Professor Watchlist Is Seen As Threat To Academic Freedom

Lukianoff and Haidt explain that the new trend in censoring what is said and taught in classrooms are slowly institutionalizing how professors and administrators

In his editorial, “The Year of the Imaginary College Student,” Hua Hsu asserts that “alarm about offense-seeking college students say[s] more about critics than the actual state of affairs.” Hsu begins his article by discussing James O’Keefe’s attempt at Vassar College to depict that college students are as politically sensitive as they appear. He goes on to demonstrate that college students are getting increasingly more “hypersensitive.” Hsu then questions the “surge of interest in campus life,” wondering why people who are not in college are questioning the behavior of those in college. Next, Hsu states that this panic about “offense-seeking college students” says more about the people criticizing rather than the system. Elucidating, he

This Op-ed is about striking against trigger warning or alerts to student that professor might encounter in the course work. Jerry A. Coyne is the author, he’s a professor of Ecology and Evolution at the university of Chicago. Coyne used all three rhetorical appeals. His style put a lot of emphasis on his article that helps his position. The structure his idea by using repetition and parallelism which create a pathway for his idea to flow and keep readers engaged.

Why do professors tend to be liberal, and why does this matter to conservatives? These two questions have been dancing in the background of American universities for decades, and yet few have acknowledged their significance. Sociologist Neil Gross compiled various interviews and survey data over the course of seven years, discovering the basis for these claims and the implications they hold for educators and students. His publication of Why Are Professors Liberal and Why Do Conservatives Care? offers an in-depth examination and analysis of professional politics on college-campuses, leading readers to discover new answers for old questions.

Hanlon’s article focuses on the idea of trigger warning and how they are used as well as viewed on college campuses around college campuses around the United States. Hanlon makes a direct reference to “The Coddling of the American Mind” by Greg Lukianoff and Jonathan Haidt through the article bring out points that he disagrees with. Hanlon believes trigger warnings are not necessary bad when the professor uses them within the right context according to his thesis. He gives examples of when he uses them in his own classroom. In the article Hanlon also breaks down a few sentences from my original article to show how it is framed in a way to match the larger societal voice. The author’s argument as well as the article as a whole has a weak merit.

Lately in the United States, there is tension. Citizens do or say things that others prefer not to see or hear. But, when it comes to professionals, such as professors at universities, making these offensive statements it is a whole different circumstance. Some professors are offered a contract in which they are allowed to do and say whatever they please, but others are not. Even though the amount of tenure contracts offered are decreasing, Jeanne Zaino, the author of “Offensive Speech and the Contingency Clause: Adjuncts who are outspoken are losing their jobs,” published on the website Inside Higher Ed., believes professors and their jobs should still be protected under the First Amendment. Zaino references back to the story of two professors who publicly stated very unpopular opinion. They ended up fired due to their public statements. According to Zaino, these two should have not been fired. On the other hand, the professors should have known better because they represent a university. These professors knew what the consequences would be after making their statements. Besides the fact that I disagree with Jeanne Zaino, the essay is fairly written. It is not perfect due to its poor assumptions of what the reader must already know and believe. Although, these are key components, the author did a good job by explaining what was currently happening and showed a decent amount of research to back up their credibility. Zaino did a decent job writing her persuasive piece.

The author uses Dr. Coates’ apparent expertise on the entitlement generation to support her arguments. She reassures her reader that Dr. Coates is an expert on the entitlement generation by indicating that his book, Campus Confidential is “a guide to the mindset of the entitlement generation” (par. 3). Wente presents Dr. Coates’ opinions as if they were her own, demonstrating her concurrence. Her agreement can be seen in her support of Dr. Coates’ statement that “[students] bring assignments in late and think that [professors] will mark them without penalty” (par. 4). Wente claims that this attitude is predictable because “that’s the way it’s been all their lives” (par. 5). Wente’s editorial is riddled with this type of accord, which may be criticized by the reader. The author only introduces the audience to Dr. Coates who is assumed to be the expert-on-the-topic and lacks an indication that there is adequate agreement among other experts. Additionally, there is no mention of the opinions held by Dr. Coates’ students regarding his credibility and competence in his role as a professor. It is possible that his opinion of the students he has encountered during his career has been shaped by their attitude towards his teaching ability, popularity or subject of expertise.

The main point of this article is about showing that American college students are sheltered on certain subjects and how it is affecting not only themselves, but their academic career as well as their peers who depend on them. The main type of argument used in this article is Evaluation Argument. An example is because Lukianoff points out that students were doing a demonstration on why microaggressions were offensive. The students had to stop because the demonstration was causing students to trigger.

These are but a few of the provocative headlines to capture the attention of faculty and administrators in recent years. Such essays, for many, introduced terms like trigger warnings, microaggressions, and safe spaces, now commonplace in media coverage of academic life in the 21st century. The stories they tell involve a wide range of issues, but the overarching themes that bind them include concerns about restrictions on free speech, student sensitivity, and evolving campus policies regarding acceptable content and language in and out of the classroom. My role today as a member of

This comparison lends a sense of deep and sincere respect and awe for the teacher’s ability to educate their students to their fullest potential. The infallibility of these teachers becomes quickly contrasted against the malevolent legislators who have been targeted throughout the review. Tom Horne, in particular, is attacked for his overbearing and unnecessarily personal barrage against the Ethnic Studies program. His extreme disrespect and willingness to either stretch the facts, or completely invent them, make him a formidable enemy in a war where perception and public rapport are paramount. Horne has “openly lied in the past about his history of bankruptcy and has the unique distinction of being banned forever from the Securities and Exchanges Commission” ultimately showing just how insincere and conniving he truly is (Biggers 2). The legislator's inclination toward personal attacks and deception makes them even more able to dismantle the Ethnic Studies program Acosta had worked so hard to put in place. In a battle where the enemy supremely overpowers the students, changes need to be made.

There were nearly 10 million men dead of the 65 million men who fought in World War I (Harden). Frederic Henry is the driving code hero in A Farewell to Arms through the war as he shows much courage through the warzone, powers courageously through a struggle to validate himself, and acts in a realistic manner through his struggle with Catherine.

Authors of both articles disagree the suppressing and censoring of free speech observed in some universities. While Rampell is disheartened by violent reactions of students upon reading a conservative essay written by a ‘moderate conservative’ in a student newspaper, Stone and Creeley are worried, in general, about the broader measures of censoring free speech across universities. Rampell, in particular, had direct access to the writer of the conservative essay, which gave her a deeper understanding of the actual reactions and subsequent happenings. Stone and Creeley had off hand access to the past happenings of three individual cases of censoring free speech expressions by teaching faculties. In one case, a university dissented to a faculty member’s published essay on

George Bridges’ argument refutes the AAUP’s claim that trigger warnings can be counterproductive. Bridges expresses that by not providing trigger warning professors do not

Suddenly, there is a big crash! Poppy falls to the ground, and I hear screaming!

First day of 7th grade was amazing! Final period came and it was computer class. We would just sit on the computers and learn how to type fast. Once I finished I would play online games while everyone else got into groups. I sat alone because I had recently transferred to a new school due to moving to a new house. My first day of school finished and I had no clue how to get home, I had to remember what my grandma told me and just trust my gut. Walking home wasn't so bad but I took the longest way home. There was a group of girls I thought seemed nice so I followed them. They noticed me as the new kid and asked me to come join the walk home.