Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Paul Brandon]

First of all, this is not an academic freedom question since he was  
not fired because of the content of what he was teaching.
Rather, the issue is whether he was requiring his students to know  
(and answer test questions on) content not specified in the syllabus  
-- a violation of the contract between the student and the state.
If his additional material was simply and literally a supplement; not  
adding any content not in the text, so that students could pass any  
exam question without the use of the supplemental material, then he  
has a case.
On the other hand, if he added exam questions that could not be  
answered without the use of his supplemental material, he was in  
violation of his contract.
Was he using a department wide standard exam, or did he write his own?

On Jul 23, 2008, at 8:27 AM, Christopher D. Green wrote:

> What would you do if an adjunct instructor at your school responded to
> students' complaints that the mandated textbook was unclear, by  
> creating
> original supplementary materials to help the students understand the
> topic better? Give him a pat on the back? One Indiana college  
> decided to
> fire him instead.
> http://insidehighered.com/news/2008/07/23/ivytech
>
> Chris
> --
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> [EMAIL PROTECTED]
> http://www.yorku.ca/christo/
> phone: 416-736-2100 ext. 66164
> fax: 416-736-5814
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Christopher D. Green]

Paul Brandon wrote:
>
>
> First of all, this is *not* an academic freedom question since he was 
> not fired because of the *content* of what he was teaching.

This is not true. Academic freedom extends well beyond that. Please read 
the 1940 AAUP statement on academic freedom (which is widely considered 
to be the definitive statement on the topic in the US), esp. freedom #2, 
and the 1970 "Interpretive comment" #2. 
http://www.aaup.org/AAUP/pubsres/policydocs/contents/1940statement.htm

> Rather, the issue is whether he was requiring his students to know 
> (and answer test questions on) content not specified in the syllabus 
> -- a violation of the contract between the student and the state.
> If his additional material was simply and literally a supplement; not 
> adding any content not in the text, so that students could pass any 
> exam question without the use of the supplemental material, then he 
> has a case.
> On the other hand, if he added exam questions that could not be 
> answered *without* the use of his supplemental material, *he* was in 
> violation of his contract.

That might be true, but according to the story, the materials were 
intended merely to elucidate concepts and procedures that were not 
(according to some of the students) explained clearly in the textbook. 
And more broadly, are you really arguing that he should have, instead, 
allowed the students to founder with the poor textbook rather than doing 
what he could to help them understand the material? After all, having 
students understanding the material is the real imperative for teacher, 
not simply dragging them uncomprehendingly through a particular 
presentation of the material. It seems to me that if some of the 
students preferred not understanding the material to reading some 
explanatory pages prepared by the teacher then (a) that is their 
prerogative but it should not be imposed on the rest of the class (i.e. 
those who are actually there to learn), but b) it is foolish for us to 
encourage such anti-intellectual behavior on the part students by 
punishing the teacher who tried to help while laboring under bad 
circumstances not of his own making (i.e., why not fire the person who 
mandated the textbook that the students found to be so poor?).

Regards,
Chris
-- 

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada

 

416-736-2100 ex. 66164
[EMAIL PROTECTED]
http://www.yorku.ca/christo/



"Part of respecting another person is taking the time to criticise his 
or her views." 

   - Melissa Lane, in a /Guardian/ obituary for philosopher Peter Lipton

=


>
> On Jul 23, 2008, at 8:27 AM, Christopher D. Green wrote:
>
>> What would you do if an adjunct instructor at your school responded to
>> students' complaints that the mandated textbook was unclear, by creating
>> original supplementary materials to help the students understand the
>> topic better? Give him a pat on the back? One Indiana college decided to
>> fire him instead.
>> http://insidehighered.com/news/2008/07/23/ivytech
>>
>> Chris
>> --
>> Christopher D. Green
>> Department of Psychology
>> York University
>> Toronto, ON M3J 1P3
>> Canada
>>
>> [EMAIL PROTECTED] 
>> http://www.yorku.ca/christo/
>> phone: 416-736-2100 ext. 66164
>> fax: 416-736-5814
>>
>>
>> ---
>> To make changes to your subscription contact:
>>
>> Bill Southerly ([EMAIL PROTECTED] 
>> )
>
> Paul Brandon
> Emeritus Professor of Psychology
> Minnesota State University, Mankato
> [EMAIL PROTECTED] 
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>   



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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Paul Brandon]

On Jul 23, 2008, at 10:55 AM, Christopher D. Green wrote:

> Paul Brandon wrote:
>>
>>
>>
>> First of all, this is not an academic freedom question since he  
>> was not fired because of the content of what he was teaching.
>
> This is not true. Academic freedom extends well beyond that. Please  
> read the 1940 AAUP statement on academic freedom (which is widely  
> considered to be the definitive statement on the topic in the US),  
> esp. freedom #2, and the 1970 "Interpretive comment" #2. http:// 
> www.aaup.org/AAUP/pubsres/policydocs/contents/1940statement.htm
>>

I'll cede the point on technical grounds.

>> Rather, the issue is whether he was requiring his students to know  
>> (and answer test questions on) content not specified in the  
>> syllabus -- a violation of the contract between the student and  
>> the state.
>> If his additional material was simply and literally a supplement;  
>> not adding any content not in the text, so that students could  
>> pass any exam question without the use of the supplemental  
>> material, then he has a case.
>> On the other hand, if he added exam questions that could not be  
>> answered without the use of his supplemental material,he was in  
>> violation of his contract.
>
> That might be true, but according to the story, the materials were  
> intended

That is probably true.
If the intention and the fact are in agreement (as I said), then I  
don't think that the instructor violated his contract, and should not  
have been fired.
On the other hand, if in fact (regardless of his intention, which  
would be a mitigating circumstance) he required students to be  
responsible for material not stated in the syllabus, he is violating  
what courts have held to be a student's legal rights.
Whether or not the students benefit from this is a different issue.
Places like Ivy Tech (the name has nothing to do with Ivy League --  
it's derived from the initials IV) are more like high schools than  
colleges as we know them; standard curricula is more common and  
instructors have less autonomy.

> merely to elucidate concepts and procedures that were not  
> (according to some of the students) explained clearly in the  
> textbook. And more broadly, are you really arguing that he should  
> have, instead, allowed the students to founder with the poor  
> textbook rather than doing what he could to help them understand  
> the material? After all, having students understanding the material  
> is the real imperative for teacher, not simply dragging them  
> uncomprehendingly through a particular presentation of the  
> material. It seems to me that if some of the students preferred not  
> understanding the material to reading some explanatory pages  
> prepared by the teacher then (a) that is their prerogative but it  
> should not be imposed on the rest of the class (i.e. those who are  
> actually there to learn), but b) it is foolish for us to encourage  
> such anti-intellectual behavior on the part students by punishing  
> the teacher who tried to help while laboring under bad  
> circumstances not of his own making (i.e., why not fire the person  
> who mandated the textbook that the students found to be so poor?).
>
> Regards,
> Chris
> -- 
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> 416-736-2100 ex. 66164
> [EMAIL PROTECTED]
> http://www.yorku.ca/christo/
>
>
> "Part of respecting another person is taking the time to criticise  
> his or her views."
>- Melissa Lane, in a Guardian obituary for philosopher Peter Lipton
> =
>
>>
>> On Jul 23, 2008, at 8:27 AM, Christopher D. Green wrote:
>>
>>> What would you do if an adjunct instructor at your school  
>>> responded to
>>> students' complaints that the mandated textbook was unclear, by  
>>> creating
>>> original supplementary materials to help the students understand the
>>> topic better? Give him a pat on the back? One Indiana college  
>>> decided to
>>> fire him instead.
>>> http://insidehighered.com/news/2008/07/23/ivytech
>>>
>>> Chris
>>> --
>>> Christopher D. Green
>>> Department of Psychology
>>> York University
>>> Toronto, ON M3J 1P3
>>> Canada
>>>
>>> [EMAIL PROTECTED]
>>> http://www.yorku.ca/christo/
>>> phone: 416-736-2100 ext. 66164
>>> fax: 416-736-5814
>>>
>>>
>>> ---
>>> To make changes to your subscription contact:
>>>
>>> Bill Southerly ([EMAIL PROTECTED])
>>
>> Paul Brandon
>> Emeritus Professor of Psychology
>> Minnesota State University, Mankato
>> [EMAIL PROTECTED]
>>
>

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Linda Woolf]

Paul Brandon wrote:
>
>
> First of all, this is *not* an academic freedom question since he was 
> not fired because of the *content* of what he was teaching.
> Rather, the issue is whether he was requiring his students to know 
> (and answer test questions on) content not specified in the syllabus 
> -- a violation of the contract between the student and the state.

Hi Paul,

I'm sure I'm probably misreading the above, but how is "requiring his 
students to know   *content* not specified in the syllabus" not 
about content? 

And now for my mini-rant not aimed at Paul:

More generally, I worry that we, as a profession, are taking the idea of 
uniformity to such extremes that it really has begun to impinge on 
issues of academic freedom and ultimately, reducing the quality of 
education.  In the case of the above, what a shame that extra learning, 
content, material, exposure, etc. is considered a violation of the 
contract. It seems to suggest that we must not violate our students 
right to a minimal but only a minimal education.

In terms of psychology, I see a push for standardization across 
departments, programs, and universities.  Ironically, we recently had a 
discussion on TIPS that argued that such uniformity is not possible or 
even desirable when dealing with different student populations.  
Nonetheless, I think that there are basics that everyone completing 
Intro, for example, should know (e.g., research methods, basic content). 
The Undergraduate Learning Outcome and Goals highlight those basics for 
an undergraduate psychology education.  However, does this suggest that 
we can't teach above and beyond these goals?  I don't think so. 

Unfortunately, I see some institutions as beginning to move towards 
highly uniform courses in the pursuit of standardization. I worry about 
what I perceive to be as a push towards teaching specific content 
(students must learn X, Y, and Z) only presented in this particular way 
with uniform assignments/class exercises.  I have seen this particularly 
in relation to online courses where the faculty are required to use and 
only use the program template with accompanying materials developed by a 
single faculty member. Does such an approach potentially only serve to 
diminish the unique strengths that each of us as faculty members bring 
into the classroom and our differing teaching styles?  Does such an 
approach reduce each individual faculty member's effectiveness due to 
the proscribed approach to teaching the specified material. Also, can we 
not present additional material that draws on our strengths, knowledge, 
and research to excite students about psychology? It was such passion on 
the part of my professors when I was a student that drew me to 
psychology. And what impact does this limiting approach have on teaching 
students how to learn and think critically about psychology, engendering 
excitement about psychology, promoting exploration, etc. all within the 
framework of the content of psychology? If we begin to rely (as some 
universities and colleges now do) on standardized, multiple-choice tests 
at the end of a student's degree as a primary assessment measure, do we 
end up just teaching to the test? In the end, are we moving towards a 
place of such standardization, uniformity, and rigidity that we are 
being asked to become technicians as opposed to teachers? It seems to me 
that we need to move towards some sort of balance between 
standardization including necessary goals/outcomes and teacher 
creativity, academic freedom, etc. In the end, I think this would be 
most beneficial to students and the educational process. 

And, while I'm at it, do we really all need to use the same textbook?  
If a mid-level (or low or high) intro text is used across all courses 
within a department/university, don't the students all get essentially 
the same content? One faculty member might select a text because of the 
slight international focus, another for its consideration of gender and 
other diversity issues, someone else because of the greater level of 
cognitive or social content.  Isn't it ultimately better for the student 
to have an instructor who is excited about the material/content of their 
textbook as opposed to just putting up with it because it was selected 
some time ago by others with potentially different interests or their 
friend is the author?

Academic freedom was designed to protect faculty in relation to them 
teaching, researching, exploring controversial ideas. In psychology, 
there are plenty of controversial ideas and areas not definitively 
answered by the research literature.  As a peace/political psychologist, 
I can attest to fact that the discipline includes a lot of murky waters 
with an occasional hidden minefield. Certainly, academic freedom demands 
a responsible use of that freedom. Nonetheless, those of us who work in 
potentially controversial and political areas of research, not only 
value but need the prote

Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Paul Brandon]

On Jul 23, 2008, at 11:45 AM, Linda Woolf wrote:

> Paul Brandon wrote:
>>
>> First of all, this is not an academic freedom question since he  
>> was not fired because of the content of what he was teaching.
>> Rather, the issue is whether he was requiring his students to know  
>> (and answer test questions on) content not specified in the  
>> syllabus -- a violation of the contract between the student and  
>> the state.
>
> Hi Paul,
>
> I'm sure I'm probably misreading the above, but how is "requiring  
> his students to know   content not specified in the syllabus"  
> not about content?

As you write below:
>
> Academic freedom was designed to protect faculty in relation to  
> them teaching, researching, exploring controversial ideas.

In this case it does not appear that there was anything controversial  
about what he was teaching.
The only question is whether he was requiring specifics not specified  
in the syllabus.
Some dictionary definitions indicating the common usage of 'academic  
freedom':

> Main Entry: academic freedom
> Function: noun
> Etymology: translation of German akademische freiheit
> 1 : freedom (as of a professor) to teach according to personal  
> convictions about what is or appears to be the truth without fear  
> of hindrance, loss of position, or other reprisal
> 2 : freedom (as of a student) to learn and inquire fully in any  
> field of investigation without fear of hindrance, dismissal, or  
> other reprisal
>
> © 2005 by Merriam-Webster, Inc
>
>
> From the OED:
> academic freedom, the freedom of a teacher to state his opinions  
> openly without censorship, or without the fear of losing his  
> position, etc. (cf. G. akademische Freiheit)



BTW -- I agree with most of your rant!
I just think that this case involved different issues.



Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Linda Woolf]

Paul Brandon wrote:
>
>
> In this case it does not appear that there was anything controversial 
> about what he was teaching.
> The only question is whether he was requiring specifics not specified 
> in the syllabus.

I guess my syllabi are going to become much, much longer now that I know 
that everything that I plan on teaching must be totally laid out in the 
syllabus in detail!  And forget about assigning that mind-blowing 
research article that comes out after the syllabus already has been 
distributed.  We certainly don't want students reading the research or 
even news articles that are hot off the presses ;-)

Perhaps, this is why I include the following statement on my syllabi: 
This syllabus is subject to change at the instructor's discretion. All 
changes concerning course requirements will be provided in writing. 
Changes concerning exam dates may be made at the instructor's discretion 
and communicated verbally to the class.

The latter is largely because of snow, flood, earthquake, and tornado 
days in St. Louis.  I should note that I rarely make any changes to my 
courses but there have been times when students have suggested some 
alternate forms of assessment and it was appropriate. This is 
particularly true for my peace psychology and political psychology 
classes where world events prevent unique opportunities for study and 
analysis.  It is also easy for me to do at Webster as all classes are 
capped at either 18 or 25 students with many upper division classes 
having a smaller number of students. It is a wonderful educational 
environment.

Best,

Linda


-- 
Linda M. Woolf, Ph.D.
Professor, Psychology and International Human Rights
Past-President, Society for the Study of Peace, Conflict, & Violence 
(Div. 48, APA) 
Steering Committee, Psychologists for Social Responsibility (PsySR) 

Secretary, Raphael Lemkin Award Committee, Institute for the Study of 
Genocide 
Webster University
470 East Lockwood
St. Louis, MO  63119

Main Webpage:  http://www.webster.edu/~woolflm/ 
 
[EMAIL PROTECTED]

"Outside of a dog, a book is a man's (and woman's) best friend. . . .
Inside a dog, it's too dark to read."
  - Groucho Marx

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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Rikikoenig]

Linda discussed problems with the formalizing of syllabi and texts to  
produce uniformity and limit freedom.  I have been teaching AP Psychology  
since 
before there was an AP and, for the first time,we were required to submit  
syllabi last year in order to have our courses certified as AP. The goal  was 
to 
ensure that AP courses meet acceptable standards so as to assure the  colleges 
that students who score well on the exams deserve college  credit. It is 
interesting, in light of the discussion, that there is no  required text and we 
were 
all free to organize the course as we saw fit, as long  as it was acceptable 
to the reviewers, who were college teachers of Intro.  We had lots of detailed 
info about how to organize our submissions and  three sample syllabi available 
for guidance. Once our  syllabus was approved, we are expected to follow it 
in subsequent  years, and if a new teacher is hired, that person is expected to 
follow the  approved syllabus until their own is approved, but there is a 
fair amount of  freedom in choice of topics and sequence and manner of 
presentation.  In  fact, the exam has always assumed that no teacher will cover 
every 
possible  question on the exam because of the different texts and syllabi. 
There 
was a  possibility of multiple reviews if the syllabus was not accepted at 
the first  review, but 90+% of the Psychology syllabi were accepted on the 
first 
review,  which is far better stats than any of the other subjects.  For any 
of you  would like to know what the AP course audit asked for, go to the AP 
Central  website and click on course audit.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) .
 
 



**Get fantasy football with free live scoring. Sign up for 
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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Joan Warmbold]

The comments/reactions to this article are strongly against the
administration and very sympathetic to the adjunct.  The adjuncts at
Oakton Community College are well-organized and thereby their stature and
rights have been enhanced accordingly. Fifteen years ago or so they were
like treated like peasants, as one of reader comments, but no longer.
Joan
[EMAIL PROTECTED]

> What would you do if an adjunct instructor at your school responded to
> students' complaints that the mandated textbook was unclear, by creating
> original supplementary materials to help the students understand the
> topic better? Give him a pat on the back? One Indiana college decided to
> fire him instead.
> http://insidehighered.com/news/2008/07/23/ivytech
>
> Chris
> --
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>

>
>



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RE: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Jim Matiya]

Hi everyone,
I found the article rather interesting as an adjunct for the past 26 years at 
many diverse schools and populations.
One time I took over the classes of an instructor who became ill. I tried to 
follow the syllabus, but the students complained that I wasn't fair. All I did 
was to make-up rubrics for essay questions (previously they not were used), 
establish a grading scale (previously there wasn't one), and tried to enforce 
what was in the syllabus. Several students said I wasn't fair for doing that. 
Being an adjunct is not easy. Sometimes there is very little communication 
between the adjuncts and full-time staff members. Once I wanted to use an intro 
text that the full-time instructors used. I was told I could not do that 
because adjuncts had to use a different text. I was told that it was decided in 
a department meeting, which none of the adjuncts are invited to nor expected to 
attend.
So, being an adjunct is sometimes very difficult, at best.
 
My 2 cents
Jim Matiya 
[EMAIL PROTECTED]
Contributor, for Karen Huffman's Psychology in Action, Video Guest Lecturettes 
John Wiley and Sons.
 
High School Psychology and Advanced Psychology Graphic Organizers, 
Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net> Date: 
Wed, 23 Jul 2008 09:27:03 -0400> From: [EMAIL PROTECTED]> To: 
tips@acsun.frostburg.edu> Subject: [tips] Out of Work for Doing Extra Work? :: 
Inside Higher Ed> > What would you do if an adjunct instructor at your school 
responded to > students' complaints that the mandated textbook was unclear, by 
creating > original supplementary materials to help the students understand the 
> topic better? Give him a pat on the back? One Indiana college decided to > 
fire him instead.> http://insidehighered.com/news/2008/07/23/ivytech> > Chris> 
-- > Christopher D. Green> Department of Psychology> York University> Toronto, 
ON M3J 1P3> Canada> > [EMAIL PROTECTED]> http://www.yorku.ca/christo/> phone: 
416-736-2100 ext. 66164> fax: 416-736-5814> > > ---> To make changes to your 
subscription contact:> > Bill Southerly ([EMAIL PROTECTED])
---
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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Raymond Rogoway]

As an adjunct I've (1) been totally ignored by the department chair,  
even when I tried to ask questions; (2) had my room changed in the  
middle of the semester because a full-timer did not want to walk up  
the stair; (3) been assign an off-campus location that would have  
required driving 30 miles in evening commute traffic; and (4) been  
told that no department faculty full-timer will listen to me because  
I  only have a Master's.

High school teaching may have problems too but I find it so much more  
rewarding.


Raymond Rogoway
[EMAIL PROTECTED]



On Jul 23, 2008, at 1:35 PM, Jim Matiya wrote:

>
> Hi everyone,
> I found the article rather interesting as an adjunct for the past 26  
> years at many diverse schools and populations.
> One time I took over the classes of an instructor who became ill. I  
> tried to follow the syllabus, but the students complained that I  
> wasn't fair. All I did was to make-up rubrics for essay questions  
> (previously they not were used), establish a grading scale  
> (previously there wasn't one), and tried to enforce what was in the  
> syllabus. Several students said I wasn't fair for doing that.
> Being an adjunct is not easy. Sometimes there is very little  
> communication between the adjuncts and full-time staff members. Once  
> I wanted to use an intro text that the full-time instructors used. I  
> was told I could not do that because adjuncts had to use a different  
> text. I was told that it was decided in a department meeting, which  
> none of the adjuncts are invited to nor expected to attend.
> So, being an adjunct is sometimes very difficult, at best.
>
> My 2 cents
>
>
> Jim Matiya
> [EMAIL PROTECTED]
> Contributor, for Karen Huffman's Psychology in Action, Video Guest  
> Lecturettes
> John Wiley and Sons.
>
> High School Psychology and Advanced Psychology Graphic Organizers,
> Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net
>
>
> > Date: Wed, 23 Jul 2008 09:27:03 -0400
> > From: [EMAIL PROTECTED]
> > To: tips@acsun.frostburg.edu
> > Subject: [tips] Out of Work for Doing Extra Work? :: Inside Higher  
> Ed
> >
> > What would you do if an adjunct instructor at your school  
> responded to
> > students' complaints that the mandated textbook was unclear, by  
> creating
> > original supplementary materials to help the students understand the
> > topic better? Give him a pat on the back? One Indiana college  
> decided to
> > fire him instead.
> > http://insidehighered.com/news/2008/07/23/ivytech
> >
> > Chris
> > --
> > Christopher D. Green
> > Department of Psychology
> > York University
> > Toronto, ON M3J 1P3
> > Canada
> >
> > [EMAIL PROTECTED]
> > http://www.yorku.ca/christo/
> > phone: 416-736-2100 ext. 66164
> > fax: 416-736-5814
> >
> >
> > ---
> > To make changes to your subscription contact:
> >
> > Bill Southerly ([EMAIL PROTECTED])
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])


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Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Raymond Rogoway]

Oh and one additional comment...been taken to task on this list  
because I was also "just a high school teacher."



Raymond Rogoway
[EMAIL PROTECTED]



On Jul 23, 2008, at 1:35 PM, Jim Matiya wrote:

>
> Hi everyone,
> I found the article rather interesting as an adjunct for the past 26  
> years at many diverse schools and populations.
> One time I took over the classes of an instructor who became ill. I  
> tried to follow the syllabus, but the students complained that I  
> wasn't fair. All I did was to make-up rubrics for essay questions  
> (previously they not were used), establish a grading scale  
> (previously there wasn't one), and tried to enforce what was in the  
> syllabus. Several students said I wasn't fair for doing that.
> Being an adjunct is not easy. Sometimes there is very little  
> communication between the adjuncts and full-time staff members. Once  
> I wanted to use an intro text that the full-time instructors used. I  
> was told I could not do that because adjuncts had to use a different  
> text. I was told that it was decided in a department meeting, which  
> none of the adjuncts are invited to nor expected to attend.
> So, being an adjunct is sometimes very difficult, at best.
>
> My 2 cents
>
>
> Jim Matiya
> [EMAIL PROTECTED]
> Contributor, for Karen Huffman's Psychology in Action, Video Guest  
> Lecturettes
> John Wiley and Sons.
>
> High School Psychology and Advanced Psychology Graphic Organizers,
> Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net
>
>
> > Date: Wed, 23 Jul 2008 09:27:03 -0400
> > From: [EMAIL PROTECTED]
> > To: tips@acsun.frostburg.edu
> > Subject: [tips] Out of Work for Doing Extra Work? :: Inside Higher  
> Ed
> >
> > What would you do if an adjunct instructor at your school  
> responded to
> > students' complaints that the mandated textbook was unclear, by  
> creating
> > original supplementary materials to help the students understand the
> > topic better? Give him a pat on the back? One Indiana college  
> decided to
> > fire him instead.
> > http://insidehighered.com/news/2008/07/23/ivytech
> >
> > Chris
> > --
> > Christopher D. Green
> > Department of Psychology
> > York University
> > Toronto, ON M3J 1P3
> > Canada
> >
> > [EMAIL PROTECTED]
> > http://www.yorku.ca/christo/
> > phone: 416-736-2100 ext. 66164
> > fax: 416-736-5814
> >
> >
> > ---
> > To make changes to your subscription contact:
> >
> > Bill Southerly ([EMAIL PROTECTED])
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])


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