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I am most concerned about quality of education issues and certainly workload is tied to this. I find it difficult to give 100 percent to my course development and lecture preparations under current circumstances. My combined teaching, research and service load is crushing and my kitchen floor has not been washed in weeks. (Arts)
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and their students rely on every day. (Marshall McCall, FPAS)
York libraries are understaffed, especially with full-time staff. Too many part-timers don't make up a few full-timers. (Libraries)
Lack of teaching support - most recent example is constant badgering about using too many overhead sheets! Large classes = greater need for overheads but this doesn't seem to penetrate! (Erin Hewitt, Atkinson)
We're expected to do so much with our students, but the class sizes mean we only pay lip service to many crucial aspects of teacher education - especially to equity issues in teaching and learning. (Education)
I have a concern about t & p and workload. In the first year of my appointment at York, I was assigned not only a full teaching load but also to cover in the winter term the classes of a colleague on his sabbatical. I was able to keep up research, creative work, and service. What suffered was my patience and tolerance level, reflected in student polls. (Fine Arts)
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Anyone who prepares an internet course should be paid the equivalent of an overload for the preparation. (Glendon)
My term as undergraduate programme director is ending and we can't find anyone to become the next UPD. I don't blame anyone. The compensation is not worth it. Anyone who becomes the UPD should be getting $10 000. As it is, you end up negotiating whatever you can for yourself -- in my case, some international travel money -- because the stipend is so small. I did the job for citizenship reasons, but it's virtually impossible to keep up with research and publishing, which is what the university values. I could only manage it because I'm single. (Shannon Bell, Arts)
When I teach Internet, that is all I do! (Atkinson)
The profession of teaching is a joy when students come in with projects that show growth, initiative, engagement with ideas. My concern is for the quality of our jobs/profession; reasonable facilities, support and class size are issues that affect the faculty and student body. When YUFA negotiates for these things, they negotiate for
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students as well as YUFA members. (Judith Schwarz, Fine Arts)
Double cohort and associated expansion will be explosive unless we have some control on future increases (Walter Whiteley, Arts)
I am also concerned about cutting back on TA allocation, substituting marker/graders. If anything, the reverse is needed. (Michael Lanphier, Arts)
The push for cooperative 'partnerships' and distance education seems to be promoted as a way of making money, not necessarily providing a better education. It's a hard one to fight, as there is a budget squeeze. I share the concerns expressed that we are diluting the kind of education we offer, and doing future generations of academics out of jobs. (Ester Reiter, Atkinson)
I'm concerned about the increase in part-time teaching and the potential for the university to rely on this group to meet growing demands in enrolments (especially the double cohort). As the part-time complement increases, it will ultimately threaten the salary levels and quality of work for full-time faculty. (Arts)
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