Comments on: Poor management at CSU-Pueblo means work speedup for the proles http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/ History and sexual politics, 1492 to the present Sun, 21 Sep 2014 03:32:05 +0000 hourly 1 http://wordpress.org/?v=3.9.2 By: Dick Bishirjian http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1963679 Sat, 29 Mar 2014 12:57:56 +0000 http://www.historiann.com/?p=22429#comment-1963679 There are several aspects of this crisis at CSU-Pueblo that are all too familiar. Moving from a 3-3 workload to 4-4 kills any opportunity for research, improvement of your resume, and diminishes opportunity for future advancement. That happened to me at an institution where I was tenured, and I left.

Second, Faculty with secure positions elsewhere is not going to be “attracted” to employment at CSU-Pueblo, so the long term decline of education quality begins now.

Are there solutions? In terms of the function of an institution like CSU-Pueblo, what Departments service present and future needs of Colorado employers? How many staff are assigned to reach out to employers to ask what job skills they want and need?

At one Community College where I served as an outside reviewer, the institution had not engaged in an outreach to the business community in ten years!

Is that the case at CSU-Pueblo?

Sometimes institutions lose sight of their purpose. For example, Metro State in Denver aspires to become “like” CU-Boulder and the Faculty attitude is “damn the students, I’m in this for myself.”

Lastly, are the careerist administrators who manage the CSU system advised by a good war time consigliare? My guess is they are not and they really do need a tough guy, not just in Pueblo, but in Denver.

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By: Historiann http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1932334 Mon, 24 Feb 2014 16:55:25 +0000 http://www.historiann.com/?p=22429#comment-1932334 See Jonathan’s update as to what’s going on at CSU-P as of this week. The board of governors is forcing CSU-P faculty to teach a 4-4 load to save–get this–$290,000.

Yes, that’s too much money to give in the service of faculty research at CSU-P. I hope they’re going to revise their standards for tenure and promotion starting this spring too.

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By: Notorious Ph.D. http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1931718 Sun, 23 Feb 2014 22:39:48 +0000 http://www.historiann.com/?p=22429#comment-1931718 I teach at such an institution that has been contemplating these same policies. Here’s the rub: our contract (and the one at this institution, I imagine) specifies that our teaching load is 12 units a semester. Yet for the past umpteen years, there have been course releases and such so that most faculty teach a 3-3 regular courseload (not counting grad supervisions and the like). Legally, however, the institution can insist that we teach the contractual courseload. Nobody likes it, but it’s true.

In better times, the best faculty could vote with their feet, and they’d be replaced by the many hungry job-seekers out there. In this day and age, however, there’s no place to jump to. It’s a buyer’s market, which means that we have to suck it up.

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By: Susan http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1927029 Tue, 18 Feb 2014 07:52:09 +0000 http://www.historiann.com/?p=22429#comment-1927029 @CC, I was an undergraduate many many years ago…I think the practice has changed, but not entirely. So we may indeed have been at the same place.

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By: Contingent Cassandra http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1926769 Tue, 18 Feb 2014 00:17:39 +0000 http://www.historiann.com/?p=22429#comment-1926769 Either Susan and I attended the same Fancy Ivy, or there are two where professors sometimes lead the discussion sessions (though when I was a grad student at a school where this was supposedly the practice, it was more like that’s what the tour guides still described as happening, but the discussion sections had really been run almost entirely by grad students for a couple of decades, as they were at my undergrad Ivy, which was supposedly less undergrad-friendly). In some ways, that might be better than having a whole additional course of one’s own to prep, except I’m guessing that classes with recitation sections are also paper and/or homework-heavy (and that the recitation sections end up being the places where any remediation that is revealed to be needed by such exercises is done, if it is done at all).

At my own institution, sections are just getting bigger and bigger, in some cases doubling. This, of course, is a slightly-less-visible way of accomplishing such a speedup (supposedly one cuts the work in some way — usually by resorting to more multiple-choice tests — but that only goes so far).

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By: ej http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1926446 Mon, 17 Feb 2014 17:54:43 +0000 http://www.historiann.com/?p=22429#comment-1926446 At my former institution, faculty were told that we had to teach an extra class (on top of a 3/3 load) to help offset budget cuts. And salaries were frozen. And travel money was taken away.

The next year, high level admins received bonuses for managing the financial crisis so effectively. A slap in the face, really.

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By: Shelley http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1926382 Mon, 17 Feb 2014 16:08:38 +0000 http://www.historiann.com/?p=22429#comment-1926382 The teachers should picket (with students) and also reduce the work assigned to the students by the same proportion that they’re required to teach more.

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By: Susan http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1926079 Mon, 17 Feb 2014 07:26:44 +0000 http://www.historiann.com/?p=22429#comment-1926079 The buck passing here is really extraordinary, and it’s pretty clear that there are all sorts of admin types whose heads should roll. The unilateral change in contractual duties is pretty breathtaking. I’ll offer one caveat, however. When I was an undergraduate at Fancy Ivy, the campus practice was that discussion sections were taught by faculty. In big coure that meant that you would have sometimes a senior faculty member leading your session. It was in many ways a good practice: not only were discussion leaders experienced teachers and scholars, but it also created some sense of shared responsibility for the curriculum.

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By: truffula http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1925943 Mon, 17 Feb 2014 03:51:31 +0000 http://www.historiann.com/?p=22429#comment-1925943 Had a “discussion” once about teaching load with my (former) dean’s tenure review panel during my presentation of a pre-tenure review case for one of my faculty. It was suggested that the aspiring proffie should stop being an “A teacher” (which ze was) and settle for being a “B teacher.” This would free up time for research. “I had not thought of suggesting that,” was the best reply I could manage. If they said that kind of thing and meant it, I guess it would be something. But I would not hold my breath waiting for it.

I don’t work there any more.

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By: Z http://www.historiann.com/2014/02/16/poor-management-at-csu-pueblo-means-work-speedup-for-the-proles/comment-page-1/#comment-1925850 Mon, 17 Feb 2014 01:17:30 +0000 http://www.historiann.com/?p=22429#comment-1925850 koshembos is right.

i have always taught 3-3, have only vapped at 2-2. Yes 2-2 is significantly better. glad to know 3-3 makes people hate their jobs and themselves; it is the reason i am not interested in academia.

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