Skip to main content

I hope blogging isn't 'work'

I'm on furlough today - my first furlough day on a teaching day. For any non-Californians reading this, the CSU faculty are required to take 9 furlough days each semester this year; unlike faculty in the University of California system, we are allowed to schedule ours on days when we teach (i.e., we can cancel classes), though we were still required to get approval of our furlough schedule from our department chairs. After a lot of agonizing, I decided to take three of my nine days on teaching days and I scheduled them on the days prior to the three midterms in my Principles class. That might sound odd, since this would presumably be when my students would most need me around but I have always used the class meeting before an exam to do an in-class review session; I figured that by canceling those, students would need to do more work on their own but I wouldn't actually have to cut anything from the curriculum of the course. Unfortunately, since I scheduled my furlough days around my Principles class, this means that my upper-division class, which also meets Tuesdays-Thursdays, is simply out of luck but I tried to encourage them to use the time to meet with their groups for a group project due later in the semester.

Part of the CSU furlough agreement says that we are NOT supposed to work on furlough days; the powers-that-be wanted to be very clear that these were truly furloughs, not just temporary paycuts. All I can say about that is the idea of non-working 'furloughs' for faculty is complete crap (at least research-active faculty). While faculty can certainly re-arrange their work so that they aren't technically working on their furlough days, that is NOT the same thing as our workload being reduced by 10% overall. For example, my last furlough day was on a Friday a couple weeks ago and I did exactly what I would have done if it weren't a furlough day: I spent most of the day prepping a conference presentation I was giving the following week. Could I have not worked that day? Sure, but then I would have been working all day Saturday or Sunday instead so how is that reducing my workload? And today, I spent the morning writing my personal statement and getting a ton of paperwork together for my promotion case (due tomorrow). Could I have moved things around so I didn't technically do work today? Of course - I was thinking I should have taped the Charger game to watch it today and spent my Sunday afternoon doing this work instead. Oh wait, actually, that wouldn't work because I grade papers in between plays during the games on Sundays... But you get my point. I thought a comment on a friend's Facebook summed it up the best: "Faculty have flexible schedules, not flexible workloads."

A colleague in the Communications department highlighted another problem with furloughs for faculty: most of us love our work so does that mean it isn't 'work'?
I'm resisting the urge to do any work, thinking that I may actually have to do some work today to stay caught up, and wondering whether writing articles counts as work. If the question is, "Would I write anyway?" the answer is yes. Do I get paid to do it as part of my workload? Yes. So, is it work? Is it enjoyable play? Yes on both counts. It's a wonderful part of my job that these two strands are intertwined. Even my writing this entry could count as a pre-writing for possible articles: work-life balance, organizational identification, emotion labor... I could go on. But am I allowed to?
Which just brings me back to the title of this post...

Comments

Popular posts from this blog

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu...

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do...