Tag Archives: Faculty Forward Network

Campus Resistance: Rise Up March 1st

Campus Resistance: Rise Up March 1st

The assault on campus values, traditional learning, and professional working conditions in higher education is a widespread problem. Many students are faced with debt until death and teaching is hardly a middle-class profession anymore. This isn’t education—it is exploitation. Recently confirmed Secretary of Education billionaire Betsy DeVos and the Trump administration will not be the leader that American higher education needs. That’s why it’s time to take a stand and make real change in highe ...

Teaching as Activism

Teaching as Activism

I have always viewed teaching in higher education as a form of activism. I personally had a lot of awakenings during my college education and still hold many of my professors in high regard for this. This has never been more important to me than right now during President Donald Trump's regime. With fake news and “alternative facts” appearing in our national lexicon it has never been more important to teach students critical thought. I have always integrated current events into my course and ...

Meeting with the UNC Board of Governors

Meeting with the UNC Board of Governors

Collie Fulford, associate professor of English at North Carolina Central University, spoke during the public comment session following the January 13, 2017 UNC Board of Governors meeting. Her comments and follow-up email may serve as a model for other faculty considering similar action.


Dear Chancellor Akinleye,

I used your prior title when I greeted you at the January 13 Board of Governors meeting in Chapel Hill. I hope you will forgive my faux pas. Chancellor Saunders-White's passing still seems rather raw, and we all are adjusting.

My attendance at the BOG was to contribute to the public comments period following the meeting. I attach those comments here for your review as well. In them, I have asked the Board to take a close look at the quality of contingent instructional labor contracts within the UNC system. Although the trend toward piecemeal contingent labor is a national and state-level problem, it is at the local level that we must address it most urgently because this is where we can document the effects of such misplaced austerity measures, as I attempted briefly in my attached remarks.

While I understand the need for some degree of flexibility in our instructional scheduling and contracting, I do not believe that we are so poor at planning at NCCU that we need to keep 48% of our faculty on contingent contracts.  Our enrollments are far more predictable than that. We could and should become an employer of choice in the UNC system by leading the charge for instructional stability. This will have benefits to our ongoing student-centered goals as well, since the heart of our institution is formed by positive relationships between faculty and students. Labor and learning conditions are intimately tied.

I therefore hope that you will do all that you can to argue for sufficient instructional funds for NCCU, to consolidate a significant percentage of contingent contracts into more stable tenure lines, and to place an internal budgetary priority on the academic core. We can become the kind of ethical employer and driver of the middle class we would want for our alumni, but our current labor practices undermine that goal. I look to you for leadership on this and I would gladly meet with you at your convenience to discuss the issue in more depth.

Respectfully,

Carolyn (Collie) Fulford, PhD
North Carolina Central University

_____

Remarks prepared by Collie Fulford for the public comment period following the January 13, 2017 UNC Board of Governors meeting

Vice Chairman Aiken, Secretary Perry, and members of the board,

Thank you for having me here today for public comment.

I am an associate professor of English at NCCU. I direct the first year writing program there. And I am a member of Faculty Forward Network.

I speak today about connections between our goals for students and employment practices in the UNC system.

There is much emphasis currently on recruitment, retention, completion, and workforce readiness in the UNC system. I listened to some of your December meeting, so I know these are on all your minds, too. I’ll discuss why these emphases require that the UNC system take an uncompromising look at its own employment practices and ask these hard questions:

  • “What are we doing to value the credentials we have designed?”
  • “When we hire highly qualified people for professional positions, are we providing working conditions and salaries that are commensurate with their work and their qualifications?”
  • “Are we modeling the kinds of ethical employment practices that we want our own graduates to experience in their careers?”

Unfortunately, by these criteria, the UNC system currently falls far short of its promise. For almost half of the instructional positions in the UNC system, I rate our employment practices at a C, D, or F, depending on variations in contingent contracts across our system.

According to the National Center for Education Statistics IPEDS, in 2014, 48% of NCCU's instructors were contingent. I was shocked to learn that, but it’s not unusual in North Carolina. Indeed, per the AAUP, more than half of the nation's faculty appointments are now contingent.

Here’s what that looks like up close.

My own department recently offered an instructor $4,000 per course to teach two classes. If this were full time, the contract would equal just a $32,000 salary. That’s far from commensurate with the level of work we expect from our faculty.

This instructor is a graduate of our MA program. She earned a competitive fellowship and completed a PhD recently.  I’m so proud of her accomplishments. But I am deeply ashamed of the position we offered her. It will require that she teach at three different institutions in order to make ends meet this year. And she will have no benefits.

The UNC system can do better and it must.

We faculty are urged to market our programs aggressively, to encourage students to seek advanced degrees. Yet at the same time, our system radically undervalues advanced degrees by suppressing the wages of faculty and relegating half of them to the insecurity of contingent positions.  Under this model, how can we in good faith urge our promising undergraduates to pursue Masters and PhDs?

It’s simple.

We can live up to the promise of higher education by providing professional wages for all academic labor.

I thank you for your time.Read More

Our drumbeat is growing louder

Our drumbeat is growing louder

As we look back on 2016, let’s remember that we kept the drums beating for all faculty to live and work more openly and freely. This type of bravery in the face of oppression and exploitation speaks truth to power and defends the American dream—thank you. ...

Educated Liberals Elected Donald Trump

Educated Liberals Elected Donald Trump

Educated liberals may not have cast votes for Donald Trump, but what did we do to oppose him? The halls of academia should be a bulwark against the kind of misogynistic, anti-environmental, bigoted policies Trump espouses; yet when academics can’t even rally for their immediate and obvious self-interests, how can they be expected to act globally for the greater good? As an adjunct in Syracuse, N.Y., I made so little money that I was forced to work the graveyard shift of a local hotel where I ...

Critical Thinking and Composition in Contentious Times

Critical Thinking and Composition in Contentious Times

Critical Thinking (CT) is a concept embedded in student learning outcomes attached to composition courses at many colleges and universities nationwide. At first, the concept may seem rather abstract, but when you start to unpack it it’s pretty clear that CT invites challenging assumptions, self-reflection, thinking through intrinsic and extrinsic values, and questioning beliefs and ideas, which may affirm, alter or negate them. One useful open educational resource (OER) maintained by associate p ...

Student Debt Disparity: It's Got to Go

Student Debt Disparity: It’s Got to Go

Though we’ve previously discussed the “The Disparate Truth of Debt in Higher Education,” on this blog, it’s time to revisit it from a new angle with fresh evidence that amplifies the need to act now to reduce debt disparity because “[o]nly when equity is combined with access will the full promise of American higher education truly be fulfilled.” Right now, too many students of color are falling through the cracks and missing educational opportunities or struggling to finance their education, and ...

Hands Up: Racial and Economic Inequality in Higher Education

Hands Up: Racial and Economic Inequality in Higher Education

Gather round class, it's time to talk about how racial and economic inequality are interconnected social problems and how they're working in higher ed to perpetuate those inequalities in society at large. Social problems are just that, social, they are embedded in the social structure which shapes our society and our individual experiences. As such, these problems cannot be fixed or blamed on individuals and impact large numbers of people in a negative way. Social problems are circular and both ...

Faculty Move Forward Together, Not One Step Back in Richmond, Virginia

Faculty Move Forward Together, Not One Step Back in Richmond, Virginia

“People who work for fast-food corporations like McDonald’s led the way, but the Fight for $15 is now for everyone” (Derick Smith, Adjunct Faculty at North Carolina Agricultural and Technical State University). As Spelman adjunct philosophy professor Tara Holman knows, “[teaching] would be the best job in the world if I actually made a sustainable, living wage.” Too many of us in higher education know the truth, though: there is no such thing as a sustainable, living wage for most adjunct facul ...

A. Paige Warren Represents at the White House Summit on the United State of Women

A. Paige Warren Represents at the White House Summit on the United State of Women

The National Center for Educational Statistics declared in 2009 that: “51.6 percent of contingent faculty are women.” According to a 2014 report from the Center for Economic and Policy Research, “Almost half of all unionized workers (45.8 percent in 2013) are women.” As a cis-gender female adjunct instructor and a proud union member of SEIU Local 73, I represent both of the demographics above. As an activist, I am also hungry to address other numbers, such as women earning 78.3% as much as men i ...

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