Academics, Wake Up!

Over the last several years, a trend has been gaining ground that should have all academic professionals deeply concerned. There is a growing public distrust of higher education, and we need to start paying attention. Public opinion polls in the U.S. suggest a declining belief in the value of a college degree. This distrust is also evident at the state government level, where bills are being introduced to restrict or eliminate tenure policies, and public funds for higher education are shrinking (although in 2016, there was a hopeful uptick in many states). All of this, combined with the rise of so-called “fake news” and recent communication freezes with unclear time limits at federal agencies in the business of funding and translating research, imposes a major headwind on our efforts to educate students and generate new scientific knowledge.

There are many contributing factors to this disturbing trend, but I am focusing here on our own role as higher education professionals. I see this trajectory, in part, resulting from our failure to engage in a meaningful way with the general public.  Of course, there are numerous exceptions to which we can each point—passionate individuals who regularly interact with the public on social media platforms, in news stories about their work, and in live venues. However, I think it is fair to say that, in general, academics typically don't seek out opportunities to talk with community groups, K-12 schools, government and nonprofit agencies, or business owners, instead opting to present their work at professional conferences to a room full of peers. We also do not typically take the time to explain our research and expertise in accessible terms. Rather, we publish in academic journals, often behind paywalls, using the technical jargon of our disciplines. And, a significant number of us lack a public social media presence tied to our professional knowledge and skills.

I am guilty of all these scenarios to some extent, and I am highly motivated to change my ways. Why? Because our work has implications for the greater good of society. The public should be aware of our work and have an opportunity to ask questions, learn about our teaching strategies, research findings, and professional endeavors, and offer input so that our own knowledge in our respective areas of expertise continuously evolves and improves.

It is important to recognize that academics, as individuals, are not solely responsible for low levels of public engagement.  Colleges and universities have incentive structures for job security, promotions, and pay increases that do not always prioritize or even recognize efforts to reach out to and interact with the public. This is a legitimate barrier that must be addressed.   Some academics shy away from a public presence out of concern that they will be misinterpreted or even attacked for their professional views. In other words, there are potential professional risks to “going public” with our work. I would argue, though, that this potential job hazard pales in comparison to the risk for higher education writ large if we restrict ourselves to our professional comfort zones. This worry does, however, reinforce the need for adequate tenure protections and job security for tenure-track and adjunct instructors alike.

I like to think that the up and coming generation of academics is more prepared and perhaps more motivated than previous generations to be “public professors.” I feel like I see more examples of this academic prototype than ever before, undoubtedly facilitated by the accessibility and popularity of social media platforms. I am hopeful that as an increasing number of academics create and nurture a public face, appreciation for what we do from the general public will grow. And, I believe, we will be better academics because of it.