Join us on April 6th at the university YMCA for Organizing 102, the next common furlough action day! After the success of Organizing 101 at the February teach-in, we decided another "class" in the series was necessary. There are no pre-requisites in order for you to attend, though!
The event is straightforward, yet crucial to our success. From 12-1 those of us with organizing experience will moderate discussion and train attendees on how to organize. From 1-2:30 we plan to go out and do the organizing: write the emails, set up the meetings, and talk to our colleagues. Doing can be a lot more scary than talking, but we won't have success, and we won't grow, if all we do as a union as talk. Finally from 2:30-3 we will debrief (with cookies, of course). There is a chance we will shorten this event so that it doesn't overlap with an AAUP event on the tenure process.
I look forward to hearing your thinking on the kinds of topics you want to see covered in Organizing 102. Don't work on your furlough day, organize to affect change... and most importantly, bring a friend!
Wednesday, March 31, 2010
Sunday, March 28, 2010
CFA Brown Bags on March 31st
Attend CFA Organization Building Workshops March 31st
What: CFA Workshops addressing organizing among the under-represented in the CFA, namely:
• contingent faculty,
• untenured tenure-track faculty
• women, and
• people of color
When: March 31st 12:00-1:30
7:00-8:30 (same program as 1:00 for those not free during the day)
Where: University YMCA 1001 S. Wright St.
More info contact: Kate kclancy@illinois.edu or Siobhan: sbs@illinois.edu
What: CFA Workshops addressing organizing among the under-represented in the CFA, namely:
• contingent faculty,
• untenured tenure-track faculty
• women, and
• people of color
When: March 31st 12:00-1:30
7:00-8:30 (same program as 1:00 for those not free during the day)
Where: University YMCA 1001 S. Wright St.
More info contact: Kate kclancy@illinois.edu or Siobhan: sbs@illinois.edu
Monday, March 22, 2010
New on Kritik
I (KBHC, Kate Clancy) am the most recent author in the Kritik blog series "15 Ways to Take Your Furlough." My piece is entitled "Teach your Children Well" and I hope you check it out.
Sunday, March 21, 2010
Join Us in Springfield on April 21st for Higher Education Lobbying Day!
Let the legislators hear your voice in support of democratic public higher education.
Free buses will leave Champaign-Urbana at 8 a.m. Contact the CFA Office Co-ordinator for details campusfacultyassoc@gmail.com
Or sign up for a spot on the bus via our on-line petition by visiting http://www.ipetitions.com/petition/bustospringfieldapril6/
Let the legislators hear your voice in support of democratic public higher education.
Free buses will leave Champaign-Urbana at 8 a.m. Contact the CFA Office Co-ordinator for details campusfacultyassoc@gmail.com
Or sign up for a spot on the bus via our on-line petition by visiting http://www.ipetitions.com/petition/bustospringfieldapril6/
Thursday, March 11, 2010
Shared Faculty Mission at UIUC?
On March 4, 2010, the Campus Faculty Association sponsored an event titled “The University’s Core Mission: Are We Really All in This Together.” The event was attended by faculty from six different colleges (ACES, Education, Engineering, FAA, LAS, Law) and the University Library. Those who attended the event discussed the contributions faculty make to the university, our community, and society. We discussed how the University of Illinois is different from a technical school, liberal arts college, or a job training center, and what it is that makes this university great.
Our discussions revealed some differences across disciplines. For example, the work of some faculty focuses on immediate contributions to society whereas others do work whose greatest contributions may only be appreciated in the future. More importantly, our conversations also revealed significant commonalities. These commonalities, and our discussions of them, helped clarify the components of what we believe is the university’s core mission.
Our discussions led to the drafting of a Shared Faculty Mission Statement, which is divided into two parts: (a) a description of our shared contributions; and (b) implications of our shared contributions for the future of the university. The version available on this blog is a draft version, which has been circulated to panel participants and is now open for comments from the University faculty community. Please post comments on this site (if you can) or e-mail comments to campusfacultyassoc@gmail.com. The final version of the statement will be transmitted to the University community, the president, the Board of Trustees, state legislators, and the public.
Shared Faculty Mission Statement
Shared Contributions
• The core contribution made by all faculty is to use their intellects in creative ways to generate knowledge, insight, beauty, wisdom, and practical products and applications that will make our campus, our community, the state of Illinois, and the world a better place in which to live.
o The ways in which faculty do this are remarkably varied. Here are only a few examples. Some faculty will create music that no one may be able to appreciate immediately, but which may be admired by thousands or even millions in years to come. Others may delve into agricultural production and consumption or engineering problem-solving with the goal of producing knowledge or other tangible products that will have an immediate impact, either locally or internationally. Other faculty do research, whether on the culture of a distant land or the biology of bees, that may not have an immediate impact, but which will prove to be remarkably useful at some future point in time for reasons we cannot currently even imagine. Many of us produce knowledge about our fields (be they in education, history, or the sciences) that is used to address inequities related to racism, sexism, or homophobia. But we also do research on topics that may attract little attention from the public at large, until and unless they have had the opportunity to participate in learning activities that excite new curiosities and interests.
• Through their teaching in the classroom, laboratory, and studio, their advising, and their sharing of their own creative work with students, faculty teach undergraduate, graduate, and professional students how to think critically, communicate effectively, engage the world around them, solve problems, and be thoughtful, productive citizens of this community, state, country, and the world.
o We teach 700 students at a time in some large survey courses, but we also give one-on-one training in skills that cannot be taught any other way. We teach students to appreciate chronologically, geographically, and culturally distant worlds they have never imagined, and the problems of people next door with whom they will need to work as fellow citizens. We train them in reading, writing, focused attention, collaborative work, and creative thinking they will need to succeed at work and with their neighbors – these are skills they will use to make their local communities, the state of Illinois, and the world a better place. We counsel our students with regard to the prospects of our professions and the skills they need to succeed there, and we grade their work in order to help them assess the level of their own skills. Finally, we instruct and learn from our colleagues across the globe through conferences, journal articles, and presentations, so we are able to bring the wealth of our fields’ knowledge to Illinois.
• Faculty help graduate and professional students reach an exceptional level of excellence in order to carry on, refine, and apply the knowledge that we create and disseminate. We work in labs, offices, classrooms, clinics, and libraries where graduate and professional students are trained and make vital contributions to the University and community.
• In addition to sharing their knowledge and skills with students, faculty engage in community outreach. The contributions made by faculty are not limited to the University of Illinois campus.
o For example, we talk to community groups, elder hostels, primary and secondary school classrooms and teachers about what our knowledge means to them. We reach out to many communities of lifelong learning and engagement. We provide free consultation and services. We serve on professional, business, and community organizations, from the local level to the international.
Implications of Shared Faculty Contributions for the Future of the University
• Given that the core contributions of faculty revolve around their ability and willingness to be creative, it follows that the key to a successful university is the establishment and maintenance of an environment that permits that creativity to flourish. This means that ideas must be able to flow freely — in research projects and applications of research; between faculty and students, among faculty and among students; across our global professional networks and down the street to a local reading group.
• Because we value the diverse ways in which we pursue, disseminate and apply knowledge, we value above all the varieties of creativity that the university promotes. For example, engineers and their students benefit from the opportunity to learn the skills of communication and group process from humanities and education professionals; humanists and their students benefit by the presence of scientists, engineers and policy specialists who are transforming the material foundations of our social, cultural and artistic networks. The different fields represented at the University of Illinois form an interdependent institution that cannot survive without supporting all of its parts. While groups of relatively homogeneous scholars and professionals, whether humanists at a liberal arts college or engineers at a technical institute, can make valuable contributions to society, the realization of the full potential of a university, as described above, depends on the ability of all fields to flourish.
• Given the diversity of contributions made to this common purpose by faculty who are experts in so wide an array of scholarly fields and teaching endeavors, we need shared governance to make sure that resources are distributed fairly, and that the contributions made by faculty in different disciplinary fields are judged by standards of value appropriate to those fields. Shared governance helps to preserve the clear, consistent, and permanent lines of communication among all members of the University community which are essential if we are to appropriately represent our respective contributions to our shared mission.
Our discussions revealed some differences across disciplines. For example, the work of some faculty focuses on immediate contributions to society whereas others do work whose greatest contributions may only be appreciated in the future. More importantly, our conversations also revealed significant commonalities. These commonalities, and our discussions of them, helped clarify the components of what we believe is the university’s core mission.
Our discussions led to the drafting of a Shared Faculty Mission Statement, which is divided into two parts: (a) a description of our shared contributions; and (b) implications of our shared contributions for the future of the university. The version available on this blog is a draft version, which has been circulated to panel participants and is now open for comments from the University faculty community. Please post comments on this site (if you can) or e-mail comments to campusfacultyassoc@gmail.com. The final version of the statement will be transmitted to the University community, the president, the Board of Trustees, state legislators, and the public.
Shared Faculty Mission Statement
Shared Contributions
• The core contribution made by all faculty is to use their intellects in creative ways to generate knowledge, insight, beauty, wisdom, and practical products and applications that will make our campus, our community, the state of Illinois, and the world a better place in which to live.
o The ways in which faculty do this are remarkably varied. Here are only a few examples. Some faculty will create music that no one may be able to appreciate immediately, but which may be admired by thousands or even millions in years to come. Others may delve into agricultural production and consumption or engineering problem-solving with the goal of producing knowledge or other tangible products that will have an immediate impact, either locally or internationally. Other faculty do research, whether on the culture of a distant land or the biology of bees, that may not have an immediate impact, but which will prove to be remarkably useful at some future point in time for reasons we cannot currently even imagine. Many of us produce knowledge about our fields (be they in education, history, or the sciences) that is used to address inequities related to racism, sexism, or homophobia. But we also do research on topics that may attract little attention from the public at large, until and unless they have had the opportunity to participate in learning activities that excite new curiosities and interests.
• Through their teaching in the classroom, laboratory, and studio, their advising, and their sharing of their own creative work with students, faculty teach undergraduate, graduate, and professional students how to think critically, communicate effectively, engage the world around them, solve problems, and be thoughtful, productive citizens of this community, state, country, and the world.
o We teach 700 students at a time in some large survey courses, but we also give one-on-one training in skills that cannot be taught any other way. We teach students to appreciate chronologically, geographically, and culturally distant worlds they have never imagined, and the problems of people next door with whom they will need to work as fellow citizens. We train them in reading, writing, focused attention, collaborative work, and creative thinking they will need to succeed at work and with their neighbors – these are skills they will use to make their local communities, the state of Illinois, and the world a better place. We counsel our students with regard to the prospects of our professions and the skills they need to succeed there, and we grade their work in order to help them assess the level of their own skills. Finally, we instruct and learn from our colleagues across the globe through conferences, journal articles, and presentations, so we are able to bring the wealth of our fields’ knowledge to Illinois.
• Faculty help graduate and professional students reach an exceptional level of excellence in order to carry on, refine, and apply the knowledge that we create and disseminate. We work in labs, offices, classrooms, clinics, and libraries where graduate and professional students are trained and make vital contributions to the University and community.
• In addition to sharing their knowledge and skills with students, faculty engage in community outreach. The contributions made by faculty are not limited to the University of Illinois campus.
o For example, we talk to community groups, elder hostels, primary and secondary school classrooms and teachers about what our knowledge means to them. We reach out to many communities of lifelong learning and engagement. We provide free consultation and services. We serve on professional, business, and community organizations, from the local level to the international.
Implications of Shared Faculty Contributions for the Future of the University
• Given that the core contributions of faculty revolve around their ability and willingness to be creative, it follows that the key to a successful university is the establishment and maintenance of an environment that permits that creativity to flourish. This means that ideas must be able to flow freely — in research projects and applications of research; between faculty and students, among faculty and among students; across our global professional networks and down the street to a local reading group.
• Because we value the diverse ways in which we pursue, disseminate and apply knowledge, we value above all the varieties of creativity that the university promotes. For example, engineers and their students benefit from the opportunity to learn the skills of communication and group process from humanities and education professionals; humanists and their students benefit by the presence of scientists, engineers and policy specialists who are transforming the material foundations of our social, cultural and artistic networks. The different fields represented at the University of Illinois form an interdependent institution that cannot survive without supporting all of its parts. While groups of relatively homogeneous scholars and professionals, whether humanists at a liberal arts college or engineers at a technical institute, can make valuable contributions to society, the realization of the full potential of a university, as described above, depends on the ability of all fields to flourish.
• Given the diversity of contributions made to this common purpose by faculty who are experts in so wide an array of scholarly fields and teaching endeavors, we need shared governance to make sure that resources are distributed fairly, and that the contributions made by faculty in different disciplinary fields are judged by standards of value appropriate to those fields. Shared governance helps to preserve the clear, consistent, and permanent lines of communication among all members of the University community which are essential if we are to appropriately represent our respective contributions to our shared mission.
Wednesday, March 10, 2010
Opportunity to comment on budget
Governor Quinn has established a website with budget information, updates, and an opportunity for comments. Since there are likely to be many comments advocating cuts in education and opposing any sort of tax increase, members may wish to voice their opinions, or at least check out details regarding the budget. You can access the official web site and provide comments at the following url:
http://www2.illinois.gov/budget/Pages/default.aspx
http://www2.illinois.gov/budget/Pages/default.aspx
Friday, March 5, 2010
March 4 "Day of Action" success!
... And the media thought so, too, even if they sometimes didn't get the whole story:
Daily Illini
Channel 3
Channel 15
Channel 17
CNN
Daily Illini
Channel 3
Channel 15
Channel 17
CNN
Monday, March 1, 2010
RSVP - March Forth on March 4th
Please sign CFA's new online petition! Then pass it on. Then attend the March 4 events and bring a friend or colleague.
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