By Sue Byun & Michelle Martinez, Gavel Editors -
Since its inception on Jan. 27, the Boston College chapter of the Association for the Advancement of University Professors (AAUP) boasts a steadily growing membership and a speaking appearance by AAUP Secretary General Gary Rhoades. It was founded in the hopes of achieving greater faculty governance and academic freedom, and a greater faculty participation in University operations overall.
The chapter’s executive committee, which consists of Susan Michalczyk, Michael Clarke, Michael Malec, Tim Duket, Pam Grace, Joyce Pulcini, and Alan Lawson, was elected into office at the first meeting last month. This marked the fruition of an effort started this past December when a group of faculty voted to move forward with forming a chapter.
Membership is currently at about 60, expanded from 47 in late January. “We hope to triple that membership by next year,” Malec said.
The chapter, which is less than one month old, is still in the recruiting and strategy planning phases, but Rhoades’ speech this past Tuesday served as a morale booster, crystallizing and provid¬ing national context for what the chapter members were trying to achieve. He spoke about academic freedom and responsibility in hard economic times.
“BC has a history of issues that deal with issues fundamental to AAUP, such as academic freedom of faculty as a core component of quality education,” Rhoades said. “Particularly in colleges such as yours, with a social justice mission, this responsibility is especially important in the political environment of today.” He mentioned the controversy surrounding the cancellation of a scheduled lecture by Bill Ayers, and Prof. Mary Daly’s disputes with the administration in the late 1960’s.
According to Rhoades, the current trend in America is what he termed as corporatization and commercialization of universities. “Especially with having to worry about building large endowments and moving up in rankings such as U.S. News, these kinds of politics really play out in program elimina¬tion, creation, and continuation,” Rhoades said.
“Shaping academic initiatives should be based on an academic calculus, more than by anticipated short-term revenues, to the benefit of students and society,” he said.
Specifically for BC to achieve this, Rhoades indicated a need for budget transparency, a faculty senate, and a reworking of contract language.
According to Rhoades, academic freedom is a collective responsibility and a prerogative that faculty in a school should especially as compared to other workplace environments, because the professors’ principal loyalties are to society, the students, and the discipline they work in.
“Sometimes those things are not entirely in concert with the economic interests of an institu¬tion, which is why faculty input is especially important in tight financial times, for maintaining the integrity of academic initiatives,” he said.
“For shared governance to be meaningful, it needs to include contingent, and not just tenured track faculty.” He also said that in order to make informed decisions, faculty access to financial information directly followed.
The majority of the BC chapter members are adjunct, though there are some tenured professors. Michael Resler, who is tenured as chair of the German Studies Department, said, “Basically I am here to show support for my colleagues. There absolutely ought to be a faculty senate, it’s shameful that there isn’t.”
Within the BC chapter, there is a desire for what Malec referred to as fiscal accountability and transparency. He said, “Some of us have concerns that we aren’t compensated appropriately because of having been critical of [the] administration. We could be wrong, but any faculty member that feels aggrieved has no way to really verify if indeed they are undercompensated.
“None of us know anything about the University. We have worked assiduously to shed some light on faculty compensation. At BC you just cant do it, it’s a well kept secret,” Malec said.
BC’s human resources depart¬ment regards information such as pay rate, past earnings, and home address as confidential and will release it only with the written permission of the employee or a court order.
“Cumulatively, it’s frustrating. The past fiscal year nobody got a raise, but faculty never had the chance to discuss the matter with the University,” Malec said.
Malec also said that for about two years, the faculty has tried to elect a senate but was not supported by the administration. Currently, there is no formal mechanism for faculty to speak with the Board of Trustees. The student governing body, UGBC, meets regularly with the board in an advisory setting.
Rhoades said, “I think it’s foolish for a president or provost to try to do things without faculty input. Why should they be so afraid of advice?” Still, he acknowledged the advantage of a “nimble” stream¬lined process of academic decision-making versus a more deliberative process.
Rhoades, who participated in an analysis of language on academic freedom across various university handbooks, cited University of Minnesota’s clause on free speech as an effective example, which allowed employees “to speak or write without institutional discipline or restraint on matters of related to… the functioning of the university… whether or not as a member of an agency of institutional governance.”
“The BC employee contract’s clause on academic freedom of faculty is not really defined, only invoked,” Rhoades said.
BC’s employee handbook states, “An individual employee has the right to speak publicly and to express personal opinions regard¬ing campus issues or issues that have no connection with Boston College. However, care should be exercised to avoid public criticism of University policy whenever such a stance is incompatible with the responsibilities of an employee’s position at Boston College.”
On the formation of a BC AAUP chapter, Patricia DeLeeuw, Vice Provost for Faculties, said, “These are all BC’s values as well. We are very pleased. A university is only as good as its faculty, and a good faculty brings good students. So as a community of scholars, the values of the AAUP, such as academic freedom and rigorous standards of higher education, are very important.”
“The more voices we have on campus the better,” DeLeeuw said.
Rhoades encouraged the BC chapter to be alert of the spirit it maintains in its discourse, to make sure that it works toward produc¬tive activities and presents feasible solutions, rather than just advocat¬ing grievances.
“Part of what an AAUP chapter can and should do is to establish the spirit – not only the structures – of accountability,” Rhoades said.
Malec lauded the chapter’s formation as a substantial effort to¬wards forming a dynamic of being proactive rather than reactive.
“When did education become a business? We as a university are moving more towards a business model, and I think we’re really at a crossroads. My hope is that we come together to address the elephant in the room and have our voices heard,” Michalczyk said.
Background of the AAUP and Faculty Unionization
In 1900, Stanford University economist Edward Ross lost his job because Mrs. Leland Stanford disapproved of his stance towards immigrant labor and railroad monopolies. This incident led Arthur O. Lovejoy, philosopher at Johns Hopkins University, to form the American Association of Uni¬versity Professors (AAUP) along with John Dewey in 1915. This organization sought to ensure that faculty members’ academic free¬dom would no longer be violated, define fundamental professional values and standards for higher education, and to ensure higher education’s contribution to the common good.
Ever since its founding, the AAUP has aided the faculty of numerous universities in tackling issues beyond those pertaining to academic freedom. These include matters of national security, discrimination, institutional mat¬ters, tenure, intellectual property, and economic security for faculty members, among others.
According to a publication by the AAUP, up until recently only 25 percent of professors are unionized, with over 96 percent of the union-represented faculty members in the public university sector. The lack of academic unionization in the private academic sector seems to be changing, however. In 2001, the National Labor Relations Board (NLRB), in charge of governing collective bargaining in the private sector, issued two decisions allow¬ing faculty members and graduate assistants to bargain collectively under the National Labor Rela¬tions Act (NLRA).
The varying factor as to what professors are considered “professional employees” and not “managerial” positions, and therefore eligible to bargain collectively, is a determination made on a case-by-case basis at each academic institu¬tion. This complexity was proven in the 1980 case NLRB v. Yeshiva, where certain faculty members were deemed to be managerial employees rather than professional, and there¬fore not covered by the NLRA.
In 2000, however, the NLRB upheld that faculty members in Manhattan College, were of employee status, given that they exercised “advisory, and not actual governance authority.” In spite of this legal victory, Manhattan Col¬lege professors delayed the process by rejecting union representation. Later that year, the NLRB ruled that New York University graduate assistants can also be considered “employees” under the NLRA, and thus able to unionize. This went against the NYU administration’s policy that stated that allowing graduate assistants to unionize “undermined academic freedom.” Contrary to the Manhattan College professorate, however, the NYU graduate assistants voted in favor of unionizing.
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