American Association of University Professors

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The American Association of University Professors (AAUP) is an organization of professors and other academics in the United States. Its stated mission is to advance academic freedom and shared governance, to define fundamental professional values and standards for higher education, and to ensure higher education's contribution to the common good.

Founded in 1915 by Arthur O. Lovejoy and John Dewey, the AAUP has helped to shape American higher education by developing the standards and procedures that maintain quality in education and academic freedom in the country's colleges and universities.

Among the events that led to its founding was the dismissal of economics professor and sociologist Edward A. Ross from Stanford University. Ross investigated the problems of immigrant workers, including the Chinese who worked for Southern Pacific, the railroad run by Stanford founder Leland Stanford. Leland's widow Jane Stanford intervened and, over the objections of the president and the faculty, succeeded in getting Ross dismissed. [1]

[edit] Statement of Principles on Academic Freedom and Tenure

As the American Association of University Professors (AAUP) details the history of their policy on academic freedom and tenure, the association maintains that there “are still people who want to control what professors teach and write.” The AAUP's "Statement of Principles on Academic Freedom and Tenure"[2] is the definitive articulation of these principles and practices, and is widely accepted throughout the academic community. The association's procedures ensuring academic due process remain the model for professional employment practices on campuses throughout the country.

The association suggests that "The principles of Academic Freedom and Tenure" date back to a 1925 conference. Also providing a history, O’Neil (2005) suggests that the formal origins of the statement of academic freedom in the United States begins with an earlier 1915 “declaration of principles,” when the “fledgling” AAUP first convened (p. 92). While it seems commonsense that academic freedom aligns with the values of democratic rights and free speech, O'Neil (2005) also notes the ideas of academic freedom at the time were not entirely well received, where even the New York Times criticized the declaration, but that today the statement remains “almost as nearly inviolate as the U.S. Constitution” (p. 92-94). The AAUP notes following a series of conferences that began in 1934, the association officially adopted the "1925 Statement of Principles on Academic Freedom and Tenure," which started to become institutionalized in universities only since the 1940s.

The AAUP offers the original principles, including the 1940 interpretations of the statement and a 1970 interpretation, which codified evaluation of the principles since the time they were adopted. The statement is straightforward, based on three principles of academic freedom. Breifly summarized, the first principle states that teachers are entitled to “full freedom in research and in publication of the results," and that financial gains from research depends on an the relationship with the institution. The second principle of academic freedom is that teachers should have the same freedom in the classroom. The third notes that college and university professors are citizens and should be free to speak and write as citizens “free from institutional censorship.” (American Association of University Professors, 1970)

Based upon five principles, the statement on academic tenure is equally simple and to the point. The first principle notes that the terms of appointment are to be stated in writing. The second details the conditions and length of time professors are given to attain tenure. The third notes that during the probationary period before attaining tenure, the teacher "should have all the academic freedom that all other members of the faculty have." Detailing terms for appeal of the decision to deny tenure, the fourth point notes that both faculty and the institution’s governing board should judge whether tenure is to be granted or denied. The final point notes that if the faculty member is not granted tenure appointment for reasons of financial restraint upon the university, the "financial exigency should be demonstrably bona fide."

Noting the Supreme Court Case Keyishian v. The Board of Regents (1967) which established the constitutionality and legal basis for the AAUP's principles of academic freedom, the 1970 interpretations suggest that the statement is not a "static code but a fundamental document to set a framework of norms to guide adaptations to changing times and circumstances." The commentary iterates key points of the 1940 interpretations. The statement does not discourage controversy but emphasizes professionalism, believing that professors should be careful "not to introduce into their teaching controversial matter which has no relation to their subject." The interpretive statement also maintains that while professors have the rights of citizens, both scholars and educational officers "should remember that the public may judge their profession and their institution by their utterances," noting that every effort should be made "to indicate they are not speaking for the institution." The comments provide for further insights into the evaluation for tenure appointment and direct to the "1968 Recommended Institutional Regulations on Academic Freedom and Tenure," which recommends policy based upon the 1940 statement and a later documents on standards for faculty dismissal.

[edit] External links

• American Association of University Professors
• 1940 Statement of Principles on Academic Freedom and Tenure

[edit] References

• American Association of University Professors, "1940 Statement of Principles on Academic Freedom and Tenure," Retrieved December 11, 2006, [3]http://www.aaup.org/AAUP/pubsres/policydocs/1940statement.htm
• O’Neil, R.M. (2005). Academic Freedom: Past, Present, and Future beyond September 11. In P.G. Altbach, R.O. Berdahl, and P.J. Gumport, (Eds.), American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges, (2nd ed.). Baltimore: The John Hopkins University Press.