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Theatre Stage Crew Union Strikes for Fair Pay and Working Conditions

Streaming services, like Netflix and Hulu, are at an all-time high both in subscribers and profits, but the production workers that make entertainment happen have been left behind. On Monday, October 4th, 2021, The International Alliance of Theatrical Stage Employees (IATSE) authorized their first strike in 128 years of existence. IATSE currently has over 150,000 members working in arts, media, and entertainment. Their goal is to ensure their members have fair wages and fair working conditions. 

98% of IATSE members voted yes to a strike, giving union president Matthew D. Loeb the authority to call for a production shutdown. Crew members such as set builders, videographers, and production assistants have been suffering from a loss of meal breaks, time to rest, and paychecks which are below the living wage for some members. Brad Simpson, a film and television producer, shared, “In my 20-plus years, though, I haven’t seen the below-the-line crew feeling so unified and so upset.” As a result of production shutdown during the early days of the coronavirus, crew workers have been expected to play catch-up at a rapid pace as streaming services attempt to produce content to hold onto subscribers and bring in new ones. The injustice the crew members have been experiencing has made it the perfect time to fight for fair conditions and wages, as streaming services need production to continue or could end up suffering financially. 

Production crew members are not often recognized but are just as important as the famous actors on your favorite Netflix show. Without them, the quality and experience of entertainment would not be the same. Theatre Crew workers previously had a seasonal schedule that accounted for personal time with a period that was not as intensive, but that time has come and gone. Now crew members are fighting for a 10-hour turnaround time between shifts and a 54-hour weekend turnaround time. They also are hoping to increase meal penalties, so production is forced to stop for the crew to have adequate time to eat and rest. Crew members are also suffering from the inability to pay their bills since some entry-level positions pay less than the living wage in Los Angeles, California. 

While the IATSE strike is authorized, it is not desired. IATSE is prepared to meet with the Alliance of Motion Picture and Television Producers (AMPTP) who connect their employees to productions to discuss how they can meet the needs of the union members. “I hope that the studios will see and understand the resolve of our members,” Loeb said. “The ball is in their court. If they want to avoid a strike, they will return to the bargaining table and make us a reasonable offer.” The AMPTP responded, “The AMPTP remains committed to reaching an agreement that will keep the industry working." IATSE and AMPTP have continued negotiations as of Wednesday, October 13th, 2021. If the negotiations do not meet IATSE standards, Loeb is supporting a nationwide strike starting Monday, October 18th, 2021

As a union, APSCUF’s mission is to work on behalf of student and faculty interests. APSCUF-KU stands in solidarity with IATSE as they work towards better conditions for crew members and fair wages. If you are interested in learning more about IATSE and its work, we encourage you to visit https://iatse.net.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.washingtonpost.com/business/2021/10/04/hollywood-strike-vote-production-workers/

https://variety.com/2021/film/news/iatse-strike-vote-result-1235079382/

https://www.nytimes.com/2021/10/04/business/media/hollywood-union-strike.html

https://iatse.net/about/

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The New SAT: More Accessibility for Low-Income Students

On January 25th, the College Board announced that the SAT® Suite of Assessments will transition to a shorter online version. Priscilla Rodriguez, the Vice President of College Readiness Assessments at College Board, stated, “The digital SAT will be easier to take, easier to give, and more relevant… We’re not simply putting the current SAT on a digital platform—we’re taking full advantage of what delivering an assessment digitally makes possible.”

The overall test will be shorter; the new digital version will last two hours as opposed to three, and students will be given more time per question. The reading portion will change to reflect a wider range of topics to better represent the works students read in college and the sections will include shorter passages with one question per passage. The math portion will change to allow the use of a calculator on all sections. Because of its digital format, educators and students will receive their scores back in a matter of days rather than weeks.

This new format hopes to make the SAT—and college admissions by extension—more accessible. The College Board recognizes the inequities in access to technology and works to address this by providing schools with devices to students that need them. Students can choose between their own device, a school issued device, or a college board issued device. The test is also designed to save progress and time remaining if the students happen to lose connection. The online format also makes the tests easier to schedule during the school day, making it more available to low-income students.

Ronné Turner, Vice Provost for Admissions & Financial Aid at Washington University in St. Louis, said “It’s encouraging to see the positive feedback from students and educators who participated in the pilots for the digital SAT. The changes to the test are timely and clearly centered around improving the student experience.” Students who participated in the November global pilot of the new digital format were cited saying the testing experience was less stressful and the questions easier to pay attention to. Administrators were cited saying the new format was either easier or the same to proctor, and educators will no longer have to worry about packaging, sorting, or shipping testing materials.

When colleges went test optional during the pandemic, millions of students still took the SAT, and that trend continues with the class of 2022. Most students are interested in their scores and want the option to submit their scores to college admissions. Rodriguez explains, “In a largely test-optional world, the SAT is a lower-stakes test in college admissions. Submitting a score is optional for every type of college, and we want the SAT to be the best possible option for students. The SAT allows every student—regardless of where they go to high school—to be seen and to access opportunities that will shape their lives and careers.”

SAT scores are a way for students demonstrate what they know in a time where the share of students graduating high school with an A average has grown from 39% in 1998 to 55% in 2021 and other parts of college applications, including clubs, sports, and academic activities, often are costly and inaccessible for many families. In the class of 2020, 1.7 million U.S. students had SAT scores that confirmed or exceeded their high school GPA. More than 300,000 of those students were from small towns and rural communities, 600,000 were first-generation college goers, and 700,000 were Black or Latino.

The new SAT format will be delivered internationally beginning in 2023 and in the U.S. in 2024.

By Emma Streb

College Board. (2022, January 25). Digital SAT Brings Student-Friendly Changes to Test Experience [press release]. https://newsroom.collegeboard.org/digital-sat-brings-student-friendly-changes-test-experience

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The Future of PASSHE

Consolidation for six Pennsylvania State System of Higher Education universities is coming closer day by day, with consolidated universities welcoming students as early as Fall of 2022. While consolidation of the selected universities is supposed to benefit the universities and put the PASSHE system on the right track, the impact of consolidation on morale, faculty, and retirements has proven otherwise. With consolidation less than a year away, I fear the future of PASSHE is looking bleak.

Two years ago, PASSHE universities were wrapping up a regular semester, not knowing that their future contained a pandemic full of zoom, hybrid classes, and a whole new teaching environment. Now, professors are still juggling the challenges of teaching during a pandemic while experiencing concern about how university consolidation will impact their futures. Dr. Chris Hallen, the vice president of APSCUF, shared his personal experience as a professor at Bloomsburg, one of the soon-to-be consolidated universities, during the December 1st Board of Governor's Meeting stating, "My colleagues and I wonder if we are doomed to a lifetime of overload, as retired (or retrenched) faculty are not being replaced, and somehow it makes more sense to pay me over twice what they could pay an adjunct for the same course, "My colleagues and I are wondering whether we are next — next to be retrenched as our department’s enrollments drop below a magical, moving-number target." This insight from Hallen exemplifies what it is like to be a professor on a PASSHE campus on the road to consolidation. Professors are not only experiencing uncertainty about the future but worry that their careers are on the line, all while taking on a larger workload to make up for the decreasing faculty numbers at their universities. With falling morale on campus, PASSHE should evaluate if the steps they are taking on the path to consolidation benefit those it affects or only the system's finances, which can also be questioned- but that is a whole extra blog.

In addition to low morale, retirement is on the rise for faculty members at PASSHE universities, and it appears that consolidation could be partly to blame. In the most recent round of retirement incentives offered to PASSHE employees, almost half of the 165 who signed up were from consolidating universities. By accepting the incentive, the participants will retire by the summer of 2022. The retirement incentive itself is a part of State System Chancellor Greenstein's goal to reduce PASSHE's workforce to 2010-11 levels. Knowing that this effort is in place, faculty may be more willing to retire, not knowing what their future could look like in the system. While the effort is to help maintain system efficiency, the impact on remaining faculty could do more harm than good. APSCUF President Dr. Jamie Martin shared that, "When you are losing senior faculty at that rate, it’s a significant loss not only for students but their junior colleagues.” She emphasized that through loss of senior faculty, “You lose mentors, people that can help you navigate all of the tenure promotion processes. For junior colleagues, you lose all of that.” Even though Greenstein is closer to his goal through retirement incentives, it does not mean that it will positively impact the individuals left on campus who are already stretched thin.  

As more information regarding the consolidation comes out, we hope to see concerns of faculty and students addressed. APSCUF will continue to advocate for the students, faculty, and coaches of the PASSHE system. From the ground level, Dr. Hallen speaks for himself and colleagues, "I’m tired of consolidation, and I’m not alone. And we have barely started with hundreds of issues that need resolution." The lack of morale and rapidly increasing retirements may only be the beginning of the consequences of consolidation.

To learn more about recent consolidation developments, visit APSCUF President Dr. Jamie Martin’s interview with Behind the Headlines: https://www.apscuf.org/martin-discusses-unanswered-consolidation-questions-in-interview/

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.pennlive.com/news/2021/11/faculty-retirements-at-pa-state-universities-are-double-the-number-of-a-typical-year.html

https://www.apscuf.org/see-dr-christopher-hallens-remarks-to-the-bog-dec12021/

https://www.passhe.edu/SystemRedesign/Pages/FAQs.aspx

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Ohio State Seeks to Build a Debt-Free Degree

For many, attending college comes with a hefty price tag and years of student-loan repayment, but Kristina M. Johnson has another plan. Johnson, the president of Ohio State University, has come up with an idea to bring the undergraduate students' average loans from over $27,000 to zero. The ultimate goal of the program is to open the gates of opportunity for students to attend college, pursue graduate school if desired, and prompt students to "launch their lives after college, whether that means starting a business, buying a home or investing in the success of their communities," says Johnson. While there is much debate about forgiving current student loan costs, Ohio seeks to fight the root of the problem itself.

To reduce the Ohio student's student average loan to zero, the university plans to use grants, internships, and research opportunities for funding rather than the federal-direct loans included in financial-aid packages. Although the student federal-direct loans are aimed at zero, the university will require a large investment for the program to benefit students. Ohio State will have to raise a minimum of $800 million to reach all undergraduates within the next ten years.

Ohio's program, the Scarlet & Gray Advantage, will be piloted in the fall of 2022. It will serve 125 students ranging from low to middle-class income households. The program is expected to cover the full cost of student attendance. It is important to note that the program is not "free college." While students should not have to take out loans, they and their families, in most instances, will be expected to put funds towards the expenses associated with tuition and attending college. The amount that students and their families would be expected to contribute would be calculated by the FAFSA's "expected family contribution" formula. In addition, undergraduates would have to put their wages from internships and on-campus jobs towards their tuition and fees. Aside from the financial contributions to the undergraduate's education, those who participate in the program are expected to complete the FAFSA annually, pledge to finish their studies within four years, and take part in the required financial-literacy counseling provided by the Scarlet & Gray Advantage. 

While Ohio State is not the only college with a program to allow students to have a debt-free degree, it is one of the most accessible. Students looking for a debt-free degree are often limited in their options. In most cases, they choose to apply to either private institutions that are extremely selective throughout the admissions process or to a few public institutions that only allow students from low-income households to participate in their debt-free programs.

The implementation of the Scarlet & Gray Advantage at Ohio State University could change higher education for the best and allow students who would not enroll in college to attain an undergraduate degree. By providing a debt-free degree Ohio State students could start their lives after graduation free of student loans and follow their professional aspirations. Hopefully, the debt-free degree program is one of the first of many to appear on public college campuses providing equal opportunities for students from all backgrounds.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.chronicle.com/article/ohio-state-u-unveils-a-plan-for-all-students-to-graduate-debt-free?cid=gen_sign_in

https://www.businessinsider.com/student-loan-debt-eliminated-ohio-state-university-decade-initative-2021-11

https://news.osu.edu/ohio-state-to-create-debt-free-degree-with-scholarships-work-opportunities-grants-and-financial-literacy/

https://advantage.osu.edu

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State System Funding Requests Hit All-Time High

Chancellor Dan Greenstein of the Pennsylvania State System of Higher Education (PASSHE) received approval to request the largest appropriation in system history for $550 million during The Board of Governors meeting on October 14th, 2021. The request is a total of $73 million more than was requested from the Commonwealth last year. While the approval from The Board of Governors is just the first step in the process, it demonstrates dedication to keep the state system operating effectively while still recruiting and retaining students. But, this also leads to the question of where the additional funding will go.

According to the PASSHE website, "The $73 million state funding increase will enable the System to continue implementing plans for university integrations that were approved in July; to further invest in the diversity, equity, and inclusion plan approved in April; and support other initiatives while reducing universities’ dependence on additional budget cuts or tuition increases." While the request for a historic state funding increase is large and has drawn scrutiny, it could be vital to students of the state system. The investments that will likely make the most positive monetary impact on students include funds towards the consolidation efforts and efforts towards reducing dependence on tuition increases.

A large sum of the money is to go towards the consolidation efforts, which will begin in 2022. The goal of putting additional funds towards consolidation is to make minimal faculty and program changes, along with ensuring the universities are prepared for opening day. This includes reducing cuts of programs and staff of state-owned universities, which has happened in the past with a non-sufficient budget. With new students enrolling in a brand-new system on the horizon next August, the state system must be adequately prepared to provide what is necessary to set students up for success. This includes the ability to meet with an advisor and select their courses to begin their degree.

There has been increasing concerns about pricing students out of public higher education, allocating some of these funds to prevent a tuition increase is vital Greenstein shared that Pennsylvania currently ranks 46th in funding for state-owned universities, ninth in student cost, and second in average student debt. Even though state universities have frozen tuition prices for the past three years, the total costs for attending colleges in the PASSHE system have increased 62.4% from 2009-10 to 2018-19. Students and their families are struggling to afford even the current tuition, making the approval of funding so crucial for students.

APSCUF President Jamie Martin supports the request for additional funding for the Pennsylvania State System of Higher Education. While she wished the request happened sooner, she shared that “Any investment in our students is a step toward making college more affordable for them.” We hope that the steps towards receiving the historic funding to the state system continue to run smoothly, so students of all PASSHE universities can benefit.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.inquirer.com/news/pennsylavnia-state-university-state-funding-ask-20211014.html

https://www.penncapital-star.com/education/higher-education-is-a-partnership-pa-state-system-approves-550m-request-to-help-with-redesign/

https://www.goerie.com/story/news/education/2021/10/14/passhe-seeks-550-million-state-appropriation-pennsylvania-legislature-higher-education/8449955002/

https://www.passhe.edu/News/Pages/Releases.aspx?q=2021-10-14-Historic-Funding-Request

https://www.witf.org/2021/10/27/passhes-university-merger-plan-is-on-track-chancellor-says-and-needs-funding-to-keep-it-going/

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How COVID-19 is Impacting the Labor Market and Empowering Labor Unions

Throughout the COVID-19 pandemic, the American population has relied on essential workers, and now it seems there aren't any to be found. Almost every gas station, grocery store, and retail establishment has a "help wanted" sign on the door, along with a high starting wage, and in some cases, a sign-on bonus. A few years ago, these incentives would quickly draw in job applicants, although today, not much. Workers are leaving their jobs faster than ever before, and some even leaving the workforce altogether, asking the question of how COVID-19 is impacting the labor market and empowering labor unions.

After major losses of talent during the height of the COVID-19 pandemic, employers are continuing to try and pick up the pieces. This process has proven difficult, leading many to wonder why people aren't returning to work. COVID-19 remains a concern for many workers who pre-pandemic worked in-person serving the public, these workers may now be seeking hybrid and work-from-home opportunities instead. For essential workers, there are concerns about the level of stress they would experience upon rejoining the workforce since many companies are short-staffed, resulting in overworked employees.

Although employers may be struggling, the current labor environment has led to an opportunity for employees, who are now recognizing their power. Employers need their employees now more than ever to continue running operations smoothly and keep up with demand, creating the perfect time for unions to make a move. Throughout October, the ILR School Labor Action Tracker developed by Cornell has tracked 43 strikes so far. Johnnie Kallas, the director of Cornell's Labor Action Tracker, shared that "Workers are fed up with low pay and understaffing, and they have more labor market leverage with employers needing to hire right now". 

Even right here at Kutztown University, labor unrest can be found, as the university Dining Workers are attempting to unionize. They remain as the only food service workers at a PA public university without a union. The ultimate goal is to increase wages and benefits for the short-staffed Dining Services group. In Lancaster, PA Kellogg's employees are striking for better pay, benefits, and more sustainable hours. The School District of Philadelphia has warned students that they may need to move online in November, as SEPTA's union has authorized a strike if a contract deal is not reached. It appears that October is only the beginning of workers and unions demanding change. 

COVID-19 has drastically changed the labor force. Employees no longer settle for the bare minimum from employers and are seeking out what will provide them the best benefits, pay, and fair treatment. With employment options almost at every corner, companies can no longer afford to treat their employees as less than they are worth. The demand for labor exceeds the supply, and workers know it. Therefore, putting employees and their unions in a position of more power than before, allowing them to demand change. The labor market has turned upside down as the fate of the employer is now in the hands of employees, although it could be just what is needed to set US businesses on the right path. 

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.usnews.com/news/economy/articles/2021-10-07/the-labor-market-is-undergoing-a-seismic-shift-as-markets-await-septembers-jobs-report

https://time.com/6107676/labor-unions/

https://www.washingtonpost.com/business/2021/10/17/strikes-great-resignation/

https://finance.yahoo.com/news/labor-market-is-a-great-reset-for-every-business-infosys-president-says-133548797.html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAALfRVcE5Y4ontdZ_QSSKAYgOg3oleaZ6jlXFnKJsPTXnyd5_tRb4PCZqM3Bv2ONRWvq4Oiyl8FgpaULoQyBXykno3kJEsLTmbYU3KR1SlD5fl-J3Z8-YswqM91DtLVxrADAKe3psKgAJFlhPMpB-ep8T4ZTGuMDcDwXi2FPz63wJ

https://striketracker.ilr.cornell.edu/about.html

https://time.com/6105109/workers-strike-unemployment/

https://www.washingtonpost.com/business/2021/10/06/kelloggs-strike-cereal-plants/

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PASSHE Enrollment Level Hits Lowest in Decades

Pennsylvania’s State System of Higher Education (PASSHE) is comprised of 14 universities throughout the state and has hit its lowest enrollment level in decades. PASSHE currently serves over 88,000 students who are pursuing a four-year degree. This means traditionally PASSHE schools serve the largest number of PA college students compared to other Pennsylvania universities. The mission of PASSHE is “To increase educational attainment in the Commonwealth; to prepare students at the undergraduate and graduate levels for professional and personal success in their lives; and to contribute to the economic, social, and cultural development of Pennsylvania’s communities, the Commonwealth, and the nation.” The decreasing enrollment levels throughout the state are a cause for concern. Can PASSHE uphold its mission without being able to attract and satisfy students?

During the PASSHE Board of Governors Meeting on October 13th, it was shared that enrollment has decreased about 5.4% throughout the system. This is a significant jump from only a 2% decline last year, during the peak of the pandemic. PASSHE has lost over 5,000 students within one academic year, bringing the enrollment total to 88,651 students, which was previously at over 93,000. While Kutztown University is fortunate enough to have only seen a drop from 7,892 to 7,675 students enrolled from Fall 2020 to 2021, other state universities saw a more significant change. Bloomsburg experienced a sharp decline from 8,436 students enrolled during the Fall of 2020 to only 7,745 in the Fall of 2021. This lack of students resulted in the lowest enrollment levels in over a decade, even as enrollment in PASSHE has steadily decreased over the past few years.

There is a multitude of reasons that could be the cause of PASSHE’s drop in enrollment, including the COVID-19 pandemic, state funding, and the cost of student tuition. Since PASSHE is unable to control the pandemic, it may be worth evaluating how the system itself is directly driving students away. Dr. Jamie Martin, APSCUF President, highlighted key points about Act 188 of 1982, the cost of student attendance, and the lack of state funding for PASSHE during the Board of Governors Meeting as possible causes for the drop.

Act 188 of 1982 lays out the mission of Pennsylvania’s State System of Higher Education and is as follows, “The State System of Higher Education shall be part of the Commonwealth’s system of higher education. Its purpose shall be to provide high-quality education at the lowest possible cost to the students.”

Currently, Pennsylvania is ranked 47th in the United States for per-capita investment in higher education, leaving students responsible for 75% of their cost to attend state universities. It is important to consider that in 1990, 75% of the cost of student attendance in the PASSHE system was covered by state appropriations. The lack of state funding and increase in tuition prices has resulted in more and more students being unable to attend PASSHE colleges due to a lack of affordability.

Dr. Martin shared during the meeting, “We are at an inflection point, and a very important question must be addressed: Are the universities in Pennsylvania’s State System of Higher Education state-owned and state-supported universities — or not?” As PASSHE continues the road of consolidation for universities in the state system, students are left to wonder if the changes will ultimately benefit them or lead to even further rising costs to attend a PASSHE school, excluding even more Pennsylvanians from access to an affordable 4-year institution.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.inquirer.com/news/pennsylvania-state-university-enrollment-drop-pandemic-20211011.html

https://www.post-gazette.com/news/education/2021/10/11/State-System-of-Higher-Education-Pennsylvania-enrollment-2021-Cal-U-Clarion-Edinboro-Daniel-Greenstein-APSCUF/stories/202110110081

https://www.apscuf.org/see-dr-jamie-martins-remarks-to-the-board-of-governors-oct13-2021/

https://www.passhe.edu/About/Pages/About.aspx

https://viz.passhe.edu/t/Public/views/Enrollment-PublicFinal/System?%3AisGuestRedirectFromVizportal=y&%3Aembed=y

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University Consolidation Moves Forward

On September 22nd, 2021, APSCUF President Dr. Jamie Martin attended the Board of Governor’s meeting to discuss the Pennsylvania State System of Higher Education university consolidation. The meeting involved the consideration of approving seven side-letter agreements to APSCUF’s collective bargaining agreement. Side letters #1-6 apply to Bloomsburg, California, Clarion, Edinboro, Lock Haven, and Mansfield Universities. Side letter #7 applies to all universities in the PASSHE system.

Summary of the Side Letters:

Article 6 – Creates a process for the election of new department chairpersons for the integrated universities and identifies work they will perform along with commensurate compensation during the 2021-22 academic year, as well as delegated work for the first year of integration.

Article 12 – Identifies how evaluations will be conducted for various groups of faculty.

Article 15 – Allows existing tenure to transfer to the integrated university. Establishes procedures for the selection of university-wide tenure committees.

Article 16 – Establishes procedures for the selection of university-wide  promotion committees. Faculty applying for promotion will be subjected to promotion policies and procedures from their prior university for the first two years of integration.

Article 31E – Establishes an interim curriculum committee that is comprised of individuals from the existing curriculum committees. Interim curriculum committee will establish processes and procedures to recommend curricular action during the 2021-22 academic year and summer term.

Articles 29 and 34 – Allow for existing faculty at the six universities to     seamlessly move to the respective integrated university with their     existing seniority.

Retrenchments Side Letter – Allows for retrenchments to be deferred to future years     contingent upon adequate funding received from the Commonwealth for this     purpose. Also modifies the Enhanced Sick Leave Payout program from earlier this year to extend the deadline for notices of retirement and increases the payout multiplier in the second window to the higher payout utilized in the first window.

Dr. Jamie Martin encouraged the passing of all side letters and shared, “There remains much uncertainty and anxiety regarding consolidation on these six campuses, among the students (both current and prospective), faculty and staff. This process — coupled with the retrenchments that occurred at four of our campuses last year and the threats of retrenchment this year — has left many feeling defeated, and all of this is happening while faculty struggle to offer face-to-face classes in a safe way amidst the ongoing pandemic. The combination of these things has negatively impacted morale on a number of our universities.”

During the meeting, viewable on YouTube and apscuf.org, all side letters were passed. The Retrenchment Side Letter received the most attention, as faculty payroll and benefits comprise a large part of the PASSHE system’s budget.

The Consolidation of California, Clarion, Edinboro in the West, and Bloomsburg, Lock Haven, and Mansfield in the East has caused students and faculty concern about the future of public higher education in Pennsylvania. With the first group of students set to begin at a consolidated university in August of 2022, we will soon know what the real world consequences of consolidation look like. The Board of Governor’s Meeting has allowed for the alleviation of worry for faculty concerned about losing their position until at least 2024, as APSCUF continues to dedicate itself to advocating for faculty and students.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.bradfordera.com/news/pa-state-universities-faculty-given-job-assurance-ahead-of-consolidation/article_d1d192b5-36d0-55d3-be1e-b811729e73e2.html

https://www.apscuf.org/see-dr-jamie-martins-remarks-to-the-board-of-governors-sept22-2021/?fbclid=IwAR3HH-aQIirlA421dgAvQFVdAY7WhaoQK311UNVMCMN4Z_W21C4OEZTcvxQ

https://www.passhe.edu/inside/BOG/BOG%20Agendas/09-22-2021%20Agenda.pdf

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Federal Data Reveals COVID-19′s Impact on Higher Education

The National Center for Education Statistics recently shared preliminary data for Fall of 2020, when COVID-19 was in full swing. It provides an inside look at how enrollment, retention, and employment rates have changed.

COVID-19 suddenly and dramatically changed delivery methods of learning in higher education. Shortly after the virus began spreading in March 2020, many schools shut down for a completely remote semester with almost no notice or preparation. Countless students struggled from the transition to online classes and felt that they were not receiving the same value compared to being in person, on-campus. COVID-19 continued to spread throughout the country, and students questioned if they should attend college during the Fall of 2020. They had to weigh the risk that they would be sent home once again and miss out on the beloved college experience.

Freshmen students who were enrolling for the first time wondered if they should wait the virus out before beginning their higher-education journey, and that's just what they did. The public 2-year colleges were hit particularly hard with a 15 percent enrollment drop compared to the Fall of 2019. Community colleges benefit society by their accessibility, and a reduction in enrollment rates could result in long-term effects. Many individuals with a lower educational budget begin at community college and transfer to another college to attain a four-year degree. Receiving a bachelor's degree still stands as a dependable way for students to move into the middle class, as most positions require candidates to have a degree to be hired. Without students enrolling at community college as a gateway to a 4-year college, the number of transitions to the middle class could decrease and result in negative changes for the U.S. economy. Jinann Bitar, director of higher education research and data analytics at the Education Trust shared that, “An economist can certainly take these numbers and tell you estimated loss in revenue for each state with this many fewer people completing a credential. There are direct economic consequences for not keeping the pipeline strong. It also puts strain on all our other social safety nets.”

Retention rates fell for both part-time and full-time students throughout the pandemic, as current students faced the same concerns as incoming freshman beginning their higher-education journey. The retention rate for part-time students dropped three percentage points, from 46.5 percent to 43.5 percent in 2020. Full-time students reduced their retention rate by almost half a percent, from 76.1 percent in 2019 to 75.7 percent in 2020. With COVID-19 present during the Fall of 2020, the drop in retention was to be expected. Students could have decided to continue their education another semester for many reasons, including a dislike for online learning, a financial hardship, or concern of the risk of catching COVID-19. As COVID-19 has continued into the Fall of 2021, it will be interesting to see if the trend continues downwards in retention.

As a result of lower enrollment and retention rates, colleges made cuts where they could, resulting in part-time instructors losing their positions. Based on the colleges surveyed by The National Center for Education Statistics, there were part-time instructor cuts from 42.3% up to 98.8% at different institutions. Adjunct professors are often just as qualified as tenured professors to teach the same courses, although they receive fewer benefits and job security. At this point, being on the tenure track in higher education may be more valuable than ever.

Given the changes in enrollment, retention, and employment rates based on the preliminary data from Fall of 2020, colleges will need to adjust quickly to turn the numbers around. As COVID-19 is still present and of concern in the Fall of 2021, universities should have a plan of action.  While there is uncertainty of how long COVID-19 will last, higher educational institutions can focus on how to continue to bring students in, retain them, and keep part-time instructors. The sooner the issue is addressed, the better chance that the short and long-term consequences of COVID-19 on higher education will not be as harmful.

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced 

https://www.insidehighered.com/news/2021/09/15/new-federal-data-confirm-enrollment-declines

https://www.chronicle.com/article/3-things-new-federal-data-reveal-about-how-colleges-fared-during-the-pandemic

 https://nces.ed.gov/ipeds/use-the-data/survey-components

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Women Take the Lead in College Enrollment

Generation Z is growing up, and they are changing college enrollment trends at a rapid pace. Men were once the leaders in college enrollment, but now their mindsets are shifting away from higher education, resulting in women taking the lead.

According to National Student Clearinghouse, a nonprofit research group, women account for 59.5% of college students, while men only account for 40.5% of the enrolled students for the 2020-21 academic year. The gender gap is evident at both two- and four-year institutions. The speed at which the gender gap is widening is a call for concern. With almost a 20% difference between enrollment rates of men and women, Thomas Mortenson, senior scholar at the Pell Institute for the Study of Opportunity in Higher Education, notes that “men are falling behind remarkably fast.”

When analyzing the Undergraduate Enrollment by Gender for Kutztown University from 2015-2020, the gender gap is present at KU. Over the past five years, women have consistently had higher enrollment rates than men. This trend shows women being the majority percentage of enrolled students over the years and is expected to continue. During the Fall semester of 2020, there were approximately 3,000 males, and 4,000 females enrolled. These numbers fall in line with the trend noted by the National Student Clearinghouse.

We know the gender gap exists and is expanding, but it begs the question of why is it happening? While each case for not attending college is different, the rising cost of education is a thought to consider. Most students can't pay for college upfront and are left with thousands of dollars in debt upon graduation, which will take them years to repay. Attaining a two or four-year degree is not easy either. Therefore, leading men to wonder why higher education is worth the money and effort.

Many young men don’t want to wait two to four years to make money after high-school graduation. They are aware that there are countless ways to earn a living without a degree, allowing them to build up their savings right away. Meanwhile, most students who enroll in college start their post-high-school career in debt. Those who choose not to pursue higher education may choose to work a physical labor job, work from home online, or even start their own business. With the current labor shortage, the opportunities for those who just graduated high school are even more enticing, with higher hourly wages and sign-on bonuses.

The widening gender gap doesn’t show any signs of turning around and could be a cause for worry. With men’s enrollment rates decreasing, we could begin to lose the societal benefits of having men and women who are equally educated. While many institutions have clubs or women’s centers to ensure the success of young women, it is uncommon for men to have similar organizations. Focus on underrepresented groups is beneficial for those it targets, so perhaps it would benefit men to have such organizations on campuses as well. The widening gender gap may indicate that support is needed for young men to pursue higher education. Ed Grocholski, senior vice president at Junior Achievement USA, shared that “many young men are hobbled by a lack of guidance, a strain of anti-intellectualism and a growing belief that college degrees don’t pay off.”

By Erica Bottjer, APSCUF-KU Intern Fall 2021

Sources Referenced

https://www.wsj.com/articles/college-university-fall-higher-education-men-women-enrollment-admissions-back-to-school-11630948233

https://www.insidehighered.com/quicktakes/2021/09/08/record-numbers-men-%E2%80%98give-%E2%80%99-college

https://www.washingtonpost.com/politics/2021/09/08/evolution-education-united-states-is-more-complicated-than-you-think/

https://www.kutztown.edu/about-ku/administrative-offices/institutional-research/dashboard.html

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Life “After” COVID

Now that vaccine rollout is beginning to pick up, there are more and more plans for life after COVID-19. President Hawkinson announced recently that Kutztown University would hold an in person graduation. Colleges and universities are already making plans for the Fall of 2021, hoping to return to normal. However, this “normal” will likely not look like how life was before the coronavirus took over our country, and, frankly, it shouldn’t.

While remaining hopeful for the future can help uplift spirits, it is important to continue to reflect on all that has been lost this past year. Before jumping back into a new normal, higher education must allow people to mourn. Ignoring all that has happened in the last 12 months can lead to burnout from professors and students. It can also lead to resentment against the institution from students and employees. It is important to continue to talk about the pandemic and its negative effects on professors and students according to Beth McMurtrie of the Chronicle of Higher Education.

During the lockdown educators lost a sense of control over their classrooms and their ability to teach. Seeing students in person in a classroom setting was taken away. When teaching virtually, professors have had to deal with an entire new set of problems like students not turning their cameras on during class or having to virtually monitor test taking. Situations like these are easy to combat when teaching live in front of a classroom, but present a real challenge in the remote world. McMurtrie states that it is important to reflect on what we have all learned in the past year before making large plans for the future.

During these trying times, it is important to focus on self care to avoid burnout and resentment. Acknowledge negative emotions and allow yourself to feel them says Kerry O’Grady of the Chronicle of Higher Education. She emphasizes the importance of normalizing crying in difficult or overwhelming situations. “If crying is not hindering productivity and is not routinely happening in meetings or in class, I say let your employees cry. And make them comfortable doing so.” O’Grady also stresses the importance of focusing on milestones instead of moments. It can be easy to forget how much has been accomplished in the past year during a pandemic. Do not lose sight of achieved accomplishments, no matter the size.

While many people cannot wait to get back to in-person classes and face-to-face meetings, there are some parts of the pandemic that will continue to influence communication. The Chronicle of Higher Education released a list of changes made to the education system in a “COVID World” that should continue once learning resumes in the classroom. Small group activities that are usually performed through breakout rooms on a virtual interface is something that many professors plan on incorporating into their classrooms to diverge from a constant lecture style. Professors are also planning on keeping some form of virtual office hours. This will allow students and faculty alike to be able to better adapt their schedule to meet. On the contrary, the Chronicle suggests that faculty meetings should remain in-person. Due to many hours of the day now spent on Zoom, additional time for meetings can lead to screen burn-out.

Feeling hope for the future is something that has gotten many people through this past year. While planning for the coming months, remember all that has happened and all that has been lost as a result of COVID-19. Recognize both positive and negative emotions without shame. Plan for the future without losing sight of the not-so-distant past.

 By Fiona O’Toole, APSCUF-KU Intern Spring 2021

Sources Referenced

https://www.chronicle.com/article/the-great-contraction

https://www.chronicle.com/newsletter/teaching/2021-03-04

https://www.chronicle.com/article/how-to-manage-through-emotional-exhaustion

https://www.chronicle.com/article/6-things-we-cant-afford-to-lose-when-campus-life-resumes

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How COVID-19 has Affected Gender Inequality Among Professors at Institutions of Higher Education

It is no surprise that COVID-19 has affected various demographics in different ways. Time and time again, reports show that people of low socioeconomic backgrounds and communities of color have been disproportionately affected by the pandemic. This theme is mirrored in many social and health issues within our society. Now, studies are surfacing on the gender inequality between men and women at institutions of higher education due to the remote learning transition due to COVID-19. 

Tatyana Deryugina, a professor at the University of Illinois at Urbana-Champaign, Olga Shurchkov, a professor at Wellesley College, and Jenna E. Stearns, an assistant professor at the University of California at Davis produced a survey sent to almost one million college and university educators. According to the Chronicle of Higher Education, their results are made up of the answers from almost 20,000 participants. Deryugina, Shurchkov, and Stearns found that women were disproportionately affected by the pandemic when compared to their male counterparts. Their study focused on how each educator’s time was spent during the day with the hopes of gaining data on research time lost due to the pandemic. 

The study found that in general, male educators at institutions of higher education lost about 25 minutes of research per day due to the coronavirus. Female educators lost about 31 minutes per day. However, male educators with children lost an average of 30 minutes per day more than those without children. Female educators with children lost an hour per day more than those without children. This is an average of 55 minutes for male parents and an hour and a half for female parents of research lost per day, according to Deryugina, Shurchkov, and Stearns’ study. 

The obvious reason for these time discrepancies is child care. Many schools and daycares are closed or are operating in rotating schedules. Parents have had to take on a larger role in their child’s education due to them working through virtual classrooms. This time used for child care should not impose on the responsibilities of teaching classes, grading, and meeting with students. Instead, this time is detracting from research, grant writing, proposals, and other ways of furthering one's education. 

According to the Chronicle of Education, less than a quarter of institutions of higher education have adjusted their requirements for research among faculty. Only 31% of colleges and universities have allowed faculty on the tenure-track to request for time extensions. Some institutions have made smaller changes like specific deadline extensions or for student evaluations of teaching to become optional. 

Even with the implementation of these changes to allow for more research time, the gap in inequality will continue to grow. Those taking care of children will be set back from those without children. Further, females with children will be set back even further than male caretakers. 

In a society that has made many efforts to minimize inequality between genders throughout the years, that gap still prevails. The furthering of education among all professors has been strained by the current pandemic. However, female professors, specifically those with children, have been disproportionately affected by COVID-19. With an end to the pandemic not nearly in sight, the expectation for professors to work as if everything is normal is entirely unrealistic. Changes must be made to allow professors to succeed in their work and in their research. 

By Fiona O’Toole, APSCUF-KU Spring 2021 Intern

Works Consulted:

https://www.chronicle.com/article/how-the-pandemic-put-more-strain-on-students-last-fall

https://www.chronicle.com/article/covid-19-has-robbed-faculty-parents-of-time-for-research-especially-mothers

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What Does the $1.9T Stimulus Proposal Mean for Higher Education?

This time last year, the first case of COVID-19 was reported in America. Since then, over 24 million people have tested positive and over 400,000 have passed away. This has changed almost every part of the way that we conduct our daily lives. For many educators, the past year has been spent adjusting a classroom setting into a virtual format with the hopes that eventually, COVID-19 case numbers will go down and students and professors will return to face-to-face learning. By the end of 2020, most were well-adjusted to this new virtual world. 

However, a lot has changed since the Fall semester ended. The new year brought with it a rise in COVID cases as well as a rise in vaccine distribution. To help try to combat the covid crisis, newly inaugurated president, Joe Biden, has proposed a 1.9 trillion dollar relief package. Within this proposal is planned aid for institutions of higher education.

According to the American Council on Education, $22.7 billion dollars is proposed to aid higher education institutions. 89%, or $20.002 billion, of this will be allocated to the Higher Education Emergency Relief Fund. 7.5%, or $1.702 billion, will be allocated to minority serving institutions such as Historically Black colleges and universities and Hispanic Serving institutions. 3%, or $680.9 million, will go to for-profit institutions of higher education. The remaining 0.5% will be allocated to the Fund for Improvement of Postsecondary Education with the intentions to help colleges that are disadvantaged to the formula for aid. 

What does this mean for Kutztown? According to the Chronicle of Higher Education, Kutztown University is to receive $11,533,902 in relief money. Due to the CARES Act (Coronavirus Aid, Relief, and Economic Security) at least half of this monetary relief must be allocated to student aid. Many college-aged students do not qualify for the federal stimulus check because many are still classified as dependents through their parents. In May, Kutztown University distributed federal funding to help students in areas such as food, housing, course materials, technology, healthcare, and childcare expenses according to the Kutztown University Website. The university will likely follow the same process with the $11.5 million in relief money they are to receive. 

This monetary aid comes at a time where educators are beginning to get vaccinated. It is and has been the goal for many government workers to reopen schools and resume face-to-face learning. According to Insider Higher Ed, The University of Florida and the University System of West Virginia have started to vaccinate faculty over the age of 50. The first group to get vaccinated in most states is health care workers. However, in some states, educators are considered essential employees and are already starting to receive the vaccine. Pennsylvania includes educators K-12 and professors of higher education in the 1B group. 

Although all of these updates point toward institutes of higher education moving toward returning to regular classes and campuses, it is likely that the normality of several semesters ago is extinct. The transition to virtual learning and the reliance on technology are themes that will be carried into the future of higher education. 

By Fiona O’Toole, APSCUF-KU Spring 2021 Intern

Works Consulted:

https://www.insidehighered.com/news/2021/01/13/first-faculty-and-staff-outside-health-care-fields-become-eligible-covid-vaccines

https://www.insidehighered.com/news/2021/01/15/education-department-releases-billions-aid-colleges

https://www.chronicle.com/article/heres-how-much-aid-your-college-can-get-from-the-second-round-of-covid-19-stimulus?cid2=gen_login_refresh&cid=gen_sign_in

https://www.acenet.edu/Documents/Summary-Higher-Education-Provisions-in-the-Consolidated-Appropriations-Act-of-2021.pdf

https://www.kutztown.edu/news-and-media/announcements/ku-cares-emergency-assistance/cares-act.html

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Spring Reopening

As more and more states are starting to shut down again, reopening plans for school systems are continuing to get released. Kutztown University released their spring reopening plan in mid-October. The spring is to run similarly to the fall following a hybrid model. Some classes will be fully in-person, some will be fully online. Most will switch off meeting dates to allow for only half of the class to be in-person at a time or follow a synchronous, online model of meeting through zoom but at a consistent, scheduled time. Less than 30% of classes meet completely in-person currently. Many of these classes are science labs and music rehearsals that require an in-person style of learning. There will also be no spring break in the 2021 semester. Instead there are scheduled days off spread throughout the semester.

While many are hopeful that a new semester will bring back a sense of normalcy to campus, statistics are showing otherwise. In Pennsylvania, the cases are rising to over 4,000 new positive cases daily. Recently, there have been days where over 6,200 people have tested positive for COVID-19 according to the New York Times. Berks County has the seventh highest number of cases, closing in on 12,000. Philadelphia has reentered a lock down due to rising cases and has mandated that all higher education institutions go online at least until the new year. Many states and larger cities are implementing curfews and lower maximum capacity mandates to combat the rising cases.

According to the Chronicle of Higher Education, universities from all over America are following very different models. 34% are primarily online, 23% are primarily in-person, 21% are hybrid, 10% are fully online, and 4% are fully in-person. The University of North Carolina at Chapel Hill is making major adjustments to prevent cases from spreading on campus. After a large breakout following the campus’ opening in August, the university is cutting down the number of students on campus to just ⅓ of its normal population. They are also only allowing for those living on campus to have single occupancy dorms as well as clearing more spaces for those who need to quarantine or self isolate. Students will also be required to get tested as soon as they return to campus in January. 

West Chester University was one of the first PASSHE schools to release their plan to keep the same structure in the spring as they have been following in the fall. Many parents and students were outraged at the lack of in-person classes. The university held firm, though, on maintaining limited in-person classes in order to protect the students, faculty, staff, and community members.

Many universities do not have the resources to test their entire student population when returning to campus. Although there are now rapid tests, some tests can take up to a few days to see results. Because schools may not have the resources or funds to test every student, many schools have only been testing students that are experiencing symptoms. These conditions have improved throughout the semester as better testing models have come out and the availability of these has improved.

Recently, a vaccine from Pfizer has come out that is said to have a 90% success rate. This gives hope to many Americans who want their lives to return to some sort of normalcy. With this new vaccine, questions arise of when it will be accessible to the masses and whether it will be mandatory. Many wonder, when the vaccine is available to the general population, will it be required in order to return to school? 

It is interesting to think about what a new normal for institutions of higher education will look like. Schools across all levels have gained a new reliance on technology in this pandemic. The culture of sick days and snow days may be over. Students, teachers, and employees in education are able to access everything they would need from a classroom from the comfort of their own home. Right now, if a student is not feeling well, a professor will send them a zoom link to attend class virtually. There is no reason that this process will not continue in future years when in-person classes resume. Workplaces in general have long had the mindset of working through coughs, headaches, slight fevers, and other illnesses that seem insignificant. The idea of working through illness in an office or classroom will forever be changed by COVID-19. Within a few weeks of the pandemic hitting America, the country rapidly changed the way students and educators communicate. Even with a vaccine, even when things go back to “normal”, some of these changes will be everlasting. 

By Fiona O’Toole, APSCUF-KU Fall 2020 Intern

Works Consulted

https://www.chronicle.com/article/colleges-pledged-to-follow-the-science-but-divides-in-reopening-plans-reflected-state-politics

https://www.chronicle.com/article/heres-a-list-of-colleges-plans-for-reopening-in-the-fall/

https://www.kutztown.edu/about-ku/administrative-offices/presidents-office/statements-and-addresses/update-from-president-hawkinson-on-2021-spring-semester.html 

https://www.kutztown.edu/about-ku/administrative-offices/presidents-office/statements-and-addresses/update-from-president-hawkinson-on-2021-spring-semester.html?fbclid=IwAR3kP0LFl36TQAyVV7EpnutJ6qmVy1Nhs3fPqzYoMbOv9aP8qYBXRcyU7cY

https://www.chronicle.com/article/many-universities-are-replaying-their-fall-plans-this-spring-these-two-are-making-changes 

https://patch.com/pennsylvania/westchester/west-chester-u-plans-spring-caution-accommodates-students

https://www.readingeagle.com/coronavirus/state-system-chancellor-backs-kutztown-universitys-reopening-plan-urges-tempering-of-discourse/article_524c65ec-1ad5-11eb-852d-cfd855b45c11.html 

https://www.chronicle.com/article/live-coronavirus-updates-heres-the-latest

https://www.nytimes.com/interactive/2020/us/pennsylvania-coronavirus-cases.html

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Election Results

November 3, and for many days leading up to that Tuesday, people all across America submitted their vote for who would be the next President of the United States. Many Americans knew that due to the unprecedented circumstances of COVID-19, we would not know the results of the election for days, possibly weeks. However, on Saturday, November 7, the world found out that Joe Biden was the projected winner of the race. Biden and Harris became the new President-elect and Vice President-elect. Biden has already begun to plan for how he will tackle the coronavirus in our nation. For over a year, now, America has heard what these various candidates have said about their plans in terms of health care, the economy, immigration, and many of the other popular topics at debates. But how will this change of office affect higher education?

It is believed that Biden will make a great impact in college and university life. There were changes that Trump’s administration made that affected the culture and climate of higher education institutes. According to the Chronicle of Higher Education, Obama and Biden implemented stricter Title IX laws. These were partially repealed by the Trump administration because many men accused of or convicted of sexual assault were being expelled from their university or college. Because of these repeals, many victims of sexual assault never saw their cases make it to court. Biden is believed to return to stricter Title IX rules to prevent sexual assault on campus and to ensure that victims’ cases are properly handled according to Sage Carson of Know Your IX. 

The Chronicle of Higher Education is also hopeful that stimulus packages will be dispersed to universities and colleges. Many universities and colleges have been struggling financially due to the costs of providing PPE to all students and faculty across campuses. Many schools are also losing money from housing and dining due to students going online. Universities, especially public schools, need financial support from the government in order to keep providing education and a safe learning environment for all students.

Biden has also pledged at numerous debates and campaign speeches that he plans on implementing a forgiveness model for student debt. He has recently released that his plan to relieve student debt would be for those making under $125,000 a year. This would greatly impact many students and graduates who struggle to pay for their education. Many students come out of college with tens of thousands of dollars in debt which affects aspects of their life like trying to buy a car, buying a house, and applying for future loans. 

Dr. Jill Biden has been an advocate for higher education for years. While her husband served as Vice President, Jill Biden taught at a community college in Virginia. She believes that community colleges are greatly important and are, “one of America’s best kept secrets,” according to the White House Archives. Those associated with institutes of higher education are hopeful that having a First Lady with extensive experience with universities and colleges will help to aid the new President-elect in improving the American education system according to the Chronicle of Higher Education.

One of the changes that many students saw in this election was the accessibility of voting. Many students in the past skipped out on voting due to lack of interest or laziness in requesting an absentee ballot. This year, many students were mailed ballots to their home address weeks before the election, allowing them to vote at their convenience. Due to the tense political climate of America currently, most students made sure that if they needed to request an absentee ballot that they did so early to ensure that their vote was counted. According to Insider Higher Ed and the Chronicle of Higher Education, many polling stations were added to college campuses across the country to create an easy way for community members and young college voters to get to the polls on election day. 

By Fiona O’Toole, APSCUF-KU Fall 2020 Intern

Works Consulted:

https://www.chronicle.com/article/joe-biden-won-heres-what-higher-ed-can-expect

https://www.insidehighered.com/news/2020/11/09/what-biden-presidency-could-bring-higher-education

https://www.chronicle.com/article/in-state-races-across-america-the-status-quo-prevailed-heres-what-that-means-for-higher-ed

https://www.chronicle.com/article/the-pandemic-is-dragging-on-professors-are-burning-out

https://www.chronicle.com/article/trump-picked-a-fight-with-higher-ed-its-still-learning-to-punch-back

https://www.chronicle.com/article/how-higher-ed-intersected-with-the-2020-election-by-the-numbers

https://obamawhitehouse.archives.gov/administration/jill-biden

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Spring Break Petition

A few weeks ago, President Hawkinson released his plan for the spring semester of 2021. This plan is set up similarly to the fall 2020 plan. Classes that need to remain in-person will meet on campus. A majority of classes will follow a hybrid schedule to keep the number of students attending in-person down. Many classes will be converted to be completely online to protect the safety of the students and faculty. Hawkinson’s plan also included how the university is going to handle breaks in the spring semester, or lack thereof. 

This semester, any long term breaks that students and faculty had were taken away or altered to prevent students from going home and returning to campus. The two days that would normally make up the four-day weekend of fall break were tacked onto the beginning of Thanksgiving break to give students and faculty a full week off. After this week-long break, students will not return to campus, and the remainder of the semester will be held online. 

President Hawkinson’s plan for the spring followed a similar model of adjusting standard breaks. Spring break is typically nine days long including the weekends that precede and succeed the five-day break. To combat this, administration has come up with five random days throughout the semester in which faculty and students will have off. Besides April 2nd and 3rd, a Friday and a Saturday, these days are strategically placed in the middle of the week. 

Although President Hawkinson did not give a reason for taking away the traditional spring break, it can be assumed that the university’s goal is to limit travel. Students traveling out of Kutztown, or even out of Pennsylvania, could be exposed to the virus. Preventing travel could help to prevent the virus from coming to KU. However, according to the Kutztown University website, most students that go to KU live in Pennsylvania or New Jersey. Many students that attend Kutztown University live within a three-hour drive from campus. Therefore, it is extremely easy for these students to travel home during the weekend. In addition, commuter students, faculty, staff, and administration travel to and from campus every day. Removing long-term breaks can only do so much to limit travel. 

The spring reopening plan was not taken well by the student body. The Student Government Board quickly got together a petition that they released to all students. They were outraged at the lack of student involvement in this decision. SGB spoke at their meeting on October 20th about how four random days off will not hold the same weight that a nine-day break does. Including a Saturday as one of the days that students and faculty have off added to the upset due to the fact that the majority of the faculty, administrators, and undergraduate students do not work or attend class on Saturdays. 

The Student Government Board released this statement in an email to all students along with a link to sign their petition, “Student mental health has been severely impacted by online learning and SGB believes it is not fair for students to have to work through 15 straight weeks of instruction, without any extended break or equal amount of days off that a traditional Spring Break allots for. Additionally, the 5 identified "Reading Days" are not measurable to the traditional role Spring Break plays. This decision was made with zero student input or feedback, so please consider signing in support of this petition to ensure you receive a fair Spring Break.” 

Although their petition does not go into detail about what a fair spring break would look like, the idea of pushing students and faculty to work straight through 15 weeks of classes with no extended time off is taxing. As stated in SGB’s email, many are struggling more than ever with mental health due to the current condition of the world. Faculty and students are exhausted from staring at screens for hours on end. While the university is working to make next semester look as normal as possible, the mental well-being of those that make up KU should be taken into consideration. 

The petition currently has over 1,600 signatures according to Agostino D’Ancona, who is the current student body president. He states that the main reason SGB created and distributed the petition was due to a discontent from the students with the plan laid out by President Hawkinson. SGB’s goal is to advocate for the voices of the student body by opening lines of communication between the Student Government Board and administration on how to give KU’s students a fair spring break.

By Fiona O’Toole, APSCUF-KU Fall 2020 Intern

Works Consulted

https://www.kutztown.edu/about-ku/fast-facts.html

https://www.kutztown.edu/fall2020