For, if anything, if a university is not a community where truth-telling is paramount, it loses its soul and forfeits its purpose. — Paul Zingg, Response to Resolution of No Confidence, December 9, 2015
On Thursday December 10th, the Academic Senate at Chico State discussed a Resolution of No Confidence in university President Paul Zingg, Interim Provost Susan Elrod, and Vice President for Business and Finance Lorraine (Lori) Hoffman. After nearly three and a half hours of pre-written statements, comments from faculty, staff, and students, and discourse between the Senators, the Senate voted 24-8 in favor of an amended Resolution of No Confidence in the ability of the three top CSUC administrators to manage personnel and budget matters effectively.
The primary focus of the University is student learning and yet, financial and business decisions have been made since 2004 and more recently, that are contrary to best learning practices. The best practices for learning in undergraduate education include:
Good practice in undergraduate education:
- encourages contact between students and faculty,
- develops reciprocity and cooperation among students,
- encourages active learning,
- gives prompt feedback,
- emphasizes time on task,
- communicates high expectations
- respects diverse talents and ways of learning.
Source: Chickering and Gamson, Seven Principles for Good Practice in undergraduate Education (file available here)
During the Great Recession of 2007-2010, drastic and unavoidable cuts were taken to preserve the University and provide ongoing service with the least amount of disruption to students. Those cuts were necessary and unavoidable, but were also felt by all across the campus, although to varying degrees.
In the years since the Recovery of the U.S. economy began, the University has continued cuts to faculty, staff, and class offerings, increased class sizes, and replaced full time tenure track faculty with part time temporary lecturers, resulting in a model of administration of campus resources that is contrary to Best Learning Practices.
It is the new model of learning due to increased teaching demands dictated by the Executive Management, that resulted in the motion for the No Confidence vote by the Academic Senate. Criticism of the Resolution by President Zingg, Interim Elrod, and VP Hoffman included a lack of specificity in the resolution.
In his response to Academic Senate regarding the No Confidence Resolution vote, President Zingg argued the following:
There are many other aspects of this resolution that, I believe, fail the test of clarity and responsibility through innuendo and anecdote, unsubstantiation and vagueness. What, for example, does “the lack of focused leadership” mean? What personnel policies and processes have not been developed and implemented “effectively”? What is the definition of “effectively”? How have budget matters lacked transparency and good-faith information sharing?
In the spirit of truth-telling, clarity and responsibility, and without innuendo and anecdotes or unsubstantiated vagueness, we present the following:
- Tenure track faculty decreased from 408 to 355 faculty between the years 2011 to 2015, a reduction of 13%. Tenure density declined from 69% in 2010 to 58% in 2014-15. These cuts have resulted in increased faculty to student ratios, which decreases contact between students and faculty in meaningful learning experiences,decreases reciprocity and cooperation among students, and also inhibits active learning, and inhibits prompt feedback on assignments,
- Tenure track faculty have been largely replaced by temporary lecturers. While this has somewhat stabilized the faculty to student ratio, the work load for tenure track faculty in non-teaching duties has increased as there are not enough faculty to take on committee and advising work, assessment reports, retention and hiring duties, among other non-teaching activities that support student learning.
- The number of staff decreased from 965 in 2009 to 891 in 2014 which increases demands on faculty due to lack of staff support, exacerbating the effects of higher faculty to student ratios.
- Between 2010 and 2015, the number of full time equivalent students increased from 14,640 to 15,764, a gain of 8.4%.
- While staff and faculty cuts have been deep, the number of managers and administrators has risen since 2004. Chico State had one of the worst losses of faculty in the CSU system, losing 14% of its faculty between 2004 and 2014, while the number of administrators has grown by 8% in the same time period.
- While faculty salaries have increased by only 4% between 2004 and 2014, the salaries of the top 21 administrators within the Office for Business and Finance at Chico State have increased an average of 18% between 2011 and 2014* (Click here for Salaries of Management from Office of Business and Finance).
- While faculty are fighting for, and being repeatedly denied, a 5% salary increase in the next contract, the President’s salary, although stagnant up to 2013, increased by 3% in 2014 and by 2% in 2015, a raise that equated to $5,758 increase in 2015 to President Zingg’s $287,885 salary, in addition to the $50,000 per year housing allowance and $12,000 per year car allowance the president has received in his tenure at Chico, a similar package other CSU presidents receive. Zingg’s raises in the 2014 and 2015 created a real increase in his salary of just over $14,000 since 2013. .
- While faculty at 20 other universities in the California State university system are recovering their purchasing power since the Great Recession, Chico faculty have lost $13,154 in purchasing power since 2008, while President Zingg has gained $22,823 in purchasing power with his salary due to a 36% increase in the President’s base salary between 2004 and 2014.
- Finally, the academic year 2015-16 budget was not released to individual departments until late November 2015, which revealed funding at lower levels than college deans, department chairs, faculty, and staff had been led to expect. These cuts resulted in lecturers losing class assignments that had already been assigned, exacerbating the effects of higher faculty to student ratio, and also the projected loss of student employees who provide direct service to students in department offices, as peer advisors, and as library student staff. For lecturers, this means a loss of income for the semester and no prospects picking up other classes at other colleges since all scheduling at other colleges is complete early in the semester.
These longterm business and finance decisions have been the backdrop to a poor campus climate due to these decisions and because the Executive management has fostered a culture of fear of retribution due to longterm intimidation of employees to go unchecked. But more importantly, these business and finance decisions have compromised learning and inhibited Best Learning Practices at Chico State and for those reasons, we have no confidence in President Zingg, Interim Provost Elrod, and VP Hoffman.
CSU campus presidents have clearly prioritized managers on their campuses over tenure-line faculty in making their staffing decisions. That set of priorities has enormous ramifications for current, and future, students.
Not only are students today missing out on a stable faculty workforce over the course of their college careers; future students face an even bleaker prospect.
Source: California Faculty Association, Race to the Bottom: Salary, Staffing Priorities and the CSU’s 1% (file available here)
For direct links to resolution, responses, and data, click below:
Senate Document: Amended Resolution of No Confidence
Senate Document: Resolution in Support of Increased Staff
*Data compiled from www.transparentcalifornia.com