Lesko Blog

  • Times are tough for everyone, and I have spent the past 18 years writing about the issues that impact the nation’s 700,000 faculty off of the tenure-track. When I began in 1992, there were 300,000 part-time faculty. Today, the Department of Education estimates that there are between 400,000 and 500,000 college faculty who hold temporary appointments. The remaining faculty off of the tenure-track are those who hold full-time temporary appointments, such as lectureships, visiting appointments and fixed-term teaching jobs.

    Just as the nature of the individual teaching part-time has changed since the late-70s (when 25 percent of faculty were part-time and the majority of those part-time faculty were professionals hired to teach specific courses), the Adjunct Advocate magazine has changed, as well. The publication was in print from 1992-2006. It was then that I decided to make the Adjunct Advocate an electronic publication with an accompanying PDF version. As technology evolved, and it became clear that downloading a PDF no longer appealed to most subscribers, I decided that Adjunct Advocate would exist as an e-zine, online only. Many larger publications followed Adjunct Advocate online, including the Christian Science Monitor and the Seattle Post-Intelligencer.

    What I was left puzzling out was the relationship between Adjunct Advocate and the magazine’s web page, AdjunctNation.com. As you know, AdjunctNation is not simply a companion site the Adjunct Advocate. It was never meant to be. It was designed to be a place for non-tenured faculty to come to use a variety of resources, such as the message boards, syllabus vault, and of course read the editorial content. Over the past six months, we have been working on the most effective way to leverage the almost 1,000 articles from the archived issues of Adjunct Advocate that readers can find online at AdjunctNation.com, and the idea of blogging combined with an e-zine. Blogs are instantaneous. Andrew Sullivan, who blogs on popular culture for The Atlantic, updates his blog multiple times each day.

    It seemed to me that there should be some way to combine the immediacy of a blog and the aspect of an online magazine. What I came up with and what we launched in November 2009 was the AdjunctNation.com E-Zine. When you visit the E-Zine page you will find a new icon that announces there is current content posted to the site. Some of the content will change over the course of a given month (like a blog) and be moved into our archive, where you can find it using the same article identifiers we have been using for 18 years. You’ll be able to search through features, news, reviews, interviews, profiles, etc…just as you always have, and we’ll be able to freshen content much more frequently!

    We’ve gone from a bimonthly online publication to an E-Zine that offers current content much more frequently than ever before. We’re not modeling InsideHigherEd.com and its daily news updates, but rather still focusing completely on faculty off the tenure-track on more in-depth analysis and reporting. Another change you’ll be seeing is that we are adding more bloggers to the site. At the moment, there are four blogs, you can expect that number of double over the course of the next few weeks. Visitors should look for new content daily on AdjunctNation.com.

    The other main concern I have always had was how to price the Adjunct Advocate so that a subscription was within reach of everyone who wanted one. Over the years, we have given away many subscriptions free of charge to part-time faculty who found themselves unable to pay. In 1992, a subscription was priced at $18 per year. That eventually rose to $35 per year for the print edition. Today, almost 20 years later, the new AdjunctNation.com Site Pass is priced at $20 per year, and includes access to all of the articles in the archive, as well as access to current content for one year. I am pleased most by the ability offer so much to our non-tenured faculty readers for a relatively modest sum. As always, if you find yourself unable to pay, but want to have a Site Pass, email me directly (pdl@adjunctadvocate.com).

    We are also in the process of revamping the e-newsletters. Both will be renamed as email alerts, but content of each will stay the same. Finally, have a look at the JOB-LIST. It is the largest collection of jobs for non-tenured faculty anywhere online. I am delighted at the changes, and at the opportunity to serve the population of faculty off the tenure-track in ways that are absolutely unique and, at the same time, familiar to those who have seen the development of the web site and AdjunctNation.com E-Zine. Adjunct Advocate/AdjunctNation.com has, once again, reinvented what it means to serve up information and resources to the majority of our nation’s college faculty, the ones who teach off the tenure-track. Going forward, we will work together to make AdjunctNation.com and the E-Zine a first stop online for tens of thousands of part-time, adjunct, full-time temporary and visiting college faculty.

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  • 25 Dec 2009 /  on blogging

    On the front page of the AdjunctNation.com site, there is a feature called The Daily Excuse. AdjunctNation.com Family members can log in and leave their best student excuses. Those excuses rotate on the front page. I thought it might be fund to post a longer list of the excuses that have been submitted. The names beside the excuses are of the individual who submitted the excuse.  Enjoy the list, and to submit your own student excuses, click here to log in to your account, and then add your classic to the list. You may submit as many as you like, but only the best of the best get chosen. If yours does, it will rotate along with the rest of the daily excuses submitted.

    I didn’t turn in my paper because my flash drive went through the washing machine. Hannah Sigur

    I can’t read cursive. Carrie Finn

    I cannot take the final exam on that date 4 months from now. My grandmother’s funeral will be on that day. Jim Harnish

    I didn’t know that the final draft of my essay was supposed to be typed. Deborah Cunningham

    I had a car accident and had to wait for the insurance adjuster. Hannah Sigur

    I won’t be in class today, as they are wheeling me into the E.R. right now, and I was wondering if I could turn it in next week(Sounds of T.V., videogame, talking, laughing in the background). Mark Witsaman

    My printer ran out of ink. Melissa Estelle

    My grandmother’s uncle’s mother-in-law died and we had to go to the funeral in Calcutta last night.  Sharon Martin

    My dog ate my computer. Rebecca Lindsay

    The dog ate my jump drive. Debby Bloom

    My car got towed and my homework was in the front seat. Joan Conrad

    I know you said we were supposed to follow your directions, but I didn’t think you meant me. Joan Conrad

    The roof of my house fell in. I cannot make it to class. Kathy Brooks

    My dog ate my laptop power cord. Stephen D Kempisty

    My house burned down. Stephen D Kempisty

    Thursday is the Warriors home playoff game and I REALLY want to go. The game is at 7:30. I can come and turn in my paper and then go, but I don’t want to hurt my grade. What do you suggest? Judy Juanita

    The “Electronic Dog” (read: computer) ate my homework. I allow one per student per semester; in Week 15, students auction off their unused excuses. Kate McIntire

    My assignment was in the back seat of my car which was confiscated when my cousin used it trying to solicit a prostitute. Carmen Pascaretti

    I was up all night with our new baby. Ronald Lucas

    My cat caught fire. Allan Zwierzko

    I never seen a cow before. I just relocated from Queens. I had to pull over. Sorry I’m so late for class. Liz Burke

    I’m going to be sick tomorrow. Yolanda Williams

    I think I’m going to be sick tomorrow. Yolanda Williams

    “My grandmother/grandfather died and I had to leave town unexpectedly” - I know; it’s not so unusual - except when A THIRD of the class uses this excuse; the sheer numbers make me wonder if our country is in the throes of a pandemic! Brian Cushing

    After two weeks of absence in a four week summer course the student arrives and says: I had car trouble. Thomas Cochran

    Sorry, I’m dead right now, can I turn it in next week? Jade Winters

    I have to go, my cat is on fire. Jade Winters

    I cannot make class today, I have to go to clinic, and if so, get an abortion. (I actually received this one via email from a student who had missed MANY classes in a row.) Jade Winters

    A squirrel ate the spark plug wires on my car. Nannette Crane

    My assignments are late because I am deceased with a death in the family. Tony Leisner

    I don’t do summers. (I got this one from a student who had missed several summer semester classes.) Laura Redic

    I’m having eye problems…can’t see coming to work! Roger Hayes

    I intended to do it correctly, but I didn’t. Ollie Foulk Library-Sub 1

    Unfortunately the desired due date didn’t clearly connect with my calendar. Amanda Harrison

    The Internet wasn’t working. Kirsti Dyer

    I think I remember that I forgot something that I really needed to complete that task for you. Sorry! Amanda Harrison

    I didn’t know where the assignment was supposed to turned in. Yolanda Williams

    I didn’t read the syllabus. Virginia Wood

    I’m sorry I missed class, but my canary had a miscarriage. Nancy Holmes

    My flash drive got sick from a cyber virus and vomited my homework into randomized bytes of data onto my hard drive causing my computer to crash. Robert Berlin

    I don’t know what happened on my Exam! Deborah Thompson

    I had the house sprayed and it dissolved my homework. Donna Reatz

    I missed class because I got my feet stuck in the microwave. I was trying to get the cat out at the time. Jennifer Henschel

    I resized my screen and THAT part of the Syllabus didn’t show. Vincent Cornish

    It’s not my fault. You didn’t remind me. Kathy Brooks

    My brother was stabbed in a bar fight. Donald Duvall

    Actual conversation with student: Me: Where is your exam? Student: Oh, I didn’t take it. Me: What do you mean you didn’t take it? Student: I mean I took it, just not physically. I took it mentally! Me: Mentally? Student: Yup. Emm C

    From same student: 1. Didn’t know when classes started. 2. Got lost on way to campus. 3. Hurt knee, may need mri. 4. Child sick and need to give 4 nebulizer treatments only during classtime. 5. Car accident. 6. Grandfather passed away. Emm C

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  • 15 Dec 2009 /  contracts, employment, hiring

    College administrators rend their garments and wail about student retention. Turns out, though, fretting over student retention is much like fretting about fried food: No matter the depth of concern over the problem, at the end of the day no one wants to believe that gorging on French fries is unhealthy. I just finished reading the ubiquitous piece from the ubiquitous adjunct on “how to teach 10 classes.” The author, a blogger, uses the moniker “Piss Poor Adjunct.” A few years ago, the ubiquitous adjunct was Jill Carroll. She wrote “How to Survive as an Adjunct Lecturer: An Entrepreneurial Strategy Manual.” Jill, who holds a Ph.D. from Rice University, also wrote a monthly column for The Chronicle called “The Adjunct Track.” Interestingly, unlike Piss Poor Prof, Jill Carroll encouraged her adjunct readers that the time saved by following her handy tips could be used to squeeze in time to research and write.

     Jill never did find that tenure-line job she talked to me about when we spoke, and she left teaching. To add further irony to what happens to adjuncts who leave academe, all of the links to her columns printed in The Chronicle of Higher Education go to a page with a message that reads: “Page Not Found.” The titles of Jill Carroll’s pieces, however, should give you a good idea about what her message was:

     “Avoiding Adjunct Burnout”

    “Don’t Go the Extra Mile, Except . . .”

    How to Be One of the Gang When You’re Not

    “Being a Professional in an Unprofessional Climate” (my favorite).

     Carroll wrote that one could make a living wage as an adjunct by teaching a large number of courses each semester; Piss Poor Prof suggests the same thing. The latter adds the twist of making use of technology, such as online grading programs and course web sites, in order to be able to burn through, say, 250 assignments that need grading. I actually think the organizational suggestions made by Piss Poor Prof and Jill Carroll border on the brilliant. For instance, Piss Poor Prof suggests accepting papers only in electronic format and then grading them in electronic format, as well. It’s a new world, Goldie. The days of sitting down over a mountain of essays with your favorite fountain pen has gone the way of arranged marriages in Anatevka.

     Much as I like and admire the moxie of Jill Carroll and Piss Poor Prof, I am stopped by student retention. I can’t get past my belief that it’s impossible to teach 10 courses in a single semester as well as teaching a total of two or three courses. Put another way, simply because someone devises a strategy to squeeze in 10 courses in a semester doesn’t mean it should be done. In fact, I am of the opinion that college administrators’ blithe ignorance about the teaching loads of the non-tenured faculty whom they employ borders on the criminal. Airlines have to document pilot readiness, and the FAA says pilots of large aircraft cannot fly more than 100 hours per month. Shouldn’t colleges be required to vouch for their faculty readiness?

     You might say that my analogy is flawed: crashing an aircraft with 200 people aboard is very different than teaching 10 courses with 200 students enrolled and losing the certain percentage of them who drop out. College drop-outs don’t drop dead, right? Wrong. Lack of an undergraduate degree condemns one to a lower socio-economic class, statistically. Drop-outs face lower lifetime earnings prospects coupled with whatever debt ($11,000 per year, on average) they’ve accumulated during their college “experience.” Finally, college graduates enjoy better long-term health and, as a result,  a longer life expectancy, according to a 2008 piece written by Phil Rockrohr for the Chicago Booth School of Business (http://www.chicagobooth.edu/news/2008-05-14_beckerbrownbag.aspx).

    Losing a student is serious business. That’s why oodles of college administrators get paid six-figure salaries to fret about student retention at higher education conferences held in winter in such dismal locales as San Diego and Phoenix. Is there a way we can fret a little less about how to retain low-income and minority students, whom studies tell us need mentoring and individual attention from faculty in order to thrive? Should we do another study? Get a grant for a mentoring program? Give tenured faculty release time to advise? Sure. And while we’re at it, we might think also staff courses with non-tenured faculty whose total teaching load is (gasp) equal to that of the tenure-line faculty on campus, and pay them (gasp) pro-rata salaries and benefits so that they’re not forced to be “entrepreneurs” or piss poor adjuncts.

     

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  • The session presentation was titled “Optimizing the Use of Part-Time Faculty.” Titles like this make me queasy, because “optimizing” people generally goes well for those doing the optimizing and badly for those who find themselves “optimized.” I was at the NISOD conference in Austin, Texas. It’s the first time I’ve attended (well, exhibited, actually), and can tell part time faculty reading this blog that few disciplinary conferences offer the quality of the sessions at NISOD. Add to this the number of presentations that focused on part-time faculty (including the one above), and, well, I encourage you to attend.

    Back to the “optimization” of part-time faculty as envisioned by Dr. Jim Hammons, Professor and Program Coordinator in the Higher Education Leadership Program at the University of Arkansas. Unlike the sparsely-attended presentations at CCCCs and MLA that deal with part-time faculty management, Hammons’s room was jammed with about 50 people—program directors, Department Chairs, deans, provosts and college presidents. Hammons told me he’d given a similar presentation the year before that had drawn 100 people. NISOD had invited him back for an encore presentation.

    Hammons, a fan of the Socratic method, questioned his audience: Who were they? For how many part time faculty were they responsible? At one point, as he spoke about best practices in hiring, he asked a simple question: “How many of you check references of part time faculty applicants?” In a room of 50, five hands went up. Hammons was non-plussed, but I was stunned. Hammons explained that many a disappointing hire could be avoided by simply checking references. Well, duh! You can’t get hired to sling coffee at Dunkin’ Donuts without having your references checked, but evidently you can find a post at your local college teaching astrophysics part time without having a prior employer vouch for your ability to teach how one calculates the luminosity of a star.

    Granted, the statistical sampling of employers referred to above was in no way scientific. Be that as it may, I think Dr. Hammons may have stumbled on one reason why the “quality” of part time faculty suffers, and turnover is problematic at some schools. Hiring processes directly impact the quality of hires, and as a rule in higher education part time faculty are hired using less than optimal practices. Perhaps, then, recent studies concerning the “problems” associated with the overuse of faculty off the tenure-track are less about the faculty studied, and more about the unstudied hiring practices of the institutions.

    So while national education unions employ academic researchers to document the impact part time faculty have on higher education, and while those same higher education unions call for the use of fewer part time faculty in order to improve the quality of higher education, perhaps the answer has been staring us all in face all along: drastically retool and improve hiring practices when filling positions off the tenure-track. By doing so, if Dr. Hammons’s experience is any marker, we’d solve many of the “problems” for which faculty off the tenure-track are routinely blamed.

    I’ve actually thought for many years that higher education unions ought to have pursued the bargaining strategy of, say, requiring all hires off the tenure-track to have terminal degrees, or requiring those same hires to be put through most of the same rigorous procedures and standards used when hiring on the tenure-track. In other words, I think education unions should concern themselves with the qualifications and quality of their members when negotiating hiring and rehiring terms. To have bargained, instead, for retention based on seniority has been a monumental failure for part-time faculty—these bargaining strategies, after all, were crafted for the 1930s assembly-line worker at the Rouge Plant. At the moment, thanks to this outmoded strategy, unionized part timers in Washington, California and Oregon are bearing the brunt of forced layoffs. Easy come. Easy go.

    As for Dr. Hammons’s workshop, he outlined best practices for part time faculty hiring that include a multi-step hiring procedure, comprehensive orientation of part-time faculty, written job descriptions, evaluation, as well as mandatory professional development programs. If this sounds radical, well, it’s not. As Dr. Hammons pointed out, it’s how most large corporations in our country find, train and retain all of their employees—both full and part time.

     

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