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This summer, APSCUF is going behind the scenes to show how faculty members and coaches continue to devote themselves to affordable, quality education even when class is not in session.

Jonathan Imber Shaw of Kutztown University says students come first. “They’re the reason I have a job in the first place,” the associate professor of English said.

During spring semester of 2016, I was up early on Tuesday mornings. By 5:30 a.m., I’d be on my second cup of coffee and on the road, driving out of my Center City Philadelphia neighborhood to get to the Schuykill Expressway ahead of rush-hour traffic.

By 7:45, I’d be in my office in Kutztown University’s Lytle Hall, answering emails from students, fine-tuning the day’s multimedia displays for class, drinking a third coffee. I always schedule an early morning office hour for my go-getter undergraduates. They stop by with essays in draft, with questions about assigned reading. This spring, I worked with an especially ambitious senior who was preparing materials for graduate school applications; we often met early in the day to talk about the process and strategize. I love those early-morning discussions with motivated students; they’re the best way to start the day.

Some mornings, I’d put a note on my door and go downstairs to my department chair’s office. We’d discuss department events, university politics, national trends, and policy in higher education. Sometimes we’d even talk about poetry — imagine that, for two professors of literature.

At 9:30, I’d teach my first class of the day, an undergraduate literature course for non-majors. The class meetings were 80 minutes long, and they would move quickly. The lecture and discussion sessions would be supplemented by multimedia displays, which take a couple hours to construct and refine, and most days I’d have between 80 and 140 pages of reading to prepare. I do all of that at home, on the weekend, and on evenings when I’m not reading and evaluating student essays.

At 11 a.m., I’d have a meeting. Sometimes a department meeting, sometimes a department or university committee. I sit on a total of six committees, all of which meet at least a couple times a month. Most are related to some aspect of department or university curriculum and academic programs. I also co-advise the English Club and the university chapter of Sigma Tau Delta, so if I’m not at a committee meeting, I drop in to keep up with club events and give what help I can.

At noon, 90 minutes of office time would commence. Most undergraduates prefer to see professors later in the day, so those 90 minutes would be full. There are always a million things I need to do — tasks for committees, planning for meetings, answering more emails, fine-tuning another multimedia display, my own research — but when a student knocks on my door, I drop everything. They come first. They’re the reason I have a job in the first place. I try to sneak lunch into downtime, but I usually end up eating while talking with a student. It’s not glamorous, but that’s the job.

At 1:30 p.m., three hours of teaching would start. I’d start with another section of the literature class for non-majors. The same lesson plan from the morning would need to be reconfigured for that section’s need and strengths. Following that, I’d have an 80-minute session of a special topics class in literary cultural studies for advanced English majors. Shifting gears, in less than ten minutes, from discussion with non-majors to much more intense, theoretical analysis with junior and senior majors is a real challenge. For the special topics class, I’d frequently be working from required readings, online materials, a PowerPoint display, some music, and perhaps an excerpt from a DVD from my collection. It’s a lot to coordinate, but it creates a rich environment for students’ intellectual development.

At 4:30, I’d be back in the office for another office hour. Many of our graduate students are working teachers, and, because we don’t have a lot of funding, many grad students need to hold some sort of day job. Scheduling time late in the day really helps them. And because many of their questions and needs relate to large and complex research projects, many of our conversations go beyond the scheduled hour. It stretches my day, but I value my intellectual relationships with my grad students. They’re smart, and they keep me on my toes.

That late start to my evening commute also means there’s no avoiding rush-hour traffic on my way home to Philadelphia. I usually get home at some point after 7 p.m. I spend an hour or so eating and checking in with my two school-age children and with my wife, who’s also a busy professional. After 8 or 8:30, it’s back to the books for another couple of hours of prep or, more often, I grab a stack of essays to work through.

And that’s Tuesday. Seventeen hours of work and commute in one day of my week.

Jonathan Imber Shaw is an associate professor of English at Kutztown University.

New Coach Executive Leader John Gump, left, and former CEL Keith White outside the APSCUF office in Harrisburg. Photo/Kathryn Morton

Coach Keith White knew something needed to change — for him at Kutztown University and for the other coaches in the Pennsylvania State System of Higher Education. Coaches lacked formal representation, and he was shocked to see a number of quality State System coaches being let go for no apparent reason. So, more than 14 years ago, White became one of the founding members of coach representation in the Association of Pennsylvania State College and University Faculties.

This year, White stepped down as coach executive leader, citing recent health issues and an even stronger desire to see a younger coach take the position. Despite the change, White is looking forward to remaining highly involved in his union to ensure that coaches will continue to be treated fairly. White said he encourages coaches who are not members of APSCUF to take advantage of this “unique opportunity,” as APSCUF was the first union to organize non-faculty athletic coaches in a public higher education system. White recalled a time when he had to negotiate for himself, and he pointed out how important it is that coaches have someone who can negotiate for them.

White offered advice to the coaches’ new executive leader, John Gump, also of Kutztown University.

“Look at what the union can do for the membership,” White said.

Serving the whole unit is one the most valuable things a coach executive leader can do for his members, White added.

Like White, Gump has been a part of APSCUF since the coaches gained representation.

He was inspired to take on this new leadership position after seeing several individuals — including White — actively pursue the coaches’ interests. APSCUF has played an important role in Gump’s career, he said, and he emphasized how important it is for coaches to be united.

“We’re coaches,” Gump said. “We believe in teams.”

Gump was coach president at Kutztown for the past two years, and he is looking forward to increased contact with his colleagues across the 14 campuses, he said.

Gump said he plans to reach out personally to nonmembers and new hires to make them aware of membership benefits and key issues that concern them.

“With votes looming on a variety of issues, it’s important to have as many voices participating in that decision-making as possible,” he said.

Following White will be a “daunting task,” Gump said, since White was APSCUF’s first coach executive leader.

However, he is also thankful for the opportunity to take on this new role and was quick to mention that he will seek advice from White as he proceeds, Gump said.

“I will do my very best, and I assure you there will be a well-worn path between my office door and his,” he said.

—Corrinne Rebuck, APSCUF intern

This summer, APSCUF is going behind the scenes to show how faculty members and coaches continue to devote themselves to affordable, quality education even when class is not in session.

Dr. Jonathan Rothermel promised his daughter he would bring this stuffed animal on a study-abroad trip to Belize. He displays Kitty at the Mayan site of Xunantunich.

Dr. Jonathan Rothermel often grades while his daughter is in dance class. Or the dad of two, a political-science professor at Mansfield University, rises early to prepare for the day while the rest of his family sleeps.

Despite the extra hours Rothermel must put in to keep up with his various work responsibilities, he said he is thankful for a position that allows him a degree of flexibility in balancing his personal and professional lives.

“I am blessed with a great job that does not necessarily require me to be in a particular place for 40-plus hours a week,” he said.

Rothermel’s profession entails much more than a simple 40-hour workweek, with a large amount of his personal time being spent preparing, catching up, and grading.

Upon his arrival at Mansfield University in 2008, Rothermel was surprised at how much time he spent working outside the classroom — on both his primary duties and additional responsibilities. For the past two years, Rothermel has served as vice president for the university senate while juggling an average of four classes per semester. Recently, he was promoted to president of the university senate. He has also been an active member of multiple campus organizations and committees that require additional meeting times and responsibilities. Every week, Rothermel must attend four to five meetings that cover a broad range of administrative tasks outside the realm of his traditional classroom responsibilities.

And then there’s “always” grading to do, Rothermel said.

While decreasing the amount of coursework he assigns would cut the time Rothermel spends grading, he believes multiple assignments give students “as many opportunities as they can to succeed.” And Rothermel enjoys seeing his students succeed in his class, he said.

Advising students — both formally and informally — is another time-consuming responsibility for Rothermel. Informal advising, Rothermel explained, takes much more time but is also one of the most enjoyable parts of his job. Despite juggling his daily tasks, Rothermel does not put a time limit on his students.

“You cannot predict when you will be needed to put out fires or offer an empathetic ear,” he said.

One aspect Rothermel most enjoys about his job is the frequent contact with his students, he said.

“My students embody the fruits of my labor, and as I tell my students often, I get to live vicariously through them,” he said.

One of the most common phrases in Rothermel’s household is, “Daddy is in his den doing work.” Although his profession can prove challenging with the numerous responsibilities and the extra dedication associated with his tasks, Rothermel said he finds the rewards especially enjoyable.

“My job as a university professor is what defines me, and my family respects this and has been gracious about sharing me with my students,” he said.

—Corrinne Rebuck, APSCUF intern

This summer, APSCUF is going behind the scenes to show you how faculty members and coaches continue to devote themselves to affordable, quality education even when class is not in session.

Dr. Eleanor Shevlin, left, works with her Summer Undergraduate Research Institute student, Frederikia Wilson, on her history of African-Americans at West Chester University.

During the academic year, my work week runs from Monday through Sunday and entails a long list of tasks and duties that must be accomplished as well as a few that can carry over until the following week or beyond. In fact, this blog post is an example of a task that I very much wanted to complete in April but had to be postponed until semester was over due to more pressing responsibilities. Working from my e-calendar, scheduling software history, and written task-lists, the following recounts my work for the week of April 17. For the weekends, I have not included a blow-by-blow timeline but instead indicated the hours spent for each task.

Sunday:

• Did curriculum and academic policy committee paperwork for change of MBA courses for graduate certificate program (2.5 hours)
• Completed statement to accept nomination by executive committee of Modern Language Association for a three-year term on a specialist forum. (30 minutes)
• Updated CV and wrote letter of interest for department’s graduate coordinator position (2.5 hours)
• Graded four ENG 400 annotation, contextualization papers (2.5 hours)
• Checked emails periodically throughout afternoon (see below)

Monday: Work from home in D.C.

• 8:30 a.m. – As typical, I started my morning on April 18 with checking and responding to emails, spending 2.5 hours for the initial run through (emails cover a wide range, but many require responses; all are emails that came in after 11:30 p.m. on Sunday). The following offer a range that I receive and apply to this week:
  • students I am currently teaching
  • English majors interested in internships
  • other non-majors that I have previously taught
  • firms interested in securing interns
  • advisee questions
  • students interested in graduate publishing certificate
  • English majors seeking career help
  • business related to the Society for the History of Authorship, Reading & Publishing
  • program review queries (in lieu of teaching a class, I serve as program review coordinator for the university; I am overseeing seven departments/programs for 2015–16, and in April I am also making contacting with the six programs that will undergo review in 2016-17).
  • emails related to East-Central American Society for Eighteenth-Century Studies in my role as president (none this week, though)
  • emails related to my department committee work (graduate advisory committee, executive committee, alumni and awards committee)
  • emails related to my university service (advising taskforce, university advisory assessment committee, ad hoc member of CAPC program review sub-committee, university advisory research council, Media & Culture)

• 11 a.m. – Prepared document for SHARP
• 11:30 a.m. – Reviewed 15 drafts of WRT 200 and 205 research papers with break at 1 p.m. for weekly PASSHE call regarding program review revisions (15 minutes).
• 3:30–6:30 p.m. – Marked five ENG 400 annotation, contextualization papers
• (check emails periodically throughout afternoon)
• 8–9 p.m. – Prepared documents for ENG 400 University of Pennsylvania Rare Book visit and check emails
• 9:30 p.m. – Left Washington, D.C., to drive up to West Chester
• 12:30 a.m. – Arrived and re-read essay for ENG 400 course (30 minutes)

Tuesday:

• 7:30 a.m. – Arrived at my office, checked out laptop for classes, and handled email
• 7:50 a.m. – Made copies, arranged material for two WRT classes
• 8:15 a.m. – Reviewed scheduling proposal materials for graduate committee meeting next day
• 8:45 a.m. – Caught up on new mails (including reaching out to accepted students with requested information)
• 9:15 a.m. – Assembled material for UPenn visit
• 9:45 a.m. – Met with graduating major (not one of my advisees) to discuss career plans, review options, explain about Career Services
• 10:20 a.m. – Returned to emails
• 10:45 a.m.–2 p.m. – Taught WRT 205 (in Recitation) and WRT 200 (in Anderson)
• 2 p.m. – Returned to office to drop off WRT 200 and 205 materials and pick up ENG 400 items and train tickets; met students at 2:40 p.m. at Bull lot to drive to Exton train
• 3:15–9:45 p.m. – Took 3:24 p.m. from Exton to 30th Street Station. Arrived at UPenn rare book room at 4:30 p.m. I guided the 13 students in working with materials there until 6 p.m. We then took brief tour of Penn exhibit and had a working pizza dinner. Planned on taking an 8 p.m. or so train, but all trains very delayed; we arrived back at Exton much later than anticipated.
• 10 p.m. – Returned to campus to handle emails, send ENG 400 students followup work (researched new info needed based on our Penn visit; scanned materials, sent thank-you note to UPenn), and review drafts of student cover letters and résumés for job and internship applications.
• 12:30 p.m. – Leave for home

Wednesday:

• 7:30 a.m. – Arrived at my office and handled email
• 8 a.m. – Met with WRT 205 student to review her draft
• 8:30 a.m. – Reviewed two more research drafts for later meeting
• 9 a.m. – Initial meeting for Media & Culture interdisciplinary minor
• 10 a.m. – Met with art professor Larry Wills to discuss his ART 315 course in terms of the graduate publishing certificate
• 11 a.m. – Met with second WRT 205 student to review her draft
• 11:40 a.m. – Checked email and gathered materials for graduate advisory committee (GAC) meeting
• Noon – GAC meeting
• 1:15 p.m. – Met with WRT 200 student to review her draft
• 2 p.m. – Weekly meeting with grad assistant
• 3 p.m. – Advising ceremony (received advising award)
• 4 p.m. – Caught up on emails
• 4:30 p.m. – Met with former microbiology/pre-med student about pursuing a literature minor or double-majoring
• 5 p.m. – Met with student about internship
• 5:30 p.m. – Caught up on emails, ordered books from PALCI, grade an ENG 400 annotation assignment.
• 7 p.m. – Met with WRT 200 students to review drafts
• 8 p.m. – Held phone conversation with prospective grad certificate publishing student
• 8:30 p.m. – Reviewed more WRT 200 and WRT 205 drafts
• 9:30 p.m. – Met with student interested in summer internship
• 10 p.m. – Spoke by phone with WRT 200 student
• 10:20 p.m. – Scanned new materials for ENG 503 summer course
• 11–11:30 p.m. – Caught up in reading and responding to all emails

Thursday:

• 7:30 a.m. – Arrived in office and began checking emails
• 7:45 a.m. – Prepared editing materials and groups for WRT 200 class and exercises for WRT 205 class
• 8:15 a.m. – Met with student about internship opportunities and requirements
• 8:45 a.m. – Reviewed cover letter and résumé for a student’s internship application
• 9:30 a.m. – Returned to reading and responding to emails
• 10:15 a.m. – Met with WRT 200 student to review draft of research paper
• 10:45 a.m.–2 p.m. – Taught WRT 205 (in Recitation) and WRT 200 (in Anderson)
• 2 p.m. – Attended and participated in meeting for literature track
• 3:20 p.m. – Attended and participated in department meeting
• 4:20 p.m. – Attended Sigma Tau Delta induction ceremony for our majors
• 5:30 p.m. – Packed up and drove back to D.C.
• 9-10:30 p.m. – Handled emails and responses and began reviewing drafts of ENG 400 contextual essays

Friday: Work from home in D.C.

• 8:30 a.m. – Checked and responded to emails
• 9:30 a.m. – Updated all program review materials for 2016-17 for upcoming meetings
• 10:15 a.m. – Responded to 10 online requests for recommendations from various school districts for a graduating BSEd in English student (had written a three-page letter two weeks previously, so this letter often helped me speed up the process).
• 11:30 a.m. – Checked and responded to emails
• Noon – Reviewed two WRT 200 drafts
• 1–3:30 p.m. – Wrote recommendation letter for student from spring 2013 to support her application to MS in Information and Library Sciences
• 4:15–6:30 p.m. – Checked and responded to emails, including sending reminders via email, Twitter, and more regarding SHARP’s sponsorship of Folger’s Wonder of Will live-streaming event
• 8:30–10 p.m.—Worked on developing 18th century historical map for ENG 400 project

Saturday:

• Wrote a 1,300+ word post, “Scholarly Communication, Monetary Networks, and the Control of Knowledge” for Early Modern Online Bibliography, a scholarly blog I co-host/co-edit. (3.5 hours)
• Worked with colleague from Penn State to devise panel and call for papers for the SHARP session at the American Society for Eighteenth-Century Studies 2017 conference. (1 hour)
• Prepped for WRT 200/205 lessons on transforming a project from one completed using print medium to multimodal. (1 hour)
• Worked on developing tools and instructions for using materials for website for ENG 400 seminar and completed related reading. (3.5 hours)
• Checked email and responded throughout day and evening.

Dr. Eleanor Shevlin is an English professor at West Chester University.

Negotiators for APSCUF coaches and the State System met June 27. Click here to read today’s press release.

The next coach session is slated for June 30.

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