PSU Adjunct get Art-y

Many of PCC adjuncts also teach at PSU. Here is some news from PSU shared with us by one of PCC’s instructors, Davida Jordan. It is an email from the PSU Adjunct Union President Kelly Cowan about a creative action at PSU:

When you are back on campus for the Fall check out the exhibition organized by adjuncts in PSU’s School of Art+Design and sponsored by PSUFA.

[Con]temporary Faculty

An exhibition of artwork by all 75+ adjuncts in PSU’s School of Art + Design

September 2nd – 30th, 2015

Closing reception: September 30th, 5-8pm

Littman Gallery

Smith Memorial Student Union

Portland State University

1825 SW Broadway

Portland, OR 97201

[Con]temporary Faculty visualizes the numerous and dynamic adjunct faculty members who help to keep PSU’s School of Art & Design running. Many of us don’t know each other, and our creative and scholarly pursuits are diverse, but we walk the same paths to the copy machine, faculty mailboxes, and office printer on a frequent basis. Considering this, we invited our fellow adjuncts to utilize our common medium and contribute an 11 x 17in. black-and-white, Xerox copy, print, or paper construction for the show. 

      Beyond showcasing the work of the talented artists, art hisorians, and graphic designers who work in the school, the exhibition creates a visual structure through which we can begin to recognize all 75+ of our colleagues (even those who weren’t able to contribute), and open discussions about our varied experiences as members of a growing workforce of part-time professors. 

Response to Survey on Our Top PT Bargaining Issue: Job Security

The Federation’s’ major request in bargaining this year for “part-time” instructors is that the work of these faculty members be normalized: those instructors who have been teaching enough to qualify for health insurance in the past three years should be offered a multi-year contract. Their supervisors have found their service to PCC students to be of a high quality, as demonstrated by their assignment to teach year upon year, so this service should not come with such constant and extreme financial anxiety.

The administration bargaining team came back with a counter-proposal, which was summarized earlier on this blog. The PT members of the negotiating team (Minoo Marashi and Corrinne Crawford) needed input from their PT colleagues to know how to proceed. So we sent out a survey– late in summer term. We were uncertain of how much interest or energy it would receive because of this bad timing. But we were delighted and surprised by the responses – 209 PT instructors took the time to give detailed feedback, sharing their experiences at PCC and spelling out their concerns with the counter-proposal.

(The federation represents all FT and PT instructors, along with Academic Professionals. PT faculty make up approximately 55% of the employees represented, but it is the group with the smallest percentage of active membership. So the 209 people who responded comprise approximately 1/3 of the active PT members — a response rate to be envied!!)

Here is some of what was said:

76% said they favored the multi-year contract idea, 15%  were unsure (and as careful academics, most wanted more information), and 9% expressed opposition.

Just under 50% expressed concern with the idea that the contracts could go to candidates not currently teaching at PCC.

An additional 20% listed their top concern as the administration refusal to consider seniority as any part of a formula for determining who gets the position. Put together, that is 70% who are expressing support for the aspect of the original proposal that got lost in the administration counter — that the multi-year contracts be used as a way of normalizing the work lives of people who have been serving PCC students year upon year, but always with the threat over their heads that the employment could just dry up — not because their work was inadequate or sub-standard, but for a host of mysterious, non-transparent, and suspicious reasons.

12% listed their top concern that the multi-year contracts were offered as a replacement for assignment rights. Not surprisingly, several people who listed this as their top concern mentioned the huge amount of energy and running-around they had dedicated to the goal of getting assignment rights. So they were loath to have them just disappear.

Here is a selection of comments from the survey:

  • I feel that with PT there should be seniority the same as FT and that we should be grandfathered into the multi-year contracts and not have to “apply” as many of us have been teaching for several years. I also feel that it should be all of us not a chosen few.
  • I need a clear path to a job secure position. I can’t stay a temp worker forever.
  • [What matters to me is] if my classes do not get enough students. The setting of class sizes at 20 puts a lot of pressure on PT faculty to promote, distribute fliers and contact former students to get people to take your class. The amount of money we gave the former president to leave could fund over 100 empty classes.
  • Although the federation’s initial goal was to provide security to part-time faculty, this counter proposal would in fact weaken my job security. I have taught for PCC for nearly seven years and I went through rigorous review to receive my assignment rights. This needs to be taken into account as they consider multi-year contracts, or else it is simply asking me to start the process all over again.
  • [What matters to me is the] lack of transparency by my administrators about decisions for classes.
  • It seems to me that the administration should have ample evidence what with assessments and student evaluations who on the faculty has proved themselves competent and deserving of a multi-year contract. Their position makes no sense as it would be much more expensive to interview all those potential part timers than to use the people who already teach there and know the students. It appears a very insulting suggestion. Personally, I probably won’t even be eligible for a multi-year contract because I don’t teach enough, but in solidarity I still want them to happen.
  • I’ve been here fifteen years. My seniority should count. I can provide history and experience to my colleagues, and continuity for my students. I’ve grown with them and for them over the years. I don’t want to lose my job to newcomers who look good on paper. I’ve been in the trenches, and I know my students and what’s going on here, on my campus, in my department, in my city.
  • Does a multi-year contract protect me or retain my health insurance if a class does not fill or some other condition that drops me below the FTE?

Minoo shared many of these comments with the full bargaining team, who have crafted a counter-proposal. The next bargaining session is 9/2. It is open, so if you would like to attend, contact Michael C by Monday 9/1 at 8:30 AM at :

And, finally, there were a lot of comments like the following:

  • Thank you, thank you, thank you for everything you are always doing to help our PT faculty.

We say: thanks for the thanks!!

A personal note from Shirlee:
We all know that PT faculty are treated with an incredible amount of disrespect. Our work is often invisible, we are left out of major initiatives, and most of us can recite a long list of insulting or demeaning comments we have overheard or had delivered to our faces. Minoo and Corrinne not only have to deal with their own, personal bad treatment, but they also hear the tales of distress from many, many PT colleagues. This is appropriate, as they need to know what is happening around the district in order to adequately represent PT interests. Still, I am amazed at their ability to stay positive and focused on the achievable, but small ways to make it possible for PT faculty to be more effective, in the face of the mountain of horror stories of bad treatment. I think all PT faculty at PCC owe a huge debt to those who have bargained over the years. As bad as it can be here, it is even harder to be an effective teacher in a “PT” role in many other institutions. 

It was lovely for me to see how many colleagues took the time to express gratitude to Minoo and Corrinne on this survey.

How I Fell Through the Cracks

by Melisa Crosby


I started as part-timer at PCC fresh out of PSU  in the summer of 1990 after a wonderful spring term spent student teaching in the long-defunct Refugee ESL Program housed at the old Ross Island Center. I worked there for a number of years, gaining valuable experience working with students from a wide variety of backgrounds and learning everything I could  from my colleagues about how to be a better ESL teacher.

After taking a couple of  years off to have a baby and deal with family issues, I returned to PCC in 1996  to teach in the Multicultural Academic Program based at Southeast Center.  I absolutely loved working with the refugee and immigrant youth we served and became especially skilled at supporting the beginning level newcomer students as they transitioned to life in the US. We had a close community of teachers in that program and constantly worked to improve our ability to serve our students.  Populations changed over the years but we never wavered in our dedication to serving those kids.

In the time I worked as a part time instructor for MAP I was grateful to the faculty federation for all their hard work on our behalf. I saw my pay increase noticeably over the years.  Non-credit instructors became eligible for PERS in 2000 and in 2007, shortly after I was diagnosed with a chronic autoimmune disease, it was a huge relief to finally be eligible for health insurance through my employer.  My hours were steady and, thanks to the assignment rights system, I could make plans because I knew I could count on regular work.

Around 2009, at the height of the economic meltdown we (along with all programs serving similar populations) began experiencing a rapid decline in enrollment as fewer newcomers arrived in the US needing our services.  We attempted to adjust by combining levels and letting new teachers go but eventually we realized we were no longer able to provide our students with the best English education possible using the model that had worked so well over the years.

 A decision was made to send our 16-21 year old students to adult ESOL classes and cut out all but a few support classes for MAP students.  The idea was that our teachers would be hired by ESOL and our assignment rights honored and this is what happened for every other teacher from our program.  Unfortunately, in order for me to teach for ESOL, I needed to earn my master’s degree.  Because my husband had recently been laid off and I saw this as my best chance to support my family, I took out a huge loan and went to graduate school and worked through the program as quickly as I could,  earning excellent grades.  Despite the assurance I received about my assignment rights being honored, I found when I graduated that PCC ESOL departments were unwilling to hire me for anything other than temporary summer positions, citing too many instructors “ahead of me”.  While MAP (later renamed PCC Links) kept me on at a fraction of  my former hours to teach support classes, this was not enough income to feed my family and repay my school loan so I started teaching anywhere I could find work, at one point commuting over 300 miles a week just to barely scrape by.  I was earning far less than I earned as a 20+ year PCC part timer and received no benefits.  Luckily I still had a few hours of Links classes to maintain my health insurance and other benefits.

In the spring of 2015 I learned that my Links class would be canceled for the summer, dropping me below the necessary threshold for health insurance eligibility.  I contacted all the ESOL department chairs in the hopes that someone could offer me enough work to maintain my insurance but even those folks who took the time to respond assured me there was no work for me.  The union tried to intervene on my behalf with no success.  Then in June of this year, just a few weeks after completing my 25th year at PCC,  I learned that my Links manager decided to cancel my class altogether and, with that, I was no longer a union member and no longer a PCC part timer.   I now work for PCC solely as an hourly “trainer” with the International Education department.  I’m grateful that I still get to work with ESL students but I’d feel a lot better about things had I not taken a significant pay cut, been kicked out of the union, and lost my health benefits, tuition waivers for my kids, retirement, and even the slightest semblance of job security.

I’m a good teacher.  My students learn and they have a great time in my classes.  My colleagues have, to my knowledge, felt positive about working with me and have found me willing to jump in and work on projects.  I’ve never had a bad review in all these years.  But, thanks to our pay scale, I am an expensive employee and that is the best reason I can come up with for how I’ve been completely ignored by ESOL.  It is hurtful and humiliating after all the years I’ve worked for PCC to have no one step up on my behalf and ensure my continued employment.  I have no one to fight for me and I can only think that this is exactly what colleges and universities want as they increasingly rely on contingent labor. We need to have a system in place that values experienced teachers rather than simply tossing us aside when we become too expensive.  I don’t know how this can be accomplished, but I do know that no one should be left out in the cold  after 25 years of good work at PCC.

August Negotiations Update

August Negotiations Update

As described in the July update, our bargaining team was facing a proposal to table the top PT faculty bargaining issues — job security.


PCC has a large group of PT faculty who have been offered classes year after year, and who provide a critical mass of service to our students. Yet, unlike every other “regular” employee at PCC, instructors classified as “part time” have no guarantee of continued employment — regardless of how well we are doing our jobs.

On the basis of widespread input from PT faculty, our bargaining team proposed the creation of multi-year contracts for the approximately 500 adjunct faculty at the 1.5 FTE level (the minimum to be eligible for health insurance) over the last three years. This seemed to the negotiation team a straight-forward way to “normalize” the crucial service these faculty provide.

This seemed like a modest proposal, from our point of view, but it initially led to a bargaining impasse. Then, in response to the July negotiations update on this blog, our PT negotiating team members heard from lots of faculty. (Thank you!) A letter was sent from our federation Executive Council to faculty department chairs laying out the reasons for this request and asking for support. (The letter was drafted by a FT faculty supporter of adjunct colleagues — it is great to know we can count on our colleagues to support us.)

Contracts for PT Faculty
Perhaps in response to this pressure, the administration surprised us all by announcing that they were ready to consider multi-year contracts for PT faculty in the last bargaining session in July. However, they offered some significant changes from the proposal we made. Here is a table of contrasts:

Federation Proposal Administration Counter-Proposal
• Instructors eligible for multi-year contracts would be existing Part-Time PCC faculty • No guarantee that multi-year contracts go to existing PT faculty — use of an interview/ hiring process similar to current hiring of temporary FT
addition or replacement?
• Multi-year contracts provide a form of job security, in addition to assignment rights • Assignment rights are phased out as multi-year contracts are phased in.
• Some consideration of seniority in determining who is eligible for the new contracts • No weight to seniority
how many? when? for how many years?
  • Multi-year contracts phased in over several years
  • Ultimately available to approximately 500 FT faculty who have been assigned classes, year after year (1.5 FTE)
  • Makes current status quo “official”
  • Helps PT faculty better serve students by reducing job uncertainty
• 100 2-year multi-year contracts, starting Fall 2016 (we are not clear if the 100 is all they are offering, or if that is just a start.)

Although the negotiating team (and observers) are glad to be talking about the top priority for PT instructors, we think there is a huge difference between what our members are demanding and the administration is currently offering.

We need your help. Please go to this short survey to let us know what you think about the administration counter-proposal.

SURVEY LINK for current “Part-time” PCC instructors:

SURVEY LINK for all others: 

If you have additional thoughts that don’t fit well in the survey format, you are welcome to contact our PT bargaining team members — Minoo ( and Corrinne (

Please let us what you think about the terms of this offer from the administration bargaining team?

PCCFFAP: Together we can make a difference.

Negotiations Update July 2015

The two members for the negotiations team for “part-time” faculty are Minoo M and Corrinne C. Here is their report:

This is an update on what has happened in the conversations we’ve been a part of: meetings with the Federation bargaining team, the joint negotiations with the administration bargaining team, and the subcommittee on part-time faculty and workload issues. There have been additional conversations between Ed, our lead negotiator, and the lead negotiator for the administration team.

We have had much discussion of the job security issues faced by part-time faculty and of the proposal we presented: giving a significant portion of part-time faculty a multi-year contract that would guarantee a minimum 1.5 FTE each year, enough to qualify for health insurance benefits. At this point, our proposal does not have support from the administration.

There is currently a proposal on the table to send the multi-year contract idea to a committee to continue discussing it and to consider it again in a reopener in two years. This means that we would not achieve this goal in this year’s contract.

Our position (coming from the Vice Presidents who represent part-time faculty on the Federation Executive Council) is that

  • The current Assignment Rights system is valuable. We will continue to work toward an improved system that provides more job security for our members.
  • We have given the administration specific proposals to address their concerns about flexibility in administering the multi-year contracts.
  • We need to make progress on other proposals to increase job security for our members, such as a substantial payment for cancelled classes.

The concerns we have heard from the administration team that make them reluctant to accept the multi-year contract idea are that

  • It would hamper flexibility in dealing with declining enrollment.
  • It creates a bigger and more complex workload for deans and faculty department chairs, who would have to assess the current part-time faculty members (through some as-yet-to-be-determined process) to determine who would get these contracts, and that it would be more difficult for chairs to have to make these multi-year assignments.
  • They don’t know what the process would be to determine who gets these contracts.
  • They don’t know what to do about our current system of assignment rights and that it would be difficult to administer two different systems: multi-year contracts for some and assignment rights for those who don’t get the multi-year contracts.
  • This would create anxiety and morale problems among faculty and would disrupt relationships by creating “winners” and “losers,” since not everyone would have a multi-year contract.
  • Finally, it’s important to note that Ed has reported resistance from some department chairs (who are also members of our union) to this proposal.
  • This is where we need your support. We need to show the administration that we have many members who want more job security, not just for our benefit as employees, but also because it would allow us to better serve our students. Watch for emails from the Federation and from your campus coordinator regarding future events, such as attending bargaining sessions, board meetings, and rallies to show our solidarity. Talk to your part-time colleagues, and be sure they have signed a Federation membership form so they can receive our email updates and vote on the contract. If you want increased job security, you will need to step up, give some of your time and energy, and help us create the necessary pressure to enact changes that will benefit faculty, students, and the college as a community. Remember that the union isn’t a separate entity–it’s you and your colleagues, working together.

    If you have any questions or comments about this information, please contact one of us, your two part-time faculty representatives on the Federation bargaining team.

Corrinne Crawford,
Minoo Marashi,

An Adjunct Manifesto

by sg

Here is a wonderful piece from an adjunct blog I recently found. I am pasting in the beginning of the manifesto, but invite you to go read the rest, and explore the archives!

The crisis of identity for adjunct faculty takes different forms, at different times, in different places, but is an undercurrent that flows through their lives. Adjunct faculty, a de facto underclass, carry the institution of higher education on their backs for just above poverty wages. Some [of us] are simply so busy maintaining a professional practice, and trying to make ends meet, under oppressive conditions, [we] hardly have time, between campuses, to consider [our] dismal fate. Rationalization is the dominant coping mechanism.

Record YOUR work experience with Organizing for Action!

Organizing For Action, President Obama’s nonprofit, recently began outreach to generate support for new rules on pay for overtime. This (of course) is great BUT won’t help any of the term-by-term contingent workers in the academic labor force. You can add comments describing YOUR work reality, by clicking on the link below. (See an example below that!)

Last week, President Obama moved to update our nation’s overtime rules —
a step that will extend overtime eligibility to nearly five million workers
and help ensure that their paychecks reflect the hard work they are already

*OFA is collecting comments on the path forward to fixing overtime
protections. Add your voice today.


From: David Milroy
Date: Tue, Jul 7, 2015 at 4:01 PM
Subject: Re: [adj-l] Add your voice to the fight to improve overtime rules

Dear Mr President..

Millions of my contingent faculty colleagues and I are totally in favor of
fair employment and pay regulations. However for those of us who are
contingent faculty in higher education..(we are the VAST majority!!)
“over-time” means that FT faculty who are already generously paid for a
full 40-hour week..have the option of adding on 2-3-4-5-6 extra classes to
their regular approved teaching load of 15-units per week.

These are classes which would normally go to under-paid contingent faculty
who live month to month on the low pay we receive for our excellent
service. Students are short-changed when they get a FTer who “phones-it-in”
to hundreds of students per semester just to build their income up to $120K
to $200K+ per year..while contingent faculty try to survive on $10-$20K for
teaching a full load on several campuses.

Fairness needs to be fair to ALL!!!

Thank you Mr. President.

David Milroy
Part-time French Faculty
Grossmont College
San Diego, CA

The Troubles with Temp FT

by Cody Luff

I am sitting on an academic time bomb. One that has been ticking since I accepted a temporary position as a full-time faculty member at the Sylvania campus. I have been an adjunct for six years, rolling up and down the I-5 corridor with three bags in my backseat. One for my morning classes at PCC, one for my afternoon classes at Chemeketa, and one for night class at a different PCC campus. Both lunch and student meetings were frequently conducted on the hood of my battered Honda Accord and I had found several coffee shops that had tables big enough to house my stack of grading, lesson plans, and the occasional flurry of design projects waiting for review. I had achieved a low-grade balancing act that paid the bills and kept me employed in the profession that I love. Unfortunately, enrollment numbers wavered and my balancing act fell apart. Instead of six classes stitched together between various schools and campuses, I dropped to four, and finally to two. A temporary position opened at Sylvania and I applied for it and was accepted in short order. I was now a temporary-full-time-daily-rate-faculty member and I immediately became aware of differences between the adjunct experience and that of a full-time faculty member. No longer did I conduct my student meetings in a parking lot or grade in my living room at 4 in the morning. I was assigned four classes and found that in my 35-hour contract that I had time to actually speak to my students for longer than a few minutes before a long commute. I discovered that I could go home at night, having graded that week’s ration of papers in my office, and actually have dinner with my family. Not only did I feel that I could impact my students’ education on a greater level, but I felt that I had time to enjoy that newfound ability. I was on campus when they were, student meetings could stretch beyond the boundaries of my commuting time, and I could actually chat with my colleagues about teaching ideas and seek advice the very moment I might need it. The game was sizably different.

But even though the cup had been placed to my lips, I knew it wouldn’t last. My position was temporary, I did not have assignment rights, and when my time at Sylvania was at an end, I would enter the adjunct pool at the bottom of the bottom of the pile. The likelihood of getting even one class per school is very poor. I realized that by taking this temporary position, I may have inadvertently started the swansong of my career. I have been tremendously lucky in the fact that my position has been extended for a year, I have twelve months to pack my CV with as much committee work as I can, twelve months to scour the schools along the I-5 corridor for open positions and to feed the adjunct pools my information. This position has been a life saver but it has definitely highlighted the dangerously precarious nature of working as an adjunct. So many of us would like nothing more than to secure a full-time position at PCC, temporary or otherwise, and yet the act of taking that temporary position has a much greater impact on future employment than we may have initially thought. By this time next year I will be scrambling to find open classes, coming employment announcements in hopes of stitching together temporary assignments, community education classes, and the occasional odd-hour section of reading or writing to find my balance once again.

Is there a better way? I don’t know, not for sure. I do know that things will change and, in fact, are changing, but I hope that they change quickly enough to help adjuncts in my position, or any position, before we lose our balance altogether and find we must leave the profession we love in search of income security. With the national press to focus on assessment and success of our students, it seems like a strange thing to lose so many great professors because our schools are unable to focus on job security for the majority of their instructors.

From 76% to 24% — sometimes it DOES happen

by Chris Brooks

I earned my PhD in history in 2010. During graduate school my cohort maintained a sense of gallows humor about our job prospects; the already abysmal statistics about tenure track (TT) placements grew even worse as the financial crisis took hold, and the fact that we at an excellent university that was nevertheless considered “second tier” in our field didn’t bode well for any of us. The reality turned out to be even worse; I played “academic roulette,” applying to TT jobs during a hiring year in which there were a grand total of seven positions available in my field in the entire United States. Despairing of my chances, and without even part-time positions available where I was, I moved back to Portland (where I had lived before leaving for grad school.)

I was fortunate enough to have a backup skillset: I had spent several years in IT working for software companies and call centers. Even as I applied to the part-time job pools at PCC, Mt. Hood, Clark, and PSU, I was also submitting resumes to return to the generally thankless life as a systems admin. Thanks to the influence of a former co-worker from several years earlier, I landed a position in tech (albeit as a “1099” temp – no benefits, security, or tax withholdings included.) Simultaneously, I secured a part time teaching position at PCC teaching one class per term. I told myself at the time that I would work at both until one of them offered me a full-time job, not knowing if either ever would.
My time on PCC’s campus was limited to prep time before classes, since I had to be at my other job as often as possible for the sake of providing for my family. I was met at PCC with a congenial, helpful, and friendly group of colleagues but next to no practical guidance; I wasn’t even aware that fall term was eleven weeks long until week eight. I had no idea what a “SAC” was.

After teaching for two terms, and being unable to secure a spot teaching in the summer, I was offered a full-time job at the software company at which I worked. Despite having spent six years in grad school, living in Paris to do my dissertation research, presenting at conferences, and innumerable hours teaching, I made good on my promise to myself and accepted the job in tech. I anticipated that the last term I would ever teach would be fall of 2011 (I was already committed to teaching one class), even as I concentrated on mastering and managing a very challenging technical infrastructure of servers and networks.
Miraculously, a full time position opened in my department at PCC the very term I thought would be my last. As the interview process wore on – four stages! Essays! Presentations, chats, interviews! A process that stretches on for half of a year! – I called in sick to work to come to campus for interviews, stayed up late writing essays, and did my best to make sure the network didn’t implode at my “real” job simultaneously. In the end, somehow, I got the job at PCC. I’ve never lost the sense of bewilderment I felt when getting the call from my dean.

My take-away from the last several years of my life is that getting a FT position in academia is much more like aspiring to make a living as an artist, a musician, or an athlete than as pursuing a conventional career path in which training and experience result in a job. There is nothing just, normal, or acceptable about that fact, and from my perspective one of the best ways institutions might start to address it might be to create pathways leading from PT to FT status.
One other note: I remain in awe of my PT colleagues who contribute so much not just to teaching, but to college service, usually without any compensation. When I was PT I took it for granted that I had no incentive to participate outside of the classroom, and as it happened I couldn’t have participated even if I’d wanted to (i.e. when I wasn’t here I was in a server room.) The spirit of dedication that motivates them speaks volumes to the need for improved conditions and prospects aimed at PT faculty.

Adjunct Awareness!! Who we are….

Meet the 76%!
We asked PCC job-insecure faculty to answer three questions for adjunct
awareness week.. Here are their answers.


Heather Mayer

What do love about teaching at PCC?

As someone who was born and raised in Portland, I know how important PCC is to our community. I love that we serve a diverse group of students. And I love working with my talented and dedicated colleagues.

What are some obstacles to your effectiveness as an instructor?

The uncertainty of my class schedule is an obstacle. I have to balance how much unpaid time I will spend prepping for a course that might be cancelled with my other work priorities.

How do you balance your PCC life with the rest of your life?

In addition to teaching, I also serve at the TLC Coordinator at the Rock Creek campus (a casual position). I supplement my income by teaching online at another institution. I recently completed my PhD in History at Simon Fraser University, and am looking forward to revising my dissertation into a book. My husband and I are expecting our first child in August, so I am very excited about entering that new stage of my life.


Cat Zimmerman

What do love about teaching at PCC?

The students! They are fully engaged, wonderful to know. In fact, I often tell them that I know the future of our state and the world will be better because of their dedication to learning and a sincere desire to change the world.

What are some obstacles to your effectiveness as an instructor?


Time to add current resources! Being a PT faculty member means I need other part-time work. In recent terms, with low enrollment, I struggle to make ends meet financially. This is far and away the work I love most.

For seven years, I’ve had the opportunity to teach online, first with Blackboard, and now via D2L. The course I teach is SOC 232, Death & Dying: Cultures and Issues. It is superbly suited for the online format, allowing students to have a little distance as they do their own work about taboo topic in American culture. No one can help another person deal with death, so they can help others. And they do it! Their Final Project is an essay about their personal experience with death. I am honored to read (and cry) through each one.

How do you balance your PCC life with the rest of your life?

Last year I worked for 15 months as an in-home caregiver for a remarkable and very interesting couple. The husband had worked for the railroad his entire career, and loved talking about railroad history. His wife worked her entire career, after moving from Minnesota for a job with the start of the Fred Meyer stores, ending her career as Mr. Fred Meyer’s personal secretary. I volunteer with Elders In Action, donate platelets regularly with the Red Cross, and I’m just about to become a tutor with Tutor Doctor, utilizing my linguistic skills and many years teaching phonics.


Lou Bruneau

What do you love about teaching at PCC?

I teach Business and Emergency Management, both important topics to me.

It took me a long time to get to the point that I thought I was doing a really good job of managing day-to-day operations and disasters and now I want to share what I have learned with others.

I love it when I get feedback from former students that are having success using something they learned from me.
What are some obstacles to your effectiveness as an instructor?
I teach the way I was taught which may not be as effective as modern pedagogical theory. I could probably do better with more training.
How do you balance your PCC life with the rest of your life?
It’s fairly easy given that I teach part time. I volunteer with the Oregon Disaster Medical Team. I
also do a little consulting work. For fun we have stepped up our
attendance at live jazz and blues performances.