I didn’t magically become a different person when I started teaching as a full-time, tenure-track instructor, nor did I automatically become a better teacher. However, my life did change dramatically, and I have more resources available to me. That does make a huge difference in what I can accomplish, both personally and professionally, and the change does almost feel magical.

When I was a part-timer, I was always invited to attend division meetings and participate in training sessions, but I was seldom able to. For one thing, I usually had to rush to another campus. Even when the colleges offered stipends to attend the meetings, the stipends weren’t enough to compete with what I could earn teaching a class somewhere else.

Now I’m able to attend the division meetings and participate in the training sessions. In fact, as part of my tenure process, I’ve had colleagues, an administrator, and a student sit in on my classes and offer feedback on my strengths and ways I can improve what I do. For the first time in my life, I’m able to discuss my pedagogy with other professionals, and that is helping me to become a better teacher. It’s also giving me opportunities to share my experience and techniques with others, and I’m helping them as well.

When I was a part-timer, I met with my students as often as I could, but I have to admit that sometimes, that wasn’t often enough. Also, there were too many times when these meetings would take place in public areas like faculty lounges, student cafeterias, and even at local coffee shops. The students who were able and willing to go out of their way to meet with me were seldom the ones who needed help. And my relationship with my students was usually limited to the single quarter that they were in my class. Once the quarter was over, we never knew where or when I might be teaching the next quarter.

Already, I have students stopping by my office just to say hi. Some ask if I can help them with their applications to four-year schools, some are asking for advice on their career plans, but most just want to visit and let me know how they are doing. Since I was president of our faculty union when I was a part-timer, on one campus I did have an office, but even then, my schedule wasn’t consistent or public enough for students to know when I might be available – and I seldom had time to just visit with them.

When I was a part-timer, I spent a lot of time worrying about whether I would have classes the next quarter, and I always hated summers because I knew I’d be struggling to make it through. I carried with me dark secrets, like the fact that my credit rating is abysmal because I spent too much of my income “catching up” and not enough preparing for the slim quarters. Until recently, I worried that I might get sick during a quarter when I didn’t have healthcare, and even after we were able to get legislation passed so that I would have healthcare all year, my share of the costs came out of my check at the worst possible time. I struggled to maintain a positive attitude so my students could believe that getting an education is important.

My credit is still terrible, but now my income is consistent enough for me to plan ahead and I’m making small steps in the right direction. I not only know what classes I’ll be teaching next quarter, but I actually know what I’ll be teaching next year. I know that I’ll be covered if I get sick in the summer, and for the first time in years, I’m actually looking forward to the summer.

So, while I may not have changed since becoming a full-timer, the circumstances of my employment have changed dramatically.

In order to improve the working conditions for all faculty, we have to take two approaches. We have to make sure there are more opportunities for those who want to teach full-time, and we have to fight for better security and equity for those who choose to remain teaching as part-time faculty. FACE does both.

And the icing on the cake is that, as we advance in both areas, our students will benefit and education will improve.