Adjunct Faculty Needed for Study on Food Insecurity

Recently, I was contacted about a research study Dr. Emily Heying, College of Saint Benedict/St. John’s University, is conducting on food insecurity on college campuses, especially among adjuncts and students. For decades, a key part of the dismantling of higher education, which has been escalating lately, has been the transformation of faculty from vast majority tenure-track status to vast majority “precariat’ status. Massive debt burden, food and housing insecurity, health insecurity, along with diminishing career expectations, all have been common experiences among adjuncts.

And although I am restrained in my expectations, with a First Lady who knows what a community college looks like from the inside, and other tantalizing possibilities, we might be on the cusp of changes that could have profound impact on the lives of 75% of college faculty. This is a good moment for a new study on the lives of adjuncts.

Please consider participating in this study by taking the brief survey. I did.

Adjunct faculty and staff are needed for a research study on food insecurity. The study consists of completing a 10 min. anonymous survey and is open to higher education staff and faculty in the US over 18 years old. You’ll be asked about your own food access, perceptions of campus food security among students, demographics, and nature of employment.   Upon survey completion, you can provide your email in a separate form to enter a drawing for one of two $25 VISA gift cards.   Link: https://forms.gle/JFspgu5Ta4EUoPjs9

Thank you!

Dr. Emily Heying (eheying@csbsju.edu)  and Dr. Zubaida Qamar (qz@sfsu.edu)

*This research study has received exempt status from the Institutional Review Board’s at both SFSU and CSB/SJU.

An Adjunct’s Truth

The following post is one I received from an adjunct, who, as you will read here, is facing the very issues that this year’s Campus Equity Week campaign has been pointing out. She chooses to remain anonymous, and we respect her wishes.

#classcanceled

Campus Equity Week 2020

I am an adjunct counselor at two community colleges. At one of my community colleges where I have been for seven years and have “seniority,” my hours per week have been slashed from 25 to 18 to 14 and now to 7. I usually find out my hours for the semester the Friday before the Monday start date. 


This last cut, given with mere days notice, caused me to have to move to a smaller apartment immediately as I could no longer pay my rent. I also can no longer make my ACA payment of 729.00 per month. At this point, I am housing and food insecure, as well as worried about lack of healthcare. 
I feel that I am one interview away from the respect that I deserve as a faculty member. Going from part – time to full- time would change my world, and yet I know the odds are against it. 


I often wonder why the full-time tenured faculty who are in a privileged and untouchable position, don’t reach out to help us in any way. Do they not remember what it was like to be an adjunct, or is it that they just don’t care?


For me, how adjuncts are treated by our respective institutions is unethical and immoral. They say they are concerned with equality and equity, but I remain unconvinced. 

CFT 2020 Campus Equity Week Campaign

Posted for the AFT-Adjunct Contingent Caucus:

#classcanceled

Dear Adjunct Faculty or Friends of Adjunct/Contingent Faculty,

In honor of Campus Equity Week, and to raise awareness about the social injustice adjunct/contingent faculty face every day, the California Federation of Teachers Part-time Committee is asking everyone to adopt the hashtag #classcanceled. 

Classes get canceled for a variety of reasons like 

  • budget cuts 
  • low enrollment
  • seniority and bumping rights, at the beginning of the semester. 

Sometimes Adjunct faculty have to cancel a class for the day because professors 

  • Get sick
  • Run into car accidents, or 
  • other personal emergencies. 

COVID-19 has made life challenging for all, but especially for adjunct faculty and their teaching and working conditions. Adjunct faculty are the first to 

  • Lose classes
  • Lose their income
  • Spend money out of pocket for teaching supplies and equipment to teach remotely
  • Pay for their own healthcare/health insurance or neglect their health because they cannot afford it
  • Fall into poverty
  • Fall homeless

Higher education in California and across the country has failed our adjunct professors. Classes are getting canceled. Higher education is getting canceled. If faculty cannot get healthcare during a covid-19 worldwide crisis, when can they achieve healthcare? How can one of the richest countries in the world look the other way, while faculty are not covered. How can California not provide their most fundamental workers, faculty, who teach the next generation of students, with one of the most basic, fundamental human rights, access and coverage for healthcare. 

To raise awareness for these issues we ask that members change their Facebook Frame to the Campus Equity Week Frame. To do this go click to edit your profile picture. One of the options will be “Add Frame”. Once you click add frame a search bar will come up. Search for “Campus Equity Week” and the frame with the red circle that says “Equity for Adjunct Faculty” is the one you want to click on. You can set it to only stay for a week, so after CEW the frame will be removed from your photo.

We also ask that members and locals share their adjunct stories to their social media platforms (Facebook, Instagram, and Twitter) using the hashtag #classcanceled. If a member wants to share their story but remain anonymous have them send a private message or email to your local and share the story to your feed without using their name or other identifying markers. Retweet and repost your members’ stories on your feed (but always ask permission first if their pages are private) as well as other stories of members not in your local if you come across them on your feed. You can send stories to Geoff Johnson at aftadjunctcontingent@gmail.com to share on the AFT-ACC (AFT Adjunct/Contingent Caucus) website and the blog “Adjunct Crisis.” 

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A Short Reading List on the Adjunct Crisis

Here is a short but great list of sources from the Longreads web site each of which takes a deep look at the adjunct crisis faced by higher education. Adjunctification, the normalization of the practice of hiring college professors part-time to teach courses, has been with us decades now, but has worsened every year since sometime in the late 1970’s or so to become the defining but still largely marginalized issue in higher education today.

As it turns out, we potentially (hopefully!) will have an adjunct (although not one whose experience as such, as far as I can tell but certainly not since she has been married to Joe Biden, resembles that of the typical adjunct), Dr. Jill Biden, as first lady of the United States. We have written her a letter. In a recent AFT roundtable, the “Good Adjunct” himself, president of the AFT-ACC, the indefatigable Geoff Johnson posed a question to her about the adjunct crisis. She responded that she would “have to look into it.” Not a response that indicates she is in the trenches, financially speaking, that most adjuncts are in, nor that she is aware of the crisis of adjunctification and how it is at the core of devaluation of higher education.

But, once she “looks into it….”

Adjuncts: Watch this Video and Share It

In this episode of “The Patriot Act,”f Hassan Minhaj does a great job of getting at the real state of college today, from what’s real value is, to why it’s so expensive, and to why students are getting ripped off via adjunctification and corporatism. Essential viewing. Click on the link below:

“Is College Still Worth It?”

 

 

AFT-ACC Statement on the Need for Contingent Faculty Relief and the Extension of Unemployment Benefits

The numbers are alarming. The US Department of Labor has reported that in just over three months 44 million people, or approximately 28 percent of the US workforce, have filed for unemployment.  In addition, according to the National Multifamily Housing Council, over 10% of apartment households have yet to pay their rent in spite of receiving benefits from the CARES Act provisions, which expire at the end of July.

This is an American problem, but moreover, it is a catastrophe for America’s contingent, or “at-will” workers, who comprise approximately 30% of the US Labor force.  Among these workers are 1.3 million “part-time,” “adjunct,” or contingent college instructors, representing 75.5% of US faculty. These faculty, hired term-by-term on an “as needed” basis generally work with few to no benefits, and are paid, on the whole, less than half of what the full-time colleagues make. Surveys have shown that even prior to the COVID-19 Epidemic, approximately one of four of these faculty were receiving some form of government assistance.

Though having to take on the literal overnight and often uncompensated training and conversion to remote, or fully online instruction, adjunct/contingent college instructors rose to the challenge, and were able to be paid through their Spring terms. Now that the Summer has arrived, instructors at many institutions of higher learning are facing layoffs which will extend through the Fall as many students, out of either financial need, or lack of comfort with remote learning, will either put off or abandon instruction. In addition, they await an uncertain picture in the Spring of 2021.

Beyond Spring 2021 is even less certain.  The revenues collected by state and local governments to support education have sharply dropped, meaning without an influx of funding from other sources, college budgets will be sharply reduced. There will be fewer class offerings, fewer sections, and contingent instructors will lose the income that in many cases just kept them afloat.

The darkest part of this picture is that now in many states, as many adjunct/contingent faculties’ teaching assignments are considered completed, they are not eligible for unemployment benefits. Such presumption and denial is based on a false presumption that the offer of, or even the possibility of an assignment in a subsequent term represents “reasonable assurance” of future or continued employment.  The presumption is the result of a false equation between High Education and K-12 teaching.  Adjunct/Contingent faculty are not guaranteed work in the next term because their employment is based on enrollment, which unlike the K-12 system, fluctuates greatly. This longstanding practice has contributed to 30% of adjunct-contingent faculty living at or below the poverty line.

Some states, such as California, have recognized that the nature of adjunct/contingent teaching in Higher Ed means teaching from term-to-term, with no reasonable assurance of future employment, and as such, this enables these instructors and their families access to benefits which are often the one thing keeping them from absolute destitution.

The United States Department of Labor needs to recognize and acknowledge that adjunct/contingent faculty lack “reasonable assurance” of employment, as discussed in Section 3304(a)(6)(A) of the Federal Unemployment Tax Act.  In light of the COVID19 crisis, the loss, not just to these faculty and their families, but to the US Higher Education System will be incalculable and lasting. Further, America’s main vehicle for innovation, economic success, and most of all, societal equity, will be irreparably harmed.

Moreover, the existing extension of unemployment benefits from 27 to 39 weeks needs to be expanded to a full 52 weeks or a year to help adjunct-contingent faculty, adjunct/contingent workers and the unemployed as a whole. Only with the security to pay for food, rent, utilities, and basic living expenses can Americans move ahead.

In closing, this is not an issue or an impending crisis to be addressed later—the time is now. The expiration of CARES Act provisions is but weeks away. The devastation of the COVID19 need not be further amplified by inaction.

The American Federation of Teachers Adjunct/Contingent Faculty Caucus

Geoff Johnson President                                   William Lipkin             Vice President

Linda Chan      Secretary                                    Leonard Winogora     Treasurer

Cherie Kipple     Communications Officer

Arnie Schoenberg      Organizing Officer

Arnold Korotkin        Member at Large: 4-year Colleges

Linda Sneed                Member at Large: 2-year Colleges

Nancy Merrill-Walsh   Member at Large: Eastern Half

AFT-ACC Statement Regarding the COVID-19 Outbreak

While we are in the early stages of this pandemic, it is abundantly clear that the COVID-19 outbreak has already created the greatest disruption in American Higher Education history, with campuses nationwide being shuttered, and faculty, students and staff being forced to, with minimal preparation and support, work and learn remotely. The rapid spread of the virus, and the need to, for lack of a better word, “manage” its transmission, have forced administrators and public policymakers to make quick and tough decisions which will have both an immediate and lasting impact.

More than simply being educational providers, colleges, universities, and other institutions of higher learning play a vital and irreplaceable role in the success, prosperity and growth of their respective communities and the country as a whole. The ability of these institutions to fulfill their mission requires the coordinated cooperation and involvement of students, staff, and faculty.

Of these faculty, a significant proportion, and in many institutions, the majority, work on an “as needed,” or contingent basis, and in addition to receiving lesser pay, benefits, and job security, are given less institutional support or voice in the shared governance of their respective institutions.

Now, in what is clearly an unprecedented crisis, the vast bulk of higher education instruction is being moved to “remote” learning or online platforms, with little to no time for preparation or training.

Classes transitioned to a remote format are not a substitute for face-to-face instruction and do not equate to face-to-face instruction. Such classes are a mechanism to provide instruction given the current COVID-19 crisis and take preventative measures to ensure social distancing and to minimize the outbreak.

In light of the above, to empower these faculty to fulfill their mission in the face of the COVID-19 outbreak, it is essential they:

1) Receive full pay for their current assignments and ancillary activities, whether their coursework or duties have been moved to a remote or online format, or cancelled as a result of the COVID-19 outbreak.

2) Not lose or see reductions in benefits due to the aforementioned change in assignments or duties as a result of COVID-19 outbreak.

3) Not be forced to use up sick leave as a result of the institution’s response to the COVID-19 outbreak, including faculty subject to quarantine, whether voluntary or involuntary, as a result of exposure.

4) Be given the sole discretion, as faculty, to determine how their instructional and/or non-instructional workload can be completed remotely.

5) Be compensated for additional training needed for the transition of classes to a remote format.

6) Be, when lacking the proper tools to provide online education, loaned tools by their respective institutions for no charge.

7) Not be subject to evaluations that could potentially be used for punitive actions including, but not limited to termination or a denial of future teaching assignments. They should be cancelled for the length of the outbreak.

8) Be able to retain their rehire status in the event of class or assignment cancellation caused by the COVID-19 crisis.

9) Be able to retain their rights to their own intellectual property, either created for, or moved online to provide remote or online teaching in response to the COVID-19 crisis.

10) Be included in decision-making processes regarding curriculum, the delivery of instruction, and their respective institutions’ shared governance process.

11) Be made eligible for unemployment compensation as a result of job loss or underemployment due to the COVID-19 crisis.

Further, to protect these faculty who may still be teaching face-to-face courses, or providing instruction in a healthcare setting, it is essential that their institutions put in place proper safeguards to ensure they and their students’ safety.

Finally, it should not be lost upon these institutions, their administrators, or public policymakers that the precarity of all higher education faculty working as adjuncts or contingents, including graduate students and non-tenure track faculty, that COVID-19 has only exacerbated an intolerable and unsustainable model for the continued success of higher education. It is therefore incumbent that as the COVID-19 crisis abates, that concerted effort one again be taken up to address the inequities of pay, job security, lack of benefits, institutional support, and inclusion these faculty face.

The post COVID-19 success, prosperity, and growth of our respective communities and country depend upon it.

The AFTACC Executive Committee

Geoff Johnson, President                             William Lipkin, Vice President

Leonard Winogora, Treasurer                   Arnie Schoenberg, Organizing Chair

Arnold Korotkin, Member-at-Large          David Albert, Member-at-Large

 

 

New Jersey Passes Contingent Faculty Bill of Rights

Great news from the state of New Jersey.

Filed passed, filed with the New Jersey Secretary of state as of January 13th, 2020, New Jersey bill NJ SCR185 (Urges New Jersey institutions of higher education to take action on ensuring rights for contingent faculty), provides a sort of Contingent faculty Bill of Rights calling for the right of contingent faculty to have:

  • Equal pay for equal work
  • The same academic freedoms provided to tenured faculty
  • Professional support such as office accommodations and technical support and supplies
  • An orientation to the institution and department, or a comprehensive handbook specifying the duties and rights of contingent faculty at the institution
  • Be included in the shared governance of the institution, and to hold voting rights
  • Be included in department meetings and events
  • Professional development opportunities
  • Attend appropriate academic conferences without penalty
  • Audit tuition-free classes at the institution, when space permits
  • Access unemployment benefits

Now it should be incumbent upon those of us outside the state of New Jersey to get our respective legislatures to adopt this language.

Below is the full text of the bill with line numbers edited out.

A CONCURRENT RESOLUTION Urging Institutions of Higher Education in the State to Take Action on Ensuring Rights for Contingent Faculty.

WHEREAS, Institutions of higher education have become increasingly reliant on contingent faculty, which include both part- and full-time non-tenure-track appointments. This includes positions that may be classified by the institution as adjunct professors, part-time lecturers, and non-tenured faculty; and

WHEREAS, Contingent faculty are professionals who hold a minimum of a master’s degree, with many having acquired the terminal degree in their field and years of valuable academic and professional experience; and

WHEREAS, Contingent faculty now account for over 70 percent of all instructional staff appointments in American higher education. The excessive use of, and inadequate compensation and professional support for, faculty in contingent positions exploits these colleagues; and

WHEREAS, Many institutions have invested heavily in facilities and technology while cutting instructional spending; and

WHEREAS, Contingent faculty are typically excluded from curricular and department planning, even though the knowledge they have of their students would benefit these objectives; and

WHEREAS, Although contingent faculty are both qualified and dedicated, faculty who are teaching in these positions are hobbled in the performance of their duties by a lack of professional treatment and support. Many lack access to such basics as offices, computer support, and photocopying services, and they typically receive little or no evaluation, mentoring, or professional development opportunities; now, therefore;

BE IT RESOLVED by the General Assembly of the State of New Jersey (the Senate concurring):

The Legislature recognizes the need for and urges each institution of higher education in the State to take action on ensuring certain rights for contingent faculty including the right of contingent faculty to:

  • Equal pay for equal work
  • The same academic freedoms provided to tenured faculty
  • Professional support such as office accommodations and technical support and supplies
  • An orientation to the institution and department, or a comprehensive handbook specifying the duties and rights of contingent faculty at the institution
  • Be included in the shared governance of the institution, and to hold voting rights
  • Be included in department meetings and events
  • Professional development opportunities
  • Attend appropriate academic conferences without penalty
  • Audit tuition-free classes at the institution, when space permits
  • Access unemployment benefits

Copies of this resolution, as filed with the Secretary of State, shall be transmitted by the Clerk of the General Assembly to the Secretary of Higher Education and to the president and governing board of each institution of higher education in the State.

STATEMENT

This concurrent resolution recognizes the need for and urges each institution of higher education in the State to take action on ensuring certain rights for contingent faculty including the right of contingent faculty to: equal pay for equal work; the same academic freedoms provided to tenured faculty; professional support such as office accommodations and technical support and supplies; an orientation to the institution and department, or a comprehensive handbook specifying the duties and rights of contingent faculty at the institution; be included in the shared governance of the institution, and to hold voting rights; be included in department meetings and events; professional development opportunities; attend appropriate academic conferences without penalty; audit tuition-free classes at the institution, when space permits; and access unemployment benefits.

California Adjuncts (and Their Supporters), Help Yourselves: Send Governor Newsom a Letter

Hi All:

Below the sign out of this post, is a letter Adjunct Crisis is asking you to print out and send to Governor Newsom to the address listed on the letter.  It calls for 150 million dollars to set set aside from the existing Education budget for:

  1. More full time positions
  2. More money for paid part-time office hours
  3. Equity pay

The sum is based off of projections of what we estimate, in working with our AFT lobbyist, the state of California has.  We’ve been doing this since 2014, and each year, it has gotten more money for at least one of the three items.  This is direct action, and one even a harried adjunct going between multiple classes can do.

So what are you waiting for?  Print it out, fill it out, and send it.

Geoff Johnson

AFT-ACC President

 

Governor, State of California

State Capitol, First Floor

Sacramento, CA 95814

RE: Part-time Community College Faculty

Dear Governor Newsom:

The efforts of yourself and the state legislature over the past year have demonstrated a strong desire for creating equity and opportunity in Higher Education for California’s lowest income families. Beside the improvements that need to be made to enable the students to have greater access to financial aid programs, and that public education funding needs to meet current and future costs, there remains the issue of adequate support for the faculty who directly provide.

As of Fall 2018, approximately 69% of California Community College instructors were employed “temporary” academics, or adjuncts, who were responsible for teaching 45% of instruction, according to the CCC Chancellor’s office.

These are instructors who are mostly paid only for their classroom time, at wages that are only a fraction of what the full-time counterparts make.  In addition, they with few exceptions have limited or no health benefits, and are hired on an at-will basis, with often limited rehire rights. Many suffer financial hardship, and often to rise above it, they are require to take on teaching assignments in multiple districts, and often have teaching loads in excess of their full-time counterparts.

These working conditions clearly impact adjunct instructor effectiveness, limiting the time they can either interact with their students, or connect with the curriculum, mission, and learning culture of their respective campuses.

Equally significant is that in higher proportions that their full-time colleagues, these adjuncts are people of color, immigrants, and women. Presently, 73% of California Community College s students are students of color, immigrants, or both.

A true commitment to equity and opportunity on California Community College Campuses means supporting these adjunct faculty so that they can better support their students. To do so, I ask you set aside $150 million dollars for:

  1. The conversion of part-time faculty to full-time, tenure track positions, following the recommendations of the Faculty and Staff Diversity Task Force.
  2. The state part-time office hours fund.
  3. Equity pay.

To push for true equity and opportunity, more than words are required.  Serious funding concerted and action is necessary.

Sincerely,

 

NAME (Print) ____________________________ CITY& ZIP: _____________________

ADDRESS:____________________________________________________________

 

 

Letter to Jill Biden

Recently Sandra Baringer, one of American Federation of Teachers Adjunct Contingent Caucus’s members with UC-AFT, had a chance to deliver the letter below to Jill Biden, Joe Biden’s wife, and notably a former adjunct and now full-time instructor at Northern Virginia Community College.  Because of both her work experience as well as her obvious connection to the 2020 Presidential Campaign, we have approached her to make her aware of the contingent struggle and ask for her to advocate for change.

Expect that we will raise the issue to all and any other major presidential candidates during the 2020 campaign.  We will be heard. #adjunctlife #campusequitynow.

Geoff Johnson President, AFT-ACC

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Here’s the Letter:

Jill Biden, Ed.D.

Professor of English and Reading

Alexandria Campus, Northern Virginia Community College

Re: Contingent Faculty and Student Success 

Dear Dr. Biden:

As a fellow community college English professor, I salute you in doing the hard work of teaching in an environment where the work we do, among some of the most diverse, yet economically and educationally challenged students, can have the greatest impact.  I’m sure that for you, as it is for me, a labor of love.

I’m reaching out to you now, in this time of challenge, and with a presidential campaign at hand, to speak of a significant challenge to the US Higher Education system and its main objective of student success.

According to the AAUP, approximately 73% of American College educators are off the tenure track.  As a former adjunct yourself, you are aware that with few exceptions, they are paid significantly less than their full-time counterparts, and lack the job security of tenure, as well as health and retirement benefits.

In fact, to simply say this is an understatement.  In a recent nationwide survey of 3,076 contingent faculty conducted by the American Federation of Teachers, the following statistics were revealed:

  • 64% of contingent faculty make less than 50,000 dollars a year, and 31% report making less than 25,000 dollars a year, placing them below federal poverty guidelines for a family of four.
  • 40% of contingent households struggle regularly, or during Summer and Winter breaks, to pay the bills. 26% are at some level of food insecurity.
  • 70% of contingent faculty are hired term by term, and most were notified of their employment in any term less than two months before its start. 65% of contingent faculty have worked at their respective institutions for 10 or more years.
  • Only 43% of contingent faculty receive some form of health insurance from their employer. This has led to 18% postponing care, 12% cutting pills in half.  Close to 45% put off seeing a doctor, and over 65% have foregone dental care.
  • 38% of contingents, many of whom do not pay into or receive social security, have no idea how they will retire.

These are all academics who believed in the promise of education, have made personal sacrifices, as have their families, and go into the classroom to instruct and show the potential of that promise. Consider that as we have placed primacy on student learning conditions, it only stands to reason that the poor working conditions of these faculty limits their potential to set the proper working conditions these students deserve.

To do the proper thing by these faculty and their students, we ask that you support:

  • The efforts of college faculty locals to negotiate pro-rata pay (i.e. equal pay for equal work).
  • Key provisions of the “AFT Recommendations for the Higher Education Act Reauthorization,” namely those concerning the overuse and poor working conditions of “temporary” contingent faculty, and the cancelling of existing student debt, which severely affects contingent faculty.
  • A repeal of the WEP, or Windfall Elimination Provision from Social Security, which reduces the social security benefits of contingents receiving meagre and often inadequate state or local pensions.

Additionally, I ask that you encourage your husband, Vice President Joe Biden, to speak to these issues within the context of the current presidential campaign in hopes of creating larger awareness of the issue.  Further, should he achieve the presidency, I ask you encourage him to work towards a change in contingent academic working conditions that these faculty and their families need, which will in turn create the learning conditions American Higher Ed students deserve.

In solidarity,

Geoffery Johnson

President

mixinminao@gmail.com