Rainy Adjunct Action Day/NAWD at Mesa College 2018

In the interest of coordination with other protest events, our humble but serious Adjunct Action Day NAWD took place today. A last minute change was the accommodation of the national school walkout to protest gun violence in schools, which conflicted with our planned protest. We altered our start time to 10:20 from 10:00. Of course, we addressed gun violence. Also addressed, in several short speeches, including comments by, among others, me, Geoff, Jesus Gaytan, and one of our supportive board members, Peter Zschiesche, were taxing the richest to pay for free community college, appealing to the governor to increase adjunct office hour pay, the injustice being perpetrated on DACA students, and ending adjunctification by hiring all or most of the 87% adjunct faculty at Mesa College, a quick and efficient solution, into full-time positions, paid for by a tax on, you guessed it, the richest’s ill-gotten gains.

In my brief time at the mic, I asked why it’s acceptable for employees at community colleges to work a career (18 years, so far, in my case) with part-time status, when this is still frowned upon in most other areas of employment. Yes, I know the neoliberal agenda is unfolding, full speed ahead, and the gig economy is growing by leaps and bounds. But I protest, nevertheless.

Here, on a rainy day in San Diego, Geoff Johnson is introducing our speakers.

I know there is no rain in the picture. But, a rainy day it was, in the desert.

We did have a heckler, bag full of alternative facts, who kept trying to hijack our comments by asking, trying to talk over the responses, why rich people should be taxed or should have to pay for things for other people, like it was an undue burden on them. My answer was, “because they have all the money!” He offered choice alternative facts on gun control and on undocumented people as well. Although offered “better” facts, he rejected them and insisted that, for instance, background checks for gun purchases were already extraordinarily rigorous. He had other “facts,” all of which were shot down.

My comments did not bother him until I openly pondered, akin to the petition, which we touted also,  to have free community college paid for by a dedicated estate tax on property valued at $3.5 million put on the people’s ballot in California, why not have a ballot measure to hire long-time adjuncts into full-time positions paid for in a similar way with some kind of tax on billionaires? It was this inquiry that got him started on the “why should rich people pay for anything?” line. He sparred a little bit with every speaker.

And so there you have it, short but sweet.

Resist!

Peace, Love, and worker solidarity!

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Protect Adjunct Jobs and Working Conditions: Tell the Governor to Spend Money on Adjuncts, Not an Online College

Below are two letters concerning Governor Brown’s plan to set aside 120 million dollars for the Community College Chancellor to create a fully online California community college separate from the 112 colleges, all already offering online instruction.

The reasons this is a BAD idea are many, but just know this:

  1. This college would compete with the online courses presently available at other colleges, which would damage enrollment at your school and sending you looking for more work.
  2. This college would hire mostly adjuncts from all over the world, not just the US, and from many places where the wages are low here might be quite high to them elsewhere.
  3. It would have, and these are the words of the Chancellor who would administer it, “meet and confer” status, meaning no real collective bargaining, no union protections, and likely crap wages.

The first is the letter I wrote for Southwestern College.  Below that is a template for the letter you need to write for your college.  To make each letter unique, enter the college you’re teaching at in the first open blank on the template,, and in the second blank, the percentage of classes taught online at your college.

Such information is public knowledge and can be gotten from your college’s office of Institutional Effectiveness. Copy, paste, edit, print out, send:

Here’s the Sample Southwestern Letter, followed by the template you should work from:

Governor Edmund G. Brown

℅ State Capitol, Suite 1173

Sacramento, CA

 

Governor Brown:

In your recent budget summary, and specifically before leading into your discussion of this year’s education budget, you spoke of “moving government closer to the people.”  This in fact has been the impetus of your “Local Control Funding Formula,” or LCFF, designed to direct money to those districts or regions of the state where it is most needed.

While this desire to improve California’s workforce to reach its often most marginalized and disadvantaged population is laudable, your proposal to meet this need via the creation of a California Online Community College, though well-intended, is a step in the wrong direction.

Presently, online education is already widely available throughout California’s 72 Community College Districts and 114 Colleges.  At Southwestern College in Chula Vista, for example, 10.5% of instruction is currently provided fully online, by trained and certified online instructors.  These schools also already provide online counseling and 24-hour asynchronous tutoring.  Community Colleges can already meet the needs of students who cannot attend a traditional campus because of work or other considerations.  At the same time, unlike a fully online academy, students have the option of going to a physical location to have their needs served, such as counseling, tutoring, and health services.

The Online California College is aimed at a particular population of adults who face challenges that will not allow them to attend traditional college such as distance to the nearest college, work schedules or physical limitations that force them to stay home.  Many of these potential students may lack the learning skills and efficacy for formal learning.  For these students, there may the need before or even while taking an online course for more personal, face-to-face attention, or hands on instruction.  Online learning in general requires a high degree of self-discipline and focus, and support to bring such students to this point can be and is provided by existing community colleges.  In this regard, a fully online college cannot solve the problems nor meet the needs of these students.

The creation of an Online California College separate of the existing community colleges will only serve to decrease their enrollment, leading to potential class and program cancellations at these colleges, and in addition, causing many of the most economically at risk educators in the state, adjuncts and classified staff, to lose their jobs.  It is quite likely that with a fully online academy that many teachers will no longer be California residents, or even US residents, and without union protections, will likely be paid less with limited or no benefits. Presently, one in four adjuncts nationwide is on some form of assistance, and increasing the numbers of these adjuncts seeking assistance adds to the problem of poverty in the state.

Rather than spending 120 million dollars on an Online College that creates redundancy and will hurt students, teachers, and their respective communities, this same money would better spent by increasing the number of full-time instructors, including those who are qualified to teach online. Furthermore, increasing both the pay of adjunct or part-time instructors to a more equitable level would allow them to reduce their teaching loads and better serve students, especially those who are teaching online.  Finally, increasing funding for paid part-time instructor office hours, which can be and are currently provided virtually by online instructors, will improve student retention and completion, as a number of studies have shown.

Governor Brown, your desire for a better California is shared, but let us achieve it by properly funding the good work community colleges have the greater potential to do.

 

Name (Please Print):__________________________

Address:___________________________________

___________________________________

Signature:__________________________________

Date:______________________________________

 

Here is the template you should download and use:

Governor Edmund G. Brown

℅ State Capitol, Suite 1173

Sacramento, CA 95814

 

Governor Brown:

In your recent budget summary, and specifically before leading into your discussion of this year’s education budget, you spoke of “moving government closer to the people.”  This in fact has been the impetus of your “Local Control Funding Formula,” or LCFF, designed to direct money to those districts or regions of the state where it is most needed.

While this desire to improve California’s workforce to reach its often most marginalized and disadvantaged population is laudable, your proposal to meet this need via the creation of a California Online Community College, though well-intended, is a step in the wrong direction.

Presently, online education is already widely available throughout California’s 72 Community College Districts and 114 Colleges.  At     [your]    College in  [your city], for example,  [?]  % of instruction is currently provided fully online, by trained and certified online instructors.  These schools also already provide online counseling and 24-hour asynchronous tutoring.  Community Colleges can already meet the needs of students who cannot attend a traditional campus because of work or other considerations.  Unlike a fully online academy, students have the option of going to a physical location to have their needs served, such as counseling, tutoring, and health services.

The Online California College is aimed at a particular population of adults who face challenges that will not allow them to attend traditional college, such as distance to the nearest college, work schedules, or physical limitations that force them to stay home.  Many of these potential students may lack the learning skills and efficacy for formal learning.  For these students then, there may the need before or even while taking an online course for more personal, face-to-face attention, or hands on instruction.  Online learning in general requires a high degree of self-discipline and focus, and support to bring such students to this point can be and is provided by existing community colleges.  In this regard, a fully online college cannot solve the problem nor meets the needs of these students.

The creation of an Online California College separate of the existing community colleges will only serve to decrease their enrollment, leading to potential class and program cancellations at these colleges, and in addition, causing many of the most economically at risk educators in the state, adjuncts and classified staff, to lose their jobs.  It is quite likely that with a fully online academy that many teachers will no longer be California residents, or even US residents, and without union protections, will likely be paid less with limited or no benefits. Presently, one in four adjuncts nationwide is on some form of assistance, and increasing the numbers of these adjuncts seeking assistance adds to the problem of poverty in the state.

Rather than spending 120 million dollars on an Online College that creates redundancy and will hurt students, teachers, and their respective communities, this same money would better spent by increasing the number of full-time instructors, including those who are qualified to teach online.  Furthermore, increasing both the pay of adjunct or part-time instructors to a more equitable level would allow them to reduce their teaching loads and better serve students, especially those who are teaching online.  Finally, increasing funding for paid part-time instructor office hours, which can be and are currently provided virtually by online instructors, will improve student retention and completion, as a number of studies have shown.

Governor Brown, your desire for a better California is shared, but let us achieve it by properly funding the good work community colleges have the greater potential to do.

Sincerely,

Name (Please Print): __________________________

Address:____________________________________

____________________________________

Signature:___________________________________

Date:_______________________________________

Fighting for Paid Part-Time Office Hours: Get Your Letter Templates Here and Give Governor Brown Your Thoughts

Good Adjuncts:

This is a letter to the governor asking for more categorical funding for office hours.  Last year, as a result much effort by many, including a letter campaign similar to this one, we were able to get a 70% increase to the State Part-time Office Hours Fund.  This is still a drop in the bucket to what is needed, because the state only matches 10% of what local districts pay out for office hours.  For this reason, the pay is low, and hours are limited, and that’s if a district actually has a paid office hours program.

We need more money, and this is the letter for it. It’s similar to the letter put out as a part of Campus Equity Week last Fall, but it’s been “freshened up,” and is this time not directed to the Director of Finance, but to the governor himself.  Copy the letter, paste it, make any changes you want, print it, sign it and send it, or better yet print it, make hundreds or thousands of copies, give them to everyone you know, collect them, and send them.

If you want me to send you this letter as a microsoft word attachment, please email me at mixinminao@gmail.com

By the way,  print is better than email.

Let’s get it done

Geoff Johnson

Here’s the letter:

Governor Edmund G. Brown

℅ State Capitol, State 1173

Sacramento, CA 95814

Dear Governor Brown:

In your most recent budget summary, you have made it clear that you take a concerted interest in the achievement of student success.

One of the most significant components in the achievement of student success is a meaningful and productive student-teacher interaction and it is not limited to what happens in a classroom.  These interactions often require students and teachers to meet outside the classroom to discuss student issues that at times may not be just curriculum but other educational matters that are necessary for providing direction and ultimately leading to student success.

It has been found in repeated studies that this outside-the-classroom student interaction is often one of the most critical factors in helping the most at risk and challenged students to succeed. A teacher needs to be more than just a classroom facilitator for the student to succeed.

It then is highly ironic to know that at California Community Colleges approximately 70% of faculty are temporary, part-time, or adjunct instructors, who are largely paid only for their time in the classroom. In addition, because many are disproportionately paid at half the rate or less than their full-time counterparts, these adjunct instructors will often have to travel to other districts to teach, leaving them with limited time to fully interact with their students.

Some of the obvious solutions to increasing this student-teacher interaction would be to hire more full-time instructors to be in compliance with the 75-25 full-time/adjunct ratio that is mandated by AB1725, or to simply provide the funds to pay adjuncts more equitably in relation to their full-time counterparts.

A more immediate step that you and the legislature chose last year was to increase state part-time office hours by providing an additional five million dollars to the office hour fund. While this clearly was a step in the right direction, this fund only covers about 10% of the local part-time office hour funding. This lack of funding leaves many districts to choose to offer very limited office hours (for example,  2-3 hours of paid office hours for an entire semester for a 3-unit course at Southwestern College or a total of 8 hours for the entire semester at Pasadena City College regardless of the number of courses taught) or no paid office hours at all.

As evidenced, the money in the state part-time office hours program is inadequate and needs to be increased. Please consider allocating an additional 25 million dollars for the state part-time office hours program.

Empower California’s adjuncts to create the student-teacher interactions critical to student success.

Sincerely,

Name (Please Print)________________________  Signature:_____________________________

Address________________________________________________________________________`

Date_____________________________________

 

NAWD at Mesa College 2017

NAWD at San Diego Mesa College this year had an expansive theme. The college president, a board member, and the president of the academic senate all spoke to adjunctification as well as the need to protect DACA students, and resist the hate emanating from the insane clown presidency. The intrepid Geoff Johnson kicked off the event, pointing out the ongoing human cost of the exploitation of adjunct faculty, emphasizing the cost to students, that 60% of adjuncts are women, and that many adjuncts live impoverished lives. Students were engaged and informed. The fight goes on.

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Geoff Johnson, AFT Adjunct rep and vice president of AFT national Adjunct Caucus, starting off the 2017 NAWD/AAD rally at Mesa.

To Have a Real Adjunct Walkout: Not Impossible, but Work Needs to be Done

Good Adjuncts

By reading my last post, some readers may assume that I don’t believe a real adjunct walkout could or should happen.

Nothing could be further from the truth.

My point regarding Adjunct Walkout Day in my last entry was that it is both simplistic and defeatist to assume one can simply pull off a walkout without considering all that would be involved.

Unlike the Women’s marches which “benefited” from the fact that just a day earlier, the most divisive, bigoted and bombastic politician in recent memory was assuming the highest office in the land despite losing the popular vote by 2.9 million votes,  adjunct actions are limited by the fact that adjunctification is largely treated as the dirty little secret of academia, with the workforce highly marginalized, and under the constant threat of loss of employment for even minor infractions.  Further, there are so many forms of adjuntification/contingency that it can at time be that adjunct/contingent groups fighting for change can find themselves at cross purposes.

Another point to make is that the Women’s march is literally the start of a broad-based movement, which will in time face challenges from division, to marginalization, to a loss of enthusiasm, etc.

That said, the Women’s March should serve as an inspiration for adjunct to think in terms of mass action.

To achieve a mass walkout of adjuncts, even on a local scale, there must be a both a common sense of alienation coupled with an equally strong sense of moral outrage.  I think to an extent, this is there, but there isn’t this common sense of what to do.

Second, and perhaps more importantly, adjuncts are fearful of reprisals from loss of employment to punitive scheduling, to even a simple reprimand.  As so many adjuncts are effectively just “hanging on” in terms of income because these reprisals could lead to the loss of their homes, impacting not just themselves, but their families.

Further, because unions can’t legally call for or advocate strikes unless they have exhausted negotiations with a particular management group and not only declared impasse, but held a strike vote in which the majority of the membership authorized a strike, the union cannot protect workers who participate in a walkout, nor can it officially call for one.

But this doesn’t mean a walkout couldn’t happen.

Here’s when any adjunct who might be thinking of a walkout needs to read their contact carefully.

Most adjuncts have, as a part of their language, a sick leave policy granting them time away from work.  In many cases, the taking of sick leave, if for a very short period of time, does not require a doctor’s note.  This effectively means that you could leave or miss work without reprisal (with the assumption that you’re sick).

Imagine, if you will, a day in which even 50% of an adjunct teaching force suddenly got ill.

On January 11th, 2016, frustrated with the dilapidated conditions of the facilities they were teaching in school teachers in the Detroit Public System staged a sickout which garnered national attention.  This action was followed up by a sick-out in early May which ultimately resulted in pay guarantees for its teachers.

Perhaps what the adjunct/contingent nation needs to do is consider this as an option.

But saying this and doing it are two different things.  Some things to consider:

1)  There has to be buy-in: There is, at any school, or district, a dedicated core of individuals who are willing to take the risk, and after them perhaps double the number who will talk a good game, or show interest, but then not act, and often, both groups combined, at best, represent only 10% of the adjunct faculty.  To get larger participation, there needs to be either a greater sense of outrage or injustice, and perhaps more importantly, a sense that by doing the action it will actually accomplish something.

2) There needs to be a specific goal: What is the objective of a walkout going to be?  It has to be more than “see how powerful adjuncts are,” or an abstract call for “adjunct justice”.  There needs to be a clear sense of objectives that can be realized, like pressure on considering specific legislation, or certain policies.  If it’s a national sickout, then it should focus a specific national issue, like unemployment benefits, healthcare, the WEP provision, etc.  If it’s a state level sickout, it needs to be connected to a state level issue, like funding for office hours, or equity pay, but this said…

3) There need to be allies among students, politicians, and the general public:  Given the current lack of awareness among students of who or what adjunct/contingent faculty really are, and how adjunct/contingent working conditions hinder student success, there’s a considerable amount of awareness raising that needs to go on.  Personally, I’ve seen awareness and consciousness rise among students, but not enough so that there is widespread concern among student groups.  There has to come a day when you can ask students in a given class, “Do you know what an adjunct is?” and have more than 50% of the class actually know and have a strong opinion about it.  Again, this gets back to the fact that adjunct/contingent faculty by and large avoid explaining who they are to their students.  As people in the business of attacking ignorance, it’s so ironic how many adjuncts contribute to it when it comes to the fact of being adjunct.

Politicians are not much different, and in fact, a bit worse.  Since the Reagan administration, teachers have been one of America’s favorite whipping horses as to the ills of American society, and the college professor is still by and large perceived as some sort of upper-middle class elite who drives a nice sensible car and looks down on less-educated Americans.  Further, we’re “impractical,” “we don’t know the “real world.” On the other hand, when it is acknowledged that many of us are financially struggling and live with employment insecurity, we are told by these same politicians, that it’s simply the market economy (even though many of us have full and overflowing classes), or that if we don’t like it, we should just quit, as if the 50+ year-old adjunct with an advanced degree is some sort of versatile property that can pick up a job a will.  Further, this is not a Republican or Democrat thing.  In fact, some Democrats have been even worse in their embrace of the Corporatization of Public Education. They often call for “school choice,” “charter school,” or speak of free Public Higher Ed (itself a worthy goal) but not a lick about improving the working conditions of the people who deliver that education.  There are politicians who do get it, like California State Assemblyman Jose Medina, but we need to bring these people up, and some of us need to run for office ourselves.

Adjunct and Contingents, as for the general public, how many of you talk about the work and salary conditions you experience among friends and neighbors?  By the way, when was the last time you saw an adjunct represented on TV or in a movie, and moreover, was there any mention of their lack of income, job security, or how students were affected by this?  News stories on NPR, MSNBC, or the Nightly News aren’t going to be enough.  We have to create a culture and have a presence in media where by our situation is known.

4) We need full-time allies who will stand with us: An adjunct walkout can work if full-time support is there, but we need to have support that is significant.  Maybe they need to walk out with us, or stand up to administrators who will seek to sanction by simply leaving us off the schedule the following semester. It would also be nice if they weren’t afraid of us “taking over,” which is something I hear more often than I would like.  I will say this, unless a concerted effort is made to de-incentivize the hiring of adjunct/contingent faculty, the tenure system will collapse, and for any adjunct foolish enough to think this would be a good thing, think again: it would effectively mean an end to academic freedom.  Then you can face the risk of getting fired without cause, or for showing your student a film about income inequality or racism that they’re not down with.  Adjuncts need to fight and stand for full-time positions, but at the same time full-timers need to realize that pay and benefit equity for adjuncts is the price for protecting tenure.

5) Any kind of sickout has to be a mass movement of leaders in smaller groups or cells, not something directed by a singular group of activists: As I already stated, union leaders by and large have their hands tied in calling for or directing such actions.  Even smaller activist organizations with visible leadership need to be aware that without mass support and protection, they face retaliation, which is fine if they’re willing to carry the costs of losing their jobs or careers, and subsequently labeled a martyr or symbol for the cause. Some people can do this, and we can applaud them for their sacrifice.  For others, mass action can provide both the support and anonymity to act.  The idea of a sickout can be spread through word of mouth, and when consensus is realized then people can act.

6) We need the support of those adjuncts who can’t, for whatever reason, join the sickout, and we need to support them: Any kind of strong labor action is a scary thing.  For many adjunct/contingents living from paycheck-to-paycheck, and even then not making it, such an action is frightening.  Some adjuncts feel bound to their students (though a sickout can very much be a teachable moment).  These are our brothers and sisters, and they can stand with us, speaking out as to why have chosen to act.  They can share in the communication of  our grievances and our demands for redress.  If we know that they understand our actions and stand with us otherwise, then we must embrace them.

And there you have it. This is what it’s going to take to have the walkout/sickout/whatever .  I personally don’t see it happening in the immediate future, but then again, I didn’t think I would see millions of people in the street the day after Trump’s inauguration.

I for one would love to be pleasantly surprised, but I’m just one person, and by writing this, I am excusing myself from leading this, but not from potentially participating.

For any adjunct/contingent who’s read this, I have now put the onus of leading or participating in such action upon you. It’s time for you to talk, and act, and plan.

Geoff Johnson

A “Good” Adjunct

National Adjunct “Walkout” Day 3.0 : The Spring of Our Discontent and the Need for a Year-round Adjunct/Contingent Campaign

I am writing this post to stress that now, as an anti-intellectual and anti-education political environment awaits us, the need for Spring Adjunct/Contingent Action is more important than ever.

Up until the events of February 25th, 2015, with the proposed, yet more modestly realized National Adjunct Walkout Day (there were protests, rallies, teach-ins, but few if any walkouts), Spring actions protesting adjunct labor conditions were few and far between, and usually only coming to protest class cuts and adjunct firings that were more often than not a foregone conclusion. (I took place in such actions as a Grad Student in the early 1990’s).

National Adjunct Walkout Day in part changed adjunct/contingent activism in the Spring in that it led to a smattering of actions nationwide, not as a reaction to an immediate Higher Ed misdecision by either Administrators or politicians, but rather, to draw attention to the growing creep of adjunctification, and with it, the weakening of the nation’s  Higher Ed system, and financial and emotional impoverishment of so-called “part-time” Higher Ed faculty who represent a commanding majority of Higher Ed. faculty in general.

By 2016, only a smattering of schools marked the event, although other institutions called for Spring adjunct actions in later months such as March and April.  This year, in 2017, it’s unclear who will participate in actions in conjunction with what now being called by some “Adjunct Action Day.”

In the San Diego Area, actions are currently being made to mark the event with rallies and other events on Wednesday, Feb. 22nd, commemorating the fourth Wednesday in February when the event first took place.

I . The Fading Past, but the Present Reality

For many hopeful of some mass workout stoppage which supposedly would show America how the US Higher Ed system would be brought to a crushing halt in a “Day without Adjuncts,”  2015’s National Adjunct Walkout Day was a failure, and those who did lesser actions were simply sellouts.

The event was in no way a failure, unless you were deluded enough to believe, after watching  Newsies or Norma Rae too many times, that mass worker actions can be achieved with Hollywood ease.  The event brought together both adjuncts who were and weren’t union members, and who were from competing organizations to speak with more or less a single message: that adjunctification and the exploitive practices associated with it must go.  In states such as California, where groups like CTA and CFT were able to rally around increasing categorical funding to increase full-time instruction, it meant tens of millions of dollars for more full-time positions (approx. 63 million dollars in California at alone).  In addition, it also marked the start of a two-year campaign to guarantee priority rehire rights for California Community College Adjuncts, resulting in the passage of bills AB1690 and SB1379.

The follow-up event,  Adjunct Action Day of 2016 in part launched the petition campaign to get an Extension of Prop 30 (a Provision passed in 2012 which now accounts for 15% of community college funding).  The rallies in the San Diego Community District helped lead the local union (AFT 1931) chapter to collecting more petition signatures than any other AFT chapter in the state.  Similar actions at Southwestern College in Chula Vista resulted in their collection of the 2nd highest total of signatures in the Southern California region for CTA chapters, unheard of when K-12 chapters usually outpace Community College chapters in signature gathering by multiples.

What’s more important is this—the Prop 30 Extension had struggled to get the sufficient numbers to be on the ballot. The actions of Adjunct Action Day, particularly with regard to the San Diego and Southwestern Community College Districts, helped put its numbers over the top, and thus saved 15% of the Community College budget, and 1000’s of adjunct jobs.

In spite of the national political climate, activists here are forging ahead, with things such paid maternity leave for adjuncts, increasing funding for office hours, and so on.

As for the national picture, the threats against DACA recipients, immigrants, Muslims, and the LGBT community, along with a clearly anti-union administration, will hurt adjuncts first and foremost among Higher Ed faculty.

We do not have the luxury to lull ourselves back into apathy;  we must act now as, with regard to the incoming Trump administration, it is the Spring of our discontent.

II.  Campus Equity Week is a Great Start, but It’s not Enough, and Needs to Be part of an Annual, not a Biennial Plan.

In 2000, the Coalition for Contingent Academic Labor or COCAL established a biennial event called “Campus Equity Week,” which set during the last week in October, was specifically to be week during which various actvities from rallies to teach-ins would take place to bring light to the plight of adjunct/contingent faculty. Over the years, various adjunct groups and faculty unions have held events in conjunction with the week.

Speifically, the San Diego and Southwetern Community College faculty unions placed a renewed focus on these events, doing them on an annual basis sarting from 2014.  Because the Coummunity Colleges have a two-year system, and because we work with student groups with high rates of turnover, it is more conducive for us to do these events on a annual basis to establish institutional knowledge of the week. While adjunct issues are still a main focus of the week, we have branched out the events of the week to address issues such as student poverty, school corporitization, and the expanding creep of labor contingency throughout the economic system.  By doing this, we get more invovlement with students, classified staff, administrators, and governing board members/trustees.

We use the issues raised during this week to set up campaigns for potential legislative or petition/letter-writing campaigns, which come to fruition in the Spring.

And understand, Spring action should be just that-action.  Too often I have heard about such events been scheduled and being reduced to Adjunct “Appreciation” Days.  These events are not about “appreciation,” (i.e. providing five-dollar pizzas from Cesar Cesar for an adjunct “dinner”). They’re about challenging adjunctification, and standing up for ourselves.

Without an institutionalized Spring event like an Adjunct Action Day or whatever you, my adjuncts, can come up with, launching many of these campaigns becomes more challenging, and this is why activities like an Adjunct Action Day are essential. Legislatures form legislation and make budgets in late Winter/early Spring.  To not have an event until later means you’re being reactive rather than proactive.

That said, because of the vast differences in calendars and issues from not only state-to-state, but system-to-system, and school-to-school, adjunct/contingents at their respective institutions need to schedule Spring actions when it’s best for them. The bigger point is you need to do something.

In closing, know this–we are facing real threats to our working conditions and occupational mission, and there are models out there for successful adjunct organizing.  It is not the time for depression, self-pity, or apathy, but action.

“Once unto the breach” my good adjuncts.

Geoff Johnson

A Good Adjunct

In Unity: A Strong, Active Union and Equal Pay for Adjuncts

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The adjunct crisis is the higher education crisis. In other words, the eclipse of the humanities by STEM, the prevalence of administrative and accreditation scandals, and the specter of “accountability” coming to higher education, are all the result of adjunctification. We are not prepared to resist the onslaught of privatization.

There is a division within our union ranks not of our own design, which we do not clearly see. And this is troubling. We are divided. Our union is divided. As long as we accept that the interests of adjuncts and contract faculty are different, as long as we conceive of them as distinct bargaining groups, we will perpetuate this division, this two-tiered system. It is not an accident, I think, that tenure has been under attack in the courts recently, at just this point, a perfect storm. It is not an accident that the ACCJC tried to shut down CCSF, the largest California community college full of adjuncts who are paid on an equity scale, as part of a scheme, I am convinced, to privatize the entire system. But ACCJC failed, in part, because of the unity of local 2121. I am also convinced that much of the solidarity of that local comes from the equity pay. It is one thing to recognize that adjuncts are essential; it’s another to be that recognition and establish equal pay. I realize there are plans to get funding from the governor, and that other plans have repeatedly been killed in one of the appropriation’s committees. But these don’t seem to be working. When will elected representatives see the light? When will the governor be so generous? Which governor will be so generous? How many drops in the bucket before it’s full?

We did not design this two-tiered system, but we perpetuate it in numerous ways. One way we perpetuate the ongoing exploitation of 75% of faculty is the unquestioned acceptance of the system. I am aware, of course, having participated now for a couple of years in a campaign to petition California’s Governor Jerry Brown to fund equal pay categorical items in the state budget, as well as efforts to publicize the adjunctification of higher education which have been nationwide even, that we are, in this way, “questioning” the system, and trying to change it. Personally, I’m not sure what else we could do at the state level than what we are already doing. Probably, there is more that we could do at the state level. But my opinion is that we could do more at the local and personal levels. And increased activism and participation might just trickle up to the state level.

For one thing, locally, we can participate more fully in AFT sponsored Campus Equity Week (CEW) and National Adjunct Walkout Day (NAWD) events. Rather than a ragtag group of adjuncts trying to pull off major events, which has been the case in our recent efforts at Local 1931, we could have the whole force of our union, tenure-track, adjuncts, classified, each of us contributing in some small or large way to the cause, which is, after all, resistance to the corporatization of higher education. We could take these nationally recognized days of protest seriously as some of the most important events of the year for our union. We could have a show of numbers, of full-timer and part-timer political action, staging multiple events across campuses: teach-ins, rallies, poetry readings. guerrilla theater, music, movies, pizza. We could engage students in protest.

Another thing we could do at the personal level is to realize that the two-tiered system is the first part of the “management” strategy to “divide and conquer.” We are divided, clearly. Will we see the “conquer” stage before it happens? Was the ACCJC plot to privatize, effectively, CCSF an attempt to begin the stage of conquering?

In our last round of negotiations, because of our unique Resource Allocation Formula, which gives the union a prescribed portion of state funding, we were able to provide adjuncts with an 8% raise, while full-timers took only a 5% raise. This was in the right spirit, but I’m not sure if we can really count on ever achieving equal pay if we only gain 3% each round. We need more.

We need a plan to establish equal pay for adjunct faculty, with a timeline. The plan can and should be multi-pronged, focused on state-level efforts as well as local efforts. In order to make a plan, I think we will need a paradigmatic shift in the way we see ourselves If the interest of full-time faculty is to save higher education as a public good, including tenure as well as a wide-ranging curriculum, equal pay for adjuncts is the first step toward a strong union of financially secure members. Financial security would empower adjuncts to get off the freeway and focus more on activism; it would invigorate our union.

The adjunctification of higher education is not an accident of market forces. It is an intentional, ideological scheme to render a public good a private luxury. We must see resistance to adjunctification as our most important battle if we hope to reclaim the promise of higher education in America. To have real unity, we need real equality. Adjuncts need equal pay.

Gnawed or Odd? What is NAWD/AAD?

Gnawed or Odd?

Adjuncts are gnawed by hungry ghosts. And the situation is quite odd.

What is NAWD? Or AAD?

What is an adjunct?

It is important to remember how this day came to be recognized as a day to advocate for a kind of economic justice we might call adjunct justice. Last year, a nameless adjunct from the Bay area writing on social media posed the question: what if adjuncts walked out? The question went viral on adjunct social media. My version of the question is: What if 75% of the faculty walked out or just disappeared? What if students showed up for class with not teacher? What would students do? It is worth picturing the campus without 75% of the faculty.

So, what is an adjunct?

An adjunct is a scholar, a professor, who devoted years of her life to earning advanced degrees, accruing 40, 50, 100 thousand dollars of student debt, in order to serve higher education, in order to pass on knowledge to students and draw genius out of students.

An adjunct is a professor who looks like a full-time professor, who teaches like a full-time professor, and, from a student’s point-of-view is indistinguishable from a full-time professor, that is, until the student tries to find her professor’s office, or tries to locate her professor next year when she needs a letter of recommendation, or when she finds her professor in a cubicle and is startled to find her idea of her professor diminished.

An adjunct professor is paid half the wages of a full-time professor, has less, or in some places, no benefits, and is defined as “non-essential.” But how can 75% of the faculty be non-essential? Besides students, who is more essential to education than faculty?

Contrary to the popular image, and this is, perhaps, the most important point, most adjuncts do not want to be adjuncts. Most adjuncts want to be full-time so they can devote themselves, heart and soul, to a particular institution, to a particular body of students, to receive just compensation, which is to say, since adjuncts are indistinguishable from full-timers, they should be paid at the same rate, and receive the same benefits.

What to do?

First, we faculty, full-timers and adjuncts, need to recognize the situation for what it is. Campus and department cultures are different everywhere, but some things are the same. As far as the adjunct crisis, which I see as the core of the crisis of higher education, adjuncts are invisible. Oh yes, we are appreciated. But really, what are we to do with this appreciation? Does anyone offering appreciation think that’s what we want? Respect would be more like it, but, I think, we would take Just wages, although we deserve full-time employment and everything that comes with it: an office, benefits, investment of the college as an essential member.

What I’m trying to say is that anyone, faculty, administrator, student, who thinks that the current way of doing things is acceptable, and that adjuncts just need “appreciation” or that adjuncts are content to be part-time, non-essential, at will employees, needs to change his mind.

What I’m trying to say is we need a radical paradigm shift. Such a thing begins in the minds of individuals and spreads out into the actions of individuals. You need to change your attitudes and we need to begin to demand the change that would make adjuncts full-time employees. That’s what most of us really want. That’s real adjunct Justice.

What Students Can Do to Help Adjuncts

On last February 25, National Adjunct Walkout Day (NAWD) or whatever you want to call it, adjuncts took various actions across the country to resist the adjunctification of higher education. There were protests, rallies, and even marches. In San Diego, AFT local 1931 staged several rolling rallies with speakers, including the celebrated Joe Berry, and a number of local members as well as students. At the Mesa College rally, I emceed, and Jim Mahler, our local as well as AFTCCC president, spoke, as did the school president, Pam Luster. Several students and professors took the open mic to speak.

Students were shocked, and in general had no idea. The one question, however, they repeated was “What can we do?”
Students, here’s a few things you can do:
1. Be informed. The root is the ideology of neoliberalism, which includes the belief that public austerity is the way the public good should be funded. In other words, not funded. This could be the end of public higher education in America, which, in the modern world of mass information and the potential for mass manipulation of public opnion, would be the end of the American experiment in democracy. Imagine if there were no institution of which thousands of sties exist across the nation offereing the opportunity for knowledge and critical thought. There is no other institutional source of critical thought in America. Adjunctificaton is the first step in ending higher education as a public good.
2. Inform others. Tell your parents, your peers, your neighbors, warn your communities. The neoliberal assault on higher education has a darker side. Take the Koch brothers for example. They are trying to buy higher education outright and then prohibit the free exchange of ideas. Even if we attribute blind faith in ideology to most neoliberal policymakers, there are many more, like the Koch brothers, who want not just to make colleges and universities profit centers, but want to make them neoliberal and right wing propaganda centers. Think about what that means.
3. Take action. Adjuncts and our allies are fighting back. Take various actions, directed towards legislative solutions, as well as spreading the word. Be part of the resistance. When asked to write letters, do it. When rallies happen, show up. Speak. Organize, formally and informally. Join and make change happen.

Truly, we professors and students are in this together. In the most basic sense, we are education. Without either of us, there would not be education. Yet, we are the ones who are being exploited, 75% of faculty, grossly underpaid, many without benefits, who work out of a sense of commitment to the common good, students, whose educational opportunities are being reduced to job preparation and who must assume a life-diminishing, perhaps soul-crushing debt in order to work as an indentured employee.

I don’t know what will be happening across the nation this NAWD. Whatever does (and AFT local 1931 will be holding rally at San Diego Mesa College), it will be a small step only in the struggle. But, unless we can mount a resistance of adjuncts, students, and full-time faculty unified, working together, we will be hard pressed to resist the corporatization of higher education, and the loss by degree of meaningful life that will follow.

 

National Adjunct Action Day is 2/24/2016 (For Us)

Good Adjuncts:

For those of you who follow this blog, you know that, at least in California, myself and John Hoskins, along with many others in San Diego, were heavily involved with events regarding National Adjunct Action Day (I also referred to it as the “whatever”) last year.  We put a lot of effort not only in the planning of events (there were six separate rallies in San Diego County alone).

Planning these events was not simply about having a few meetings, pulling out a card table, getting a microphone and making a poster.  It involved 1) looking at specific actionable items, 2) securing facilities and equipment (which will take several weeks of advance planning, 3) arranging for higher profile speakers, 4) Coordinating with students and outside labor/social justice groups, 5) putting together literature, 6) Publicizing the event, 7) Organizing adjuncts and students to work tables, 8) Presenting before college governing boards, and trust me, I could go on.

We started planning for this year’s events on 2/26/2015, which is approximately one day after National Adjunct Action Day, which was 2/25/2015.

In keeping with the idea that this was a “day of action,” I stated on this blog that we were looking for marking National Adjunct Day on Wednesday, Feb. 24th, 2015 which would be the fourth Wednesday in February, effectively commemorating National Adjunct Day. We of course imagined that there would be various activities leading up to the day, but weren’t looking at designating this as a week.

The reason for this is that both the CTA and CFT, the two major unions in California, already have “Campus Equity Week” which runs during the last week in October.  In fairness, while this used to be a biannual event, it is now in fact an annual event, and works well for us in terms of pressuring the state legislature, which controls our funding, and in addition, help us “rally the troops” for Election Day the following week.

After running a week of these events, as we did in San Diego, we can’t really run another full week of events because we end up appearing redundant and burning out some activists.

The idea of a “day of action” is to concentrate our efforts into a series of mass actions which will have the most impact, and perhaps draw media attention.

In the San Diego and Southwestern Community College Districts, the first day of instruction for the Spring Term is February 1st.  To effectively arrange facilities and organize our actions requires at least three weeks, and while some prior planning can be done, it’s extremely hard to organize during the break except at the basic planning stage because so many people “check out” during break.

Recently, a group I assume that is affiliated with Brandeis University  put out on social media that a National Adjunct Week of Action would be taking place from Feb. 15th-20th.   It would have been nice if they had actually talked with people like myself, who actually organize this stuff, because I would have them that we had prior plans, and that the timeline doesn’t work for us.  In addition, to what I stated before, Feb 12th -15th is actually a four-day holiday weekend in our districts, which is another problem in itself.

By the way, I spent a bit of time on the net looking for discussions of a National Adjunct Action Day for 2016 in November right after Campus Equity Week.  I saw nothing, so we assumed that we had to act, and we have.

To the people planning events on the 15th-20th, I’m glad you’re doing something and I sincerely wish you well, but I’m telling my good adjuncts in the San Diego area we’re looking at Wednesday Feb. 24th.

If we truly want to take the National Adjunct “Whatever” a unifying and effective event, then after this year’s activities, let’s have all the main groups coordinate and lest come up with a time window that works for everybody.  I am happy to be reached through the blog, or via my email, which is mixinminao@gmail.com.

However, I will say this, if you feel the need to speak to, and act out on adjunct issues, don’t let it being a specific day stop you—get out there and do something whenever.  The adjunct nation needs you!

Sincerely,

Geoff Johnson

A “Good” Adjunct