A 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.
- Give adjuncts more control over course structure and text choice. We’re trained educators, not amateurs. Supervision is better than directives.
- Offer orientations and workshops to create community and support good teaching.
- Provide some kind of space to call our own in which we can meet with students.
- 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.
- 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.
- 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.
- 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.
- 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.
- Expand the library. Could it have a whole floor to itself? I don’t know what’s on the second floor. Nobody goes there.
- Please, please, upgrade the restrooms, which are often out of soap or towels, and grubby even when they’re “clean.”
- 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.
- 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.
- Offer some kind of childcare either on-site or nearby.
- 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.
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.