David B. Porter, a retired Colonel and former professor, offers insights into his transition from a career in the U.S. Air Force to academia. He holds a bachelor’s degree from the U.S. Air Force Academy, a master’s degree from the University of California, Los Angeles (UCLA), and a doctorate from Oxford University. Throughout his military service, Porter participated in various critical operations, including life-saving missions as a rescue helicopter pilot, as well as fulfilling significant academic and leadership roles within military education.
Transition to Academic Leadership
Porter served as the 63rd Permanent Professor at the U.S. Air Force Academy, leading the Department of Behavioral Sciences and Leadership for nearly ten years. He articulated the vital impact of military academies within American higher education, highlighting their integration of effective teaching methodologies with leadership development. Each year, the Academy admits both commissioned officers and field-grade officers, who contribute their operational experiences while pursuing academic objectives.
Faculty Development Initiatives
After returning to the Academy in 1986, Porter took a leadership role in faculty development, leveraging his research skills to improve teaching practices. His initiatives included creating the Academy’s first classroom instructor critique and conducting an interdisciplinary assessment of core courses to enhance educational outcomes. His input was instrumental in shaping the Academy’s core values: “Integrity First, Service before Self, Excellence in All We Do;” these values were subsequently adopted by the Secretary of the Air Force due to their importance.
Diverse Experiences at the Academy
In his narrative, Porter reflects on the diverse experiences encountered at the Academy, particularly the political obstacles faced by a faculty member with liberal viewpoints in a predominantly conservative milieu. Despite these challenges, he advocated for faculty development and promoted the hiring of a more inclusive and diverse faculty, which resulted in successful educational programs.
Leadership at Berea College
Following his tenure at the Academy, Porter accepted an administrative position at Berea College in Kentucky, a small liberal arts institution facing leadership and accreditation difficulties. His approach of decentralization and promoting intellectual diversity reportedly conflicted with the college president’s centralized management style. Nevertheless, their collaboration yielded improvements in graduation rates and the enhancement of program offerings during the initial phase of his tenure.
Challenges and Resignations
However, subsequent tensions led to Porter being reassigned to the psychology department after being asked to step down from the role of provost. He returned to classroom instruction, where he continued to generate positive outcomes and gained recognition for his effectiveness as an educator.
Institutional Disputes and Investigations
Over time, the faculty confronted significant issues, including complaints regarding discrimination, which initiated investigations and sparked controversies related to academic freedom and allegations of a hostile work environment. Porter found himself at the center of these disputes, maneuvering through complex institutional dynamics while advocating for due process and adherence to academic standards.
Ongoing Legal Matters
An investigation ultimately cleared him of wrongdoing, but criticisms arose regarding the administration’s management of the situation. Governance changes subsequently reduced his teaching responsibilities and imposed stringent conditions on his professional conduct, culminating in a suspension and eventual termination based on contested charges.
Conclusion
Currently, Porter’s case remains in federal court, underscoring ongoing discussions surrounding academic freedom and institutional governance in higher education. Porter’s experiences illustrate the structured nature of military service contrasted with the complexities of academia, where challenges related to leadership, ethical standards, and the safeguarding of academic principles are prevalent.
Source: Minding the Campus