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Full-Text Articles in Collective Bargaining
One Faculty, One Mission: A Unified Faculty Model For California Community Colleges, Debbie Klein
One Faculty, One Mission: A Unified Faculty Model For California Community Colleges, Debbie Klein
Journal of Collective Bargaining in the Academy
This article advances a unified, non-tiered faculty model as essential to fulfilling the mission of the California Community Colleges (CCC) system. Although the system is charged with realizing open access and educational equity, nearly 70% of faculty serve in part-time or contingent roles—often without proportional compensation, institutional stability, or meaningful participation in governance. Drawing on research demonstrating that faculty working conditions shape student learning conditions, the article argues that structural employment inequities undermine the system’s democratic promise. Situating the proposal within national “One Faculty” efforts and recent legislative attention to pay parity in California, it demonstrates that reform is both …
Panel Handout: Mica: Negotiating A First Contingent Faculty Contract At An Art School
Panel Handout: Mica: Negotiating A First Contingent Faculty Contract At An Art School
Journal of Collective Bargaining in the Academy
No abstract provided.
Panel: Negotiating Over Job Security For Contingent Faculty - The Three Legged Stool, Judi Burgess
Panel: Negotiating Over Job Security For Contingent Faculty - The Three Legged Stool, Judi Burgess
Journal of Collective Bargaining in the Academy
No abstract provided.
Negotiating Over Job Security For Contingent Faculty: The Cfa Experience, Jonathan Karpf
Negotiating Over Job Security For Contingent Faculty: The Cfa Experience, Jonathan Karpf
Journal of Collective Bargaining in the Academy
No abstract provided.
Part-Time Faculty: Semantics And The Meaning Of Contingent Teaching, Margaret E. Winters
Part-Time Faculty: Semantics And The Meaning Of Contingent Teaching, Margaret E. Winters
Journal of Collective Bargaining in the Academy
The variety of titles for non-tenure-track, part-time, contingent faculty and their semantic meanings are explored. The terms are not random when looked at collectively, but rather form a pattern which is indicative of contemporary post-secondary academic employment and culture. More specifically, these titles reflect several characteristics of the faculty who bear them: among others, the fact that they are not in full-time employment, the fact that their contracts are for shorter periods of time than those of tenure-track faculty, and the fact that their contracts reflect an expectation of impermanence in employment. Also expressed in the titles are more nuanced …