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CCDS Annual Meeting St. John’s, 2006

This discussion at the CCDS Annual Meeting in St. John’s, 2006 focused on labour issues affecting graduate students, including the wise mentorship model, collective bargaining model, reasons for unionization, sessionals and role conflict. Relevant topics such as double cohort enrolments and management issues were also discussed.

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CCDS Annual Meeting St. John’s, 2006

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  1. CCDS Annual MeetingSt. John’s, 2006 Discussion of Labour Issues Part II Graduate Students Peter Tremaine University of Guelph

  2. Labour Issues Affecting Graduate Students • Wise Mentorship Model • Chair’s prerogative • Collective Bargaining Model • Union for TAs • Affect teaching assistantships only • Firewall to protect academic issues • Why students unionize • Sessionals and Role Conflict • Discussion

  3. Wise-Mentorship Model(Memorial University, 1990s) • TAs administered by Chairs • Funds from departmental teaching budgets • Budget controls by: • Department Chair • Dean of Science • TA assignments: • Chair or designated faculty member, or • Adminstrative officer • Appeals to: • Dean of Graduate Studies

  4. Wise-Mentorship Model • Advantages: • Simple, fewer rules • Conserves time and paper • Flexibility allows innovation • Teaching • Grad student recruitment • “Best” use of available funds • Disadvantages: • Subject to abuse, perceived or real • Rules less well documented

  5. Collective Bargaining Model(University of Guelph, 2003-05) • Collective agreement (CUPE) • Graduate & undergrad TAs (“Unit 1”) • Sessionals (“Unit 2”) • Grad TA: 10 hrs/wk, 140 hrs = $4500/semester • Multiple TA assignments allowed • Three classifications of students: • Level A: Initial job security period • Level B: Within proscribed MSc or PhD program time limit • Level C: Beyond the program time limit • Cross-campus competition for levels B and C (B > C) • Budget controls by Dept. Chair and Dean of Science • Appeals to: • CUPE, naming Chair, Dean of Science

  6. Collective Bargaining Model • Advantages: • Well-defined rules • Protection of TAs against: • Unfair assignments • Poor working conditions • Commands attention by Deans • Disadvantages: • Costly (3% dues) • Requires up-front care, planning • Costly in paperwork, time, frustration • Staff, faculty, chairs, deans • Competition for positions • disadvantages “weak” vs “best” students, some disciplines • Heavily influenced by local union representative

  7. Why Grad Students Unionize • “Unfair” Treatment • Perceived favoritism in course assignments • Disciplinary differences • Number of TA assignments • Faculty research funding • Workload • Pro-active Unions • New membership • Foothold in other industries after graduation • Genuine commitment to stand up for vulnerable “little guys” • Realities of Process • Under provincial legislation: • 40% signed cards = vote • 5 day campaign with rules against management intervention • 50% + 1 of votes cast = union • Local union representatives continue • Students come and go

  8. Sessional Lecturers • Both grad students and faculty • Role conflict • Workload issues • Supervision of TAs? • Strike action • Cross picket line? • Exam marking?

  9. Double Cohort Enrolmentsin Ontario

  10. Discussion Topics • Mentorship of incoming chairs • Relations with union representatives • Management issues • Streamlining paper • Avoiding grievances • Handling strikes • Other?

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