People often ask me about my experiences teaching a 3/3 and 3/4 load as a tenure-track, full-time college professor. It should come as no surprise that teaching fewer (and smaller classes) makes it much easier to publish, the holy grail of the academy. But the 3/3 load and large class sizes are not what dominates my time at a teaching college. I wish it was all about the classroom. It’s not. It’s all about the service.
In the past two months, here is what my service (committees, meetings, and such) has looked liked:
- A graduate admissions committee where I read thousands of pages of personal statements, sample essays, transcripts, letters of recommendation, etc
- A classroom observation for my department
- Attendance and participation at five different candidate talks for a new tenure-track position (this meant hours of meetings beforehand to determine the candidates and hours of meetings afterwards to discuss/select the candidates)
- Participation on a departmental curriculum committee (no meetings yet but plenty of time needed to read an enrollment agreement for state accreditation issues, a new course proposal, a revision of a minor, etc)
- Participation on a college-wide curriculum committee (which meets 3X-4X per month with heavy reading beforehand)
- Participation on a committee to select undergraduate essay award winners
- Participation in meetings and email exchanges to discuss/assess undergraduate capstone courses
- Participation in meetings, email exchanges, and assessment design of my own undergraduate capstone course
- Attendance at multiple department/program meetings
- Participation in a site visit for external review of a program
- Participation on a committee to select undergraduate ePortfolio award winners
- Participation in a day-long outcomes assessment meeting as part of the writing program
I do not hold any administrative positions at my college and do not aspire to. And yet service takes up as much of my time as when I was an actual administrator. This list does not include service to the professional and community organizations I am part of since those are the things that I want to do. On Thursdays, day four of a Week in the Life of a Black Feminist Pedagogy, I try to do the prep work required of my campus service obligations. I also mentally map out the next week’s meetings so I know when I will get some space and time to myself in an upcoming week. Many times, I am on campus, not teaching, but doing service.
I am sure I have forgotten some stuff from numbers 1-12 above. The list would be even longer if I had not outright said NO to many other requests. Every week brings me another email solicitation to perform yet another mundane task. There is no real recognition for any of this work and certainly no extra pay or course release. This is the nature of service at a teaching college in a moment shaped by the logics of austerity and neoliberalism: adjuncts teach almost all of the classes while the main role of full-time faculty seems to be the performance of bureaucratic tasks, bottomless meetings, and infinite committee appointments. Programs are so severely under-resourced that only a Herculean effort on the service work of faculty can keep them afloat, an exploitative cycle that admin will expect and naturalize if you let them.
To be sure, I see some of this work as necessary: the opportunity to select a faculty person of color as your new colleague; an opening to challenge the uber-traditionalist instructional model of a college; the chance to ensure that graduate students of color get a fair shake and recognition; the occasion to bear witness to the endless machinations that determine the look and color of a college curriculum, its assessments, and its awards. The procedures to do these things are, nevertheless, utterly ridiculous.
Necessary or not, I won’t be serving on most of these committees in the future. I can now say: yeah, been there, done that, it was a waste of time and I ain’t doin it again (I mean this very earnestly… this IS exactly what I will say). I have more to say about service as part of my hustle in academia but I will do that later as part of my ongoing Academia as a Hustle posts. For now, I will just say that service also has a Black Feminist ethos in my week’s pedagogy. On some level, many of my colleagues think they are doing socially transformative work in these uber-western, bureaucratic processes and can lose sight of their political center or the very meanings of radical transformation. Riddled with insecurities in an academy that makes you feel like you have to always prove your worth, many of my colleagues want to feel involved and important and they think this college service stuff is the way. Some of these folks act like these committees are the equivalent of planting a tree or working with disaster victims! Get a grip! What Tiffany King calls “Native feminist politics of decolonial refusal and Black feminist abolitionist politics of skepticism,” what I have been referencing across this series of posts, requires you to have a much more critical lens on the ways you are challenging or co-signing service and the logics of austerity and neoliberalism in higher education. This is especially true since it is women of color who will be most expected to do all this free labor. If you let them, folk will run your body, mind, and spirit into the ground by: 1) over-tasking/over-taxing you; or 2) wasting your energy and time in meetings and committees where progress is slow, where your input is miles higher than what the structure will allow as output. It’s always worth it to peek behind the emperor’s curtain and see how the shenanigans back there really work but you don’t need to keep visiting. One time is all you need. Skepticism and refusal are important services too.