If adjuncts want more workplace rights, they have to take them. As Inside HigherEd reports, “That message was echoed throughout a discussion on non-tenure-track faculty rights here Monday at the Coalition of Contingent Academic Labor, or COCAL, conference. It’s being held this week at John Jay College of Criminal Justice of the City University of New York.
“The biennial gathering draws participants from the U.S., Mexico and Canada, and adjunct activist panelists from all three countries advocated striking as a real and valid means of achieving short- and long-term goals.
“Unless and until faculty, including part-time faculty, hit the streets and occupy the classrooms,” said Stanley Aronowitz, a tenured professor of sociology and urban education at the CUNY Graduate Center, “there won’t be any change of substance.”
“Aronowitz, who has worked as an adjunct professor several times throughout his career, said this idea applied even in those states where collective bargaining or strikes among public employees is prohibited by law. Faculty members at Nassau Community College who went on strike last year over protracted contract negotiations paid hefty fines for violating New York State’s Taylor Law, for example. (Under the law, the union was permitted to engage in collective bargaining, but not to strike.) But Aronowitz and other activists said that striking is a fundamental right that should be ensured by the First Amendment; without the right to strike, he said, collective bargaining too often becomes “collective begging.”Participants here responded to Aronowitz’s remarks on strikes with strong applause.
“Maria Teresa Lechuga, a Ph.D. candidate in pedagogy at the National Autonomous University of Mexico, added: “We need to stop asking for permission to organize ourselves.” Panelists said that striking is always a “last resort,” to be exercised only when adjunct faculty members and administrators can’t otherwise reach common ground. But in order to ensure public support when and if the time to strike comes, advocates said, adjuncts need to nurture relationships with other kinds of workers, along with parents and students.Maria Maisto, president of the New Faculty Majority, a national adjunct advocacy organization, said adjuncts shouldn’t be afraid to bring up their working conditions with their students. She said such conversations are part of students’ “civic education” — an essential part of their studies.
David Boies, the star trial lawyer who helped lead the legal charge that overturned California’s same-sex marriage ban, is becoming chairman of the Partnership for Educational Justice, a group that former CNN anchor Campbell Brown founded in part to pursue lawsuits challenging teacher tenure. As the New York Times reports:
“Mr. Boies, the son of two public schoolteachers, is a lifelong liberal who represented Al Gore in Bush v. Gore and prosecuted Microsoft in the Clinton Administration’s antitrust suit. In aligning himself with a cause that is bitterly opposed by teachers’ unions, he is emblematic of an increasingly fractured relationship between the Democrats and the teachers’ unions.
“As chairman of the new group, Mr. Boies, 73, will join Ms. Brown as the public face of a legal strategy in which the group organizes parents and students to bring lawsuits against states with strong tenure and seniority protections.
“In a suit filed in New York last month, plaintiffs supported by Ms. Brown’s group argued that tenure laws make it too difficult to fire ineffective teachers and force principals to make personnel decisions based on seniority rather than performance. The suit argues that such laws disproportionately harm low-income and minority students.A California judge recently ruled in a similar case that teacher tenure laws violate students’ civil rights under the state’s constitution. The group that brought that case, known as Vergara v. California, said it would be pursuing similar litigation elsewhere as well. In a sign of the legal firepower attracted to the cause, Theodore B. Olson, Mr. Boies’ partner in the California same-sex marriage case, has been advising the Vergara plaintiffs.In an interview in his firm’s offices in Manhattan, Mr. Boies said he viewed the cause of tenure overhaul as “pro-teacher.”
“I think teaching is one of the most important professions that we have in this country,” he said. But, he added, “there can be a tension” between union efforts to protect workers and “what society needs to do, which is to make sure that the social function — in this case teaching — is being fulfilled.” Mr. Boies, who said he viewed education as a civil rights issue, is offering his services pro bono.
Appearing in today’s edition of The Atlantic: “It was just supposed to be a quick trip to Beijing, a touristy group thing to take in the sights. It wasn’t supposed to go down like this.There wasn’t supposed to be a lost manuscript; the travelers weren’t supposed to turn on each other. The only good, if any, to be found in this godforsaken quest, this unholy mission, was that by the end of it, they would all know how to speak Mandarin.
“This intricate Maltese Falcon-like story will unfold each day, over the course of semester, as a multiplayer game at Renssalear Polytechnic Institute in New York. It is being designed as a language-learning exercise by Lee Sheldon, an associate professor in the college’s Games and Simulations Arts and Sciences Program. “Using games and storytelling to teach—it’s not that radical of a concept,” says Sheldon. “It makes them more interested in what’s going on.”
“Sheldon is a pioneer in gamification, a new movement that essentially takes all the things that make video games engaging and applies them to classroom learning. Sheldon started developing the theory eight years ago. Since then, gamification now comes in all shapes and sizes and is used across educational levels, for kindergarteners through adult learners. Its practitioners range from individual teachers experimenting with game-like elements in their classrooms to entire schools that have integrated the games into their curricula.
“The goal is to change the student’s mindset to a mastery orientation—to promote motivation, engagement, active learning—and to cultivate 21st century skills like collaboration, problem solving, creativity and systems thinking,” says Joey Lee, a research assistant professor of Technology and Education at Teacher’s College, Columbia University. “Learning looks very different today, so we need to move away from the Industrial Revolution one-size-fits-all model that still plagues much of education.”
U.S. Education Secretary Arne Duncan on Tuesday focuses his quest to improve classroom performance on the 6.5 million students with disabilities, including many who perform poorly on standardized tests.
As Huffington Post reports, “Duncan, who has spent his years in the Obama administration using accountability measures in existing laws to drive improvements in student performance, on Tuesday joins Michael Yudin, assistant secretary for the Office of Special Education and Rehabilitative Services, to announce a new framework for measuring states’ compliance with the Individuals With Disabilities Education Act, the federal law that supports special education and services for children with disabilities. The law originally was known as the Education of Handicapped Children Act of 1975.
“After years of holding states accountable under the law for such things as timely evaluations of students and due process hearings, the Education Department plans to look at results. For the first time, the government will define compliance with the law not just in terms of what states do for students with disabilities, but with how those students perform.
“Focusing on inputs has worked on improving that type of compliance, according to information the Department released Tuesday. For example, in 2006, 84.8 percent of initial evaluations of students with disabilities were completed on time. By 2010, that number had increased to 96.9 percent. At the same time, national average math proficiency hardly budged from 33.2 percent in 2005-2006 to 35.2 percent in 2009-2010 — representing a dip from 38.7 percent in the previous year.
“Basic compliance does not transform students’ lives,” Duncan said on a Tuesday call with reporters. “It’s not enough for a state to be compliant if students can’t read or do math” at sufficient levels by the time they graduate from high school, he added.
“According to this new results-driven accountability framework, states will be responsible for students with disabilities’ participation in state tests, gaps in proficiency between students with disabilities and their peers, and performance on the National Assessment of Education Progress, or NAEP, the only national standardized test. This marks the first time the NAEP, which is often described as a low-stakes test, has been used for school accountability.
If you borrowed money from the federal government to finance your education and you’re having an extremely hard time paying it back, I have good news for you. As Slate reports, “President Obama has just signed an executive order that expands eligibility for Pay As You Earn, a newish program that caps the monthly debt payments of eligible borrowers to no more than 10 percent of their monthly income. And if you still have outstanding debt after 20 years, or 10 years if you work in the public sector or for a nonprofit, it will be forgiven, like a youthful transgression.
“You crazy kid! Remember when you thought taking on this student loan debt made sense because getting a college education meant that you’d eventually earn enough to pay it off? Oh gosh. Those were the days. Clearly you had been passed the peace pipe once too often.
“Cutting debt payments for cash-strapped borrowers is a nice gesture. In 2008 and 2012, Barack Obama fared well with under-30 voters, and Pay As You Earn will give some of them a nice little boost, just in time for the midterm congressional elections. But there is a much larger problem that the president’s feel-good proposal fails to address, which is the fact that people who take on federal student loan debt aren’t earning enough to pay it back. America’s higher education institutions aren’t offering value for money. And that’s a problem that tinkering with the federal student loan program won’t solve.
“To state the obvious: Borrowers can’t handle their debt payments because of the general weakness of the economy. It would be far easier for borrowers to repay their student loan debt if they weren’t unemployed or underemployed, and it would be easier still if they were employed in jobs that offered robust wage gains over time. Yet the debt crisis also reflects the corruption of mass higher education in America.