Lesko Blog

  • 25 May 2009 /  conferences

    At the moment, I’m in air-conditioned comfort at the Austin Convention Center. We’re displaying at the NISOD conference. If you’ve not heard of NISOD (National Institute for Staff and Organizational Development), check out the group’s web site. Yesterday, when the Exhibit Hall opened for a fun Happy Hour, I had the chance to meet several part-time faculty—one from as far afield as Wyoming—who were in attendance. Several had been sent by their institutions, and several more were winners of NISOD’s prestigious Excellence Award.

    It has been great meeting these part-timers who’ve earned national recognition for their excellence in the classroom. Often, schools don’t have mechanisms in place to nominate faculty off the tenure-track for such awards.

    I’ve also had the pleasure of speaking to many Department Chairs, Deans and VPs, many of whom are in the process of designing and implementing professional development programs for their part-time faculty.

    At lunch, yesterday, I had a chat with a fellow exhibitor. Her question to me was this: how can a college or university expect part-time faculty to participate in faculty development programs when those same faculty are not compensated for doing so? Further, she said, part-time faculty receive little professional benefit from participating in professional development programming (no opportunities to compete for merit raises, for instance).

    What do you think? I’d be interested to know.

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  • 07 May 2009 /  AdjunctNation.com

    Maybe you’ve already noticed some of the changes we’ve made to AdjunctNation.com. If not, here’s a quick list of what’s new. When you have a bit of time check out the content:

    1.  Greg Beatty blogs on reading & writing. I’ve been working with Greg for several years. So, when I decided that we’d do a blog for part-time faculty who conduct research and publish, I thought Greg would be a great choice to write it. Greg lives in the Pacific Northwest, and has written both features and book reviews for Adjunct Advocate. If you are among the many faculty off the tenure-track who research and publish,(or who are interested in researching and publishing) bookmark Greg’s blog.

    2.   Relax with our new online crossword puzzle. I know. I know. You’re already spending waaaaaaaaaaay too much time at AdjunctNation when you should be, say, returning student emails and grading assignments. But hey! Even hardworking adjunct faculty need a little rest and relaxation, right? You’ll have to finish the puzzle in one go, because you can’t save your work! There’s a new crossword puzzle for you to try every day.

    3.  HangProf competition is going strong. If you are an AdjunctNation.com Family Member (to become a member, click here), login then go and play some HangProf. When you do, your wins will go toward getting you onto the top ten HangProf winners list. The race for the top spot is tough, so good luck!

    4.  Wider layout. We’ve expanded the width of the web page by about 1/3rd. This should make reading content easier on the eyes. Let me know what you think.

    5.  Super Adjunct offers his “End-of-Semester Tips (Well, Kinda).” Cartoonist and all around funny guy Matthew Henry Hall has a new Super Adjunct blog entry for May meant to tickle your funny bone. Check it out here.

    6.  The Adjunct Listserv is up and running, but we’re looking for a moderator. Interested? Send me an email.

    6.  What’s missing? Have an idea for content for the AdjunctNation.com web site? Send me an email.

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  • 14 Apr 2009 /  employment

    On April 20th, a fellow writing for The Chronicle of Higher Education in a column called the “Two-Year Track” published an essay titled “Why Adjuncts Have an Edge (Except When They Don’t).” Well, well, I thought, finally someone will explain just why adjuncts seem always to get the bum’s rush when it comes to getting hired for full-time positions that open up at the colleges and universities where they teach. The writer, a kindly associate professor of English and director of the Writers Institute at Georgia Perimeter College, wanted to explain that the reason adjuncts who’d like to star in the classroom and get a full-time salary often end up in a pile on the cutting room floor. There is no conspiracy against adjuncts, per say, the writer explained. It’s just that “adjuncts usually lack the full-time teaching experience that search committees seek — and that is stipulated in the official job description.”

    Oh, really? It’s as simple as that? I read the sentence over and again and then decided that, yes, sometimes really smart, well-meaning people can come up with the most incredible explanations to justify discrimination. 

    The simple requirement for applicants to have full-time teaching experience keeps 50 percent of our nation’s college faculty from meeting the job requirement and being considered for the teaching jobs that require full-time teaching experience. It seems a simple explanation, doesn’t it? You can’t get a fair shake, because you don’t have full-time teaching experience. Nothing against you, but if you don’t meet that job requirement your application can’t be considered. 

    The writer goes on to marvel that, “Still, the anger persists on both sides — mostly, I think, because people don’t understand the hiring process….” 

    The “hiring process” as our writer describes it is as simple as a literacy test, and just as effective in keeping the riff-raff where they belong—on the fringes, disenfranchised and thoroughly downtrodden. Better yet, it’s done under the auspices of fair hiring practices. What could be a more diabolically perfect injustice?

    Here’s a suggestion: how about we all agree that teaching four or five courses per semester by piecing together work at multiple institutions is the equivalent of teaching full-time? For each year a faculty member off the tenure-track teaches four or five courses each semester, regardless of how one reached that benchmark, one gets a year’s worth of credit for having taught full-time.

    Too radical? Well, so was the notion of giving women the vote, the idea that, yes, women were people entitled to participate in the political process. Sometimes, even the craziest of ideas have a way of catching on when enough people stand up against institutionalized discrimination.

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  • As I’ve written before, one of the most enjoyable aspects of my job is working on our web site. It pleases me no end to provide a much-used resource for the nation’s 700,000 faculty off the tenure-track. In March, we served up about 3 million pages. Better still, our page count per user was a very respectable 8. In fact, when compared to The Chronicle of Higher Education’s web site, and InsideHigherEd.com, our users stay on our site viewing content much longer, and view 4-6 times as many pages when they stop by. Thanks!

    In April, we’re launching a new blog by writer Greg Beatty. Greg is going to write about, well, reading, writing, publishing and research—with an adjunct slant, of course. I asked Greg to blog about research and publishing. I did this because, as we know, adjunct faculty conduct research and publish. Furthermore, those non-tenured faculty who expect to jump onto the tenure-track must conduct research and publish if they’re going to be successful. I hope you enjoy this new blog.  

    This month, cartoonist Matt Hall sent along a Super Adjunct blog entry that lampoons the “adjunct award” event at fictitious Goose Egg University, where our hero Super Adjunct teaches. Check out Matt’s new blog entry here. I recently wrote about adjunct award apartheid in my blog at Chronicle.com (“Separate and Unequal Teaching Awards”). Great minds think alike; I never mentioned my Chronicle blog piece to Matt, and he outlined his new piece to me in general terms. Ah, well, enjoy.

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  • 31 Mar 2009 /  Uncategorized

    Anyone who thinks—or worse still writes— that part-time and adjunct faculty aren’t committed to their jobs and their students should read about Michael Powelson. This man, who teaches at California State University, exemplifies the dedication of part-time faculty nation-wide. I am left speechless by his efforts to get to his class to administer their midterm exam. You will be, too.

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  • 10 Mar 2009 /  on publishing

    January was a little scary…ok…a lot scary. We watched, more than slightly terrified, as sales dropped and dropped and, well, you get the picture. February, normally a slow month for sales of books, subscriptions and job postings, was a record month in terms of sales. So, here we sit in March, typically not a big sales month, waiting to see what our marketing efforts will bring in. I’m actually confident that monthly sales with at least match those of the previous year. Though there are part-time faculty who are being let go, there are just as many schools that are choosing to plug holes in their budgets by freezing tenure-line hires and increasing the number of part-time faculty.

    Last month, we published a revised edition of Teaching Strategies & Teaching for Adjunct Faculty, and published a brand new book, as well. It is the publication of this book about which I am particularly excited. It is a Canadian edition of our best-selling Handbook for Adjunct & Part-Time Faculty. We titled it Teaching Faculty & Excellence. In Canada, the percentage of faculty off the tenure-track is the same as it is in the United States. There are fewer faculty overall, but it’s an opportunity for us to branch out internationally, and still stay close to home. The Canadian border is only 50 minutes away from us, and we have customers in Canada who already buy copies of the A Handbook for Adjunct Faculty. The Canadian edition of the book is, of course, tailored to the needs (and spelling preferences) of sessional and term faculty. 

    Teaching Faculty & Excellence will be printed and distributed in Canada. I’m hoping that this book will lead to a jump into the Commonwealth of Nations, to which Canada belongs. There are over 1 billion people who live in the Commonwealth, and perhaps half of them speak English. Malaysia, the UK, Australia, and a host of other countries all have higher education systems that employ large numbers of casual and/or fixed-term faculty. 

    The other part of the business that’s doing well is our AdjunctNation JOB-LIST. It’s one of the most popular sections of the site, and we’ve been averaging 600-700 jobs each month. Please remember to let employers know where you saw their jobs. We’re working on a project to let users opt-in to receive job alerts. This, along with the AdjunctNation Family Newsletter, will help our web site visitors keep on top of new jobs, forum posts, blog entries and magazine updates.

    Speaking of blog entries, check out Matt Hall’s new Super Adjunct post. It’s love on a budget! 

    I do hope that those of you who want to work have found teaching positions this term. If not, email me. We’ll give you a free one-year subscription to the magazine.

    Lastly, we’re looking for submissions for our “ivory tower,” “analysis” and “first person” essay columns. We pay $125 per 800-1,000 word essay. Read the columns before you submit. We’re also looking for an adjunct who’s teaching online to blog on our site. Finally, we’re trying to get more college libraries to subscribe. Help us out by suggesting Adjunct Advocate to the serials librarian at the college(s) where you teach.

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  • 26 Feb 2009 /  on blogging

    Just a quick entry to let folks know that I am blogging about part-time faculty at The Chronicle of Higher Education. Click here to read my February 26, 2009 entry. I’m very excited to have an opportunity to blog about part-time faculty there, as some of the entries I read on the site written by tenure-line faculty about part-time faculty issues are maddeningly inaccurate. For my first entry, I talked about pay parity and part-time faculty.

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  • 25 Feb 2009 /  AdjunctNation.com, on publishing

    They say that imitation is the sincerest form of flattery. I suppose. Sometimes, it’s annoying. However, I try to be good-natured and remember that as a publisher I have led the way for the past 18 years on the coverage of issues of importance to the nation’s faculty off the tenure-track. Adjunct Advocate was talking about adjunct faculty when people were still unclear about what, exactly, an adjunct was. The other higher ed. pubs. still have a lot of catching up to do.

    So, the other day, when I got my daily email update from InsideHigherEd.com about their redesigned web site, I was curious to have a look. In the past, the folks at InsideHigherEd.com and I have, let’s say, had some of the same ideas (well, I had them first, and then the lightbulb went on over someone’s head over at IHE). For instance, we posted cartoonist Matt Hall’s work online, then InsideHigherEd hired Matt to contribute to their web page for the “Teachable Moments” feature. We published the work of Oronte Churm, and had approached Churm to blog for us, then IHE hired him to blog at their site. 

    The latest “redesign” of their site is, well, flattery at its best. If you pull up their site, and look at it side-by-side with ours, you’ll see several striking similarities. I’ll leave them to you to identify, but pay attention to the design and placement of the navigation tabs, the way the page “floats” on the gray background, as well as the curved lines. The placement of the company logos is identical. 

    One important difference between our two sites has nothing to do with the look of the sites. InsideHigherEd serves up, on average, a single page to each of its individual users. I’m somewhat mystified as to why that is, because the site is awash in editorial content. Our site, over the past six months, has served up, on average 5-15 pages to each visitor. This is really what I care about most, of course. You come and you look around. You search for jobs; you read posts in the Forum; you read pieces from the magazine archive; you read the blogs; you play the games; you take the quizzes. In a sense, AdjunctNation.com is a place where our users hang out and connect with other faculty off the tenure track.

    What this tells me is that we are right on target as far as delivering to our users what they actually like, want and need. That’s not to say we couldn’t do a better job, and we work all the time to tweak and modify our web page offerings. Right now, we’re working to add links to the Adjunct Family e-Newsletter. So, when the jobs are updated, Adjunct Family members who choose to receive the Family e-Newsletter, will get notice of the job postings and links to the jobs on our site. The same will happen when there are postings to the Forum, and blogs. There will be links to the materials presented in the Family e-Newsletter.

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  • 20 Feb 2009 /  politics, unions

    Several adjunct faculty, including Keith Hoeller, Ross Borden, Gregory Zobel and Deborah Lewis, have announced the launch of the National Coalition for Adjunct Equity. Ross Borden was quoted as saying, “The new organization ‘is not a substitute’ for the unions.” The group members stressed that the National Coalition for Adjunct Faculty will not engage in collective bargaining. Just what the group will do is still being discussed.

    I spoke with Keith Hoeller many weeks ago about the National Adjunct Faculty Guild, which I founded in 1994. I told Keith that despite everything the Guild offered to its members, professional development opportunities, a conference, national discounts, access to health insurance, etc…I decided to fold it for one reason. People called, wrote and told me at conferences over and again that what they were looking for was a union to represent part-time faculty. Shortly after I formed the NAFG, I got a call from the then-Vice President of Higher Education at the American Federation of Teachers. Over lunch, the man gently, then with increasing bluntness, suggested I was taking a major step toward forming a national union for part-time faculty. I was absolutely flabbergasted. I had gone to Washington, DC to see if there was any way the AFT and NAFG could work together. There was definitely synergy between NAFG and the three education unions, and at the time AFT represented 40,000 part-time faculty, a little over 10 percent of the nation’s part-timers. Ok. Next.

    The truth was, at that time, the thought to form a national union hadn’t entered my mind. My logic was, in 1994—when those off the tenure-track were still the minority of college faculty—that forming a professional association that encouraged adjuncts and spoke out on their behalf was the best route to bettering their working conditions. Time has proven me wrong. Over and over again.

    Today, some 17 years later, the number of faculty off the tenure-track has skyrocketed to 700,000 individuals, out of the 1.3 million faculty employed in higher education. Pay, as the recent MLA study on adjuncts in the humanities suggested, has stagnated. The national average per course pay is less than $2,800 per course. The number of part-time faculty who’ve been organized by the three national education unions is less than 10 percent of the total number of faculty off the tenure track now. The percentage of unionized temporary faculty has actually fallen over the past 17 years. 

    In California and Washington state, where the AFT state affiliates secured so-called equity pay for part-timers, tens of millions of dollars of the money has been funneled to full-time faculty teaching overload courses. Today, the three national education unions are all behind the AFT’s FACE program that aims to build the ranks of the full-time faculty who belong to the unions, and offers part-time faculty little tangible help, hope or reward. FACE has dashed any hope I had left in the national education unions that the leadership of those organizations actually cared about the people in those part-time teaching jobs. FACE is primarily about falling union revenues, and money, not about what’s going to help ameliorate the pay and working conditions of  the nation’s 700,000 faculty off the tenure track, or improve the quality of instruction offered to the 13,000,000 undergraduates whom they teach.  

    In my discussions with Keith Hoeller about NAFG, I was frank about the failings of the NAFG. 

    Perhaps it’s the way the reporter chose to report on the new National Coalition for Adjunct Equity (a working name), but I was disappointed to see those people head down the path they’ve chosen. The article about the launch of the group outlined no national, political or pedagogical agenda for the NCAE, nor even listed the names and affiliations of all of the founding members. The group is set to be formed on Sunday, February 22nd.  The name is a “working” title. In short, the big roll out looked much like a stalled-out car being pushed out center stage at the North American Auto Show. There’s a group of non-tenured faculty who have formed a National Coalition to speak out on behalf of the nation’s 700,000 non-tenured faculty. 

    As much respect as I have for all of the men and one woman (or so it seems from the article) who formed this group, I feel compelled to say to that the time for the Lorax has long passed. There’s a National Coalition of Adjunct Equity who’ve announced they’re speaking for trees, but the trees are being (and have been for the last 20 years) slashed and burned at an astounding rate. No amount of “speaking” is going to stop the slashing and burning. No National Coalition without a well thought-out national agenda, political agenda, fundraising savvy, and enough mendacity to do something shocking and bold is ever going to change the lot of our country’s non-tenured faculty. 

    These are good-intentioned, brave and valiant people. Make no mistake. They’re also terribly naive about politics and public perception. 

    What is needed is an organization to substitute for the national education unions. It was needed when I launched the National Adjunct Faculty Guild and attracted thousands of members. I don’t regret much in my life, but I do regret not picking up on the actual meaning and significance of the nervousness of the AFT Vice President sitting across from me at lunch that summer afternoon in Washington, DC those many years ago. I regret not having formed a national labor union for the nation’s then-400,000 non-tenured faculty. It was a lost opportunity to change the face of higher education forever, much like Samuel Gompers changed the face of labor history. If such high-minded ideals don’t appeal to you, think about this: Right now, the AFT has just over 835,000 members, and the group earned $200,000,000 dollars last  year. The President of the AFT is paid close to $400,000 per year. How much did you earn last year? Slightly less than $400K. Yeah, me too.

    My guess is that a national labor union just for faculty off the tenure-track would rival the AFT and NEA in power, money and political clout in a relatively short time—perhaps 10-15 years. Such a union would create sweeping change in higher education as faculty off the tenure-track systematically wielded the power created by their own national labor union. Oh, don’t get me wrong. Creating such a national union would be gritty, ugly and messy as the AFT, NEA and AAUP tried to slit the proverbial throat of the group. It would be demanding, tough work, but adjuncts would flock to such a union, particularly if the union were run by a founding group truly committed to a sweeping agenda of change, as opposed to personal gain. Because believe me, a small national union with just 20,000 members who paid just 1.5 percent of gross pay in dues could generate millions annually in revenues. Resisting the the path of leadership that has created education unions (NEA/AFT/SEIU) at which it pays more to work for the union than to be represented by the union would be very difficult indeed.

    Of course, I send to the founders of the National Coalition for Adjunct Equity all my best wishes. I will watch with interest and hope as they move forward with their efforts to speak out on behalf of the nation’s part-time faculty. 

    I will also urge them to put up a web page, and make sure writers who cover their group always include contact information.

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  • 12 Feb 2009 /  research

    It’s easy to spread rumors. It’s easy to take myths and, by constant repetition, give them the patina of reality. George W. Bush was a master at this artistic skill. There are weapons of mass destruction in Iraq. Repeat. Repeat. Repeat. Repeat. Send in the Marines.

    The same thing is happening in higher education. There are these myths about part-time faculty. 

    Part-time faculty don’t conduct research. 

    Part-time faculty don’t mentor their students.

    Part-time faculty flit from one job to the next.

    Part-time faculty don’t publish.

    Part-time faculty are __________________ (you fill in the blank).

    Send in the Marines (hire more tenure-line and tenured faculty).

    All part-time faculty are “drive-by” professors. Did you know that all Asians are excellent at math, all Jews manage money well, and most Muslims are terrorists? 

    Myths are offensive generalizations. People who indulge in perpetuating myths are a puzzle to me, particularly when they are educated people who should know better and who, one presumes, have the research skills necessary to find the truth. Marc Bousquet is a tenure-line faculty member who has put himself center stage to speak on behalf of part-time faculty in the United States. In his latest blog entry at The Chronicle of Higher Education, Bousquet perpetuates several particularly irritating myths about part-time faculty. That The Chronicle published Bousquet’s error-filled generalizations on their web site is nothing short of editorial negligence.

    Under the headline “Stabilize the faculty now!” Bousquet writes:

    “There are several hundred thousand educators working part time or contingently filling permanent staffing needs who would prefer to work full time and securely. Most of them are employed at a discount, and many of them do not have the terminal degrees in their fields. There is high turnover among these educators, because the pay is generally poor, status is low, and there is no rational path for recognition or promotion, no reward for better work, etc….Enormous resources are wasted in constantly hiring, re-hiring, training, evaluating, and supervising this quickly churning labor pool.” Getting rid of part-time faculty would create “a better-prepared, more up-to-date, stable, available, and motivated faculty.”

    Where do I begin? First of all, he uses no verifiable statistics to support his claims. Bousquet relies on many, most and generally. The assumption is that we’re with him on this, so he doesn’t have to be precise. Well, I’m not with him on anything, and I expect precision when writing for publication. I conclude from his incessant generalizing that he hasn’t done much research regarding the employment of those part-time faculty who want full-time employment within higher education. David Leslie, of the University of Florida, puts the percentage of faculty who want full-time teaching work somewhere around 40 percent of the total.

    Bousquet writes that part-time faculty “churn” through job after job. Hardly. The National Education Association conducted a study in the 90s that found the majority of part-time faculty work at their institutions seven years, on average. The same study concluded that about 20 percent of part-time faculty teach for 20 years or longer at their institutions. It is a myth that there is a “high turnover rate” among part-time faculty. It is a myth of convenience, I believe, because if part-time faculty can be pegged as flighty and unreliable, it makes little sense to invest in their hiring, evaluation or professional development. Doing so also leads credence to the argument that only tenure-line and tenured faculty bring much-lauded continuity to the programs at their institutions.

    Full-time faculty do bring continuity to their departments and programs. However, according to the Association for the Advancement of Higher Education, almost 20 percent of tenure-line faculty do not receive tenure and leave their institutions after six years. There is, then, just about as much turnover among tenure-line faculty as there is among part-time faculty. However, the average part-time faculty members remains at her/his institution a year longer than does the tenure-line faculty whose bid for tenure is refused.

    Bousquet, in fact, relies on many of the current buzzwords tossed around by his colleagues. Part-time faculty aren’t motivated. Part-time faculty aren’t available. Part-time faculty aren’t stable. “Most” part-time faculty don’t have terminal degrees. Well, at least he finally got that right. In his book, How the University Works, the preface claims (Lord help us all) that part-time faculty are under-employed Ph.D.s. Yes, the majority of part-time faculty hold Master’s degrees. Is that a problem? For Bousquet it is. He writes, “One reason we have community colleges with single-digit graduation rates and major metropolitan universities who can’t graduate 30 percent of their first-year students six years later is because we have been trying to teach them with a drive-by faculty.”

    Research by the American College Testing group into the percentage of students who move from freshman year into sophomore year  is really where Bousquet loses any remaining credibility. According to the ACT study, the percentage of freshmen who move onto sophomore year has fallen from 74.5 percent to 74 percent. According to a recent study by the American Federation of Teachers, part-time faculty typically staff first and second-year courses, about half of the courses offered nationally, in fact.

    The ACT study attributes the fall in student retention between those surveyed freshmen and sophomore students to open enrollment policies at two-year colleges, and declining student preparedness. In short, the ACT researchers conclude that when colleges chose to increase overall enrollment levels by relaxing standards for incoming students, it should have been understood that there would be an increase in first-year student attrition. That the attrition rate has risen only .5 percent in 14 years is, I think, a testament to the excellent work of the nation’s non-tenured faculty, to their reliability, devotion to their students, and their skill in the classroom even under the duress of poor institutional support.

    Bousquet argues that we need more full-time faculty with Ph.D.s. We need, in short, more college faculty just like him. Marc Bousquet writes about part-time faculty like we all need to cross the street so as not to get robbed when a part-timer comes walking our way. Because, you know, all part-time faculty are “drive-by” professors. Did you know that most African-American men are criminals? Well, except the one currently serving as President of the United States.

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