I’ve been trying to come up with a decent essay exam question for my constitutional law class tying Korematsu together with the whole debate over Michelle Malkin’s book. I tend to agree with the assessment that Malkin is incorrect, although I do it in the “fact-free” perspective that encourages me to trust experts like Eric Muller rather than from the perspective of actually having read the book.

The slippery bit to me is that—reading between the lines of Muller’s snarkiness and Malkin’s disingenuity—Malkin seems to argue that the indefinite detention of some Americans of Islamic faith would be legitimate, and that other forms of racial profiling targeted at all Muslim-Americans would be legitimate, but full-scale removal of Muslim-American populations wouldn’t, and I’m not sure Korematsu speaks to that. In my mind, though, Korematsu is bad law anyway, and I don’t think anyone other than Thomas and possibly Rehnquist would support reaffirming it today—Scalia, to judge from his partial dissent in Hamdi, would probably be viciously opposed.

Anyway, I’ve basically concluded the question is a bust and I’ll have to move on to ask something more fruitful about some other cases. Since I already have a Hamdi question I think Korematsu is no great loss—and a clever student or three will probably work it in without my asking, anyway.

Steven Taylor has comment on a complaint by a student at another college that a class cancellation was not announced via email. Steven writes:

I also find it amusing because as a professor who does use e-mail quite extensively (and yes, I do send it when I know I have to cancel, if at all possible), many of [my] students don’t always read it. Further, most of my colleagues don’t maintain mailing lists for their classes, so couldn’t send a mass e-mail if they wanted to do so.

I have to say I’ve been pleasantly surprised with the pervasiveness of e-mail at Millsaps, even if I could do without the idiosyncracies of Microsoft Outlook and its web interface. We have mailing lists for every class and—critically—the students have been acculturized into using and checking it. Of course, it helps that almost everyone lives on campus and virtually everyone who does has a computer in their room, if not one of their own.

The drawback of rooting for two football teams is that you get doubly-annoyed when they both lose on the same day. Ole Miss (1–3) somehow managed to lose to Wyoming, 37–32 in Laramie on Saturday afternoon, while Millsaps (1–2) lost to Belhaven, 26–10* on Saturday night.

The only good football news is that I won my second consecutive national title (in three years) playing as Michigan in Dynasty Mode of NCAA Football 2005, based largely on the obscene 19-game win streak I have going.

Those of you with morbid curiosity about my academic career should read this comment. Other news: the books for my directed readings course finally showed up today, and I have been approved for $1200 of academic travel this year (so I guess that means I should put together a Midwest proposal in addition to the paper I’m presenting at SPSA in New Orleans). Now I need to go home and work on writing a couple of exams.

Tuesday will mark my “one-month anniversary” as a professor, which—I suppose—is not much of a milestone, but it will do. Overall, I think things are going well and I’m starting to settle in, and everyone has been quite supportive thus far. There are a couple of outstanding concerns, however:

• Is my teaching good enough? The “being thrown to the wolves” approach to teacher training that I experienced may have its virtues, but it wasn’t much preparation for the different sort of instruction that’s expected at a liberal arts college (the group dynamics of 15 relatively bright students aren’t close to those of 100 with wide variance), so I feel like I’m basically “muddling through” with a combination of lecturing and my vague recollection of graduate seminars.
• Should I put some more focus on my research? The oblique advice I’ve gotten from my committee is that most potential employers want publications, even from newly-minted Ph.D.s; on the other hand, it appears that the administration here would rather I focus on teaching and departmental service, and I’d rather stay here than go elsewhere, ceteris paribus (of course, part of that isn’t really up to me). I suppose the correct answer here is “both.”

Anyway, we’ll see how things are going again next month.

The Majors shut out the Mississippi College Choctaws last night, nine to nothing. It wasn’t an offensive showcase by any means, but the important thing was that it was football!

Since Chip Taylor is doing it, I’ll do it too. Here’s where I work:

My building is the greenish-grey one that looks like an upside-down M.

Funnily enough, my American politics class decided to support the continued existence of the Electoral College by a margin of 13–7, with 1 abstention, after a 20-minute debate.

Perhaps more interestingly (and surprisingly), nobody put forward a partisan argument either for or against its abolition.

Sorry, I’ve been busy with this stuff for the past few days, plus I have a parent in town. More blogging this weekend, hopefully.

The blog revolution has apparently reached this corner of academe; one of the topics of discussion at lunch (not raised by me, mind you) among our group of incoming faculty members was whether or not faculty members could set up class blogs on the college server.

That said, I’m still leaning against using blogs for any of my classes, although I do think it would be a good way to help fufill the whole “writing across the curriculum” thing that the college is pushing in some courses.

Well, half of orientation is over. I think I’m starting to recover my enthusiasm for the job (see here and here), in no small part because of the warm welcome I have received from my new colleagues. My fellow new faculty members (numbering seven total, including me) are a pretty interesting and diverse group. So far I’ve been invited to dinner, been interviewed via email by the editor of the campus newspaper, and gotten a new computer for my office (replacing the steam-driven Gateway monstrosity that was there before), in addition to various and sundry activities.

The only real irritant so far is the heavily Microsoftized campus computing environment—I am quickly learning to despise Outlook with a passion, and I suspect my laptop will be getting a lot of use for getting actual work done.

Anyway, I probably should be off to bed so I don’t doze off during Day 2.

Stephen Karlson ponders curriculum reform—in particular, an emphasis on interdisciplinary learning. My knowledge of such matters is necessarily limited—I was not a guinea pig for the integrated first-year curriculum at Rose-Hulman (those of us with high-school calculus were too far along), and I was never a freshman again.

All I’ve gotten so far on Millsaps’ interdisciplinary core is the fluffy, press release material aimed at potential students and parents and anecdotal accounts from various participants (principally, my tour guide during my interview)—I assume it works, since they’ve been doing it for over a decade, but I have no empirical evidence either way. It certainly seems more rigorous than NIU’s approach to the problem, but then again there are advantages in such things to being a selective private school that can restrict its enrollment and worry less about the implications of transfers in or out.

I signed a one-year lease today and paid a deposit on a nice apartment in an older building in the Belhaven neighborhood of Jackson. I’m pumped.

It’s just been confirmed that I’ll be teaching Constitutional Law in the fall—specifically, the first half of the typical political science “Institutional Relations / Rights and Liberties” sequence. Since I’m not a lawyer or an institutionalist, this leaves me a tad out of my depth; I’ve been on the receiving end of Rights and Liberties, but the rest of my background in law and the courts is in judicial behavior.

Assuming I use the case method (given that these are primarily law-school-bound students, I think I should stick with orthodoxy), I’ve got a couple of possible textbooks in mind: Mason and Stephenson (used by John Winkle at Ole Miss) or Rossum and Tarr. Since I’m not sure we plan to offer Rights and Liberties in the spring, and since I’m not sure that I’ll be teaching it even if we do, I’m leaning toward a single-volume text (which indicates Rossum and Tarr over Mason and Stephenson). I also thought of dragging out the first volume companion to the overweight West book I used as an wee grad student for Rights and Liberties, but it may be too expansive—and expensive—for a junior-level undergraduate seminar consisting primarily of political science majors and pre-law types.

Any suggestions, endorsements, or recommendations would be greatly appreciated.

Update: I received a vote via email for Epstein and Walker, which has the advantage (IMHO) of having been written by political scientists.