My involvement with virtual picketing was limited to those times when in-person picketing was cancelled or delayed due to weather. Therefore, my experience is limited in comparison with those who relied more extensively or completely on virtual picketing opportunities.

Having stated that, from my perspective virtual picketing worked extremely well. For those members who were periodically unable or never able to participate in in-person picketing this method was essential to their ability to participate in the strike and to collect strike pay. For those like me who carried out in-person picketing as often as possible, virtual picketing proved most helpful in making up time lost on in-person picketing due to weather or personal factors (such as family responsibilities, appointments, etc.). If we were to go on strike in future, I would be very disappointed if a virtual picketing option was not available.

In terms of the process itself, once I was logged on to each Zoom session it went quite smoothly for me. Online picket captains did an excellent job of welcoming us, explaining procedures, and assisting newcomers to the process. The linked task lists that were provided to members were very helpful. I could see what tasks were available and which of those were prioritized by the union. I especially appreciated the flexibility to work on some tasks that may not have been listed specifically but which were along similar lines to those that were. In my case, these activities were cleared with the picket captains.

Again, my more limited experiences with the process make it harder for me to offer much in the way of substantive constructive criticism. The one issue that I can think of involves accessing the Zoom sessions themselves. I did find it a bit awkward searching through various emails for the Zoom links (sometimes having to go back through several days of email to find those links). 

Perhaps there could be a clearly labelled section on CUPE’s website for virtual strike activities where Zoom links for each university could be posted. Such a section of the website could be password protected so that non union members could not view or enter it. Aside from presenting the Zoom links themselves, such a section of the website could also serve as a central point of access to information on eligibility for participation in virtual picketing, scheduling of virtual picketing activities, and other information. This might be helpful for everyone, and especially to those like me who engaged in virtual picketing on an infrequent basis. If such links did exist on CUPE’s website, my apologies for overlooking them.

An alternative to providing a dedicated page on CUPE’s website for virtual strike duties could be to include Zoom links and the online picketing schedule in each email update from leadership, perhaps toward the end of each update or message. That way, we would only ever have to look at the last communication from leadership for virtual picketing information and Zoom links for each school. This method might also ensure that we are viewing the most up to date information about virtual picketing, as during the final week of the strike some of the original picketing plans were changed as the situation developed (although these changes seemed to affect in-person picketing more than virtual picketing).

If I understood the situation correctly, in the earlier stages of the strike Zoom links for virtual picketing were shared only with those members who were signed up for online strike duties. This was done to encourage any and all members who could potentially picket in person to do so. If this is correct, then I understand entirely why that approach was taken (so as to maximize numbers on the in-person picket lines and minimize the degrees to which some might take advantage of, or even abuse, the virtual picketing option). I have to admit, however, that during the strike I don’t recall anyone complaining about, or even mentioning, any awareness of abuse of the virtual picketing option. If that perception accurately reflects the situation, then it’s an excellent comment on the honesty and dedication of our union membership.

As time went on, and after a couple of sessions when virtual picketing was opened up to all members due to the delay or cancellation of in-person picketing, there seemed to be a transition toward all members having access to the Zoom links for each school. At that point, the kinds of measures suggested above (for easier access to Zoom links and virtual picket scheduling) might have been taken. 

Although the volume of description above may make it appear as if I’m harping on the issue of access to information about and Zoom links for virtual picketing, I’m really not. At the end of the day, I was always able to get the information and the links that I needed after some searching through emails and other communications. These suggestions are made only in a spirit of support and gratitude for all of the hard work undertaken by our leadership team, including online picket captains and all those who made virtual picketing a successful reality. I think it was a great asset to the strike and hope that it will remain a part of our union’s “toolkit” moving forward.

Below, I have written out a guide for “back-to-work”. I wrote the text and asked Gemini (an AI-driven tool) to put my text into a guide that would be easy to read (i.e., it created headings and subheadings).

Once a faculty strike ends, the challenge of “back-to-work” begins. Returning to the classroom after a strike requires strategic planning and empathy. We need to be realistic about our own capacity for work while ensuring fairness and transparency for our students. The goal is to finish the semester strong without rushing or compromising core learning objectives. While the university should have additional guidelines about what remediation looks like, the information below can serve as a starting point so you can begin to think about what aspects of your course you may need to adapt and how best to do so.

1. Reassessing Course Content

When adjusting content, remember that students tend to be critical of just dropping material as they feel they are learning less. We need to focus on what is truly necessary for them to succeed going forward.

• Prioritize Core Competencies: Be mindful of what is necessary for students to know when they leave the course. Peripheral topics are more easily dropped than core competencies.
• Condense, Don’t Just Drop: It may be preferable to keep all the chapters but cover less in each rather than completely dropping a single chapter; however, it may also work better to simply drop a chapter and then be able to go into the normal amount of detail on the remaining chapters.
• Balance Instructional Methods: If you normally include both lecture AND active learning parts of your course, consider whether you can skip either the lecture or the active learning component for certain topics to save time. However, it’s definitely better to cover less material well than to rush through more material poorly.
• Leverage External and Recorded Content:
  • Record a lecture or two about material you missed that you don’t want to drop completely but also don’t have time to still lecture on. A 20–30 minute video of the “highlights” would be great, with an emphasis on material that is important for the final exam or for subsequent chapters.
  • Look for a high-quality video or article that may cover the same content (e.g., a good documentary, TED talk, or resource provided by the textbook publisher) that you could more easily assign to your students to watch or read.
• Offer Optional Support: Consider holding optional office hours (online or in person) that students can either drop in or sign up to attend. For example, if you had to drop some active learning components from your classes, offer to go through some of those during these optional sessions. While not many students may take you up on that offer, some may find it helpful.

2. Revising Assessment and Grading Schemes

When managing assignments, be realistic about what students can actually accomplish in a condensed format and how much grading you can realistically fit into the time remaining.

• Stagger Deadlines: Extending all deadlines may create too much difficulty if you have to grade a lot of things at once. It’s still a good idea to extend deadlines where you can (especially for auto-graded components like multiple choice quizzes based on chapters), but be mindful of the impact of having them all due, say, the last day of class.
• Focus on Summative Work: Consider dropping formative assignments (i.e., work that is mostly for student practice and reflection, like journals or short quizzes) and focusing on summative ones (i.e., assignments that are crucial to demonstrate knowledge learned). Prioritize summative over formative.
• Reduce Quantity of Assessments: If you had students complete several of one type of assessment (e.g., chapter quizzes, discussion board posts), consider reducing the number that are considered for the final grade. For example, instead of having 8 of 12 podcast reflection grades count, have 6 of 12.
• Respect Completed Work: You could also just say the assignments that would have been due during the strike will not be due anymore. However, be mindful that some students will have continued to complete assignments or submit work during the strike. They may be resentful if they worked hard only to have that work removed or dropped.
• Reweighting for Fairness: Reweight the course so that assessments from before the strike are worth more. For example, if you had a midterm and a final exam and the former was worth less than the latter, maybe swap that. Put more weight on what students completed under “ideal” circumstances and less on what they completed under the post-strike conditions, which are not ideal.

3. Adjusting the Final Exam Format

The final exam should reflect what students were actually able to learn under these compressed conditions, not what they might have memorized under normal circumstances.

• Alter the Format: Consider altering the format of the final exam, especially if it involves a lot of memorizing of content that is now being delivered in a condensed amount of time.
• Reduce Stress: Consider having fewer questions on the final exam, some element of choice (i.e., choose two of the following three questions to answer), or allowing students to bring in a notes sheet (e.g., a single sheet of paper, or an index card) to help reduce the stress of having to remember information they didn’t have as much time to learn in class.

4. Giving Students Agency

Research shows that many students said that the most important part of re-starting classes was having a say in what the rest of the semester would look like.

• Seek Input First: In one study, around 60% of students who experienced a strike would have appreciated either (a) their professor leading a class discussion and then letting the students vote on how to adjust the syllabus or (b) being able to choose an individualized plan (perhaps from two or three possible options) that worked best for them. You may want to ask them open-ended questions in a short quiz or open up a discussion in class when you get back. Questions like:
  • “Before you vote on my proposed remediation or give me any suggestions for alternate plans, please share anything you’d like me to know about your experience of the strike or how it impacted you. This is NOT required and you can certainly skip answering it.”
  • “Is there anything else you’d like to ask me about the strike or about how to finish out the semester now that the strike is over?”
• Propose and Vote: You may want to propose changes for each aspect of your syllabus (e.g., class content, chapter quizzes, assignments, presentations, projects, final exam) and then have students vote on whether they approve of your proposed suggestions or not. This would let you know that, for example, 85% of students are in favour of extending deadlines for chapter quizzes but only 40% are comfortable with dropping a chapter, which could help you adjust your remediation plan.
• Offer Flexible Grading Schemes: You could also have several grading schemes that students can “choose” from and then use the grading scheme for them that results in the highest grade. This lets students take a more targeted approach to their remaining few weeks and gives them more agency. For example, you could have the original syllabus grading scheme, a grading scheme that emphasizes pre-strike assessment and de-emphasizes post-strike assessments, and a grading scheme with fewer assignments (e.g., students can now drop 2 low grades or there will now only be 6 journals instead of 8).
• Communicate P/NC Option: Let them know the senate approved that “any student who receives a specific letter grade for a paused course can request that it be changed to a P/NC grade.” However, they should be mindful of what this might mean if the course is a requirement for future courses or degrees (e.g., some programs require specific grades, not just a pass).

5. Clear Communication

Communicate clearly to your students by creating a detailed document. Consider creating a document titled “Post-Strike Revised Schedule and Grading Plan” (you could also call this a proposed schedule and grading plan if you intend to seek their input or have them weigh in on the plan) and posting it to your course homepage and emailing it to students so they know where to find information about how the syllabus will be revised and what to expect once classes resume.

The following message was sent to Media Relations and Issues Management, External Affairs, at SMU. Last Friday Media Relations emailed CUPE 3912 member David Campbell (Dept. of History) to inquire about his availability for an interview with CBC. The interview was to be about the Khaki University of Canada, an organization that was designed to educate Canadian service personnel during the First World War. The following was David’s response to that email:

Thank you for contacting me on Friday. I very much regret being unavailable for CBC’s request for an interview, but I was engaged on CUPE 3912’s picket line all day on Friday. Needless to say, I wish I had been able to answer the request for an interview, but I had to stand in solidarity with my fellow part-time faculty members.

This is an unfortunate example of what I imagine are many missed opportunities for SMU to engage with the broader community through the collective experience and expertise of part-time faculty members. Some of us have research areas or specializations in certain subjects that are not fully covered by full-time faculty members in the departments where we work. We could be much greater assets to the university, but we face ongoing marginalization in terms of our employment.

I have been living in Halifax since 2000 and teaching courses at both SMU and Mount Saint Vincent since 2006. It has long been ironic to me that in a community with such a deep and pervasive military and naval heritage that there are no historians on full-time staff who specialize in Canadian military history at any of the universities in town. Over the past nineteen years I have had infrequent opportunities to teach this particular subject through a special topic course focusing primarily on Canada during the era of the two world wars. 

The majority of my time is spent teaching courses that are either somewhat related or not at all related to my specialty. During a typical academic year the closest that I come to such specialization in the classroom is when I teach SMU’s courses on the World at War, 1914-1918 and the World at War, 1939-1945. These courses are two of my favorites in the regular rosters of courses that I cover at SMU and the Mount during each academic year. But the European and broader global focuses of these courses place sharp limits on the attention that I can devote to Canadian experiences. 

In trying to cobble together something of “a living” from teaching as many courses as I can at more than one school throughout each year, it leaves me in more challenging circumstances when it comes to keeping up with the latest developments in what is supposed to be my own specialized field of study. Although over the years I have managed to present papers and to produce publications (including a scholarly monograph), trying to make a living through part-time teaching means that I have had to sacrifice a great deal of my own research and publication ambitions when it comes to Canada’s history during the First World War. There are many part-time colleagues in history and in other departments who could no doubt say the same thing.

This is what makes the university’s determination to continue underpaying and under-supporting contract faculty so disheartening. We have already given away more of our time, talent, and ambition than would be tolerated by any full-time academic, support, or administrative staff. And yet we are expected by the institution to remain satisfied by rates of pay that are among the lowest in the entire country, a complete absence of benefits, and no pathway to any kind of permanent or full-time employment.

I still routinely field questions from relatives and friends as to why I have not yet achieved status as a full-time faculty member after almost twenty years of steady teaching work (usually over twelve months of the year – year in, year out). Most members of the broader community have little to no inkling of how academic employment works or the systemic barriers that routinely impede contract faculty from achieving either permanent part-time status or, better yet for many of us, full-time status. My mystified relatives and friends point to other job environments in which employers are routinely required to consider (or even privilege) part-time or casual employees for any permanent or full-time positions that may arise in those organizations. But this is not the case in academia, where universities often find ways to discount part-timers from consideration for different types of permanent or full-time work. As such, my circles of relatives and friends tend to regard universities as disgraceful exploiters of part-time instructors. This is not a good look for the university among members of the public who are aware of what we face as part-time faculty. The current strike has the potential to inform many more members of the public about the situation.

Protests from university administration that improving our pay and working conditions are too costly and “not in the institution’s best interests” are met by stark economic realities. As CUPE 3912 understands the situation, part-time faculty teach approximately 30 percent of courses at SMU. Yet the stipends that we are paid collectively represent only around 10 percent of the university’s budget. This makes it difficult, if not impossible to believe the administration’s arguments that they cannot bring our pay up to national median standards for contract faculty. We’re not asking to be the best paid in the country; we simply don’t want to be among the worst paid. There is a difference.

Critics in the general population might comment that I and others like me should simply “move elsewhere” to find better employment. Such sentiments are met in my case by commitments to family that keep me tied to Halifax and, more broadly, to Nova Scotia and PEI. To be there for my family I had to give up the prospect of moving elsewhere in the country or the world in order to find full-time academic work. We are not all as free in our choices and options as many might imagine.

If there is no possibility of a tenure track position ever being offered in my area of specialization at SMU, then a lectureship or some form of permanent part-time status might afford me the possibility to add my special topic course on Canada at War to the History Department’s regular roster of courses. This also would give me greater latitude to focus on my own area of specialization so that I might be more ready to take opportunities such as CBC’s request for an interview about the Khaki University during the First World War. I would be better placed to be a “go-to source” for the broader community on questions regarding Canada’s wartime experiences and postwar memory. This would in turn further raise SMU’s profile as a source of expertise for the community.

I suggest that the university would be better served by offering greater supports for our work in teaching and research. An employee that feels more supported and satisfied with their work experience will be a much more effective ambassador for the university and its mission, whether their status is part-time or full-time in nature. Instructors with higher morale will perform even more effectively as teachers in the classroom and as experts available to the media and other members of the general public. Our desires to do the best we can for our students and our communities should not be used against us in efforts to minimize our pay and the quality of our working conditions.

Part-time instructors are a diverse group with varying interests and needs. Although my own experiences and sentiments may be echoed by any number of my colleagues, others will feel differently depending on their own circumstances. Some part-timers have active careers in settings outside of the university, while others are teaching courses following their retirement.  

Despite our different backgrounds, agendas, and outlooks, part-time faculty have a shared determination to achieve better remuneration and working conditions. In that respect, being driven to take strike action has awoken among us a sense that perhaps many are really feeling for the first time – a sense of solidarity with each other. 

Many thanks for taking the time to consider the broader issues raised by what otherwise would have been a straightforward opportunity to liaise with local media. Your time and understanding are greatly appreciated.

Sincerely yours,

David Campbell

Contract Faculty and Adjunct Professor, Department of History

P.S. For additional perspectives and reactions from other part-time faculty members, there are a number of excellent write-ups and responses to the current situation on CUPE 3912’s blog available at: https://cupe3912.ca/category/blog/ 

What I Wish I Could Tell My Students

Being a student can be challenging and demanding at the best of times; during a faculty strike, it can feel downright overwhelming! Fortunately, there is some research on Canadian university students’ experiences with faculty strikes that we can look to for guidance on what to expect and how to cope with the situation. Below, I’ll be using some data from several studies discussed in Wickens and colleagues (2016) paper on strikes in Ontario.

First, it’s normal to feel happy or even grateful at the start of a strike! This doesn’t mean you are a “bad student” or don’t care about your classes. Around 57% of students said that an upcoming strike would be a “good opportunity to catch up on coursework” but after the strike only 12% felt that way. By the end of the strike, around 75% of students said it had “disrupted good study habits” and that they “got lazy” even though before the strike began only a quarter of students thought they would feel that way. It’s definitely normal for your feelings to change over the course of the strike.

It’s also normal to find yourself questioning whether to even bother keeping up with your studies at all. Almost all students assumed it would be worth it to “keep up with studies” before the strike began, but during the strike only slightly more than half felt it was worth it, and after the strike that dropped to only around one-third. It can be really hard to stay motivated when you don’t have regular classes to attend, you aren’t seeing your professor on a regular basis, you aren’t getting announcements or reminders about coursework and/or you aren’t seeing your fellow classmates. This is a challenging experience and however you feel about it, you’re not alone.

Second, it can be really hard to find accurate, reliable and up-to-date information about the strike so it’s important to know where to look. Relying on word of mouth from other students or social media can lead to inaccurate or outdated information, so be mindful of who you listen to and seek out trusted sources of information. Although less than a quarter of students sought out information on the faculty union’s website, the union often has the most accurate and up-to-date information. You can find a lot of great information on CUPE3912.ca and on their social media!

Having accurate information is important, because students who felt like they couldn’t get access to reliable information were more likely to experience negative emotions such as stress, anxiety, and anger and to feel powerless and unmotivated. And those who felt “well-informed” were less likely to experience psychological distress, to see the strike as a chance to catch up on coursework, and to maintain good study habits. So keep yourself informed by using reliable sources of information, like professors on the picket line! We may not be able to teach, but we can certainly talk to you about why we’re on strike and what the status of any bargaining is.

Third, it’s normal to feel like you learned less than you “should have” because of the strike; almost all students felt that way after a strike! Often professors need to cut content from a course because they simply can’t make everything up after weeks on strike and if this happens in your course, it’s okay to feel frustrated. In addition, many students said that the most important part of re-starting classes was having a say in what the rest of the semester would look like. While it is obviously up to individual professors to make decisions about how best to make up for the time that was lost during the strike, many professors may not know just how important it is for students to have a voice in those decisions. You and your classmates could think about how to respectfully approach your professor with a request to have some say in what will work best. 

Around 60% of students who experienced a strike would have appreciated either (a) their professor leading a class discussion and then letting the students vote on how to adjust the syllabus or (b) being able to choose an individualized plan (perhaps from two or three possible options) that worked best for them. Every professor is different and some may not be able to be as flexible as others, but it’s okay to respectfully advocate for yourself – and your classmates – and see where your professor may be willing to be more accommodating to students’ preferences. 

Finally, if at all possible, learn about collective bargaining! Many students who experienced a strike did not know that striking is legal, that negotiations have often been going on for a long time before a strike happens, or that at the time of the strike the faculty do not have a current contract with the university. (A new contract is actually what is being negotiated right now!) You also may not realize what part-time faculty contracts actually include (or don’t include) or what the union is actually asking for (i.e., not just higher wages, but overall better working conditions like getting contracts sooner). You can find bargaining updates here CUPE 3912 website.

I know that this strike is stressful, but with this research hopefully we can all know what to expect and how best to approach the rest of the semester.

Wickens, C. M., Labrish, C., Masoumi, A., Fiksenbaum, L. M., & Greenglass, E. R. (2016). Understanding the student experience of a university labour strike: Identifying strategies to counter negative impact. Higher Education Quality Council of Ontario. Retrieved from https://heqco.ca/wp-content/uploads/2020/03/HEQCO-Formatted_-CAMH.pdf

At my core, I am a professor. (A psychology professor in fact.) It is one of the most important aspects of my identity, if not the most important. I always knew I wanted to study psychology and there was never any doubt that I would get a PhD. As a graduate student, I was, naturally, aware that it would be challenging to find a full-time job given there were definitely more new PhD graduates than tenure-track positions needing to be filled. I also realized as I finished my degree that while I wanted to be a professor, I did not want to spend many (grueling) years pursuing tenure when I also wanted to have a family. So I decided to teach part-time knowing it would forever close the door to tenure-track teaching and job security. I chose this career path with my eyes open and I deeply love being a professor. But that doesn’t mean I love my working conditions or that I feel I am compensated fairly for my expertise and work. Just because I freely chose to work as a part-time professor, it doesn’t mean that I have to accept poor working conditions or unfair pay. And just because I continue to choose to apply for and teach courses on a contract-by-contract basis, it doesn’t mean that I don’t experience stress or negative impacts as a result of this.

Perhaps your story is similar to mine, and you work part-time so that you can also do “something else”. Maybe your “something else” is a full-time job in the industry you trained for or another part-time job in a different fulfilling occupation. Maybe it’s the ability to provide care for family members or your own mental and/or physical health needs. Perhaps your story is quite different. Maybe you are one of the many part-time professors who pursued a PhD in order to get a tenure track position, only to find it impossible to secure one. Maybe you would happily take a full-time teaching position if it were offered to you. Maybe you are a graduate student unsure of what you want to do after you graduate. However you have found yourself in this profession – and now in this strike – you belong, along with your complex identities and possibly complicated feelings about your work and being on strike.

Being a part-time professor in general can be a challenging identity to navigate both internally and with other people. On the one hand, we are intellectual elites; only around 1% of the Canadian population has a PhD and 8% have a master’s degree. We also have considerable autonomy in much of our work, as we typically (though not always) have almost complete control over course design and class instruction. However, with the exception of those part-time professors who have lucrative industry jobs, for the most part we are not financial elites. In addition, while we have a lot of autonomy once have secured a contract, we have almost no autonomy when it comes to what courses will be offered that we are eligible to teach, whether those courses are offered at times that we can actually teach them, when the job offers are actually posted so that we can apply for courses, whether we are offered any of the courses we apply for, and when we are given a contract to sign once we have accepted an offer.

This clash of identities – intellectual but not financial elite, no autonomy in our careers before a contract is signed but almost complete control once we have a signed contract – can make this job confusing and stressful at the best of times. It can also confuse the public, who may not appreciate just how wide a gulf there is when the adjective in front of “professor” is “part-time” and not “full-time” or who may, frankly, not even see any difference because they have a stereotype associated with “professor” that doesn’t account for different “types”.

But this clash can be even more challenging to navigate as a professor who is also on strike, given that our stereotype of an “elite” rarely also includes “striking union member on the picket lines”. In fact, being on strike really highlights just how nuanced the term “elite” really is. I certainly don’t feel like an “elite” when I’m wearing a placard in the rain on the picket line waving at passing cars but I know most of the students who walk by on their way to other classes certainly see me as more “elite” than they are! And to those outside of academia, I may be perceived as being greedy asking for more money, when “clearly” I have a “cushy, white-collar elite” job that 90% of working age adults wouldn’t even be qualified for.

So to those who have similar conflicting identities or feelings about what it means to be a professor who is also on strike, I say this: You are not alone. It’s okay to feel conflicted – or not – and to have concerns about how you are perceived by the public – or not. (Some of us are less able to ignore what other people might or actually do think of us!) But just because you or I have conflicting feelings about what we do for work or what it means to be on strike, especially because we chose this “elite” career path ourselves, we still deserve to ask for fair pay for our expertise and work. Research shows that financially insecure part-time faculty who want permanent work are “particularly at risk for negative health outcomes,” including higher levels of depression, anxiety, and stress (Reevy & Deason, 2014). The same research also found that, counterintuitively, the more we feel attached to and are committed to the university, the more we are likely to experience those same negative health outcomes. I’ve been at SMU for over 15 years and I have colleagues who have been there for 20 or even 30 years; the deep connections we have to the university unfortunately mean we suffer even more as a result of our precarity. (If we weren’t as attached to the university, it wouldn’t “hurt” as much to be treated or paid unfairly!) Even when it sometimes feels complicated for “intellectual elite” and “striking union member” to coexist in my current identity, I know I’m making the right decision every time I show up on the picket line and advocate for myself and for all of you.

I usually tell people that there is no better place to be in the world, during the fall season, than Nova Scotia.  As a part time instructor at SMU for close to 2 decades, I find myself this fall preoccupied and just not noticing the vibrant colors of the season. The strike continues, and to pass the time on the picket line, I pace, and think about the disrupted routines, the precarity of employment, and the strength of the people who surround me.  I am humbled as I support their efforts, which are also my efforts for equity in an increasingly polarized society.  While I walk, I hope our signs of resistance are the catalyst to a much-needed conversation about the future of our institution and the value of the work we do.

From the outset, I want to acknowledge that I personally, like many of my colleagues, don’t want to be on strike. We are deeply committed to our students and their education is at the heart of everything we do. But rising workloads with wages that have failed to keep pace with inflation have made it increasingly difficult to provide the quality of education we know our students deserve.

It’s also become impossible to ignore the reality facing many of us, as precarious workers, who diligently fill in the gaps, often at a moment’s notice to ensure the viability of the university, and its courses.  But these efforts are all too often rewarded with little recognition or adequate compensation. Precarious in that at the end of each semester, when we know the contracts are to be posted, we anxiously wait for that course, the one we know we can teach, and may have seniority in, the one that, if it doesn’t come through, sees us staring down the economically bleak months of another underemployed semester.  This anxiety is tempered in the stress of rising inflation, undervalued contributions, and the weight of that smiling façade that we erect as the students enter the class.   A stress that with each passing semester leaves fissures of frustration that make this not just an academic employment issue, but an issue of human dignity and mental and social well-being.

The strike isn’t just about financial compensation, although that is undeniably a part of the conversation. It’s about ensuring that we as members of the SMU community have the resources human, financial, and physical to continue offering a top-tier education so that we can continue to contribute to vibrancy of the institutions that are, personally, the cornerstones of our academic identities, and, collectively, the benchmarks of creativity, critical discourse, and innovation.  To this end, significant, institutional change is what this strike is ultimately about.

I have to say that in some ways it’s been a pleasure to picket as I am reminded that in unity there is strength. And let’s not forget the incredible work of our organizers.  From my perspective there has been every effort to address any perceived inequity, every opportunity for inclusion is exercised, and I have yet to walk past Erica without getting a warm and disarming smile.

I am also grateful to our students for their ongoing patience and understanding during this time, and I hope, as they do, that we can get a fair deal, and back into the classroom without any further delay.

In Solidarity….

By Rajni Ratti

The ongoing part-time faculty strike at Saint Mary’s University is a moment
of deep reflection for all of us in academia. Universities are not merely
institutions of instruction; they are the nurseries of creativity, innovation, and
leadership; places where future entrepreneurs, policymakers, doctors, and
scientists take root. When such spaces become overshadowed by disputes
over fair wages, the true mission of education suffers.

Faculty are the heart of any university. They ignite curiosity, cultivate critical
thinking, and inspire students to challenge convention. Yet, when educators
must fight for wages that allow them to live with dignity, it sends a troubling
message – not only to faculty but to students as well. If those who dedicate
their lives to teaching and mentorship are undervalued, what lesson
are we imparting to the next generation? That passion and integrity are
negotiable? That knowledge can thrive under constant financial strain?
A university’s strength is not in its infrastructure but in its people – its
teachers and students. When faculty are supported, respected, and fairly
compensated, they can focus fully on what truly matters: awakening
creativity, encouraging independent thought, and shaping confident,
compassionate graduates.
Resolving this situation is not just about ending a strike — it’s about
reaffirming our shared belief that education should be built on respect,
not compromise.