasing percentages of their peers are being treated this way, I have something to tell you:

Sure, speech is free. It only costs something if you use it.

So, to all of you in the faculty unions who quietly agreed to the raw deal given adjuncts and quietly agreed to exclude adjuncts from your unions, you who preen about your commitment to principles: go f*ck yourselves, you
pissing, spotted-bellied pseudo-Marxist arseholes. Go on, look away, cowards. I’m not contagious: I’m just a searing reminder of the fact that you completely abandoned all of your principles the very first time they were actually tested in the most trivially discomfiting way.

Nice work if you can get it, comrades.

I’m sorry to dump this on you guys, but I’m basically desperate. And, as you know, I’m hopelessly quotidian. I can do the literature, but philosophy makes my head hurt. I have a smallish outlook.

Any advice would be greatly appreciated!!!!!


This is from one of the smartest women I know. And this is how the university system, as it is now configured, treats people like her, like me, like my friends, like us.

I can collect similar letters from several other people. And it’s not just the adjuncts, either, although they are clearly the slaves.

Before you shell out those big bucks for your child’s college education, ask one question. How many of your kid’s classes will be taught by professors? They seem to be in the process of being phased out…