Leveraging the Generalist Course Load for Research Productivity

For most scholars in generalist positions, a key measure of success is management of the breadth of content demanded of one’s teaching duties while remaining a productive contributor in one’s field of expertise. The latter is especially challenging, as the nature of most generalist positions necessitate that the majority of one’s teaching responsibilities fall outside—often well outside—of the faculty’s area of specialization. Additionally, the immersion in one’s research area, and the opportunity to test and develop research in the classroom enjoyed by colleagues in specialist positions are rarities for the generalist scholar. Certainly these circumstances create obstacles for both faculty in generalist positions seeking to develop professionally and remain active in their research agenda, and for the growth and health of the entire field of art history. In response, this paper will outline several strategies for addressing this particular aspect of generalist teaching positions. Focusing on the classroom and the generalist’s typically broad course assignments, these strategies, which include ways to manage overall course structure to help shift some of the balance from class prep to research and writing, ways to integrate research-relevant materials into classes outside of one’s research area, and ways to connect specialist conferences to the generalist’s full range of course assignments, are specifically aimed at leveraging teaching responsibilities in service of specialist research, publication and professional development.