By Karla Stinger, Chair of Core Studies and Assistant Professor

The faculty are facing a number of challenges at this time.  The first is that we are trying to help our students adjust to the news and assist them in formulating and expressing their legitimate concerns.  There has been a tireless effort on the part of faculty and staff to facilitate this transition as successfully as possible for our students. This has been particularly challenging as there was no attempt to include them (or the faculty) in any of the conversations about a possible merger and they were only notified once the deal had already been made.  Not only did this effectively deny students' their agency in shaping the decisions that directly impact their lives, it also disconnected Belmont from the opportunity to benefit from the unique and intelligent ideas of our students. The creativity and resourcefulness our students embody is what makes them so incredible. They are artists after all. Innovative thinking is their passion.  We as faculty members of Watkins are committed to making sure these students feel heard despite the administration's apparent lack of interest in those voices. And it is my hope that any institution moving towards a merger creates space for transparency and inclusivity in the process.  

The large cultural differences between these two institutions and the implications these differences make for both students and faculty are also challenging.  Watkins students are extremely diverse, coming from every conceivable walk of life. They come to Watkins because it is small, where they feel they can pursue independent thought wherever that may lead. They come to Watkins as a secular institution, where they can trust that free thought is supported, encouraged and celebrated.  What is a Buddhist, Muslim, atheist or non-traditional Christian student to make of this? Our students represent communities that have been historically marginalized by dominant societal institutions such as the LGBTQ community and they express very real concerns about this. Will they feel safe, included and welcomed? In fact, will they be respected for their unique viewpoints and experiences? Will independent visions be supported? 

In regards to the faculty, Belmont assures us that they will consider Watkins faculty for potential positions should they be available, but not without a declaration of Christian faith. Some of us will simply not be able to transition, even if there is an opportunity to do so. That also begs the question: is being part of an institution that will discriminate against our colleagues based on their religious affiliation be ethically viable for us? What message would that send to our students? And though many of us may be Christian, can we join an institution that states on its website that they may discriminate on the basis of religion?  How do we address this moral conflict? So naturally I cannot help but wonder how much of a role our values as members of this institution played in the creation of this deal, or even how much they were even understood.  

From a larger perspective there are other troubling implications as well. Being absorbed into Belmont makes independent, stand-alone arts institutions and the discursive and critical thinking born out of that independence extinct in Tennessee.  I hope that other like minded institutions (Cooper Union, Pratt, RISD, PAFA and the like) will see this as an opportunity to one day fill the gap in our state and even create a more affordable option for all students, because as it stands now I foresee many future aspiring art students feeling they would have no choice but to seek their education out of state.

In essence, there are a great many uncertainties, and our students are very unsure as to how their education will transform.  When asked about censorship during the Town Hall meeting, Belmont responded that they work with faculty and students to create work appropriate for audiences. But what is the criteria for that? At least for the film school they use the PG-13 standards to determine a definition of “appropriate.” But there is no rating system for the fine arts as far as I know. It does not take a great leap of imagination to ponder what the definition of a word like "appropriate" might do to the free and unfettered pursuit of artistic expression, an ideal that Watkins holds as vital.

Karla Stinger

Chair of Core Studies and Assistant Professor

Queer Student Union Advisor

Watkins College of Art

Nashville, TN