Proposed Viewpoint Neutrality Standards at the Laboratory School: University of Chicago Faculty & Staff Response
This month, after weeks of rising community concern, the UChicago administration promulgated a new governing policy for its Laboratory Schools, concretized in the Standards for Viewpoint-Neutral Education in Support of Student-Centered Open Inquiry" and accompanying "Frequently Asked Questions. The stated aim of these changes is to bring Lab into alignment with the broader policies of the University of Chicago, especially with respect to "viewpoint neutrality." These standards represent unprecedented intrusion into the classroom and will stifle the teachers’ ability to cultivate critical, independent thinking among their students. The standards also raise a set of issues for University faculty, which is the subject of this petition.
Dear President Alivisatos, Provost Baicker, and Dean Bueno de Mesquita,
We write as members of the University of Chicago faculty and staff concerned about recent policy changes to the Lab Schools. Our concerns encompass not only questions of school climate and curriculum but also university governance. By moving to integrate Lab more fully into the wider life and institutional structures of the University, the administration has bound these dimensions together and made the governance of Lab a pressing issue across campus.
At the core of the new proposals, we observe the effort to apply to Lab a standard of viewpoint neutrality that is presented as deriving from the Kalven Report—yet which at the same time introduces an approach to institutional neutrality, academic freedom, and faculty governance that is radically at odds with current commitments and practices in other units of the University. The new Standards draw a distinction between “contested issues” and “settled judgments” for purposes of determining where viewpoint neutrality must be exercised. This distinction, however, cannot be drawn in terms of the values of scholarly inquiry. It rests ultimately on judgments based on political convenience. Contrary to its express rationale, the new policy opens the door to vast possibilities of extra-academic political and economic influence on academic inquiry.
The new Standards subordinate the pedagogical and subject-area expertise of the Lab faculty to the fiat of the University administration and impose levels of centralized oversight and restriction on both core curricular decisions and individual conduct and self-presentation that would be, by current norms, unacceptable in any other unit of the University. The logic by which these changes are supposed to be confined to Lab is ad hoc and incoherent, and they therefore represent a danger to the wider campus as well. Indeed, they appear to represent an effort to reengineer the academic culture of a unit of the university in a way that parallels ideologically-driven crackdowns on academic freedom carried out around the country, also conducted in the name of “viewpoint neutrality.” In an environment of intense economic and political pressure on the university, we are concerned that the administration is engaged in an act of compliance with implicit or explicit pressure from powerful and wealthy actors—an act of compliance dressed in the guise of neutrality. We especially fear the consequences of this approach for students from marginalized backgrounds, given recent and past challenges already faced by such students at Lab.
There exist fundamental questions of values on which it is simply not possible for the administration to remain neutral; where neutrality itself becomes a position. Do all students belong equally, in spite of the inequalities of the wider society—inequalities which we can rigorously comprehend through our scholarly disciplines? Are academic expertise and judgment to be respected, regardless of economic and political pressures? Implementation of neutrality with respect to these and similarly fundamental questions does not represent an act of restraint on the part of the administration, but rather an unacceptable intrusion with immediate and transparent chilling effects for students, faculty, and staff. While a school should always study and debate the most innovative and effective approaches to education, we view the current proposals as a misguided undertaking on several grounds. We urge the immediate pause of the proposed changes to Lab and a process of deliberation across campus and in the elective bodies of the College and University about how best to move forward.
The longer document below details our criticism of this new approach.
Please sign by adding your information here:
What Is a “Contested Issue”?
The proposed Standards circulated by Dean Bueno de Mesquita mandate that Lab faculty must follow a standard of viewpoint neutrality with respect to any “contested issue” that represents “topics about which reasonable, informed people disagree in contemporary public debate.” Faculty at Lab must now “engage contested issues in instructional settings only when pedagogically justified.” Conversely, any viewpoint to which instructors give preferential weight must represent one of the “widely settled historical judgments” that enjoy a “deep convergence across scholarship, law, and democratic practice.”
While framed as a move toward closer “alignment” between Lab and University as a whole, this new “contested issues” standard is alien to both research and teaching practices across UChicago’s other units. More fundamentally, it should be anathema to the most basic operations of an academic institution at any level.
In truth, few if any issues are ever really “historically settled”; indeed, the boundless, inter-disciplinary enterprise of academic research and discovery presupposes that they are not. What may appear well established from one perspective might, from another, invite entirely new questions. This is just one of the many reasons why the kinds of institutional commitments to diversity now under threat at Lab, at the University, and across the United States were, until recently, understood as vital to the ongoing project of academic research and teaching. In a similar vein, precisely such a change has happened to the status of transgender people over the past decade, and we note that Lab now allows parents to select and exclude children’s roommates on overnight field trips based on sex assigned at birth, effectively institutionalizing what would have been seen as a form of discrimination only a few years ago.
Our own moment is characterized by new controversies surrounding issues widely seen as settled until quite recently, revealing the difficulty of relying on the procedure proposed by the Standards. For instance, the Standards describe the wrong of “racial caste” systems and other forms of systemic disenfranchisement as a settled consensus. Yet this reassurance does not rest on a secure basis. Only this month, the New York Times ran a story about the recent growth of opposition to women’s suffrage, and a current piece of proposed legislation at the center of the national Republican agenda, the SAVE Act, would likely disenfranchise millions of women. Similarly, powerful political figures and prominent public intellectuals are engaged in efforts to roll back elements of 1960s civil rights law at the present, including the Civil Rights and Voting Rights Acts.
By contrast, the Standards characterize immigration policy and enforcement as a contested issue, as though it can be separated from settled questions of racial caste and discrimination. Yet current high officials in the U.S. government aim to reinstate the expressly racist and eugenicist immigration regime that preceded the 1965 Hart-Celler Act (a bill which ended formal racial discrimination in immigration law, and without which many current students would not be at Lab). Would a teacher be obliged to remain neutral on the question of whether a current student, say, of African or Asian origin, belongs in the country, since immigration policy has been separated out from racial discrimination by the Standards and classified as “contested”? The way the Standards draw this distinction clearly follows from an attempt to gauge current political debates and avoid overly controversial positions, rather than any scholarly expertise or intellectual coherence.
Indeed the definition of a “contested issue” in the Standards gives preponderance to the weight of “reasonable” opinion in “public debate.” There are, of course, academic subfields that seek to quantify, measure, and explain distributions of opinion in public debate. But there exists no academic discipline that renders scholarly judgment on the basis of such opinion or, as the Standards dictate, abrogates judgment altogether when public opinion is not entirely uniform. To do so would be as absurd for a historian or a sociologist as it would be for a mathematician or a chemist. The scholarly disciplines that exist in varying forms across the whole of the University, including Lab, represent a remarkable array of methods and techniques for rendering informed judgments about the world. Rarely, if ever, are those judgments absolute, but the absence of total certainty does not make all viewpoints equally valid. Nor need they, or should they, take public opinion into account in rendering such judgments by disciplinary standards. In this respect, the framework of “viewpoint neutrality” outlined in the new Lab standards represents not a fulfillment but a direct threat to the core academic mission of the University, disguised in an invocation of UChicago’s famed commitments to academic freedom. On this score, the Kalven Report itself is both eloquent and clear. “By design and by effect,” the Report explains, a university “is the institution which creates discontent with the existing social arrangements and proposes new ones. In brief, a good university, like Socrates, will be upsetting.” The model of neutrality proffered in the Standards, in its overt deference to existing social arrangements, represents the very opposite of that “distinctive mission.”
The Inversion of the Kalven Report
To the objection that the Standards clearly contravene both academic norms and protections of academic freedom as they currently exist for University faculty, the accompanying FAQs explain that the “Laboratory Schools and the University share a fundamental commitment to open inquiry but operate in distinct educational settings that call for somewhat different implementations of shared principles.” By this account, Lab faculty engage only in teaching, not research, and their students are minors for whom “authority effects are stronger.” Pedagogical research and basic common sense support the position that teaching practices and classroom dynamics for kindergarteners and doctoral students should not be the same, and current US case law on “academic freedom” affirms a distinction between K-12 and higher education.
Yet the Standards do not follow in any clear way from this distinction. Many instructors at the University also engage only in teaching in their formal role; are they also to be subject to a different speech regime than tenure-track faculty? More generally, per the Kalven Report, it is the University as an institution that must remain neutral in order to guarantee “the fullest freedom for its faculty and students as individuals to participate in political action and social protest” and to invite “the most searching and candid discussion of public issues.” By contrast, the Standards extend the mandate of neutrality in unprecedented ways to the curricular decisions, speech acts, and even personal dress of the Lab faculty in the name of better securing freedom of inquiry for the students. Faculty are thereby discouraged from addressing “public issues” in their classrooms. More than this, they are barred from employing their pedagogical and subject-expertise, here rendered as “adult authority,” in any manner that could be construed as directing students toward conclusions that might differ substantively from those they might glean from other sources of “adult authority,” most obviously their parents.
It is indeed significant that Lab students are dependents, unlike College students. But this fact creates not only the danger the Standards recognize—of undue teacher influence; but another, which the Standards/FAQs minimize, of inappropriate parent involvement in school policy and curriculum. While the Standards contemplate this concern, it is dismissed as something easily prevented by the “contested issue” / “settled judgment” distinction. This is circular logic: the “contested issue” / “settled judgment” framework opens the door to the inappropriate political influences that it claims to exclude, by weighing public opinion over academic judgment. The Standards’ only reply on this issue is that Lab policy will prevent inappropriate meddling by reference back to the same “contested issue” / “settled judgment” framework. But given that “settled judgment” is ultimately and necessarily a moving target, that its definition is somewhat arbitrary, and that the Standards invite a role for public opinion, the question of what counts as settled will be called—presumably over and over. This question can only be answered, under current procedures, by the central administration. The reform of Lab thus has the procedural effect of placing final authority over scholarly judgments in the hands of the central administration. This transfer of authority is something faculty may live to regret.
The inversion of the meaning of the Kalven Report in its application to a unit of the University—even as that unit is drawn more closely into the life of the wider University—poses a threat to the academic freedom of the entire institution. In an equally ad hoc way, the University might declare that different evidentiary standards characterize the interpretive fields, as compared to more quantitative and positivist fields; thus requiring different standards of “viewpoint neutrality” in History, English, or Sociology, as compared to Physics, Genetics, or Computer Science.
Written in general language and lacking any specific mechanism of interpretation and enforcement, the Kalven Report can only be read as a statement of principles. To introduce differential regimes of application to a text that is articulated only as a general statement of principles is not coherent, tenable, or defensible; particularly when the resulting policy directly governs a group, Lab faculty, who are not represented in University governing bodies.
To realize this new climate of classroom neutrality, the Standards will require faculty to “share unit-level [lesson] plans with divisional leadership” and “ensure that administrators have visibility into instructional goals, materials, and framing.” It should go without saying that this mechanism of administrative oversight and control over the curricular decisions of faculty would be a dire violation of current norms if imposed on University faculty. It is also highly unusual, if not without parallel, among the highly-ranked independent schools that Lab counts among its peers.
The recent history of Lab’s culture and upper leadership may help to indicate why this dramatic subordination of faculty autonomy and expertise to centralized administrative control should be cause for concern. There have been recent episodes involving a swastika and the use of the n-word. This past fall, a public allegation was made that Interim Director Sue Groesbeck had been racially profiling Black students on the high school campus. This was never publicly addressed, although Interim Director Groesbeck departed soon after.
When President Alivisatos wrote to the Lab community to announce that Dean Bueno de Mesquita would step into the director role, he acknowledged that “Ethan is not an expert in pre-K-12 education.” Notably, nothing in the Standards or the FAQs references the sources of expertise and authorities on which Dean Bueno de Mesquita relied in judging that the new practices imposed by the Standards represent the best known methods for achieving the worthy goal of student-centered open inquiry that has always been central to Lab’s identity. Prior to assuming this role, he did however make a strong and compelling case about why precisely the type of administrative centralization that the Standards contemplate should be treated with extreme caution. As he noted in an essay in the Boston Review in the spring of 2024, “an analysis that takes seriously the pressure university leaders will inevitably face argues against giving them robust powers to control speech.” As Dean Bueno de Mesquita observed, a wider context of political attacks on academia should especially put us on guard about such pressure.
That wider context has been conspicuous by its absence throughout the process that led to the drafting of the Standards. When President Alivisatos wrote to the entire Lab community on February 24, 2025 to announce an unanticipated “review of the Laboratory Schools to evaluate current practices,” he made no reference to the Trump administration’s well-publicized preparations for the series of investigations, lawsuits, and funding cuts directed against many of UChicago’s peers. But the timing, content, and language of both the review and the new Standards that emerged from it closely paralleled developments elsewhere in the country where right-wing legislatures imposed what they clearly understand and describe as an affirmative political realignment of both K-12 schools and universities.
We offer some examples:
Texas A&M fired a lecturer after a student complaint that the class violated the principle that there are only two genders. Her termination was defended in terms of viewpoint neutrality: “It is unacceptable for A&M system faculty to push a political agenda.”
As part of a review of hundreds of courses (including a number of course cancellations), that university also recently barred a philosophy professor from teaching Plato. These measures have occurred under the justification that courses must not “advocate race or gender ideology, sexual orientation, or gender identity.”
At the University of Texas, which has adopted an institutional neutrality policy modeled on Kalven, the administration has been warned by both ACLU and FIRE that its efforts to prevent student organizations from making political statements are violations of free expression. This year, that institution warned faculty to avoid “controversial topics.”
Florida passed a law prohibiting the training or instruction of students in certain supposedly divisive “concepts.” Applying this law, an elementary school unit on Rosa Parks was changed so that materials no longer said she was “told to move to a different seat because of the color of her skin,” and instead said only “she was told to move to a different seat.” This represented compliance with the law, which required that “such training or instruction is given in an objective manner without endorsement of the concepts.”
These are several among a growing number of instances in which viewpoint neutrality, sometimes explicitly invoking the model of Kalven, is deployed for the purpose of repression. There is no reason to believe we are immune to this danger, given the economic and political pressures on the University. Indeed, we fear that this phenomenon has entered our institution already through a weak point in its system of governance and regime of academic freedom—the Lab School.
In his statement to the Lab community following the release of the review committee’s report last fall, President Alivisatos stated that “it should be magical for a school like this to sit on the campus of a great university.” We strongly endorse that ideal and see the current moment as an opportunity to think creatively and expansively about how to establish new avenues of inquiry and collective deliberation among students and faculty at Lab and the University as a whole. But we also see these new Standards as setting an array of dangerous precedents that threaten to do lasting damage not only to the community and academic standards of Lab but to the University as a whole.
Signed,
Gabriel Winant, Associate Professor, History
Denis Hirschfeldt, Professor, Mathematics
Cathy Cohen, D. Gale Johnson Distinguished Service Professor, Race, Diaspora, and Indigeneity
Daniel Morgan, Professor, Cinema and Media Studies
Tyler Williams, Associate Professor, South Asian Languages and Civilizations
Genevieve Lakier, Professor of Law, Law School
William Sites, Associate Professor, Crown Family School of Social Work, Policy, and Practice
Alice Goff, Associate Professor, History
Danielle Aubert, Professor of Practice in the Arts, English Language and Literature
Mehrnoush Soroush, Assistant Professor, Middle Eastern Studies
Matthew Harris, Assistant Professor, Divinity School
Veronica Vegna, Senior Instructional Professor and Director of the Italian Language Program, Romance Language & Literature
Aaron Jakes, Associate Professor, History and the Committee on Environment, Geography, and Urbanization
Tina Post, Associate Professor, English and Theater and Performance Studies
Willemien Otten, Dorothy Grant Maclear Professor of the History of Christianity and Theology, Divinity School
Miguel Martinez, Professor of Spanish, Romance Languages & Literature
Marianne Bertrand, Professor of Economics, Booth School of Business
Brenda Shapiro, wife of the late Earl Shapiro, after whom Earl Shapiro Hall is named
Jennifer Mosley, George Herbert Jones Professor, Crown Family School of Social Work, Policy, and Practice
Lisa Wedeen, Mary R. Morton Distinguished Service Professor, Political Science
Megan Browndorf, Slavic & East European Studies Librarian
Jason Grunebaum, Instructional Professor, South Asian Languages and Civilizations
John Schneider, Professor of Medicine, Medicine, Public Health Sciences
Seth Brodsky, Associate Professor, Music
Richard Hornbeck, John P. Gould Professor of Economics, Booth School of Business
Sergio Delgado Moya, Associate Professor, Romance Languages & Literature
Daragh Grant, Associate Senior Instructional Professor, The College
Lindsay Alpert, Associate Professor, Pathology
Jessica Darrow, Associate Instructional Professor, Crown Family School of Social Work, Policy, and Practice
Kjirsten Nyquist-Schultz, Registered Nurse, UChicago Medicine
Jasmin Tiro, Professor, Public Health Sciences
Tessa Huttenlocher, Assistant Instructional Professor, Sociology
Asim Farooq, Professor and Vice Chair for Academic Affairs, Department of Ophthalmology and Visual Science
Sianne Ngai, George M. Pullman Distinguished Service Professor, English Language and Literature
Clifton Ragsdale, Professor, Neurobiology
Neil Brenner, Lucy Flower Professor of Urban Sociology, Sociology and CEGU
Kaneesha Parsard, Assistant Professor, English Language and Literature
Patrick Morrissey, Assistant Instructional Professor, Arts & Humanities Collegiate Division
Zach Loeffler, Lecturer, HCD
Rebekah Cross, Assistant Professor, Public Health Sciences
Carolina Lopez-Ruiz, Professor, Divinity School
Matthew Hilty, DevSecOps Engineer, BSd/CTDS
Alexander Cowan, Assistant Professor, Music
Alexander Arroyo, Associate Director & Senior Research Associate, Faculty Affiliate, Urban Theory Lab & CEGU
Emilio Kourí, Professor, History
Margaret Thomas, Assistant Professor, Crown Family School of Social Work, Policy, and Practice
Diana Schwartz Francisco, Associate Instructional Professor, History
Ella Wilhoit, Associate Instructional Professor of Anthropology, MA Program in the Social Sciences
Philip Garboden, Associate Professor, Crown Family School of Social Work, Policy, and Practice
Max Smith, Assistant Instructional Professor, MAPSS
Eman Abdelhadi, Assistant Professor, Comparative Human Development
Agnes Malinowska, Assistant Instructional Professor, MAPH and English
K.J. Hickerson, Assistant Instructional Professor, Department of Race, Diaspora, and Indigeneity
Jonathan Flatley, Professor, English Language and Literature
Kristen Schilt, Associate Professor, Sociology
Amy Dru Stanley, Associate Professor, History
Kimberly Hoang, Professor, Sociology
Alison James, Professor of French, Romance Languages & Literatures
Stephanie Soileau, Assistant Professor, English and Creative Writing
Salomé Skvirsky, Associate Professor, Cinema & Media Studies
Andrew Brandel, The College
Michele Friedner, Professor, Comparative Human Development
Rashauna Johnson, Associate Professor, History
Na'ama Rokem, Associate Professor, Comparative Literature, Middle Eastern Studies
Eugene Raikhel, Associate Professor, Comparative Human Development
Ben Chung, Assistant Professor, Medicine
Susan Burns, Professor and Chair, History
Ariel Fox, Associate Professor, EALC, TAPS, and the College
James Lastra, Associate Professor, Cinema and Media Studies
Leora Auslander, Arthur and Joann Rasmussen Professor of Western Civilization, Race, Diaspora, & Indigeneity and History
Victoria Saramago, Associate Professor, Romance Languages and Literatures
Noel Blanco Mourelle, Assistant Professor, Romance Languages and Literatures
Rebecca Petrush, Instructional Professor, Romance Languages & Literatures
Thomas Lamarre, Professor, Cinema and Media Studies
Ryan Jobson, Assistant Professor, Anthropology
Allyson Nadia Field, Associate Professor, Cinema and Media Studies
John Murray, Assistant Professor, Medicine
Tia Kostas, Associate Professor, Medicine
Angela García, Associate professor, Crown Family School of Social Work
Anjali Adukia, Assistant Professor, Harris School of Public Policy
Katherine Buse, Assistant Professor, Cinema and Media Studies
Helga Anetshofer-Karateke, Lecturer, Middle Eastern Studies
Timothy Campbell, Associate Professor, English Language and Literature
Hoyt Long, Professor, East Asian Languages and Civilizations
Robert Vargas, Professor, Sociology
Maria Anna Mariani, Associate Professor of Modern Italian Literature, Romance Language & Literatures
Anna-Latifa Mourad-Cizek, Assistant Professor, Middle Eastern Studies
Susan Gal, Professor, Anthropology and Linguistics
Alice Yao, Professor, Anthropology
Matthew Kruer, Associate Professor, History and RDI
Alexis Chema, Assistant Professor, English Language & Literature
Cassandra Guan, Assistant Professor, Cinema & Media Studies
Laura Ring, Southern Asian Studies Librarian, Library/Area Studies
Erika Kitzmiller, Research Associate Professor, Crown - Kersten Institute for Urban Education
Nicole Hallett, Clinical Professor of Law, Law School
Aziz Huq, Professor of Law, Law School
James Lindley Wilson, Associate Professor, Political Science
Brodwyn Fischer, Professor of History, Faculty Director of Global Studies
Johanna Ransmeier, Associate Professor, History
SJ Zhang, Assistant Professor, English Language & Literature
Alexander Beilinson, University Professor, Mathematics
Rochona Majumdar, Professor, SALC/CMS
Dipesh Chakrabarty, Professor, SALC
Hilary Strang, Sr. Instructional Professor, MA Program in the Humanities
Chiara Galli, Assistant Professor, Comparative Human Development
Kenneth Pomeranz, Professor, History
Elizabeth Chatterjee, Assistant Professor, History
Suzanne Buffam, Associate Professor of Practice in the Arts, English Language & Literature
Sheena Finnigan, Program Administrator, History
Fredrik Albritton Jonsson, Associate Professor, History
Adrienne Brown, Professor, English and RDI
Adom Getachew, RDI
Claudia Brittenham, Mary R. Morton Professor, Art History
Sabina Shaikh, Senior Instructional Professor, CEGU
Joseph Thornton, Professor, Ecology and Evolution
Kathryn Crim, Collegiate Assistant Professor, Society of Fellows
Ania Aizman, Assistant Professor, Slavic Languages and Literatures
Gina Miranda Samuels, Professor, Crown Family School of Social Work, Policy and Practice
Nisha Kommattam, Comparative Literature and the College
Kathryn Falzareno, Graduate Student Affairs Administrator, Kenneth C. Griffin Department of Economics
Amanda Lanzillo, Assistant Professor, South Asian Languages and Civilizations
Brittney Walker
Daisy Delogu, Professor, Romance Languages and Literatures
Stephen Haswell Todd, Associate Instructional Professor, Arts and Humanities Collegiate Division
Haun Saussy, Professor, EALC
Itamar Francez, Associate Professor, Linguistics
Alireza Doostdar, Associate Professor of Islamic Studies and the Anthropology of Religion, Divinity School
Susan Stokes, Tiffany Distinguished Service Professor, Political Science
Niall Atkinson, Associate Professor, Art History | Romance languages and Literatures | Committee on the Environment Geography, and Urbanization
Bruce Lincoln, Caroline E. Haskell Distinguished Service Professor Emeritus of History of Religions, Divinity School
Andreas Glaeser, Professor, Sociology
Elaine Hadley, Emerita Professor, English
Francois Richard, Associate Professor, Anthropology & RDI
Catherine Kearns, Associate Professor, Classics and CEGU
Paola Iovene, Associate Professor, EALC
Martha Feldman, Ferdinand Schevill Distinguished Service Professor, Music
Ben Laurence, Instructional Professor, SSCD
Gina Fedock, Associate Professor, Crown Family School of Social Work, Policy, and Practice
Julie Orlemanski, Associate Professor, Department of English
Megan Sullivan, Associate Professor, Art History
Janet Sedlar, Romance Languages & Literature
Joseph Bruch, Assistant Professor, Public Health Sciences
Sarah Newman, Associate Professor, Anthropology
Shipra Parikh, Associate instructional Professor, Crown Social Work
Jacob Eyferth, Associate Professor, History, EALC
Chelsea Foxwell, Professor, Art History, East Asian Languages and Civilizations
Bernard McGinn, Naomi Shenstone Donnelley Professor Emeritus, Divinity School
Joseph Masco, Samuel N. Harper Professor, Anthropology
Kyeong-Hee Choi, Associate Professor, EALC
Chris Taylor, Associate Professor, English
Alida Bouris, Associate Professor, Crown Family School of Social Work, Policy, and Practice
Kathryn Bandy, Lecturer, Middle Eastern Studies
Aaron Gottlieb, Associate Professor, Crown Family School of Social Work, Policy, and Practice
John Proios, Assistant Professor, Philosophy
Steve Pincus, Thomas Donnelley Professor of History
Soyoon Ryu, Assistant Professor, Art History
Daniel Brudney, Professor, Philosophy
Jan Goldstein, Norman and Edna Freehling Professor Emerita, History
Larissa Brewer-García, Associate Professor, Romance Languages and Literatures
Sonali Paul, Associate Professor of Medicine
David Woken, Latin American and Caribbean Studies Librarian
Darcey Merritt, Professor, Crown Family School of Social Work, Policy, and Practice
Aidan Kaplan, Assistant Instructional Professor, Middle Eastern Studies
Laura Lewtinsky, Professor, Department of Visual Arts
Sarah Hammerschlag, John Nuveen Professor, Divinity School
James León Weber, Assistant Instructional Professor, Spanish, Romance Languages & Literature
Holiday Vega, Libraries
Marc Downie, Associate Professor of Practice, Cinema and Media Studies
Judith Zeitlin, William R. Kenan, Jr Distinguished Service Professor, East Asian Langauges and Civilizations
Darryl Li, Associate Professor, Anthropology
Norma Field, Professor Emerita, East Asian Languages and Civilizations
Kathleen Cavanaugh, Senior Instructional Professor; Director, Pozen Center for Human Rights
Colleen Grogan, Deborah R. and Edgar D. Jannotta Professor, Crown Family School of Social Work
Whitney Cox, Professor, South Asian Languages and Civilizations, Division of Arts and Humanities
Colm O'Muircheartaigh, Professor, Harris School and the College
Oleg Urminsky, Theodore O. Yntema Professor of Marketing, Booth School of Business
Danielle Roper, Assistant Professor, Romance Languages and Literatures
Larry Norman, Frank L. Sulzberger Distinguished Service Professor, Romance Languages and Literatures
Srikanth Reddy, Professor, Department of English and Creative Writing
Noémie Ndiaye, Associate Professor, Department of English Language and Literature
Baddr Shakhsheer, Associate Professor, Department of Surgery
Justin Steinberg, Professor of Medieval Italian Literature, Romance Languages and Literatures
Irena Čajková, Instructional Professor, Romance Languages and Literatures
Veronica Haywood Ragland, Polsky Center for Entrepreneurship and Innovation
Matthew Smith, Senior Instructional Professor, Romance Languages and Literatures
Austin O'Malley, Assistant Professor, Middle Eastern Studies
Derek Kennet, Howard E. Hallengren Professor of Arabian Peninsula and Gulf States Archaeology, ISAC/Middle Eastern Studies
Benjamin Ruder, Manager, Film & Technical Operations, Film Studies Center
Mario Santana, Associate Professor, Romance Languages and Literatures
Monica Peek, Ellen H. Block Professor of Health Justice, Biological Sciences Division, Department of Medicine
Jane Dailey, Professor of American History, the Law School, and the College, History
Ravi Chugh, Associate Professor, Computer Science
Michael Dietler, Professor, Anthropology
Kate Burrows, Assistant Professor, Public Health Sciences
Sergio Delgado Moya, Associate Professor, Romance Languages and Literatures
Petra Goedegebuure, Associate Professor, ISAC and Middle Eastern Studies
Nené Lozada, Senior Instructional Professor, Spanish Language Program Director, RLL and Anthropology
Sarah Fredericks, Associate Professor of Environmental Ethics, The Divinity School, the College, and CEGU
Theo van den Hout, Arthur and Joann Rasmussen prof. em. of Hittite and Anatolian Languages, ISAC/MES
John McCormick, Karl J. Weintraub Professor, Political Science
Paul Copp, Associate Professor, East Asian Languages & Civilizations
Yoonbin Cho, Assistant Professor, East Asian Languages and Civilizations
Alex Hofmann, Assistant Instructional Professor of History, Master of Arts Program in the Social Sciences
Brianna Parry, Production Manager, Theater & Performance Studies
Augusta McMahon, Professor, Middle Eastern Studies / ISAC
Sam Daly, Associate Professor, History
Tara Zahra, Hanna Holborn Gray Professor of East European History
Faith Hillis, Professor, History
Joel Isaac, Associate Professor, Committee on Social Thought
Heather Keenleyside, Associate Professor, English Language and Literature
Linda Zerilli, Charles E Merriam Distinguished Professor of Political Science
Matt Briones, Associate Professor, History and the College
Ling Ma, Associate Professor, English Language and Literature and Creative Writing
Robyn Schiff, Professor, English Language and Literature and Creative Writing
Ellen MacKay, Associate Professor, English Language and Literature
Nick Twemlow, Associate Professor of Practice in the Arts, English Language and Literature and Creative Writing
John Muse, Associate Professor, English; Theater & Performance Studies
Edgar Garcia, Associate Professor, English Language and Literature
Kenneth Moss, Meyer Professor of Jewish History
Laura Skosey, Lecturer, East Asian Languages and Civilizations
Emily Coit, Associate Instructional Professor, English Language and Literature
Jennifer Pitts, Professor, Political Science and Committee on Social Thought
Bill Brown, Karla Scherer Distinguished Service Professor, English / Visual Arts
Emily Kern, Assistant Professor, History and Conceptual and Historical Studies of Science
Julian Go, Professor, Sociology
Julia Henly, Samuel Deutsch Professor, Crown Family School of Social Work, Policy, and Practice
Jessica Baker, Associate Professor, Music
Leah Feldman, Associate Professor, Comparative Literature
Kenneth Warren, Fairfax M. Cone Distinguished Service Professor, English
Rocco Rubini, Professor, Romance Languages and Literatures
Florian Klinger, Professor, Germanic Studies
Matt Epperson, Associate Professor, Crown Family School of Social Work, Policy, and Practice
Tristan Schweiger, Assistant Instructional Professor, MAPH/English
Valerie Levan, Assistant Senior Instructional Professor, Arts and Humanities Collegiate Division
Erica Warren, Assistant Instructional Professor, MAPH, Arts and Humanities
Thuto Thipe, Assistant Professor, History
Adam Green, Associate Professor, Departments of Race, Diaspora and Indigeneity, and of History
Hoda El Shakry, Associate Professor, Comparative Literature
Elizabeth Zavala, Assistant Professor, BSD/Medicine
Sonja Rusnak, Graduate Affairs Administrator, History
Bernd Wittenbrink, Thomas W. Sidlik Professor of Behavioral Science in the Wallman Society of Fellows, Booth
Olya Morozova, Assistant Professor, Public Health Sciences
Tess Conway, Student Affairs Administrator, CEGU
Kaushik Sunder Rajan, Professor, Anthropology
Christopher Simon, Associate Instructional Professor, Department of Classics
Jeanne Marsh, George Herbert Jones Professor Emerita, Crown Family School of Social Work, Policy and Practice
Sierra Wilson, University of Chicago Press
Kina Thornton, Department Administrator, Cinema and Media Studies
Cameron Mankin, Assistant Instructional Professor, Media Arts and Design
Chris Carloy, Assistant Instructional Professor, MAPH and Cinema & Media Studies
Ashlyn Sparrow, Senior Research Associate, Cinema & Media Studies
Ethan Werner, Department and Student Affairs Assistant, Cinema and Media Studies, Media Arts and Design
Marisa Casillas, Assistant Professor, Comparative Human Development
Margaret M. Mitchell, Shailer Mathews Distinguished Service Professor of New Testament and Early Christian Literature, Divinity School
Richard Rosengarten, Associate Professor, Divinity School
Laura Skosey, Lecturer, East Asian Languages and Civilizations
Bow Chung, Assistant Professor, Medicine, Cardiology
Jade Pagkas-Bather, MD, MPH, Section of Infectious Diseases & Global Health
Douglas McLaren, Assistant Director, Film Studies Center
Onnie Rogers, Associate Professor, Comparative Human Development
Céline Bordeaux, Instructional Professor, Romance Languages and Literatures
Connor Strobel, Collegiate Assistant Professor, Harper-Schmidt Fellow
Ada Palmer, Associate Professor, History
Eve Ewing, Associate Professor, RDI
Aresha Martinez-Cardoso, Assistant Professor, Public Health Sciences
Kamala Russell, Assistant Professor, Anthropology
Michael Rossi, Associate Professor, History
Red Tremmel, Instructional Professor, Gender and Sexuality Studies
Thomas C Holt, James Westfall Thompson Professor Emeritus, History
Mark Bradley, Bernadotte E Schmitt Distinguished Service Professor of History
Andrew Ferguson, Professor, Pritzker School of Molecular Engineering
Jessica Kirzane, Associate Instructional Professor, Germanic Studies
Christian Wedemeyer, Associate Professor of the History of Religions, Divinity School
Abigail Palmer Molina, Assistant Professor, Crown Family School of Social Work, Policy, and Practice
Larisa Reznik, Assistant Instructional Professor of Jewish Civilization, SSCD
Elaine Worcester, Professor, Medicine
Paula Martin, Assistant Instructional Professor, Health and Society
Benjamin Saltzman, Associate Professor, English
Alice McLean, Retired Senior Lecturer, Former Director of the French Language Program
William Levine, Collegiate Assistant Professor, The College
Matthew Stolper, Professor Emeritus, Middle Eastern Studies/ISAC
Benjamin Lahey, Irving B. Harris Professor Emeritus of Public Health
Carl Shook, Lecturer, Middle Eastern Studies
Douglas Bishop, Professor, Molecular Genetics and Cell Biology
Joy Wang, Collegiate Assistant Professor, Social Sciences Collegiate Division & Political Science
J P May, Professor, Mathematics
Hopie Melton, Assistant Director, CLA, Harris School of Public Policy
Darrel Chia, Assistant Instructional Professor, MAPH and English
Natalie Dowling, Assistant Instructional Professor, MAPSS
Janelle Goodwill, Assistant Professor, Crown Family School of Social Work, Policy, and Practice
Marshall Jean, Assistant Instructional Professor, Social Sciences
Nell Pach, Assistant Instructional Professor, Writing Program
Salikoko Mufwene, The Edward Carson Waller Distinguished Service Professor, Linguistics and RDI
Jennifer Cole, Professor, Comparative Human Development
Sarah Cobey, Professor, Ecology and Evolution
Marlis Saleh, Bibliographer for Middle Eastern Studies, Library
Omar McRoberts, Associate Professor, Sociology/Race Diaspora and Indigeneity
Renslow Sherer, Professor of Medicine, Section of Infectious Diseases and Global Health
Marie Berg, Instructional Professor, Romance Languages & Literature
Anne Eakin Moss, Associate Professor and Chair, Slavic Languages and Literatures
Andrés Rabinovich, Assistant Instructional Professor, Romance Languages & Literature
Timothy Harrison, Associate Professor, Department of English and Committee on Social Thought
Amber Pincavage, Professor, Department of Medicine
Darya Tsymbalyuk, Assistant Professor, Slavic Languages and Literatures
Marshall Chin, Richard Parrillo Family Distinguished Service Professor of Healthcare Ethics, Medicine
Sachin Shah, Professor, Department of Medicine and Pediatrics
Dmitry Kondrashov, Instructional Professor, BCSD
Nancy Martin, Associate Instructional Professor, The Writing Program
Isabel Malone, Assistant Professor, Internal Medicine