We have lecturers which are full-time teaching positions that include
benefits.  After 3 years, they become part of our bargaining unit/union.
Generally, their teaching load is 4-4.

We also have adjuncts/contingent faculty.  They receive no benefits.  I
think most of ours teach 1-2 classes per semester for us, but some also
teach at other schools.  I believe there are restrictions on how many
classes they are allowed to teach per year at our school.  I think this is
because if they teach over a certain amount, then we are supposed to give
them benefits?  I'm not sure about that.



On Mon, Feb 11, 2019 at 11:17 AM Rita Manning <[log in to unmask]>
wrote:

> I started out as an adjunct (CSU calls them "lecturers") in the CSU system
> in 1978.  By 1985, I managed to secure a tenure track position at another
> CSU campus.  In the early years lecturers, along with the "regular"
> faculty, fought to unionize, and by 1983 we were unionized.  Lecturers
> gained protections, including a three year contract for lecturers with 6
> consecutive semesters of over half time teaching in 2002. I think many, if
> not most, lecturers would prefer to be full time.  In our college,
> lecturers are not usually allowed to teach a full time load, for reasons
> which I don't really understand.  Benefits are only available when you
> teach at least a .4 load.  Getting into the pension system is possible if
> you teach at least a .6 load.  I struggled as chair to try to get as many
> lecturers as possible into the pension plan and eligible for health
> benefits, but this was not something that the CSU guaranteed to all
> lecturers.  Right now, about 59% of all faculty in the CSU are lecturers.
> About 11% of lecturers system-wide have been teaching in the CSU for over
> 20 years, so the term "temps" doesn't capture the reality.  I don't know
> the percentage who also teach at other schools, but being a "Roads scholar"
> is a common experience. Our union, California Faculty Association, has a
> Lecturer Handbook on the website. https://urldefense.proofpoint.com/v2/url?u=https-3A__www.calfac.org_&d=DwIBaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HUp8-bkYMlNgd3ZJBxWBKsBsFAFGHrEZg21p9gxugJA&m=cIKslYUk1MTwMcE8O0j60oXfExE2r3q0B_bp2354cBM&s=OCJPfTIaUMl7F2BA12Eru1zQly5LOtRbELXZxxSwvCs&e=
>
> -----Original Message-----
> From: Shay Welch
> Sent: Feb 11, 2019 5:59 AM
> To: [log in to unmask]
> Subject: Adjunct experiences?
>
> Hi folks,
>
> I'm doing some work for the APA regarding adjunct guidelines vis a vis
> teaching loads.  However, my experience is limited.  Typically, at Spelman,
> our adjuncts are either grad students at other schools or are people who
> are not doing adjunct work as full time employment.  Can you please share
> your knowledge of the experiences and needs of adjuncts in the field
> related to teaching loads and, if possible, recommend issues related to
> teaching loads?  Please note that my task is specifically limited to
> teaching loads.
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>
> Rita Manning
>
>
>
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