|from When a Stranger Calls (2006)|
Here's the thing, though. It's pretty easy to reduce me or any other person to a set of data points extracted by the most basic of browsers. Myself, I generally run three or four if I'm in search of anything. What none of these searches can turn up are the circumstances of my life because those things are not available. I'm assuming that these adept researchers must have found my Rate My Professor scores because they decided that I 've put too much time into teaching and I must be a horrible teacher.
Enter this fallacy, which I heard espoused by a graduate professor once who was a terrible teacher himself: If the faculty member has high evaluations then they aren't asking the students to do anything and are just making friends.
It could not possibly be because the faculty member is, wait for it,
ACTUALLY EXCELLENT AT THEIR JOB.
Things that are true about me that their paltry search likely did not turn up:
1. I attended an undergraduate school renowned for its education programs at the time. Schools that needed teachers called the education department directly to staff their classes when I was there--big, fancy new schools out of state wanted their education graduates. I also won several awards for my teaching even as a student teacher.
2. My on-paper evaluations by both peers and students are exemplary. Are there negative ones? Yes. Do some folks think my class is easy? Sure. Do people fail? Yes. People also usually color in the bubble that my class is more work than most of their classes, but they still like it anyway. My first teaching mentor told me that my Comp I syllabus was too difficult for the student population. I used a permutation of that syllabus from that day on because it worked well and continues to do so. I change the readings and assignments as needed, but it is built on a solid pedagogical framework. My goal is not to fail half of each class but to teach them to write better no matter where they start. I teach the workhorse courses of higher education. I'm not there to berate upperclassmen who like Foucault more than Žižek.
3. My past chair called me "the best teacher she knows." Coming from her, that is no small compliment. That woman ripped my writing to shreds. She doesn't hand out idle pretty words.
4. I have not presented much lately or yet gotten my writing published. Most of this is due to my workload and my family responsibilities. Other writers have handled the academic mom subject matter recently here, here, and here. It can be difficult to travel on an adjunct salary or write while grading five to six sections of writing composition. It is also difficult when one's partner is a Veteran with PTSD whom the government turned down for disability. But hey: do more research!
5. Both my Masters degree and my Doctoral one were covered by tuition waivers. So why then did I take out loans, which libertarians think I should not have done? I had a son. Had I been alone I could've lived in squalor and eaten junk every other day. When a child is factored in, the parent must provide a safe home, food, clothing, and care. Graduate stipends do not pay for any of that. Where was that child's father? Oh, he went away, drained the bank account and disappeared without paying child support.
6. Since I was a first generation graduate school student, I had no idea what I was doing. The faculty when I enrolled in my program were older and nearing retirement. That's where the "Good people get good jobs" line came from. Additionally, no one encouraged publication. No one offered to co-author or proofread submissions. Should I have known? I guess I could've googled it.
7. According to my stalkers, I searched in too geographically a narrow area. I'm not sure how they figured this out, especially when it isn't true. Perhaps I should post my Interfolio receipts. For several years, I did remain at one school that paid a living wage and gave me benefits. This allowed me to live a good life. What happened to that situation is chronicled by this blog.
What I feel may be at the center--I was going to say heart, but there isn't one--of these trolls' argument is that they feel we adjuncts don't deserve their highly paid, cushy two-course load positions. What they are completely missing is that most of the adjuncts who are speaking up and fighting back against these wage theft, un-student centered processes simply want fair compensation for their work. I would not care to teach six writing courses were I paid the money that amount of work is worth. For the record, my time on those is not spent in prep but in grading and providing feedback. However, this requires a person to understand that teaching is a valuable profession and that students are worth more focus than some esoteric article every couple of years that five people will read.
|Dudley finds himself on the wrong side of the glass|
After all of this, I realize that I would not trade my family, friends, comrades in activism, students, or life as it is for that of one of my hecklers. I'll still be here fighting for fair treatment of adjuncts and all teachers, as well as a better future version of education for students when these silly ghosts fade into the internet ether to harass someone else for a few laughs.
The Unarmed Education Mercenary