Activism

The Valorization of the (Academic) 1%

Bad capitalistJason Brennan is at it again (Wayback machine link, just in case, because Jason has a bad habit of deleting anything that receives criticism he doesn't like) and I've decided to tackle him here, rather than on the NFM blog, because it's a waste of NFM resources to reply directly to this nonsense. But I'm happy to waste my own resources doing it. School doesn’t start for another week.

A quick recap: Brennan (PDF) surfaced a few months ago with an article (now deleted; see above) about how adjuncts (more on that term later) are responsible for their own suffering by agreeing to teach for poverty wages, when they could just go sell insurance instead (hence the moniker Prof. Geico). Not only is Brennan likely to delete his posts if they get too much of the wrong kind of attention, but he’ll delete comments he doesn’t like and both he and his crony Phillip Magness aren’t above closing of the comments portion of their blogs altogether while freely commenting on dissenting venues themselves. Brennan, as his group blog indicates, fancies himself a "bleeding heart Libertarian," which seems largely like an exercise in contradiction, since Libertarian hearts bleed for no one but themselves. In his new essay, "The Valorization of Envy," he proudly calls himself an "academic 1-percenter" whose work is certainly NOT made possible by the underclass of adjuncts teaching general education classes to free him up for research. That's probably more true now that adjuncts at his home institution of Georgetown have unionized.

Before we go much farther, a word or three about the term "adjuncts," especially as it comes into play with a crony of Brennan's, Phillip Magness, whom I also wish to address here. Within adjunct activist circles, the word "adjunct" covers a world of hurt: it generally includes any contingent faculty whose working conditions are precarious and untenured and/or off the tenure track: full-time contract professors and program managers with some benefits and security but almost always lower pay than tenured or tenure-track; part-time professors with extended contracts, paid by the credit hour; part-time professors hired semester to semester or "just in time"; part-time instructors who have full time jobs in industry (the original meaning of the term); part time instructors who rely solely on academic work for their income; visiting professors; graduate teaching assistants; postdocs. There are a number of terms used to refer to these working conditions: adjunct lecturer, adjunct professor, adjunct instructor, adjunct assistant professor, instructor, lecturer—you get the idea. In Canada and Australia, they are called sessionals, in the UK, fractionals. The problem with the terms is that universities are free to call these workers whatever they want, so there is no single term that covers them all or all the different positions they occupy. The commonality is in the precarity and exploitative nature of their positions, in contrast to the (now less so) security of tenured faculty, who, no matter how the statistics are cooked, remain a mere 25% of the faculty (down from 70%). So when I say "adjunct" in this essay, the term includes all these various working conditions. I'll come back to this when I address Magness's specious arguments.

On to Jason Brennan's newest essay.

In "The Valorization of Envy," Brennan sets out to critique Richard Goldin's Counterpunch essay, "The Economic Inequality in Academia." First, let me just say what a dick it makes you seem if you think that people working for equality and fairness in society are merely envious of "people like you." It also makes you look stupidly arrogant if you think everyone who's not like you envies you. It's like reducing Freud's concept of penis envy to the envy of the actual organ rather than the undeserved social power it represents. It's a juvenile argument that should be confined to the playground, but it's also one rooted in a deep fear that the people working for social and economic justice will redistribute the wealth before you get yours. And in a deep hatred of the very concept of equality. But enough of the free armchair shrinkage. Brennan's undoubtedly got a good health plan that would pay for the professional variety. But he'd have to admit his insecurities first.  

Reducing Goldin's analysis to an "envious rant," as I just reduced Brennan’s critique to a juvenile argument filled with ad hominem insinuations, doesn't replace sound argumentation. It's fun, but it proves nothing, and it really has no place in the academic conversation. Attributing motive and making personal attacks are the kinds of tactics used by those without solid ground to stand on. So let's see what kind of ground Brennan's on.

First we get the argument that there aren't as many adjuncts as the activists like New Faculty Majority (characterized on Phil Magness's twitter feed, especially me personally, as "crazy cat ladies") claim, for which, see above. Brennan cites his pal Magness, who makes artificial divisions based on the vague nomenclature used by under-reporting universities to characterize their precarious faculty. Aaron Barlow of AAUP's Academe blog posted a host of graphs to refute this, but again, it depends on how you define adjunct faculty. Unless Brennan and Magness agree to stipulate that non-tenure-track full-time faculty share issues with "just in time" part-time adjuncts, there's not much more to be said.

Part of Brennan and Magness's refutation of this idea of commonality is their focus on R1 universities like their respective institutions, Georgetown and George Mason. I'm not sure why they're so blinkered about this, except that they both work in such institutions. They are a small fraction of the total number of higher education institutions (around 400 or so out of approximately 4,700 total, not counting the for-profit sector). Where R1s fail to employ Magness's narrow definition of adjuncts, they happily employ and exploit graduate assistants and postdocs. More than one college has cut the number of part-time instructors to replace them with grad TAs because TAs come even cheaper and have a harder time unionizing because of their student status.

F-t-p-t-faculty-1Next, Brennan claims that "contrary to what everyone keeps saying, the number of tenure-track faculty slots has been increasing over the past 40 years." Nobody has said this. What we have said is that the proportion of non-tenure track to tenure track has been increasing. That's a big difference. Furthermore, the table he and Magness cite as proof actually shows the proportion of full-time to part-time, without any tenure distinctions at all. We can assume that part-timers are not tenured or tenure-track, but we cannot assume that all full-timers are tenured or tenure-track. But that same table shows the proportion of part-time to full-time hires narrowing drastically until they are neck in neck. So even if only half of those full-timers are untenured, the growth of untenured is still outstripping tenured. Here's a better graph illustrating that growth. Note the growing proportion of non-tenure-track faculty of both kinds, just from the turn of the century. It's even greater from the 1970s.

Next, after some more fun but semantically null snarkiness about postmodernists and Koch infiltration and accusations of lying about making minimum wage (the credit hour fallacy, anyone?) Brennan turns the lens back on himself again, reminding us that he is an "Academic 1 percenter":

I’m not making bank because Georgetown exploits adjuncts.  Martin Gilens isn’t making bank because Princeton exploits adjuncts. R. Edward Freeman doesn’t make bank because Darden exploits adjuncts. Rather, the exploited adjuncts are getting exploited elsewhere, at community colleges, small liberal arts colleges, third tier/low output “research” universities, and the for-profit colleges.

The implication, of course, is that Brennan's "making bank" because he's an academic hotshot.

First, I would ask him how many general education courses he teaches, and if the answer is none, who does teach them. Because that's generally where the adjuncts are. And because the adjuncts are teaching the most time-intensive courses with the most grading, that frees him up to do his research, while adjuncts, often scrambling between two or three institutions, have no time or monetary support to do research. While anybody can apply for a Fulbright, adjuncts are generally ineligible for travel funds to go to conferences and for sabbaticals to have time to pursue their own projects. That's just as true at Georgetown as anywhere else. In fact, Georgetown's own Kalmanovitz Initiative for Labor and the Working Poor produced a report that illustrates this. (See especially pages 9 & 10.) If Georgetown pays its adjuncts better than most places, it's because their union helped negotiate a good contract and because Georgetown has a long history of just employment practices as part of its Catholic ethos. Brennan seems not to realize that he benefits from those too, but more so than his adjunct colleagues. FYI, Dr. Brennan, Georgetown employs about 650 adjuncts. That's hardly the "few" that you claim. Perhaps they are invisible to you in your elite tower.

The next bit of Brennan's argument is largely an ego-driven assertion of the supremacy of research over teaching, of the sort I've heard before from people who don't like teaching. It's a chicken-and-egg argument without winners. They're both equally important. Some people do one better than the other, but it's impossible to say that research hasn't been overvalued in the academy when someone like Peter Higgs, of Higgs boson fame, asserts that "It's difficult to imagine how I would ever have enough peace and quiet in the present sort of climate to do what I did in 1964" with the pressure of publication currently in vogue.

Brennan then complains about Goldin's characterization of academic hiring practices as a lottery. I can see why Brennan doesn't like this, as it makes his own hiring look less merit-based. Again, that's not actually what Goldin says though. He calls it "something of a lottery" (a difference without much distinction, true) but then goes on to explain that hiring committees have been found to pretty much replicate themselves in their hiring practices: white, male, Ivy. It's one of the major problems in STEM disciplines, especially physics.

Finally, Brennan gripes peevishly, "If madjunct crowd [sic; adjunct activists] sincerely believed that academia is a lottery, they would not act surprised or indignant that they lost and would move on with their lives." In other words, just shut up and take what we hand you, whether you think it's just or not. I've got mine, fuck all y'all. This is apparently the best argument Brennan and his Libertarian tag-team partner Magness can make, because neither of them can do data analysis for shit.

In many ways, all of this is beside the point. The core issue here is the uncollegiality of Brennan and Magness’s attitude. As fellow educators, what is the point of their hostility to financial and labor equity for their colleagues? Or is it that they don't really see adjuncts as their colleagues? (Ironic in Magness's case, because he is one.) The phrase that comes to mind is “punching down,” because none of the people this dynamic duo are griping and complaining about have any power to do anything against Brennan and Magness but what I’ve just done: excoriate them in public via an obscure blog or some other publication. What they’re doing is a bit like kicking puppies. Or crazy cat ladies.

So what makes you all such shitheads? What are you afraid of if adjuncts gain equity in pay and position? Why waste your time on people who are virtually powerless? Why the name calling and derision? Who took your toys, boys?

 Crazy Cat Lady, huh?

Crazy Cat Lady
You want Crazy Cat Lady? Here. Let me get my Docs on.

 

 UPDATE: Phil Magness responds on Twitter (where I have been blocked) with more of his usual selective editing and complete lack of cogency. I guess I hurt his feefees, but it's okay if he slams an entire class of colleagues.

Cat lady response

 

 


Shock Parents! Enlighten Students! Embarrass Badmin!

Adjunct Wage Theft MoiTell your stories to PrecariCorps in 300-500 words. What's PrecariCorps and why should you care? If you're an adjunct professor anywhere, you know what the wages and treatment are like. Unless you're the kind of adjunct who has a full-time industry job and moonlights because you like to teach, you're making poverty-level wages for those contact hours, teaching up to 9 classes at multiple universities/colleges/on-line for profit diploma mills to make ends meet with no guarantee you'll have anything to teach next semester, let alone next year or over the summer. This is the new academic precariat and we're 75% of the faculty now. Our wages are a fraction of what similarly credentialed experts make in industry, yet we often can't get jobs outside academe because we're overqualified. That's a fine Catch-22, yet many members of the public don't know that their tuition dollars are not going to our salaries, or that their taxes are subsidizing us the same way we're subsidizing WalMart workers: via social services we need to pay our bills: Obamacare, food stamps, unemployment (if we can get it), WIC and other forms of welfare.

That's where PrecariCorps comes in. Their primary purpose is "Improving Lives and Livelihoods of Contingent Faculty with Hardship Relief Funds or Grants for Faculty Development. To accomplish our first goal, PrecariCorps will offer contingent faculty donations through one of our programs, the Hardship Relief Fund or the Grant for Faculty Development. Applicants may email a completed application to receive either a donation to help them pay one bill or help them travel to one conference." To this end, they're applying for 501(c)(3) status as a charitable organization.

Think about that for a minute. Imagine if public school teachers in pre-K-12 were dependent upon charitable donations to survive while doing their jobs, instead of making a middle class living (though that has become more rare now too). Imagine if engineers, doctors, pharmacists, lawyers and other highly qualified professionals were in the same boat. Would you want a doctor who couldn't pay off her med school bills and had to scramble for work among four or five different offices, never knowing where they'd be and making it impossible to see the same doctor twice? Oh wait, that's what it's like at many clinics for the poor. And we see how well that works by the mortality rates for the poor.

At the same time, professional administrators make many times what adjunct professors do, and never set foot in the classroom, never do the real work of a university, which is education. At many institutions of higher education, there are now twice as many administrators as faculty, full-time or otherwise. Twice as many.

Guess where that tuition money is going.

So to my mind, a large part of PrecariCorps purpose is to highlight the shame of our academic system which is being sucked dry by an overabundance of parasitical administrative positions at the cost of the quality of some of the best education in the world. Hungry, stressed, impoverished teachers don't and can't do their best work when they're worried about survival. No one does. It's time we decided who was more important in higher education and start supporting our educators and not via charity.


Call for Submissions: Teaching Poor: Voices of the Academic Precariat

SupermoiOkay, I have officially lost my mind. Here's what I hatched with a bunch of cronies over the weekend. We already have publisher interest. I am boggled. I think the project is suddenly taking on a life of its own. Get on board with us:

Call for Submissions: Teaching Poor: Voices of the Academic Precariat

The career of college professor, giving back to the society that provided for them through education, was once a respectable path to the middle class. That class position is now slipping through the hands of the very people who helped create it, thanks to the erosion of tenured and tenure-track positions in favor of short-term contract positions without security. What should be rags to riches stories about the power of education to lift people out of poverty by providing a pathway to better jobs have become, for many academics, stories of stagnation, downward mobility, and outright impoverishment under the burden of massive debt uncompensated for by the very academy that helped contract faculty incur it.

Teaching Poor: Voices of the Academic Precariate will be a collection of voices from the world of so-called adjunct or contract college instructors who now teach 60-75% of all college courses in the United States and are paid wages equivalent to Walmart workers. In the tradition of Studs Terkel’s Working, Teaching Poor will honor both the difficulties and the triumphs of this new class of impoverished white collar laborers in the academic trenches, detailing personal struggles with the resultant poverty produced by low wages, crushing student loan debt, lack of healthcare and retirement provisions, and the professional and cultural costs this system levies on individuals and the students they teach.

I welcome creative non-fiction, biographical essay, short stories, poems, comics and, in the spirit of hacking the academy through digital humanities, may eventually expand to multimedia and a permanent archive of work similar to Story Corps.

This project is in its very early stages and I’m looking to see what kind of interest there is both in contributors and publishers before defining it or looking into other funding/publishing sources. I have publishers in mind (AK, Haymarket, Soft Skull, Atropos, Verso, ILR, Atticus, Riverhead), but also welcome suggestions. I do want this to be more than a self-published ebook though, and perhaps something truly groundbreaking if we can make a collaboration work.

Send your queries and submissions to Lee Kottner at teachingpoor@gmail.com.


Not Exactly Fan Mail

Adjunct Wage Theft MoiA couple of years ago, I was still teaching at the College of New Rochelle when they got a new president. I was still feeling my way into adjunct activisim at the time, and still fearful for my job there, such as it was, but also nearing the end of my rope. The crappy pay, the gigantic amount of ridiculous, ass-covering paperwork (filled out by hand. By hand!), the filthy facilities, the lack of support, the standardized syllabi and assigned textbooks—I wonder why I stayed so long. Anyway, when the new president arrived, I thought I'd write her a letter so she would not have the excuse of not knowing what was going on at her satellite campuses, because I knew the chances of her coming down from her beautiful campus in New Rochelle to the dumpy building that served us in the South Bronx were nil. I never sent this because I was too fearful. But I'm posting it here now because I burnt that bridge—and the smoke smelled great.

*    *    *

Judith Huntington, President
The College of New Rochelle
29 Castle Place
New Rochelle, New York 10805

Dear President Huntington,

First, congratulations on your new position at the College of New Rochelle. I’m looking forward to seeing what changes you make as a “new broom.” In fact, I’m writing to you to suggest a few of those changes myself. First a little background.

I have been an adjunct professor at CNR’s JCOC campus since 2008. I started off as a tutor in the writing center, and then went on to teach Journal Writing, Modes of Analysis, LTCA, Writing Research Papers, Logic and Argumentation, and the TEE writing lab. During my time in the writing lab, I fell in love with the students at the JCOC campus; they are so hungry for knowledge and they work so hard to overcome obstacles that would completely flummox many people. My admiration for these students is the main factor that’s kept me coming back to CNR for the last three years.

Unfortunately, this semester, I will not be back, and this was a very hard decision to make. Although I was offered a section each of LTCA and Modes, I’ve taken a section of College Prep English with the CUNY-affiliated Brooklyn Educational Opportunities Center (BEOC) instead. Sadly, my major motivation for this choice has been money. I love teaching Modes and LTCA and I’m good at it (last semester, all of my LTCA students passed their exit exams). Many of the students I first meet in the TEE lab sign up with me for other classes, too. But BEOC pays me almost $70/hour for 8 contact hours/week which include mandatory office hours. I net more teaching a single no-credit course at BEOC than I do teaching two 4-credit courses at CNR. I’m also teaching a section each of Comp I and Comp II (3-credit courses) at New Jersey City University (NJCU) in Jersey City, even though the commute is an hour and half versus the half hour to JCOC, and not simply because they offer $1,200/credit.

Much as I love the students at JCOC, I’ve been frustrated by my inability to offer them the level of instruction they deserve. I’m not even referring to the fact that CNR is the only institution I’ve ever taught at where I have no control over my own syllabus and where my texts are chosen for me. Even as a graduate assistant at Michigan State, I developed my own syllabus, ordered my own texts, and structured my class as I saw fit (with supervision, of course, at that stage). My real complaint is the fact that I have no place to meet students, and they have no way to contact me or turn in papers to me outside of class other than email, which CNR discourages.

The lack of support for adjunct instructors at CNR is stunning, frankly. Not only do we have no offices or even cubicles, nowhere to leave our texts or meet students or simply sit to prepare materials, but there is little sense of community. When I joined NJCU this summer, I was immediately assigned an office with a computer and a telephone, and my own mailbox where students could leave work for me (also true at BEOC, though there I have a cubicle). I was also encouraged to attend what turned out to be a great orientation session which included meeting textbook reps and a pedagogy workshop that filled three hours of the afternoon with great information and suggestions. CNR holds a faculty meeting which it requires adjuncts to attend every year, which I, honestly, have skipped each time, though I’ve made it a point to attend the adjunct instructors’ meeting at the start of the semester. I’ve skipped the faculty meeting for several reasons: the fact that it’s scheduled on a Saturday morning and eats up most of the day; the fact that I’m usually working either freelance or another teaching job when it’s scheduled; and the fact that I don’t feel I’m paid enough to give up five hours (seven with travel time) of my weekend. I’m already burdened with more physical paperwork (in triplicate, filled out by hand) at CNR than I’ve ever seen at any college.

The lack of support extends to facilities and equipment as well. JCOC is the only school I’ve ever taught at where I have no access to copying facilities and have to bring my own paper if I want to print something on the computers. Asking instructors to send big copying jobs to a central facility for reproduction a week in advance is perfectly reasonable, but I can’t even make 25 single sheet copies at the last minute for my class. Instead, I’ve used my own laser printer and paper to make copies for class because I’m never sure if the printers at school will be working. Very often, they’re not, which is frustrating for both me and JCOC’s students. Needless to say, no one reimburses me for my paper or toner costs, which can amount to more than $100 a semester. “Plan better,” you say? Easier said than done, when one is teaching four or sometimes five classes at three institutions spread across the 6,720 square miles of the New York Metropolitan Area. Not to mention that, at least the first time around, I often know what classes I’m teaching less than two weeks before they start, and sometimes with as little as two or three days notice. Lack of access to copiers also makes spontaneous changes to a class when new material presents itself difficult if not impossible.

The computer facilities, or lack thereof, pose other problems for both me and my students. There is only one smart classroom in JCOC and it is mostly used for placement exams. For anything but night classes, this poses a scheduling problem if I want to use that classroom to, for example, show my students how to access the library databases and do research. In addition, if I want to show something available on the internet, there’s no way to show it in any classroom but this one. Finally, because there are no facilities like Blackboard for doing so, I always run a private webpage connected to my personal website for each of my classes where students can check the schedule and from which they can download any handouts they may have missed, watch a video on proofreading by Taylor Mali, and find links to good research sources on the web. I’m not sure if other adjuncts do this, and it’s fortunate that I know enough HTML to do so. But none of us should have to use our own resources for this.

The limited computer facilities pose special problems for JCOC’s students in particular. As I’m sure you’re aware, most of these students have very little money; many are on public assistance of some sort. For many of them, the only computer access they have is at school. If they have a computer at home, they may not have internet access. If they have a computer and internet access, they may not have a printer, or be able to afford paper or ink/toner. Often, the only paper available at school is colored paper, and yet, we require our students to write their papers on computers and and print them on white paper. Isn’t paper for the printers included in their student fees?

In addition, many of my students come into my classes without a good knowledge of how to use Microsoft Word or access the Web. They don’t really understand the difference between email and a web page. They don’t know how to attach a file to an email. At least one course (TEE) has a required computer component. I’ve had more than one student fail that part of the course because they were working full time and had no computer access anywhere but school, and the hours are limited. I’m sure that requirement works just fine at the main campus, but not at JCOC.

The students at JCOC lead very complicated lives. Most have children and many are recovering addicts who deal with domestic abuse, homelessness, violence in the neighborhood, and the bureaucracy of public assistance, which can be Kafkaesque at times. One of the largest causes of absenteeism at JCOC is lack of childcare. Since JCOC serves a population that is mostly older adults, most of them with children, it would help both retention and attendance to have or support some kind of childcare on-site or near the campus. Access to reliable childcare would go a long way toward improving students’ ability to attend and finish school. Occasionally letting mothers bring their children to class wouldn’t hurt either. I’d rather see them in class with a child than missing in action. There must be grants for this.

Finally, a small thing: scheduling classes that run from 5:30 pm to 10 pm or 10 am to 2 pm with meager 20 minute breaks and not allowing students to eat in class is cruel and unusual punishment. Bad enough there is no cafeteria serving decent food and only fast food in the neighborhood. If they’re hungry, they’re not thinking or learning well. If I’m hungry, I’m not teaching well either. Needless to say, this rule is largely ignored, but it seems senseless and mean to even post it.

So far, this letter has largely consisted of complaints. I’d like to propose some improvements, too. Some refer to general educational policies, some specifically to JCOC itself.

Offer your adjuncts a living wage and treat us with dignity.

  1. Give adjuncts more control over course structure and text choice. We’re trained educators, not amateurs. Supervision is better than directives.
  2. Offer orientations and workshops to create community and support good teaching.
  3. Provide some kind of space to call our own in which we can meet with students.
  4. Cut the paperwork. The grading system is cumbersome and inconvenient for just about everyone. Adopt an on-line grade submission program. I can recommend a good school management program that includes this and many more convenient features.
  5. Give us access to copying facilities for small jobs, and decent copying machines.

I realize that in New York, adjuncts are a dime a dozen, but when you find good ones, whether they’re terminal MAs like me, or Ph.D. candidates, it pays you (and your students) to keep them, and the best way to do that is to pay us a living wage. If we have to teach 5 low-paying, grading-intensive writing classes to make ends meet, we’re not serving anyone’s students, including yours. Both CUNY and NJCU are good models for this, probably because they both have unions. Both offer good wages and benefits and attract good teachers who stay because of that. And to be blunt, it’s the kind of working conditions we find at CNR that attract adjuncts to union organizing. If you want to keep unions at bay, make them unnecessary.

Improve computer facilities and training for students.

  1. Wifi in the classrooms is less important (and sometimes just another distraction) than having more smart classrooms and functioning, fast, computer access and working printers with paper.
  2. Make sure the first thing incoming students learn is how to use those computers, before requiring that they do so. Speaking as a former power-user word processor, Microsoft Word is now a far more complex program than it used to be, and not as easy to use as just learning to type used to be. I spend too much class time teaching students how to use Word at a basic level.
  3. Adopt a college-wide system such as Blackboard to make communication outside of class easier and classes more interactive for students. This is especially important in a commuter school like JCOC

Improve building facilities and the school experience for students and faculty.

  1. Expand the library. Could it have a whole floor to itself? I don’t know what’s on the second floor. Nobody goes there.
  2. Please, please, upgrade the restrooms, which are often out of soap or towels, and grubby even when they’re “clean.”
  3. Even a small cafeteria is probably out of the question because of space limitations, so allowing students to bring their own food to class and consume it there would help keep them alert and allow them to eat well.
  4. If students can’t have a real bookstore onsite, maybe the teaching supply store in the neighborhood, Tannen’s, could function in that capacity. One of my greatest pleasures as an undergrad was looking at the books for other classes. It’s a great way to spark interest in reading and learning.
  5. Offer some kind of childcare either on-site or nearby.
  6. Make the student lounge more inviting.

Implementing any one of these suggestions would go a long way toward making CNR in general and JCOC in particular a better school for both students and faculty.

I don’t know if I’ll be back at JCOC again (possibly not after you read this letter), but I want to reiterate how much I love teaching there, despite the conditions and pay, simply because of the students. I’ve never taught students who rewarded my efforts with so much hard work, so much eagerness, so much enthusiasm and intellectual desire. I feel like I have been shortchanging them because of the conditions at JCOC, and that’s not right. I put up with the conditions and poor pay for those students, but I can’t continue to make that sacrifice indefinitely. No true professional can. No true professional should have to.

Thank you for your attention and patience in reading this letter. Again, I wish you all the best in your new position.

Yours sincerely,

Ann E. Kottner

*    *    *

One condition I didn’t mention that exists specifically at this college and at too many others is student exploitation. This particular campus operates like far too many for-profit schools do, by selling their services to underprepared students and then giving them little or no support. Many of my students there were getting GEDs at the same time they were pursuing their bachelor’s degrees. The curriculum committee, in their wisdom, decided to institute high stakes tests at the end of not just one but three levels of writing classes, the first of which employed Pearson’s expensive (and problematic for this group) computer components. This is two too many tests, in my view but it is doubly criminal because the school has no writing center and offers virtually no outside support for a group that particularly needs it. The only so-called tutoring available is largely unsupervised peer tutors who are very unreliable and poorly paid—one per shift. One. I’ve taught all three of these classes and seen students pass the class but fail the test and thus have to retake the whole class again, sometimes two or three times, digging themselves deeper and deeper into debt, and having to repurchase Pearson’s access codes each time. These conditions exist at too many colleges, where students are seen as cash cows that feed the salaries of administrators.

I post this now because these are precisely the conditions addresed by the petition to the Department of Labor that I helped write. If you haven't signed that yet, please do, if you care at all about the kind of education our students are getting in every college in the U.S., Canada, Mexico, Australia, the UK, France, Chile, Argentina, and too many other countries. Sign and share. We'd like 10K by Labor Day, although the petition runs through September 30th.