You might not know this about me (as I don’t write about it much here), but I’m Co-President of the Colorado Conference of the American Association of University Professors (or AAUP). In that capacity, I knew about this story long before it got reported (even though I didn’t participate in the investigation or contribute at all to the report):
A new report from the American Association of University Professors alleges that Colorado’s Community College of Aurora terminated an adjunct because he refused to lower his expectations for his introductory philosophy class. The report sets the stage for the AAUP to vote on censuring Aurora for alleged violations of academic freedom later this spring, but the college denies such charges. It blames Nathanial Bork’s termination on his own teaching “difficulties.”
I know Nate pretty well, so I’m more than a little biased when it comes to a case like this. Nevertheless, there are a couple of things about this incident that just made my head explode. First, as you can see from that IHE article, Nate still teaches at Arapahoe Community College, which is part of the same community college system as the Community College of Aurora. At CCA, Nate was allegedly such a bad teacher that the college fired him “virtually on the spot,” yet he’s still working productively down the road. If Nate was really such a menace, don’t you think CCA might have wanted to warn its sister school about him?
The second, even-more-mind blowing part of this case goes back to Nate being fired “virtually on the spot.” Nate was apparently so awful that they fired him DURING the semester, leaving all of his students in a lurch with some patchwork of substitute teacher(s) until finals week ended. He’d have to have been pretty darn awful for the benefits of that maneuver to outweigh the considerable costs. Of course, it wasn’t really about Nate’s teaching.
Nate’s firing was about making a point. The authors of the AAUP report on Nate’s case cover this subject very deftly:
A cannier administration might have let Mr. Bork finish the semester and then have declined to renew his contract. Insofar as this could have been done for exactly the reasons that appear to have motivated the CCA administration’s summary mid-semester dismissal of Mr. Bork, it would have constituted just as severe a violation of academic freedom. But the administration would have enjoyed the plausible deniability afforded by policies and procedures that enshrine arbitrary nonrenewal of appointments for adjunct faculty members.
It is certainly no secret that adjunct faculty lack real academic freedom precisely because of their precarious employment. Yet the administration at CCA made no pretense of the idea that Nate and other adjuncts there have the same control over their classrooms that tenure track faculty at most places (hopefully) have. They came up with this “Gateway to Success Initiative,” imposed it indiscriminately upon faculty of all kinds and fired Nate in response to his desire to be his own boss (at least as far as the way that he chooses to run his classroom is concerned).
While the AAUP’s Committee A (which oversees investigations like the one at CCA) doesn’t take that many cases in any given year, it should be obvious why this one is really important. Here is an administration that won’t even make the usual happy noises about all faculty having academic freedom. They think they should have more power over curricular decisions than their own faculty do. While I ran a few courses on spec in grad school, I’ve never taught as adjunct. Nevertheless, I have to imagine that one of the reasons that you’d put up with low pay, no benefits and zero job security is precisely that you can be your own boss in the classroom setting.
Yes, if you’re a terrible teacher, you might be subject to observation and discipline. But that discipline should be meted out by other faculty (like your department chair) and not by your administrators. You should also have the opportunity to change course if your teaching is somehow not up to snuff, and not get summarily dismissed in the middle of the semester.
Everything I’ve written about this case so far should be obvious to any informed faculty member who considers the issues at stake. But I want to make two more points that might not be so clear to everyone.
First, adjuncts are just the low-hanging fruit in a long-term administrative movement towards trying to control the way that faculty to teach. You can discipline adjuncts, particularly CC adjuncts, because they have few expectations of academic freedom and (often) a dire need for continued employment. Once this becomes the norm, there is no reason to believe that administrators will let tenure-track and tenured faculty exercise their traditional prerogatives in their own classrooms. Running a university like a business means closely controlling exactly how work gets done. If faculty acquiesce to this kind of academic Taylorism, we’re all gonna end up working with stopwatches behind us no matter what our employment status happens to be.
Second, to get back to a subject more common on this blog, technology is already greatly enabling administrators in this quest to control the classroom. My old obsession, mandatory LMS usage is just part of this phenomenon. But the destruction of faculty prerogatives goes beyond just administrators. Consider this observation from Jonathan Poritz and I in our book Education Is Not an App (p. 65):
While a typical face-to-face course, or even a regular fully-online course, does not have to cater to the recommendations of the nineteen or twenty people who may collaborate to produce a MOOC, the rise of online learning tools has meant that professors of all kinds have less say over their own classrooms than they did even twenty years ago. One reason that the power of [“teaching and learning specialists”] has increased is that the power of faculty has dwindled as technology has made it easier for faculty prerogatives to be divided when the work of teaching gets unbundled.
Now we’re not saying that instructional designer stink and they all must be destroyed. What we are saying is that the final decision about how the classroom will operate must belong to the professor, no matter what their status of employment happens to be. If you build a better mousetrap, use the carrot not the stick. Most faculty are smart and caring enough to join any technological bandwagon worth joining.
For all these rasons, by taking a stand on Nate’s behalf, the AAUP is actually taking a stand on behalf of us all. If you’re appreciative of this kind of work, you should consider joining us.