Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h9O3O2V06686; Thu, 23 Oct 2003 23:24:03 -0400 (EDT) Date: Thu, 23 Oct 2003 23:24:03 -0400 (EDT) Message-Id: <01fc01c399e0$3f45d110$6401a8c0@pp200> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Dottie Shattuck" <dottie@shattuck.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9566] Fw: [PartTime] article from The Chronicle of Higher Education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 15519 Lines: 306 The article below was brought to my attention by a colleague. Those of us who are or have been part-timers at community colleges & other institutions of higher edu. can certainly relate to the author's situation. Dottie Shattuck Charlotte, NC dottie@shattuck.net | -------------------------------------------------------------------------------- --------------------------------------------- | Below are excerpts from an article in the Chronicle for Higher Education, "Equal Pay for Equal Work," by KEITH HOELLER. I recommend reading the entire article. | | Karen | --------------- | http://chronicle.com/jobs/2003/10/2003102201c.htm <http://chronicle.com/jobs/2003/10/2003102201c.htm> | --------------- | Since I have made my career teaching as a college faculty member for the past 20 years, you might well imagine that I have earned at least $1-million in salary (averaging $50,000 a year for 20 years), and that I have amassed a handsome retirement account worth at least another $500,000. | | And you would be wrong ... [M]y career is symptomatic of an ever-growing trend since America's colleges and universities initiated this two-tiered professorial track more than 20 years ago. | | On the tenure track, full-time professors receive multiyear contracts, with annual salaries, year-round health care, retirement benefits, sabbaticals, regular raises and promotions, and unparalleled job security (tenure). | | On the nontenure track, part-timers receive semester-long contracts paying less than 50 percent of what tenure-track professors earn. For the most part, these adjuncts receive no health-care or retirement benefits, and no sabbaticals. They have little or no chance of promotion, let alone periodic raises. While many full-time faculty members now receive annual raises, most adjuncts are hired at the lowest rate and never see a raise. At one community college where I teach, I have never received a raise based on my 10 years of experience; I am paid at the same rate as a beginning instructor. | | In the past decade, a new part-time faculty movement has emerged, calling attention to these inequities, and demanding change. Those of us in this movement are celebrating "Campus Equity Week" from October 27 to 31, with activities being held on campuses across the country, to call attention to the plight of contingent professors of all stripes. | | Many faculty unions are joining in the events. And all three national faculty associations have called for some form of "proportional" compensation for adjuncts. In 2002, the National Education Association passed a policy recommending "pro-rata pay" for adjuncts that says "they should be paid for preparation time, office hours, committee assignments, and other activities also performed by their full-time colleagues." That same year, the American Federation of Teachers adopted a policy calling for part-timers to be "paid a salary proportionate to that paid to full-time tenure faculty of the same qualifications for doing the same work." | | ... A major argument often made against equal pay for equal work is that since many adjuncts do not engage in nonteaching duties, they do not do the same work as full-timers, and thus, do not deserve the same rate of pay. But this argument is fallacious on several grounds. | | First, many adjuncts already participate in nonclassroom activities, such as keeping office hours, preparing lectures and tests and advising students, but are not being paid for that work. For example, I have engaged in curriculum development, creating several new courses for our college catalog, without any extra remuneration. | | Second, many, perhaps most, adjuncts would be delighted to engage in nonteaching duties, such as departmental committee work, if they were equitably compensated for their time. Indeed, placing adjuncts in positions where they "just teach" keeps them marginalized. | | Third, the majority of part-time professors are not currently receiving health-care and retirement benefits where they teach; they must pay for coverage out of their own pockets. It's unfair to pay part-timers less than full-timers when part-timers must purchase benefits that the college provides for full-timers. Our demand must be for "equal pay -- and equal benefits -- for equal work." | | | | -----Original Message----- | From: Dottie Shattuck [mailto:dottie@shattuck.net] | Sent: Thu 10/23/2003 3:06 PM | To: Karen Stanley | Cc: | Subject: Fw: [PartTime] article from The Chron | | | | | Subject: Re: [PartTime] article from The Chron | | | | May I post this to Nifl-listserv & CarTesol? | | __ | | | \ | | |__ / ottie dottie@shattuck.net | | ----- Original Message ----- | | From: "karenstanleyma" <karen.stanley@cpcc.edu> | | To: <PartTime@yahoogroups.com> | | Sent: Wednesday, October 22, 2003 11:00 AM | | Subject: [PartTime] article from The Chron | | | | | | | Wednesday, October 22, 2003 | | | The Chronicle of Higher Education | | | | | | Equal Pay for Equal Work | | | | | | By KEITH HOELLER | | | | | | | | | | | | Since I have made my career teaching as a college faculty member for | | | the past 20 years, you might well imagine that I have earned at least | | | $1-million in salary (averaging $50,000 a year for 20 years), and | | | that I have amassed a handsome retirement account worth at least | | | another $500,000. | | | | | | And you would be wrong, because instead of spending all this time as | | | a full-time professor, I have worked in the category of part-timer, | | | even though I often taught more than a full load each year. For my | | | efforts, I have in fact been paid less than 50 percent of what a full- | | | timer would have earned, and my retirement savings amounts to only 10 | | | percent of what most full-timers have when they retire. | | | | | | Indeed, my academic career has made me a poster child for what | | | sociologist Ulrich Beck has called The Brave New World of Work | | | (Polity Press, 2000), where "fragmentation of the time and place of | | | work is compounded by fragmentation of the normal labor contract. | | | This contractual individualization, with the introduction of cheap- | | | rate insecure jobs, is taking place not only at the bottom but right | | | at the top of the skills hierarchy." | | | | | | Beck illustrates his thesis with an example of a "seasonal | | | professor," taken from an account in a German newspaper. I am the | | | migrating professor he describes in his book: | | | | | | "There no longer seemed to be anything standing in the way of Keith | | | Hoeller's academic career. By 1982, when he netted his doctorate in | | | philosophy, he had already contributed to ten academic publications, | | | obtained a grant from the French government, and worked for a year as | | | a visiting professor at Seattle University. He was even on the | | | advisory board of a renowned specialist journal -- an honor usually | | | accorded only to full professors. And yet the decisive breakthrough | | | failed to come. Over the past sixteen years he has stumbled from one | | | fixed-term appointment to the next. His latest stop is [the] | | | community college [system] in Washington state, where he gives 12 | | | lecture courses a year -- on a part-time basis. The job only brings | | | in $26,000 a year. Now fifty, he suspects his dream of a Chair will | | | never be fulfilled ... It's a great deal for the universities, but it | | | splits the country's faculty into two classes." | | | | | | Unfortunately, my career is symptomatic of an ever-growing trend | | | since America's colleges and universities initiated this two-tiered | | | professorial track more than 20 years ago. | | | | | | On the tenure track, full-time professors receive multiyear | | | contracts, with annual salaries, year-round health care, retirement | | | benefits, sabbaticals, regular raises and promotions, and | | | unparalleled job security (tenure). | | | | | | On the nontenure track, part-timers receive semester-long contracts | | | paying less than 50 percent of what tenure-track professors earn. For | | | the most part, these adjuncts receive no health-care or retirement | | | benefits, and no sabbaticals. They have little or no chance of | | | promotion, let alone periodic raises. While many full-time faculty | | | members now receive annual raises, most adjuncts are hired at the | | | lowest rate and never see a raise. At one community college where | | | I teach, I have never received a raise based on my 10 years of | | | experience; I am paid at the same rate as a beginning instructor. | | | | | | In the past decade, a new part-time faculty movement has emerged, | | | calling attention to these inequities, and demanding change. Those of | | | us in this movement are celebrating "Campus Equity Week" from October | | | 27 to 31, with activities being held on campuses across the country, | | | to call attention to the plight of contingent professors of all | | | stripes. | | | | | | Many faculty unions are joining in the events. And all three national | | | faculty associations have called for some form of "proportional" | | | compensation for adjuncts. In 2002, the National Education | | | Association passed a policy recommending "pro-rata pay" for adjuncts | | | that says "they should be paid for preparation time, office hours, | | | committee assignments, and other activities also performed | | | by their full-time colleagues." That same year, the American | | | Federation of Teachers adopted a policy calling for part-timers to | | | be "paid a salary proportionate to that paid to full-time tenure | | | faculty of the same qualifications for doing the same work." | | | | | | And the American Association of University Professors, in its | | | recent "Draft Statement on Contingent Appointments and the Academic | | | Profession," recommends that adjuncts who are paid by the course or | | | by the credit hour should be paid "the applicable fraction of the | | | compensation (including benefits) for a comparable full-time | | | position." | | | | | | Of course these calls for "equal pay for equal work" are policy | | | statements, and it remains to be seen how hard state and local union | | | chapters will push to turn them into real contracts. As the AFT | | | statement on its new policy acknowledges, "no state currently offers | | | or requires full pro-rata compensation for part-time adjunct faculty | | | members." | | | | | | That's why Jack Longmate and Frank Cosco had to go to Vancouver | | | Community College, in Canada, to find an example of full pro-rata pay | | | in their May 3, 2002, essay in The Chronicle Review, "Part-Time | | | Instructors Deserve Equal Pay for Equal Work." In Vancouver, part- | | | timers and full-timers who teach three courses a term receive exactly | | | the same pay. | | | | | | A major argument often made against equal pay for equal work is that | | | since many adjuncts do not engage in nonteaching duties, they do not | | | do the same work as full-timers, and thus, do not deserve the same | | | rate of pay. But this argument is fallacious on several grounds. | | | | | | First, many adjuncts already participate in nonclassroom activities, | | | such as keeping office hours, preparing lectures and tests and | | | advising students, but are not being paid for that work. For example, | | | I have engaged in curriculum development, creating several new | | | courses for our college catalog, without any extra remuneration. | | | Second, many, perhaps most, adjuncts would be delighted to engage in | | | nonteaching duties, such as departmental committee work, if they were | | | equitably compensated for their time. Indeed, placing adjuncts in | | | positions where they "just teach" keeps them marginalized. | | | | | | Third, the majority of part-time professors are not currently | | | receiving | | | health-care and retirement benefits where they teach; they must pay | | | for coverage out of their own pockets. It's unfair to pay part-timers | | | less than full-timers when part-timers must purchase benefits that | | | the college provides for full-timers. Our demand must be for "equal | | | pay -- and equal benefits -- for equal work." | | | | | | Some critics might argue that at institutions where research is part | | | of a faculty member's workload, part-timers are not doing the same | | | job as full-timers. But many adjuncts do research; they're just not | | | supported or paid for it. | | | | | | Where research is a required component of a full-time faculty | | | member's workload, as it is at most graduate universities, part- | | | timers should also be expected to produce original scholarship and | | | should receive pro-rated pay for their efforts. But that means the | | | university should also offer the part-timer comparable institutional | | | support, including reduced teaching loads, sabbaticals, research | | | assistants, travel money, and sufficient office, lab, and secretarial | | | support. | | | | | | For the past 20 years, I have engaged in regular research as the | | | editor of a scholarly journal, the Review of Existential Psychology & | | | Psychiatry. All of my labor has been done on my own time, and without | | | any support from the colleges where I teach. I have not received any | | | increases in pay as a result of my extensive research output. | | | | | | However, as the AAUP's draft report says, faculty members with | | | research obligations "should not be the sole or primary model for | | | tenurable academic work. ... There may be different models for | | | tenurable faculty work within a single institution." | | | | | | Ultimately, the system of "academic apartheid" must be abolished. The | | | answer is one salary schedule for each college. Each person, whether | | | part time or full time, should be placed on this scale when hired, | | | based upon their highest degree attained, years of teaching | | | experience, and accomplishments. | | | | | | In these tough economic times, many colleges have increased tuition, | | | without offering the students anything more for their money and | | | without directing any of the revenues toward fairly compensating the | | | part-timers. Spending more of the tuition dollars on the adjuncts | | | would do the most good for students by giving them more access to | | | faculty members who have time to spend with them. | | | | | | Only when part-timers and full-timers are finally in the same salary | | | boat can we begin to see all our boats rise together. | | | | | | ---------------------------------------------------------------------- | | | -- | | | Keith Hoeller, a part-time faculty member who teaches in Washington | | | state, is a founder of the Washington Part-Time Faculty Association | | | and a member of the AAUP's national committee on "contingent faculty | | | and the profession." | | | | | | | | | | | | | | | | | | ------------------------ Yahoo! Groups Sponsor ---------------------~--> | | | Rent DVDs from home. | | | Over 14,500 titles. Free Shipping | | | & No Late Fees. Try Netflix for FREE! | | | http://us.click.yahoo.com/mk9osC/hP.FAA/3jkFAA/x3XolB/TM | | | ---------------------------------------------------------------------~-> | | | | | | To unsubscribe from this group, send an email to: | | | PartTime-unsubscribe@yahoogroups.com | | | | | | | | | | | | Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/ | | | | | | | | | |
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