Over the summer of 2020 the CCV faculty union formed an Anti-Racism Working Group that has been holding regular meetings to examine the ways in which racism and white supremacy exist in our college and the changes that are needed to address this. We recognized the need to address the lack of diversity in our college, the need for policies and procedures to address racism in the classroom and in the administration, and the need for deep and widespread curriculum changes.

Given that the curriculum committees would be meeting in early September, we prioritized the drafting of a proposal for curriculum changes. On September 11, 2020 we sent a letter to the Academic Council with detailed recommendations for course offerings, degree requirements, and essential objectives to ensure courses offer a variety of perspectives and address the reality of racism, sexism, and social injustice in our history as well as today.

We are pleased that our recommendations were received enthusiastically from the Academic Dean, Debby Stewart, and the Academic Council, and many have been adopted in the 2021-22 Potential Curriculum Changes announced on October 5 (available at Teach @ CCV).

In the 2021-22 academic year, the group has worked with the Academic Council to organize a series of webinars for faculty on tools for teaching to DEI objectives.

In addition to the new course offerings for the 20210202, and the EOs that address equity and the history of inequity, we would still like to see CCV adopt a Diversity, Equity, and Inclusion General Requirement, such as many other colleges and universities require. All degree students would be required to take two three-credit classes that qualify for Diversity, Equity and Inclusion credits. These courses may include classes already offered at CCV, such as Native American History. Courses that have been archived due of low enrollments (such as African American History) would more likely fill if they fulfilled a graduation requirement.

We welcome all faculty members to review our letter to the Academic Council, and to provide the Working Group with feedback, and we welcome new members to join the group. We hope that all faculty members will be thinking about how their courses can address these issues, how we as faculty can better facilitate conversations about race, gender, and class, and how we can be better attuned to our own implicit biases.

It’s here, time to begin the process of bargaining our second contract. While we made significant gains with our first contract, we know there is room to improve and strengthen our union. Step 1 is to hear from all our members and determine priorities for this round. Tomorrow all dues-paying members will receive a link to the CCVUF 2021 Bargaining Survey. If you do not receive a link but are a dues-paying member, or if you want to become one, contact our AFT Vermont Field Rep, Cyndi Miller, cyndi.miller@aftvermont.org.

What has your union – CCV United Faculty – done for you?

by Roger Cranse, CCVUF Steward

Salary

• Before the Collective Bargaining Agreement, all faculty were paid the same; 10-year veterans got the same as first semester faculty. And we were all paid far less than other VSCS part-time faculty.
• Now our contract specifies three pay grades, based on seniority. Everyone got substantial raises the first year of the Collective Bargaining Agreement, with guarantees for annual increases.

Hiring Procedures

• Before the Collective Bargaining Agreement faculty were hired every semester, according to CCV policy, “at the College’s sole discretion.” The policy led to inconsistent and unfair hiring practices: experienced faculty were dropped for no reason; some faculty didn’t know until the last minute if they had a teaching assignment; coordinators sometimes decided to take a course away from an experienced faculty member and teach it themselves.
• Now our contract lists specific hiring criteria. These include a guaranteed course offering for faculty members in pay grades 2 and 3 and a specific timetable for faculty to request teaching assignments for the coming semester and a specific date for those assignments to be made.

Academic Governance

• Before the Collective Bargaining Agreement faculty largely did not participate in academic governance. If they did participate, they were not paid.
• Now our contract specifies that faculty participate with administration on the major academic decision-making committees. Each of these committees is now co-chaired by a faculty member. Faculty co-chairs and faculty committee members are paid for this work.

Grievances

• Before the Collective Bargaining Agreement, if a faculty member believed they had been treated unfairly by the administration, or treated in a way contrary to College policy, there was no formal remedy.
• Now our contract requires a specific procedure for grieving breaches of the Agreement or of College policy.

Anti-Racism Working Group

Our Union work includes both advocacy for its members and cooperation with CCV’s administration. We stand up for our rights and we’re team players. A good example of the latter is the fine work done by the CCVUF Anti-Racism Working Group. Members of that group proposed additions to the curriculum that address race and diversity issues. Academic Dean Debby Stewart responded enthusiastically to the document. The Working Group meets every other Wednesday. Watch your email for information.

Work to Be Done

All of the above, and more, were accomplished in our first Collective Bargaining Agreement with the College. But there is work to be done. We are still paid less than other VSCS part-time faculty. We are required to take lengthy training courses, like Introduction to Online Teaching, for no pay. Hiring procedures need to be strengthened to ensure that faculty members can count on a job. And overall, the administration needs to consult with the Union on all major and minor academic decisions and decisions that affect the well-being of faculty members.

Are You a Member of CCVUF?

We will be heading into negotiations in February 2021 for our second Collective Bargaining Agreement with the College. We’ll soon be sending out a survey to members to solicit their priorities for the negotiations. Our strength in these negotiations depends on a robust membership. If you’re not already a member, contact us for more information about about how to join!

CCV United Faculty, Anti-Racism Working Group

September 11, 2020

Re: Recommendations for Curriculum Changes

To the Academic Council:

These past few months have been extraordinary. We are living at a historical moment when communities, institutions, and citizens across the country are at last initiating long overdue conversations on the ongoing systemic racism in this country. We know that CCV President Joyce Judy has formed a task force on Diversity, Equity and Inclusion with these objectives. CCV’s faculty union has formed its own Antiracism Working Group and has been holding regular biweekly meetings since July 9, 2020 to examine the ways in which racism and white supremacy exist in our college and the changes that are needed to address this. We hope to contribute to the efforts of the task force in making CCV a more inclusive and rigorous institution that will help to build a more equitable society.

We acknowledge that the educational system in our country has failed to teach the history of racism and anti-racism in this country, has failed to adequately teach the perspectives and cultural achievements of minorities, and has therefore contributed to the persistence of the white supremacy upon which this nation was founded. 

Therefore, our Working Group is dedicated to defining clear commitments towards dismantling racism by examining our curricula, hiring policies, and persistent bias as expressed by members of our community. 

We believe that CCV must undertake curriculum reviews to ensure that curricula are not centered around whiteness, and reflect a diversity of perspectives and experience. The Faculty United Anti-Racism Working Group has drafted the following recommendations for curriculum changes at CCV:
 
1. More Course Offerings: Too few courses are presently offered at CCV that are not centered around whiteness. We notice, for instance, CCV has offered African American literature as well as World Literature in the past but both these courses are archived. There is not a single English class on the great diversity of postcolonial literature, the literature of the civil rights movement, African literature or world literature in translation. Nobel prize winner Toni Morrison is not taught at CCV. Instead, CCV offers a full semester three-credit course dedicated to a single white male author.
 
There are a variety of American History courses offered at CCV including two American History surveys, Women in US History, History of the American West, and Native American History and Culture, and Vermont History. Individual instructors work to include the African American experience into these courses, but none of them mandate highlighting the African American experience or specifically addressing American slavery. The only class to directly address the African American experience, African American History, was archived years ago. 
 
In Environmental Science, environmental racism is included by some instructors but this is not built into the Essential Objectives. There is no course specifically on Environmental Racism. There is no course offered on Public Health and Race Disparities. There is no course on racial disparities in the criminal justice system. Most troubling, there is not a single EO in any of the criminal justice courses that mentions “race,”  “racial disparity,” or “inequity,” or mention of the origins of policing in slave patrols.  
 
We understand that CCV is a two- year college that cannot offer a great diversity of courses. We do think however that CCV should examine its priorities, and that changes in graduation requirements could make students more likely to sign up for classes that would meet a Diversity, Equity and Inclusion General Requirement.
 
2. Diversity, Equity, and Inclusion General Requirement: Many colleges and universities require students to complete Diversity credits in order to graduate.

Brandeis University, for instance, requires students to take courses in Diversity, Equity and Inclusion Studies that will “prepare students to engage with dynamics, developments, divisions and inequalities within U.S. society, and to explore the historical and contemporary experiences, interests, and perspectives of groups and institutions that have shaped life in the United States.”

The University of Vermont requires all students to take courses in Diversity (Categories One, Race and Racism in the United States; and Two, the Diversity of Human Experience). UVM’s diversity requirement is “intended to provide undergraduate students with the awareness, knowledge, and skills necessary to function productively in a complex global society, by fostering an understanding of and respect for differences among individuals and groups of people.” 

We recommend that CCV adopt similar graduation requirements.

All degree students would be required to take two three-credit classes that qualify for Diversity, Equity and Inclusion credits. These courses may include classes already offered at CCV, such as Native American History. Courses that have been archived because of low enrollments would be more likely to fill if they fulfilled a graduation requirement.

A list of courses that could be included in the Diversity, Equity, and Inclusions category (some of which are already in the CCV catalog):

African American Literature; World Literature; Literature of Civil Rights Movements; Native American History; Abenaki Studies; African American History; Women in US History; Environmental Racism; American Holocaust; Race and Gender studies; The African American Struggle for Equality; Inequities in Public Health; and Inequities in the Criminal Justice System.

3. Include Essential Objectives in all courses that address Diversity, Equity, and Inclusion, to ensure that all courses are inclusive. These objectives would include the words “race” “gender” “class” “diversity” and or “equity”. 

All classes should include one Essential Objective that will demonstrate that listening and engaging in discussion with openness and respect to diverse perspectives are essential requirements for participation in civil society and are therefore requirements in all degree programs and in all professional fields:

• Discuss topics of race, gender, class and their intersections with a diverse group with respectful listening and engagement with diverse perspectives.

Suggested Essential Objectives: 

• Intro to Psychology: Explore the contributions from traditionally underrepresented groups within the field of psychology; examine the impact of ethnocentrism in psychological research.
• English Composition: Read and discuss literary works by minority authors; demonstrate an understanding of their contribution to literature and society, and to increased empathy and understanding of minority perspectives.
• Current Environmental Issues: Discuss the socio-cultural and ethical influences that shape our understanding of environmental issues, including racial inequities.
• Moving toward Sustainability: Consider ways to respond to current inequities across the globe, including racism and inequitable distribution of resources, that would move us closer to ecological, social and economic sustainability.
• American History to 1865: Explore the development of slavery in America and   analyze its impact on American society, politics, and culture.
• American History since 1865: Analyze the impact of segregation on American society and culture; discuss racial civil rights movements from Reconstruction to the present.
• World History II: Address the Post-Colonial Freedom Movements and their impact on global politics and society.
• For World History I and II: Discuss the impact of slavery on society and culture.
• Global Issues in the Media: Discuss the media blind spots that ignore coverage of African and other countries with minority nonwhite populations; discuss the impact of the American and European Empires and their economic and military interventions in the Global South, climate change as environmental racism, and their roots in White Supremacy.
• Vermont History: Learn the history of African Americans, Native Americans, and ethnic groups in Vermont; analyze the history of racism, white supremacy, and Eugenics, in Vermont. 
• Intro to Criminal Justice: Identify racial disparities in the criminal justice system, and discuss police killings of African Americans; demonstrate familiarity with current debates on police and criminal justice reform, the major authors contributing to this discussion, and the cases that have sparked nationwide calls for police reform and defunding.

 
The CCV United Anti-Racism Working Group will continue to meet to discuss these issues. We recognize that faculty will need resources and support in order to make these changes, and we will continue to reach out to faculty for their feedback on these proposals. We hope that our Working Group can work with Curriculum Committees and the Academic Council towards making these necessary changes at CCV.
 
Thank you,
 
CCV Faculty United Anti-Racism Working Group
 
Cynthia Bittinger
Emily Casey
Roger Cranse
Miki Dash
Heather Fitzgerald
Laura Gannon-Murakami
Zoe Griffing
Linda Gustafson
Fred Kosnitsky
Nina Kunimoto
Alexis Lathem
Elisabeth Lehr
Elizabeth McHale
Kathleen Moore
Stephen Pite

It has come to the attention of our union that CCV and the Vermont State College System are appealing faculty’s unemployment claims. We are very concerned about this course of action and are reaching out to you to see if this has happened to you.

If your unemployment claim for cancelled summer courses has been appealed by CCV/ VSCS, please let us know. Many faculty have been denied unemployment by the Department of Labor but appealed this decision and won. CCV/VSCS then appealed this decision in an attempt to block faculty from receiving unemployment. CCV has 30 days to appeal once you’ve been awarded your claim and they have appealed claims despite faculty receiving funds already.

We are deeply concerned that CCV/VSCS is appealing faculty claims at this time. We have not heard of other employers reducing workload and then actively blocking employee attempts to receive unemployment.

Please reach out to us if you have concerns, questions, or ideas by replying to this email.

Faculty have received support and assistance on appeals through Vermont Legal Aid. We are also organizing a list of faculty Unemployment Mentors who can offer support to faculty dealing with this issue.

Please email union steward Emily Casey with questions or to help support your colleagues with this issue through your experience with unemployment: emilyclairecasey@gmail.com.

Together we are stronger.

Here’s Issue 17 of “Together” — the newsletter of the faculty union of VSC & CCV.

ISSUE #17 – March 2019 (PDF)

Our Union is focusing on legislation that would increase the funding for CCV and other Vermont State Colleges. We are also pushing for more aid and more support for our students. This legislation session is seeing a lot of activity both in the Senate and the House on spending bills funding the VSC so the ​time is now to get involved​! Any action you take now can have a significant impact on funding and the lives of our students and the stability of CCV.

Why an increase in State support to CCV and free/reduced tuition is important:

1. ​Vermont currently ranks 50 out of 50 states for state support for higher education.
2. ​Support for VSC has drastically decreased​. Currently, the state appropriations cover only 20% of the cost of VSC. In 1980 the state covered 51% if the costs of VSC! What happened?
3. ​CCV teaches Vermont students​. 83% of the students in VSC are Vermonters (a higher percentage of CCV students are from Vermont).
4. ​In-state tuition in Vermont is among the highest in the country. ​It is sometimes cheaper for our students to pay out of state tuition in another state than it is to attend Vermont State Colleges.
5. Although Vermont has one of the highest high school graduate rates, we have some of the ​lowest college enrollment rates​. Paying for college is out of reach for many of our young people.
6. Many of our students are really ​struggling to pay for college ​and the debt is overwhelming.
7. ​Having an educated workforce benefits all Vermonters!

Ways to get more involved and make a difference.

1. ​Talk about getting involved with your students. Start a dialogue about how the State funds our college and encourage them to get involved. Just a little bit of their time can save them a lot of money and legislators love to hear from our students.
2. ​Know your legislators.We are lucky in Vermont where our voices really make a difference. Some legislatures have said that hearing from just a few people in their district has a significant impact on how they vote. You can find your legislature at ​https://legislature.vermont.gov/people/, including the name, phone number and email address, and you can read a brief biography about your legislators — and see how they voted in past legislation.
3. ​Stop by “Breakfast with your representative”. Many Legislators have a weekly or biweekly time where they are available to meet with their constituents. Often it is at a café and it is a more casual way to meet your legislators and have a one-on-one conversation.
4. ​Get involved locally​. Talk about the importance of State funding for CCV and the Vermont State Colleges with you family, friends and neighbors and at Town Meeting; inform your community.
5. ​Support the Chancellor’s request for an increase in support for the VSC to be on par with other New England State Colleges.
6. Support the Governor’s budget to increase funding for Vermont State Colleges.
7. ​Check back at our website for more up to date information and be active! ​It is an exciting time! There is a lot of activity both in the Senate and the House on spending bills funding the VSC so the ​time is now to get involved​! Any action you take can have a significant impact on funding and the lives of our students.
8. ​Contact ​us and let us know your concerns​.

Agreement Between the Community College of Vermont and CCV United Faculty, VSCFF 3180, AFT Vermont, AFL-CIO

September 1, 2018 to August 31, 2021

FINAL CCV Contract 2018-2021 (with Index)

Intro

Now that we, CCV United Faculty, have successfully won a union election and bargained a first contract it is time to develop an internal organization to enforce the contract (through membership development, education and grievance work) and make decisions.

Stewards

The best practice is to create a steward structure that is representative of the membership. This is so that there is a clear network to be able to communicate proactively as necessary and also have a sufficient number of colleagues to provide support as necessary.

Stewards can be nominated or volunteer. Initial nominations will be taken through the Fall ‘18 and can continue in a rolling basis with emphasis given to recruiting:

• At least one steward per campus beginning with at least regional representation.
• Multiple stewards on campuses with more faculty
• Total number of stewards up to 31, which would be 1 steward : 10 member ratio.

Steward Responsibilities

• Responding in timely fashion to faculty with questions/issues
• Working with elected faculty leadership in handling faculty questions/issues
• Monthly Stewards Calls
• Leading new member orientation meetings (as needed)
• Communication to members about important union business

Elected Paid Membership/Grievance positions

As part of the new contract the Administration “shall provide the Union with the value of one (1) three credit course to be provided to a Union officer, or faculty member designated by the Union, for purposes of conducting Union business.” This proposal has the union splitting this stipend three ways to have three elected and stipended union positions to do union work including membership development and grievance processing.

Leadership Body

It will be important to have a small elected executive body to be able to make decisions in a timely fashion as necessary. A good practice is for these elected representatives to also be involved as stewards so as not to be removed from the challenges faculty are experiencing.

In addition to the 3 positions noted in the above section, this proposal includes another two elected positions whose main role is to be CCVUF representatives to the VSC Faculty Federation Delegate Assembly. (See Below)

During fall semester 2018, from the pool of committed stewards, the union will hold an election for a 5 member executive committee. Three seats will be the paid membership/grievance positions and 2 VSCFF Delegate reps.

Timeline​

August, September and beyond:​ Nominations are taken for union stewards.

September/October:

• Steward trainings held
• Elections for leadership body from the group of committed stewards
• Begin monthly stewards meetings
• Ongoing recruitment of stewards where there are gaps

Integration into VSCFF

For various reasons this proposal includes officially integrating our bargaining unit with the other faculty bargaining units within the VSC system. We are making this proposal for various reasons including:

• We have more power together.
• Our contract expiration date is the same as the VSC Part time Faculty federation and likely the same as the Full Time faculty will be (they are still negotiating).
• As more moves are made that affect the VSC as a whole it makes sense to coordinating with our colleagues at the other colleges.
• By pooling our dues resources with other faculty we will have more collective spending power than if we had our own treasury (not to mention more work that would need to be accomplished by ccv faculty, if we had to maintain a separate treasury and attend to all of the legal requirements demanded by the Federal Government).
• Members of the VSC Faculty Federation Leadership body are supportive of CCV joining, for the above mentioned reasons.

If CCVUF decides we shall integrate formally with our VSCFF colleagues, VSCFF will need to amend their constitution to reflect the change. They are asking us to let them know what our structure would be so they can make recommendations to their membership accordingly. Based on the proposals above, here is the draft recommendation.

Our CCV “Chapter” would include 7 elected positions. Three executive committee members, two representatives to the delegate assembly and 2 alternates to the delegate assembly. We may be eligible to have more than two representatives on the VSCFF delegate assembly; this can still be negotiated between CCVUF and VSCFF leadership. In that case one, two or three of the executive members shall also serve as delegates.

Under this proposal, in addition to proper representation on the VSCFF delegate assembly we shall also send our dues to the treasury of the VSCFF. It is the delegate assembly, who makes decisions about allocation of funds.

Dues Structure

Under this proposal should we, CCV faculty, choose to integrate with the existing VSC Faculty Federation, we would adopt the dues amount that their union members currently pay, which is 1% of their wages​. This is the same amount of all other AFT Vermont Locals (except the Nurses at UVMMC who decided to pay a bit more). What this means:

• Dues will be collected by CCV admin from your gross pay and sent to the union
• You will see the deduction in you paycheck
• You do not pay dues if you are not teaching
• Only members pay dues (though all faculty in the bargaining unit benefit from the contract)