The purpose of teaching has been said to be to provoke the student and make them think. therefore... CRIT YOUR FACULTY! or HOW TO GET YOUR MONEYS WORTH FROM THE FACULTY! It is now apparent that the college has a budget shortfall and that strong (perhaps drastic) action will soon be taken by the administration to save money. The college has requested ideas as to how to save approximately $ 450,000 this coming year. Before we go raising student fees, cutting classes, eliminating the idea of daycare for another decade, etc., it might be wise to look for better solutions. Very few students know that faculty is gener- ally obligated to match their teaching hours/ week at the college with an equal number of hours per week (actually more) working for the college generally. In other words they should be working twice the time they currently do at the college as most only show up to do their classes. Since many of them don’t meet their contractual obligations for equivalent time, I would suggest that their salaries be cut by 50%. Actually, more than half as I will outline later. This means (in their contract with ECCAD) that if a faculty member teaches 15 hours during the week, they also have to serve a further 20 hours of duty per week in other direct college business or in working informally with students. In most cases, however, they teach and run, attending occasional meetings through the semester. In fact, a lot of faculty design their teaching time such that they have a three day teaching week and thus a four day weekend disregarding the requirement of equivalent time completely. Also, no one monitors this extra time required from them contractually. Are we to believe that full time faculty actually work a thirty five hour week for the college as required by their contract with the college? Do we ever see them around here after there classes or in their offices working away ? Perhaps the faculty should have weekly posted hours on their doors as to when they are working for the college and/or are available for students to drop in and consult beyond their _ normal teaching or student “contact” time. It would also be helpful if they would post how much, where and when they spend their equiva- lent time working for the college beyond their obligatory teaching hours. The faculty-college contract says that faculty show up for work on August 22nd before the Fall Semester and are working for the college up to approximately May 22nd (a month after Spring classes end and two weeks after the Graduation Show goes up). After. this time, they have a month for “Profes- sional Development” (May 22nd - June 22nd) and then their two months holiday (June 22nd - August 22nd). This effectively means three months with no obligations to the college. In fact, most faculty are gone from these premises on April 22nd (the last day of Spring semester classes) and since pre-registration is now automatic, they don’t show up again until approximately September Ist for the Fall semester. With the exception of a few meetings before semester start and end, and a day or two interviewing/reviewing portfolios for new entrants, they effectively have a four month plus one week holiday. A further three weeks off after classes end at Christmas time rounds off this holiday time amount to approximately five months per year. And let’s not forget those further two “Read- ing Weeks”, one during each semester. Could we say it approaches six months per year rather than five ? Many faculty at ECCAD axe “tenured” or have a guaranteed job with the college for life. They are called “continuing” here as “tenured” is not a fashionable word. It’s the same thing. The highest salary for tenured faculty at ECCAD is approximately $60,000 per year. I propose that faculty tenure be curtailed or eliminated at ECCAD and that they pursue their artistic endeavors during the late spring and summer time, with subsequent savings to the college generated by this further 33% cut in pay. I would think it appropriate, since they are wont to moan about “sacrificing” their artistic life for a teaching career, that they be given this unpaid window of opportu- nity to advance their careers and earn money solely from their artistic endeavors. Faculty may further justify their daily ab- sences (a.k.a. “non-contact” time) from the The purpose of teaching has been said to be to provoke the student and make them think. therefore... CRIT YOUR FACULTY! or HOW TO GET YOUR MONEYS WORTH FROM THE FACULTY! tis now apparent that the college has a budget shortfall and that strong (perhaps drastic) action will soon be taken by the administration to save money. The college has requested ideas as to how to save approximately $ 450,000 this coming year. Before we go raising student fees, cutting classes, eliminating the idea of daycare for another decade, ete., it might be wise to look for better solutions. Very few students know that faculty is gener- ally obligated to match their teaching hours/ week at the college with an equal number of hours per week (actually more) working for the college generally. In other words they should be working twice the time they currently do at the college as most only show up to do their classes. Since many of them don’t meet their contractual obligations for equivalent time, I would suggest that their salaries be cut by 50%. Actually, more than half as I will outline later. ‘This means (in their contract with ECCAD) that if a faculty member teaches 15 hours during the week, they also have to serve a further 20 hours of duty per week in other direct college business or in working informally with students. In most cases, however, they teach and run, attending occasional meetings through the semester. In fact, a lot of faculty design their teaching time such that they have a three day teaching week and thus a four day weekend disregarding the requirement of equivalent time completely. Also, no one monitors this extra time required from them ‘contractually. ‘Are we to believe that full time faculty actually work a thirty five hour week for the college as required by their contract with the college? Do we ever see them around here after there classes or in their offices working away ? Perhaps the faculty should have weekly posted hours on their doors as to when they are working for the college and/or are available for students to drop in and consult beyond their normal teaching or student “contact” time. It ‘would also be helpful if they would post how much, where and when they spend their equiva- lent time working for the colle obligatory teaching hours. beyond their The faculty-college contract says that faculty show up for work on August 22nd before the Fall Semester and are working for the college up to approximately May 22nd (a month after Spring classes end and two weeks after the Graduation Show goes up). After this time, they have a month for “Profes- sional Development” (May 22nd - June 22nd) ‘and then their two months holiday (June 22nd - August 22nd). This effectively means three months with no obligations to the college. In fact, most faculty are gone from these premises on April 22nd (the last day of Spring semester classes) and since pre-registration is now automatic, they don’t show up again until approximately September Ist for the Fall semester. With the exception of a few meetings before semester start and end, and a day or two interviewing/reviewing portfolios for new entrants, they effectively have a four month plus one week holiday. A further three weeks off after classes end at Christmas time rounds off this holiday time amount to approximately five months per year. And let’s not forget those further two “Read- ing Weeks”, one during each semester. Could we say it approaches six months per year rather than five ? Many faculty at ECCAD axe “tenured” or have a guaranteed job with the college for life. They are called “continuing” here as “tenured” is not a fashionable word. It's the same thing. The highest salary for tenured faculty at ECCAD is approximately $60,000 per yea I propose that faculty tenure be curtailed or climinated at ECCAD and that they pursue their artistic endeavors during the late spring and summer time, with subsequent savings to the college generated by this further 33% cut in pay. I would think it appropriate, since they are wont to moan about “sacrificing” their artistic life for a teaching career, that they be given this unpaid window of opportu- nity to advance their careers and earn money solely from their artistic endeavors. Faculty may further justify their daily ab- sences (a.k.a. “non-contact” time) from the