Meet the lecturers: Burcu Karabina

As we work on securing improvements to the working conditions of teaching-focused faculty at the University of Waterloo, FAUW is interviewing lecturers across campus to find out more about their experiences at Waterloo—and how potential policy changes might affect their work.

Burcu Karabina is a lecturer in the Faculty of Mathematics Undergraduate Office, working in the Digital Assets Group (DAG). She came to Waterloo in 2019 with five years of online teaching and course development experience to help build online courses and digital assets equipped with the latest teaching technologies and pedagogies.

What does your job include right now?

I teach mainly service courses such as introductory algebra, linear algebra, and calculus, both online and face to face. In addition to my teaching duties, I research and implement recent teaching pedagogies, incorporate evidence-based teaching and learning practices into our online course design. Working closely with the Centre for Extended Learning, DAG creates and designs an inclusive, accessible, student-oriented online learning experience. My workload balance is 30% teaching and 70% service. I spend most of my time developing online courses. The pandemic altered this balance dramatically, but it is slowly going back to normal. A lot of what we do in DAG is at the intersection of teaching, service, and research, so these weights are not a true reflection of our day-to-day operations.

What parts of your work are you most passionate about?

I am very passionate about utilizing digital technologies to bring the online learning experience to the next level for our students. In a rapidly changing world, we get a deeper understanding of how we learn, and technology is an integral part of it. We recognize that learning is an evolving process, not an end product! I find it fascinating that every course I teach is different than the previous one. I always learn something new from my students and my pedagogical research, and I always find myself trying something new in my courses. My job offers a life-long learning opportunity!

Have you applied for any research grants while working at Waterloo, and how did that go?

Last year, I had a chance to collaborate with a research group at National Research Council Canada. We prepared a proposal for a New Beginnings Initiative grant to enhance academic integrity using privacy-preserving tools. I was disheartened when I realized that I am not authorized to manage a research grant as a lecturer, and I cannot serve as principal investigator for the project. Our grant is approved, and I will still play a key role in the project, but my name will always be on the sidelines due to my job title. I am very passionate and excited about this research project, but, unfortunately, there will be no formal recognition of my efforts from the Unviersity, since research is not included in my job description. I know I am not the only lecturer in this situation, and it is very unfortunate.

We all need the time and the peace of mind to reflect on our teaching experiences and invest in our profession to serve our students better, to make this university a better place.

What would it mean for you to have professorial status and/or tenure?

The biggest problem with the current continuing lecturer promotion path is that it is very mysterious. Policy 76 states that an appointment to continuing lecturer is “understood to be unusual and offered only in special circumstances,” which is clearly no longer true but adds to this mysteriousness. As a new faculty member, I hear a lot of stories about the process. There are vague guidelines, and the current performance evaluation system does not support continuous professional development and research into our profession. Yes, there are many resources, but no structured guidance sets us up for success. Yes, professional development is encouraged, but pedagogical research does not weigh in our contracts. Service duties are not clearly defined, but they make up a significant percentage of our contracts. Many lecturers are buried in heavy teaching loads with large class sizes, worried about their contract renewals. They cannot even find time to take their well-deserved vacations.

We all need the time and the peace of mind to reflect on our teaching experiences and invest in our profession to serve our students better, to make this university a better place. A well-structured and guided career path that leads to professorial and/or tenure status would mean that lecturers are given an opportunity and space to grow into their careers, with a possible research component. With mutual support, the faculty and the university can work together toward a common goal.

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Hot topics from the May 20 FAUW Board of Directors meeting

Pandemic issues

The FAUW Board has issued a statement on fall 2021 decision making relating to teaching and faculty working conditions.

We briefly discussed some potential approaches to 2021 performance reviews, including re-weighting (e.g., to reduce the impact of your research score). We know there is also a continued need for pandemic considerations for tenure and promotion and will be returning to that topic with the administration soon.

Faculty members who need accommodations for fall (or any) teaching should contact our Academic Freedom and Tenure Committee for advice and referrals.

One small change for P76, one giant leap for lecturer benefits

From Dan Brown’s president’s report: This month at Senate we approved the first small step in the Policy 76/77 revisions, a surgical change to the mandate of the University Appointments Review Committee (UARC), so that it will now no longer be required to consider appointments of exactly two years (it will now review appointments longer than two years). This seemingly tiny change will matter, as it will remove the primary argument for deans to make two-years-minus-one-day appointments, which unfortunately come with fewer benefits than appointments just one day longer. [Editor’s note: This change was approved by the Board of Governors on June 1, making it official. We are asking deans to consider extending relevant appointments by one day.] The P76/77 Policy Drafting Committee will continue their work through the end of the summer, aiming for the August 31 deadline approved by Senate in March.

New travel and expenses policy

From Dan’s president’s report: The university’s president approved a substantial rewrite of Policy 31, the Travel policy, which has been renamed to University Expenses; this results in substantial improvements to reimbursement rates and also (hopefully!) a reduction in documentation required of travellers. It also details how research expenses like working lunches and hospitality will work. UW Finance consulted with FAUW (via Faculty Relations Committee) as part of their discussions of this policy.

Indigenous student scholarships

We have been looking into establishing a scholarship for students from Six Nations of the Grand River, on whose land the Waterloo, Kitchener, and Cambridge campuses are situated. At this meeting, we got into some details about what the award(s) could look like in practice to inform conversations with the Grand River Post Secondary Education Office and the university’s Student Awards & Financial Aid office.

Benefits eligibility grievance outcomes

Adapted from Ken Vetzal’s Pension & Benefits report: In response to grievances filed by FAUW, a subcommittee of the Pension and Benefits Committee (including the P&B liaison to the FAUW Board, Ken Vetzal) was formed last fall with a mandate to provide precise definitions of “continuous University of Waterloo service” (Policy 23 – Eligibility for Pension and Insured Benefits) and “uninterrupted regular full-time service” (Policy 59 – Reduced Workload to Retirement).

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FAUW statement on decision making about fall 2021 teaching

We recognize that decisions about fall teaching are being made in an environment of uncertainty. We also recognize the need to balance instructor preferences with student experience. It is our understanding that decisions about fall instruction have largely been made at the faculty level, using a variety of decision-making models. While FAUW supports a de-centralized approach given the varying needs across campus, we ask for earlier and more effective communication and consultation with fall term instructors—and with FAUW—as decisions affecting faculty working conditions are made, to respect the collegial governance model of the university.

We appreciate that most* FAUW members have been given a fair degree of choice as to how they deliver their courses this fall, but faculty were asked to make these decisions without access to essential information, including:

Anticipated safety protocols (e.g., information on ventilation, social distancing, how classroom changes are handled in buildings with constrained hallways, the availability of asymptomatic rapid testing responsibility for disinfection, and responsibility for compliance enforcement).
Expected decision rules which will trigger a shift from in-person to online (e.g., infection and vaccination rates, whether classes might shift from in person to online and back to in person).
Anticipated support for various models (e.g., the availability of classroom technology to enable streaming, registrar and AccessAbility support for testing and exams, the availability of technical support for hybrid models).
Consideration of faculty workload for hybrid models which will accommodate both remote and in-person students simultaneously, in the same section (e.g., extra teaching credit, overload pay, or temporary reweighting to accommodate extra work).

We heard updates on some of these items at the virtual town hall on May 11, but course delivery decisions were due on May 7, and many aspects of our fall working conditions are still unclear.

FAUW asks for transparent communication and updates on Waterloo’s position regarding access to vaccinations for faculty, staff, teaching assistants, and students, as well as availability and protocols surrounding regular asymptomatic rapid testing. While we recognize that best practices continue to evolve and may change over time, we are aware of multiple initiatives at other institutions regarding testing and vaccine protocols, and infrastructure and teaching support, and ask to be kept informed of Waterloo’s evolving stance on these items.

We suggest that one way of achieving meaningful communication is by giving a member of the FAUW Executive Committee membership in key decision-making groups such as the newly announced Workforce Planning Task Force. We look forward to being more involved and better able to support and inform our members as we prepare to have more activity on campus.

*We have heard reports of some members, particularly lecturers, being pressured or forced to commit to in-person instruction for fall against their wishes, which is very concerning.

Help Dr. X take their vacation!

Dr. X is a Lecturer at the University of Waterloo who teaches three terms a year. They are finding it difficult to take their four weeks of annual vacation entitlement, to be scheduled in blocks at least one week long.

The challenge

Can you help Dr. X find four one-week blocks of vacation time in the 2021-22 academic year? Share your results in the comments below.

The 2021-22 academic calendar, with academic dates from the Registrar’s important dates tool and paid holidays from the Human Resources website.

Considerations and constraints

Dr. X has an exam scheduled on April 23; marking the exam and submitting final grades will take approximately four days.
Dr. X would like to attend their sister’s wedding in BC on July 3.
Dr. X’s family has been offered a cottage rental from August 8–21; Dr. X would like to join their family.
Dr. X has been assigned a new course in fall 2022 and needs time to prepare it.
Statutory holidays don’t count toward vacation time.
Dr. X’s chair needs to agree on the timing of each block of vacation ahead of time.

Reflections

Does Dr. X still have adequate time for marking and course prep, without doing any work during their vacation?
Would Dr. X be able to take two weeks off at a time?
What would make it easier for Dr. X to take their full vacation entitlement?

Share your results and reflections in the comments!

Bonus round

For bonus points, help Dr. Y take their five weeks of vacation entitlement. Dr. Y is entitled to five weeks since they have been at Waterloo for more than 10 years.
Extra bonus points: Help Dr. Z take seven weeks of vacation—their five-week entitlement, plus the two weeks they carried forward from the previous year.

What this is about

Workload for teaching faculty is one of the issues that the FAUW team hopes to discuss in the revision process for Policy 76 – Faculty Appointments and Policy 77 – Promotion and Tenure.

Workload is a complex issue. For Lecturers, it intersects with vacation access because—as you saw with Dr. X—teaching three terms a year leaves very little time for meaningful vacation.

It is true that Waterloo is a three-term university, unlike many of our comparator institutions. It is also true that UW has enjoyed the flexibility of assigning work to Lecturers in all three terms. But what if flexibility means a lack of access to vacations? Can teaching workload be assigned more fairly?

What is clear is that teaching-stream faculty members deserve to take the annual vacations that allow us all a chance to rest and relax, to connect with family and friends, and to come back to work refreshed. Work-life balance is something we hear a lot about these days. Teaching faculty at UW deserve this balance as well.

Meet the lecturers: Clive Forrester

Clive Forrester has been a lecturer in the Department of English Language and Literature since 2016.

Clive Forrester from the Department of English Language and Literature

The work of lecturers varies across campus. What does it include for you?

I was hired as a lecturer in the Math Initiative, which is an agreement between the Faculty of Math and the Department of English to offer dedicated sections of ENGL109 – Intro to Academic Writing just for math and computer science students. In addition to ENGL109, I teach a variety of courses dealing with either linguistics or technical writing.

My research is primarily in a branch of linguistics called “forensic linguistics” which investigates the interaction between language and law. I’m particularly interested in courtroom discourse, and a few years ago I served as an expert linguist in a Toronto murder trial.

I’ve had different service roles over the years in the department, including coordinating the awards ceremony, coordinating the department research series, and running teaching squares for faculty in the department. I also have a YouTube channel where I upload videos related to linguistics and writing.

What parts of your work are you most passionate about?

Teaching linguistics is certainly one area that I’m passionate about. Recently, I got the opportunity to develop a new course, “Language, Life, and Literature in the Caribbean,” to be taught as part of the Black Studies Diploma. Though a few years away, I’m looking forward to teaching that course and developing similar ones in the future.

What was the experience of becoming a continuing lecturer like for you?

Now that I’ve been appointed as a continuing lecturer, I can say the road to continuing lecturer status has been dotted with uncertainty. In the absence of a clear formal policy that outlines the progression from the initial appointment as a definite-term to a continuing appointment some five or six years later, everything happens on an ad hoc basis. So, there are no defined milestones to hit, no mid-progression check-in, and no specified date by which an applicant to continuing status needs to be notified. Aside from the undue anxiety this could cause a lecturer, it’s not hard to imagine that a lecturer in such a position might decide to simply take a new appointment somewhere else. In either situation, the department stands to suffer—lecturers anxious because of job security or lecturers leaving for the same reason.

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Professors of Teaching at UBC

We’ve told you about teaching stream professors at the University of Toronto and McMaster University. This week, we head west, to the University of British Columbia. UBC appoints tenure-track and tenured professors of teaching.

UBC’s model of teaching faculty, along with Toronto’s and McMaster’s, is being considered by the policy drafting committee that is updating Policy 76 Faculty Appointments and Policy 77 Tenure and Promotion.

Here are some details from the 2020 UBC Collective Agreement.

There are three ranks: Assistant Professor of Teaching, Associate Professor of Teaching, and Professor of Teaching.
Tenure-track Assistant Professors of Teaching are normally evaluated for tenure and promotion to Associate Professor of Teaching in the fifth year of their appointment.
Associate Professors of Teaching and Professors of Teaching have the same rights to “study leave” as other professorial faculty. Study leaves allow faculty “to pursue study or research, of benefit to the individual and the University.”
Tenure and promotion to Associate Professor of Teaching “requires evidence of excellence in teaching, demonstrated educational leadership, involvement in curriculum development and innovation, and other teaching and learning initiatives. It is expected that Associate Professors of Teaching will keep abreast of current developments in their respective disciplines, and in the field of teaching and learning.”
Promotion to Professor of Teaching requires “evidence of outstanding achievement in teaching and educational leadership, distinction in the field of teaching and learning, sustained and innovative contributions to curriculum development, course design and other initiatives that advance the University’s ability to excel in its teaching and learning mandate. … Promotion to this rank is neither automatic nor based on years of service and it is expected that some persons will not attain this rank.”
“Educational leadership,” a key category for teaching faculty at UBC, includes many activities, such as the scholarship of teaching and learning; curriculum development and renewal, new assessment models, pedagogical innovation; teaching, mentorship and inspiration of colleagues; formal leadership responsibilities in a department, program, or faculty; and other activities that support evidence-based educational excellence, leadership and impact within and beyond the University.

As you can see, UBC has created a distinct career path for teaching faculty that runs in parallel to that of existing professorial stream faculty.

The FAUW representatives on the P76/77 Policy Drafting Committee are working to ensure that teaching faculty members at the University of Waterloo are fairly and rigorously evaluated and their contributions recognised and rewarded. Head to the FAUW website to learn about the committee’s work to recommend new terms and conditions of employment for UW’s teaching faculty members.

Meet the lecturers: Elena Neiterman

First in our series is Elena Neiterman, a continuing lecturer in the Faculty of Health, at the School of Public Health and Health Systems (SHPPS). She came to Waterloo in 2015 from a contract teaching position at McMaster University. Let’s meet Elena!

Elena Neiterman from the School of Public Health and Health Systems

The work of lecturers varies across campus. What does it include for you?

I normally teach six courses per year, including undergraduate courses in Health Promotion, Public Health Ethics, Canadian Health Systems, and Sociology of Aging, and graduate courses in Qualitative Research Methods. I also supervise undergraduate and MSc students.

I do a lot of service activities. I serve on the SPHHS Undergraduate Studies Committee, Recruitment Taskforce, and Annual Performance Review Committee. I also supervise Online Learning Assistants. At the Faculty level, I represent our School as a Teaching Fellow, serve on the Online Teaching Taskforce, and am part of the working group for the Faculty of Health Strategic Plan. At the University level, I am on the CTAPT committee, which aims to provide recommendations on how the university should assess teaching effectiveness in a way that truly captures the amazing work many of our UW instructors do in classrooms and beyond.

Since COVID, I am also casually working as a tech assistant at home, trying to fix the internet and solve Zoom problems. I have five children, and, as any other parent in Ontario, I am navigating my online work and children learning from home.

While my work assignment does not include research, I do quite a lot of it because I find it engaging and fascinating. Currently, I am involved in two big pan-Canadian projects. One examines work experiences of Canadian midwives to identify factors that improve their workplace retention. The other explores mental health-related leaves of absence and subsequent return to work among knowledge workers (academics, accountants, dentists, midwives, nurses, physicians, and teachers).

I also have long-standing interest in women’s reproductive health and work on a number of pedagogy-related smaller research projects, including a textbook on health promotion.

What parts of your work are you most passionate about?

Teaching is my passion. I like being in a classroom and interacting with students. Since COVID, this has become more challenging – I mostly spend my teaching time staring at a camera and I miss seeing my students, but I make do.

Since I teach some required courses in our program, I usually know most of our students. It is really exciting to see “my” first-year students graduating!

Being hired permanently meant that I could finally sleep at night – it is nerve-racking not knowing if you have a job next term.

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April 29 FAUW Board meeting recap

Here’s what happened at our latest Board of Directors meeting:

Our newly elected directors start their terms July 1 but we’ve invited them to start attending meetings now to get familiar with the issues and how things work. In a round of introductions, both new and current directors expressed a lot of interest in equity and diversity issues, lecturer working conditions, and exploring how we can improve our relationship with the University administration.
We noted a few developments related to the discussion at our spring general meeting about fall term. Senate had a long and thorough discussion about fall planning last week, which is reassuring. We’re glad to see some shifting from the administration assuming the best-case scenario to more fulsome planning for a range of scenarios. The University has scheduled a town hall for May 11 and we encourage you to attend that and ask your questions! We’ve established our own working group to explore issues related to the pandemic and planning for fall term. It will start meeting next week and involves many of the people who raised concerns and offered to help with this at the general meeting, so thank you to those members for participating!
CAUT has censured the administration of the University of Toronto, on the basis that the university violated academic freedom when they rescinded a job offer in 2020. Censure is a very rare action for CAUT to take (the last two times this occurred were in 2008 and 1979). Censuring the University of Toronto administration means that, until the situation is satisfactorily resolved, members are asked:
- not to accept appointments at the University;
- not to accept invitations to speak or participate in academic conferences held or hosted by the University; and,
- not to accept any distinction or honour that may be offered by the University.
In his president’s report, Dan Brown noted that the University announced a plan for cluster hires of 10 Indigenous faculty and 10 Black faculty at a recent town hall on antiracism projects on campus. Some of our members present at the town hall commented, rightly so, that hiring is only a first step to making the University more inclusive and equitable, and that attention also needs to be paid to retention, promotion, and leadership development. These hires will bring the University’s faculty complement up to 2% Black faculty and not quite 2% Indigenous faculty.

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The anatomy of a FAUW general meeting: A recap of our 2021 Spring GM

In which we summarize the proceedings of our 2021 Spring General Meeting and explain how our general meetings work at the same time.

The logistics

General meetings are meetings of the voting membership of FAUW, at which members receive updates on FAUW’s work and vote on important issues such as our budget, constitutional amendments, or changes to the Memorandum of Agreement. General meetings are held in December and April each year.

Quorum for a general meeting is 30 members. Our in-person meetings typically drew about 60-80 members in recent years, but both the fall 2020 and spring 2021 meetings had over 130 members attend online. We’re investing in equipment to be able to livestream our general meetings once we’re back to in-person events so we can continue being accessible to more members, especially those working at satellite campuses.

The meeting chair changes frequently, and must be someone other than a member of the Board of Directors. (If you’re really good at chairing meetings, let us know!)

The consent agenda: Committee and officer reports

Our general meetings have always had an asynchronous component: written reports from our committees and, in recent years, from our representatives on University committees. All voting members receive these reports by email in advance of the meeting. Other members can request the reports.

Some reports are delivered during the meeting itself, particularly those from FAUW executive officers.

The president’s report

At this meeting, Dan Brown’s president’s report started with a few recent success stories:

Policy 14 (Pregnancy and Parental Leave, including Adoption, and the Return to Work) has been approved by the Board of Governors and is now in effect for all eligible employees who start(ed) a pregnancy or parental leave after April 6 of this year. We tried to have it applied to employees already on leave, but the University hasn’t budged on that. [See all blog posts about Policy 14.]
Our negotiating team achieved a good salary settlement covering the next three years, including the statutory maximum for salary increases under current provincial law.
The 2020 salary anomaly review has completed its work and informed individuals who will receive adjustments. Co-chair Marios Ioannidis noted later in the meeting that no solely gender-based anomaly was found this time around, and that there are a number of possible anomalies that require further investigation by the deans because the statistical model may not be robust to properly predict salaries of early-career members or those with salaries above the thresholds in our salary structure.
A new committee has been set up to focus specifically on updating the policies on faculty appointments and tenure & promotion to improve conditions for teaching faculty. The FAUW reps are Kate Lawson and Su-Yin Tan. Visit uwaterloo.ca/fauw/p76 for the latest information.

Dan also talked about ongoing and forthcoming issues, including the current state of planning for fall 2021. Decisions are mostly being made at the faculty or department/program level, which means members have more of a say than the FAUW Board does at this point. Some faculties/units are doing this with more detail and consultation than others. We are advocating for individual faculty to be primarily responsible for choosing the mode of teaching for your courses and for fall planning in general to be discussed more publicly and openly. We are actively collecting information, so if there are interesting/challenging/problematic/great things happening in your unit, please let us know. Individuals who need help with accommodations for the fall, please see our AF&T team for help.

Some other ongoing items on FAUW’s agenda include a few more policy committees underway or beginning soon and recruitment for FAUW committees—you can put your name forward via our website. We’re hosting a lunch & learn with Laura Mae Lindo on May 19 about how faculty can counteract anti-Black racism at universities, and last fall’s cancelled Hagey Lecture is being rescheduled for fall 2021—stay tuned for an announcement soon.

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Another professorial teaching stream model: McMaster University

The other day, we told you about the “teaching stream” professoriate at the University of Toronto. Today, we want to let you know about “teaching-track faculty” at McMaster University. Both universities provide models that are helping to guide ongoing discussions about the future of teaching faculty here at the University of Waterloo.

Here are some details from the 2012 McMaster University policy on “Academic appointment, tenure and promotion” (PDF).

At McMaster, teaching-track faculty are expected to be “excellent teachers” and “to keep abreast of developments in the discipline in which they teach.”
McMaster’s policy notes that teaching and scholarship are complementary activities in a “research-intensive institution.”
Scholarship in the teaching track is to have a special focus on teaching and pedagogy, so that these faculty members are especially encouraged to engage in activities such as curriculum development and evaluation; mentoring; and research into the efficacy of different pedagogical approaches.
In the fifth year of their appointment, Teaching-track Assistant Professors are evaluated for permanence, and they may apply for promotion to Teaching-track Associate Professor and, eventually, to Teaching-track Professor.
For promotion to Associate Professor in the teaching track, candidates must demonstrate “significant external recognition” in such areas as: continuing excellence in teaching practice; having teaching innovations adopted by others; assisting or leading curriculum development; presentations and scholarship on teaching or pedagogy; mentoring of other teachers; research on pedagogical and related issues; and/or leadership in experiential learning beyond the classroom.
Promotion to Professor in the teaching track requires that candidates demonstrate “a national or international reputation” for specific teaching and teaching related contributions.

Here at Waterloo, the policies on faculty appointments (#76) and tenure and promotion (#77) are both being updated. For FAUW, the aim of this process is to create a career path and clear expectations for teaching faculty members at Waterloo.

McMaster’s and Toronto’s well established policies are helpful to the policy drafting committee since each recognises and rewards the contributions of teaching-track faculty members, while providing models for fair and rigorous evaluation processes.