Contingent Faculty Have Feelings Too

July 29, 2019

In the spirit of starting the joke with the punchline in order to avoid testing your patience, I’m going to make the big point first.

If you’ve ever tone-policed* a contingent** faculty member for sounding strident, or whiny, or whingy, or uncivil, or any such thing, I hope you read this article from today’s (Mon, July 29, 2019) Inside Higher Ed called “Professors Have Feelings Too” and substitute “contingent faculty member” for “tenure-track professor” or “probationary” or “untenured” professor. When you do, I hope you hear what I’ve been hearing every single time I hear someone tone-police a contingent faculty member for sounding angry or stressed out or frustrated.

What the hell do you expect? A job at which your workload can change even once a term has started is stressful; a job from which you can be disappeared without explanation is stressful. I’ve said all this before.

As with other times when I’ve made this kind of move, I feel obligated to say that this isn’t to dismiss or undercut the feelings that tenure-track faculty face. We should be able to think about faculty stress and faculty feelings within and across ranks and statuses because we’re (supposed to be) smart people.

OK, this is unusual. When I first started writing this, I had a much longer argument in mind, but I may have just said everything I want to say about this until somebody makes me keep going.

*[Updated Monday evening: If you need a primer on the concept of tone-policing, this piece from Everyday Feminism is excellent.]

**I’m using the word “contingent” to refer to faculty whose positions are insecure, whether that means workload, or longevity, or at-will status. Not all NTT faculty are “contingent” in this sense, and it’s important that those of us who are active in the discourse find a way to be clear about who we’re talking with and about.



He’s Mostly Right, but the Wrong Part is Really Wrong

May 31, 2019

Today (May 30, 2019) on the Tenure for the Common Good Facebook page, our fearless founder Carolyn Betensky posted a link to this blog post called “Is Your Prof Part-Time? 4 Reasons You Should Find Out” by Dan Edmonds. Edmonds makes a point that writ large deserves a round of applause from everyone concerned with contingent academic labor equity: students/families need to aware of the labor conditions under which faculty work at colleges they’re considering. He recommends searching for colleges on the Adjunct Project site at the Chronicle of Higher Ed (which doesn’t seem to have been updated in a couple of years, but that’s a post for another day), and then:

Ideally, you should couple this research with a more direct line of questioning to the schools you’re most interested in learning more about. The American Federation of Teachers has an excellent list of questions to ask a representative from colleges you’re interested in. If a school is standoffish about answering these questions, I’d advise pushing back and making it clear that the treatment of NTTF is an important factor you’ll be weighing in comparing schools. The better that a school’s contingent faculty are treated, the better they will perform.

So far so good, right? I would say so.

Here’s the problem. He rightly understands that most students and people who make decisions with them about college probably don’t know much, if anything, about contingent faculty issues, so after laying out the scope of contingency (with numbers that are reasonably current and accurate), he lists and explains the “4 reasons” his title promises.

They are:

1. Hiring high-quality candidates is difficult. Because of poor or no benefits, below-market wages, and little scheduling control, schools have a difficult time attracting and retaining high-quality adjunct instructors.

2. Teaching conditions are less than desirable. Many adjuncts work multiple jobs to subsist, and they often lack offices and other resources to be able to provide key support to students.

3. Course content may be predetermined. Adjuncts are often limited in their freedom to create their own syllabi and may be forced to use course materials that they are unfamiliar or unhappy with.

4. Classes are often staffed at the last minute. With little time to prepare, even the most dedicated adjuncts may struggle to develop thoughtful, engaging curricula.

I have no substantive objections to 2-4; they’re a little underdeveloped, sure, but it’s a blog post and the points are basically sound.

But the first one is profoundly mistaken. He’s right about the conditions, but he’s flatly wrong about the quality of faculty. It’s a common assumption among people who don’t do actual research about academic labor that adjunct faculty aren’t tenure-track because they’re not as good. It’s hooey. Especially as the job market in most academic disciplines has crashed over the last decade or more, we see more and more top-notch talents who, for lots of reasons, wound up in non-tenure-track positions. We also see a growing number of top-notch talents who choose to be off the tenure-track because it affords them options they wouldn’t have otherwise.

Beyond that–and as somebody who’s been accused more than once of saying things publicly on behalf of adjunct faculty that were more harmful than helpful, I know how easy this is–making that argument in the context of a piece that’s otherwise strongly supportive of better conditions for non-tenure-track faculty shoots his own argument in the foot. It’s hard to convince students and families to demand better treatment of adjunct faculty at the same time you’re announcing to them that those faculty are substandard.

On the off chance that Mr. Edmonds sees this post, I strongly encourage him to spend an hour watching the documentary Con Job: Stories of Adjunct and Contingent Labor, and then maybe revisiting his post. What he’s trying to do is laudable, and much of the post follows through–but the part that doesn’t really doesn’t, and I hope there’s a way to fix that.




An Open Letter to Teach for America Regarding Teacher Strikes

February 20, 2019

[UPDATE, Thurs 3/21/19: I have submitted this letter, finally, with 51 signatures on it. If you still happen upon it and want to endorse it, I’ll keep adding people until we get a satisfactory response. –SK]

Dear Ms. Villanueva Beard, CEO, Teach for America:

The current wave of teacher strikes across the United States leads us to request that Teach for America leadership rethink your organization’s stance towards your members’ participation in those strikes.

An Associated Press article (“Teach for America Slammed over Oakland Strike”, Feb 12) indicates that your advice to TFA members in the event of a strike is to do what they think is right, but to understand that joining the strike may come at substantial financial cost to them. To be fair, your spokesperson hints that TFA “is exploring if it could help supplement an AmeriCorps education award if a teacher loses it.”

This advice is troubling for three reasons. First, it’s textbook coercion to lay a decision and the penalty for making it alongside each other while acting like you don’t mean to connect the dots. The fact that AmeriCorps has a policy preventing participants in its programs from striking doesn’t make the threat less of a threat. That is, it’s no less coercive by virtue of being accurate.

Second, there’s a conflict between the fact that your members are fully faculty at the schools where they teach, including their right to become members of the union, and your policy that they face penalties for participating in perfectly legal activities attached to their membership. They’re allowed to pay dues; they’re allowed to file grievances; they’re allowed to vote in union elections; but they are penalized for striking. It’s difficult to see any logic in which those propositions are consistent.

Finally, TFA’s claim not to have a position on strikes rings awfully hollow in the context of your support for and collaboration with publicly anti-union forces; this piece from Gary Rubinstein names just a handful, and anyone who has followed TFA over the years is likely familiar with more.

We understand you’re trying to thread a needle: recognizing the right of your members to participate in legal activity while recognizing a policy of your partner organization. To be candid, we would be more sympathetic to the difficulty of that position if TFA hadn’t been so unfriendly to teacher unions–and the entire reason that we need them, which is to stabilize the teaching workforce instead of exponentially increasing turnover.

With all that in mind, we are therefore asking Teach for America for two actions.

  1. Shorter term: follow through on the suggestion in the AP article linked above to “supplement” any financial harm to TFA members if they engage in legally protected activity. Not to put too fine a point on it, TFA has access to resources (private benefactors in addition to federal dollars) to replace the subsidies without really missing any of it. We’re confident you could make up the difference without much struggle.


  1. Longer term: encourage AmeriCorps to change its policy regarding eligibility for loan-repayment or tuition assistance based on participation in legally protected activity.

As long as striking is legal, and as long as TFA members can join unions, it is unethical for TFA to discourage participation in strikes, and more so while pretending not to be doing it. Furthermore, although many supporters of teacher unions and public education are troubled by TFA in principle, your organization could earn kudos by doing the right thing here.

Sincerely, Concerned Teachers/Faculty/Union Members (you don’t have to be a union member to endorse–I meant that to include union folks who aren’t also teachers)

To add your endorsement, please CLICK HERE; this link takes you to a Google Form. I’ll update this post periodically with new signatures.

Seth Kahn, PhD
Professor of English, West Chester University of PA
Member of APSCUF (Association of PA State College and University Faculties)

Steven Singer
English Language Arts Teacher in Western Pennsylvania
Edublogger –
Blogger & Research Director at the Badass Teachers Association
Member of NEA

Rosemary Pearce
Bayport-Blue Point UFSD
Bayport-Blue Point Teachers’ Association

Anne Nguyen
Hartford Public Schools

Laurie Ann Lawrence
Gifted Support Teacher
Henry County BOE

Gregory Sampson
Duval County Public Schools
Grumpy Old Teacher
Duval Teachers United

Lisa Konigsberg
West Chester University of PA

Susan Schorn
Writing Coordinator
University of Texas-Austin
Texas State Employees Union

Liliana Naydan
Assistant Professor of English
Penn State University-Abington
Former LEO Michigan union leader

Michael Flanagan, Ed.D.
Teacher, UFT Union Rep
NYC Department of Education
Badass Teachers Association Executive Board

Craig Crowder
Graduate Instructor
University of Kentucky

Caprice Lawless
Adjunct Faculty
Front Range Community College

Carolyn Betensky
Professor of English
University of Rhode Island

Anne Frances Wysocki
Associate Professor Emeritus of English
Department of English
University of Wisconsin – Milwaukee

Galen Leonhardy
Professor of English
Blackhawk College
IFT Local 1836

Heather Schell
Assistant Professor
George Washington University

Joe Berry
Retired teacher and professor
Retired City College of San Francisco and U of IL, presently Ton Duc Thang U, Viet Nam
AFT 2121 at CCSF (and NEA, AAUP, NWU/UAW, and IWW)

Don Unger
Assistant Professor
University of Mississippi

Darin Jensen
English Instructor
Des Moines Area Community College

Drew M. Loewe
Associate Professor, Writing and Rhetoric
St. Edward’s University 

Leslie Bary
Department of Modern Languages
University of Louisiana-Lafayette

Dr. Sheila Addison
Researcher, consultant, trainer
Margin to Center Consulting

Mercedes K. Schneider, Oh.D.
Classroom teacher
St. Tammany Parish, Louisiana
St. Tammany Federation of Teachers

Eliza Noh
California State University-Fullerton
California Faculty Association

Karen Kirkpatrick
Madison Elementary

Liberty Stanavage
Associate Professor
SUNY Potsdam

Nora Bacon
Professor Emerita
University of Nebraska at Omaha

Frances L. Pierce, M Ed
PSEA-NEA UniServ Director, Retired
PSEA-NEA Retired

Donald Eismann
Retired School Administrator
Sumner Bonney Lake School District

Jennifer Beech
Professor of English
Univ. TN@ Chattanooga

Sherri Craig
Assistant Professor
West Chester University of PA

Dawn M. Armfield, PhD
Assistant Professor
Minnesota State University, Mankato

Amy Lynch-Biniek
Kutztown University

Ashley Patriarca
Associate Professor, English
West Chester University of Pennsylvania

Lydia Snow
Music Education Instructor
Northeastern Illinois University
Illinois Federation of Teachers

Megan Berkobien
Graduate Worker
University of Michigan

Marjorie Stewart
Associate Professor of English
Glenville State College

Jennifer Johnson
University of California, Santa Barbara

Nancy Mack
Professor of English Emeritus
Wright State University
Engaging Writers with Multigenre Research

Paulette Stevenson
Arizona State University

Karen Mitchell
Elementary Teacher, Retired; English Instructor, Retired Juneau, AK School District; University of AK SR
Former member NEA, AFT

Jerry Carbo
Shippensburg University

Amy Wan
Associate Professor of English
Queens College, CUNY

Ann Green
Saint Joseph’s University

T J Geiger
Assistant Professor of English
Baylor University

Darci Thoune
Associate Professor of English/First-Year Writing Program Coordinator
University of Wisconsin-La Crosse
AFT-UAPUWL Local 6502

Miriam Reumann
Teaching Professor, Dept. of History
University of Rhode Island

Thomas Ultican
Retired Teacher
Mar Vista High School

Lynne Formigli
6th grade science teacher
Cabrillo middle school SCUSD
NBPTS EA Science

Delia Poey
Professor of Spanish
Florida State University

Peter Greene
Retired teacher






About the shifting culture of WPA-l

November 9, 2018

A grad student who I don’t know posted a query on the Writing Program Administrators listserv last night about members’ experiences of the list. The post and subsequent responses got me thinking about how the culture of the group has changed over the years. [I’m putting this here instead of there because it’s pretty self-indulgent.]

Short version: three contexts (choose your own spatial metaphor for how you’d arrange these) have changed–the field of comp/rhet/writing studies around which WPA-l circulates; the profession’s labor situation; and the sociopolitical moment in which we marginalized/oppressed people increasingly boldly (and organized-ly) refuse to put up with it anymore.

When I joined WPA-l in Sept 1998 as first-semester PhD student, the list was mostly about two things: (1) WPA business, which I was interested in following because I didn’t know anything about it; and (2) doing what Joyce Locke Carter described as being “in the hotel bar and hallway at CCCC,” i.e., listening to people talk about what we do. Also, as a brand new PhD student, the “hallway” was full of famous people in our field being informal, sometimes just chatty, because for many (when a LOT of “lonely WPAs” worked with colleagues uninterested in what we do), the list served a social function along with its professional functions. I remember grinning ear-to-ear when Steve North responded to a comment about snow in Syracuse with a joke about snow in Albany.

Because the membership was smaller, and people on it really were needed each other, it was also more welcoming to new people–although in retrospect it’s clear to me that one reason I found it that way is my identity, and I hereby apologize to anyone who tried to tell me that without my hearing it.

Around the same time, it was becoming more of an expectation that members of the field talked about ourselves in “more scholarly” ways, so the discourse of the list started to change. It didn’t entirely move away from the business of WPA work, but it expanded to include a lot more theoretical debates/arguments. Especially as a grad student, and still (way back when) as a junior faculty member who was finding a place in the field, it was thrilling to be able to hear and to have those “hallway chats” with experts, and to do it all the time!

So we have, circa 2001, 2002, a list that’s adding a function (more intellectual debate) to its historic functions. Then (I’m truncating radically here) two other things happened/are happening: (1) as the field grew in numbers, so did the list membership, so the kind of we-all-know-each-other ethos didn’t hold anymore (and one of the problems is that some of us long-timers still act like it does); and (2) the academic labor context changed, such that people like I was in 1998-2002 (and other grad students who felt comfortable participating in vigorous conversations with “important people”) can’t assume a safe future (or, can’t afford to be as cavalier about their chances as I probably was). These two points are connected in ways I’m glossing over.

And now: the work many of us thought we’d been doing for years, working against bigotry, working to share power with people who historically denied it, working for equity and equality and justice, is coming home to roost courtesy of a new generation of list members who are bold enough to bring it.

Let me say very clearly that’s not a criticism of list members who have observed and been victimized by problematic and oppressive behaviors for years and didn’t feel safe saying so more publicly. That’s the whole damn point.

I applaud the individual courage of those who are pushing us long-timers to be better people, better mentors, and better co-workers.


Kairos matters. It’s time.


That New NTT Hire Needs Your Help Too

August 13, 2018

In the 8/12 Chronicle of Higher Education, Jane Halonen and Dana Dunn offer senior faculty advice to help new hires adjust to new positions, institutions, locations, and cultures. Much of the advice is great; I’m not broadly attacking their piece (certainly I’m not thrilled with all of it–if you’ve heard my rant about pieces that ignore teaching-focused jobs, you can guess the rest), but I saw the link posted and responded to by adjunct faculty, and I share their irritation that it ignores them.

So I decided to produce an analogous piece for tenured/tenure-track faculty to help new NTT hires adjust to their new positions too. You probably have more new contingent colleagues than new tenure-track colleagues anyway. Not all of this is new, but for some of you it will be newer than others.

I’m not going for perfect parallelism, but in some cases I’ll quote them so you can see why I’m saying something.

Respect the background, skills, and qualifications of your new hires.

Their version:

Today’s new … hires are likely to arrive much better prepared, since the tight tenure-track market means they aren’t necessarily new to the profession. They may have had supervised teaching opportunities in graduate school and worked … as contingent instructors. Many… have an ambitious scholarly agenda and multiple publications….

My version:

Many new contingent colleagues have more teaching experience than you, and you should respect them for that. Ideally, you should create opportunities for their strengths to benefit the department, especially them, but at least recognize their professionalism. Furthermore, many are just as ambitious scholars as you, and can be plenty productive if you don’t deny them resources because you assume they don’t want/need them.

Mentor actively.

Their version:

…the watchful eye of a department chair is different from that of a graduate adviser. There is no guarantee that their new supervisor will alert them to common pitfalls (e.g., that doing a course overload for extra income may mean they get little else done that semester) or closely track their research progress so that their tenure prospects remain favorable.

My version:

If you’re a supervisor, supervise. That means more than making renewal decisions based on flawed (at best) student evaluation instruments. Make sure they know how to access resources. Make sure they know what the rules and standards are, and if somebody is struggling, help them.

Also, protect them as much as you can from, for example, losing a few thousand dollars and maybe access to health insurance because that “course overload for extra income” probably was supposed to be the adjunct’s course.

Help them adjust to the complexities of a new setting by treating them like people who belong.

Their version:

Even with the preview of academic life [I’m going to ignore how patronizing that is. Oops, apparently I’m not.] that adjunct appointments provide, new full-time faculty members may be surprised by the complexity of their new department’s culture and traditions, the characteristics of the specific student population, and the challenge of finding a reasonable work/life balance.

My version:

If they’re invited to participate fully in the department, and credited for it, and recognized as human beings, the rest of this is less of a problem. Treat them the same as anyone else.

Recognize that NTT faculty often have research agendas, and you should help them pursue those.

My colleague Katie Feyh and I have done workshops at the last two Rhetoric Society of America conferences on sustaining research agendas in contingent positions. While some of you may believe resources are tight enough that you’re leery of distributing them even further (Right answer: fight for more resources. Wrong answer: treat colleagues like they don’t exist), some supports cost nothing. For example, if your IRB has a policy against adjunct faculty applying as PIs, offer to sponsor applications. Better, try to get that policy changed.

Provide opportunities (and compensation) for service for NTT faculty who want it.

Your NTT faculty might want to participate in curricular conversations, or assessment projects, or deciding departmental awards, or….  Why anyone would ban them from doing this is beyond me; on the flipside, it cannot become a de facto expectation, and you can’t expect or demand it without compensating them.

An increasing number of colleagues are opting out of tenure-track positions, sometimes because of what Halonen and Dunn rightly call vicious politics. Don’t judge.

A growing cadre of faculty are choosing not to enter (or to leave) the tenure-track for lots of reasons. Don’t assume that colleagues aren’t on tenure lines because they couldn’t be; more than you think just don’t want to be. And that’s a choice you should respect.

Halonen and Dunn close with a list of specific advice I won’t try to parallel, but one item is just as applicable to new NTT hires as it is to new TT hires:

Show them the town. Get brochures… to help introduce a new faculty member to life beyond the campus. Share tips on the best festivals, brunch spots, barbers, dry cleaners, day-care centers, and so forth, so that the new person isn’t starting from scratch in every practical decision that attends moving to a new place.

Don’t assume NTT faculty couldn’t get better jobs somewhere else, or retired from “real jobs” and are now teaching because it’s something to do, or the other stereotypes we all too often have about NTT faculty. They’re people, and if humaneness matters, it matters for everybody.

[UPDATED: One other point: don’t invite your NTT colleague to collaborate on something with you, and then take the credit for it “because they don’t need it.” Yes, this happens, and you’re a monster if you do it.]

Their last two sentences are exactly right. Since Halonen and Dunn didn’t explicitly apply them to NTT hires, I will.

[T]he level of care extended to its members reflects the character of a department. Ensuring that newcomers have a humane workplace means you do, too.

University executives’ pay and “fat cat” faculty

July 21, 2018

The Chronicle of Higher Ed’s yearly “Executive Compensation and Private and Public Colleges” is making the rounds again on Facebook, which got me thinking about some of the problems faculty face in using information like this.

Asking why executives deserve so much money invites bad actors to answer “You’re right. Let’s not pay anybody well!” Every time I see a list like this, I immediately want to demand that, like faculty, management justify their pay according to the value they bring their institutions. Put another way–while James Ramsey was president of the University of Louisville (which he was when this survey was published), what on Earth did he to earn this kind of money?

Screen Shot 2018-07-21 at 8.42.59 AM.png

To be fair, the base salary is only (!) about $330K; let’s work with the figure of $330K.

The Louisville Business Journal compiled a database of U of L and UK employees (using 2016 salary figures). I generated a list of English Department faculty at U of L (I’m not going to name any names here). The highest paid faculty member in English makes over half the president’s base; the next highest about half; the third highest about 40%. Most faculty in the department make less than 1/3 the president’s base salary, and eight of the forty-four listed faculty earn roughly 10%.

In case the point isn’t clear:

What actual work justifies such a massive pay differential between him and the faculty who do the teaching and research that comprise the function of a university? I’m not arguing that he doesn’t “do anything.” Part of me thinks he needs to answer for how much state money he’s pocketing–not just relative to his own job description, but also relative to what other people at his institution earn for labor that, frankly, the university could do without less than they could do without his. (If that’s not true, then the proof is exactly what I’m asking for.)

The problem making this argument to decision-makers is that challenging the value of somebody else’s labor is unlikely to increase anyone’s perception of the value of yours. So my gut reaction to want to demand it is probably not tactically very sound.

Misunderstandings about university work allows purse-string-yankers to conflate…a whole bunch of things…

Given the inconsistent terminology for positions even within academic circles, why would I expect my neighbor to know or care a whole lot about what an Associate Vice President for University Advancement and Director of Sponsored Research? At the same time, a curious neighbor can look at a list like the Louisville Business Journal’s (or similar projects) and see that lots of people who work at Nearby University are making well into six figures in base salary. If you see those numbers and don’t really know/care how those titles differ from “Professor,” it’s easy to believe that most people at the university (except people serving food and cleaning, but who thinks about them?) are making lofty sums.

The consequences of the problem aren’t clear until the (mis)information gets to people who want to undercut faculty and/or public institutions. Too often they get away with claims like “Look at how much those people are getting paid” without acknowledging (although they know) that we aren’t all the same people. Because neither their handlers nor their constituents have much reason to care about the difference between an Assistant Vice Provost and Director of [insert office here] and an Associate Professor and Director of [insert program here], the fact that one probably makes three times the salary of the other doesn’t register. Worse even: the Assistant Professor of Practice and Associate Director of the University Writing Center (NTT) whose salary is probably one sixth (if that) the Assistant Vice Provost, but the title is just as oblique!

Because most voters and handlers of legislators don’t have a stake in pushing back against this conflation, faculty are largely left to our own devices–and it’s hard to do without sounding defensive, self-aggrandizing, or both.

As management becomes more populated by people without academic credentials/experience, and by people who are friends with those same people who already don’t like us, it makes the reach of that mis/dis-information campaign even longer.

Even bracketing off malice as a motive for letting this situation get so toxic, it’s become easier for university upper-management and state-level decision-makers to be too cozy as their backgrounds have become less distinct–or sometimes (e.g., Mitch Daniels at Purdue; John Thrasher at Florida State) literally indistinct. Or like Bruce Harreld (forgot about him, hadn’t you?) at the University of Iowa: a corporation-friendly governor installs a big-businessman as president, thus ensuring the circular logic necessary to (self-)justify that move.

circular reasonining .gifcircular_reasoning_magnet-ra983f6e7462e4b9b8aa87d90eb7ec662_x7js9_8byvr_307.jpgcircular reasonining .gifclear-495a83e08fc8e5d7569efe6339a1228ee08292fa1f2bee8e0be6532990cb3852.gif

The university needs to be run like a business. Why? Because we needed a businessman to run it. How do we know he’s doing well? Because he says so. How do we know how well he ought to be compensated? Because we believe businessmen. Neat.

So what’s the point here?

This problem has been building for years, and faculty haven’t handled it well. We’ve allowed powerful people with bad (ranging from malicious to selfish) motives to mix misleading data with misunderstood university structures to produce a public impression of faculty as a bunch of overpaid [choose your own slur].

Responding well is complicated. Once something is as entrenched in public discourse as the overpaid-faculty meme, it’s hard to dislodge–just like any meme. In this case, it’s also hard because what it means to “win” the argument isn’t obvious.

But a couple of things I think are probably true about our approach.

1. I don’t think highlighting pay disparity helps–certainly not as the central argument. It’s especially problematic when people making comfortable middle-class salaries are the ones doing it.

2. This is not an argument (as if it were just one) to make in “the public sphere” (as if there were such a thing) with the expectation that “winning” it would change anything. A bunch of newspaper op-eds explaining what faculty “really do” isn’t the answer. It’s not harmful (done carefully), but there’s no reason to expect it to accomplish much.

3. The heart of the argument (I’m hardly the first person to say this) is that students and faculty come first because we’re the reason universities (colleges, community colleges, all of us) exist.

OK, this has gone on long enough. I’ll revive a question I’ve asked before as a way of hitting the brakes.

Who does it help:

To pay a university president $330,000?

To insult faculty work ethic?

To pretend damaging public institutions is about helping students?


The bigger picture about Vermont Law School’s tenure-stripping

July 16, 2018

If you follow academic labor news, you probably know that on July 1, 14 of 19 faculty at the Vermont Law School were stripped of tenure via the school’s claims of financial exigency.

It’s one thing (and not wrong) to react to this story by defending tenure, as I’ve seen many friends in social media do. I have tenure and am not in giant hurry to give it up, so yes, I think it’s worth defending.

That said, take a minute (really just one, or two if you really feel like working hard) to think what you’re mad about, and maybe what you should be mad about.

It’s vile that these faculty have been de-tenured. It’s vile not just because it harms them personally, but because it exposes them to what tens of thousands of non-tenure-track faculty face every day. It makes their employment unstable at best; it challenges their academic freedom; it makes them at-will employees of incompetent and capricious management.

Or put another way: why does the Vermont Law School want this? Because it makes the faculty easier to exploit, abuse, and erase. Just like our adjunct/NTT colleagues have been explaining to us for years.

If you haven’t heard it when they said it, maybe you’ll hear it when (formerly) tenured people say it. And if you’re angry about this now (and I hope you are), I also hope you’ll be angry on behalf of people who have never been tenured and never will, not just people who were lucky enough to have it in the first place.