ABSTRACT
Students of color, first-generation, adults, and military veterans have long been present in American higher education and have long been poorly served. As the new majority they can no longer be marginalized as minorities. The scholarship of teaching and learning is too often dismissed as mere pedagogy. The history of higher education goes a long way in communicating the core values of the academy, as expressed in the vision statement of the American Council on Education, a commitment to “a vibrant democratic society that relies on post-secondary education to expand knowledge, equity, and social progress.” Expanding the landscape of academic work would make “shared governance” more than a catchphrase. Graduate schools could do what special programs like “Preparing Future Faculty” have done well—connecting Ph.D. candidates with seasoned, value-driven administrators, who can introduce concepts of institutional decision-making. Initiated in the 1970s, writing across the curriculum is a prime example of value-driven academic labor inside and outside the classroom.
