This pamphlet presents a statement of principles by the American Civil Liberties Union concerning the civil liberties and obligations of teachers and desirable procedures involving academic freedom in public and private colleges and universities. Academic freedom and responsibility of teachers embraces two distinct areas: (1) the conduct of a…

In terms of benefit plan coverage and protection, or "Benefit Environment", higher education is the most advanced of professional or employment groups. Between 1959 and 1969, the percentage of 4-year institutions of higher education in the U.S. having faculty retirement plans grew from 85% to 95%. About 50% of these institutions have some form of…

Among the functions of the Commission on Professional Rights and Responsibilities of the NEA is the investigation of cases of alleged unethical conduct by members of the teaching profession. The rules of procedure for investigations presented in this document are intended to assure all parties in a conflict of their individual rights of procedural…

Student concern regarding faculty unionism does not stem from a belief that public employee collective bargaining is bad public policy. To the contrary, most students recognize the civil right of employees to organize and bargain collectively. Their concern stems from the impact that collective bargaining has had, and will have, on the quality of…

Few, if any, categories of postsecondary educational institutions have escaped the impact of collective bargaining. On the one hand, bargained agreements may tend to set the pace in areas of salary and working conditions that must be met by any nonbargaining institution if they desire to be comparable or competitive. On the other hand,…

This report of the Faculty Senate regarding faculty collective bargaining discusses faculty professional interests, how faculty interests may be advanced, and who is available to help. The faculty interests include: (1) academic freedom; (2) professional tenure; (3) adequate compensation; (4) discrimination in employment practices; (5) fringe…

This report examines academic tenure in American higher education and reviews arguments associated with its particular aspects. It describes the extent of tenure in Washington institutions, public and private, 2-year and 4-year, and it summarizes and discusses the tenure policies and procedures in these institutions. In the final section, a series…

The New England Board of Higher Education conducted a salary survey among the 51 New England Junior College Council member institutions. The questionnaire sought information about salaries of selected administrators, full-time faculty, and fringe benefits for full-time faculty. Of the 35 responding colleges, 20 were public and 15 were private…

From a survey designed to determine the current practices involved in faculty tenure and contract systems at colleges and universities throughout the U.S., it is estimated that 94.7% of faculty members work in institutions that have tenure systems. It is further determined that personnel practices in most institutions with tenure systems are…

This report presents a summary of two 1972 reports that were issued by the California Agency for Educational Research to study teachers' salaries. It includes lowest, highest, and average salaries for instructors in 67 community colleges in California. The data are grouped according to size of district, and analyzed statistically. The range of…

The New Jersey Education Association will be 125 years old on December 28, 1978. This issue of the "NJEA Review" begins a four-part series on the history of the organization. (Editor/RK)

Describes political and economic conditions in English Departments that are being manipulated to the detriment of the writing discipline and the teacher of writing. (DD)

A nationwide survey was undertaken to obtain copies of written policies outlining the responses made by school districts to vandalism and violence. Lists fourteen of the most used items appearing in the school district policies and elaborates on two areas needing more development. (Author/RK)

Describes the symptoms of teacher burnout and suggests ways to combat it. Argues that communities and school districts must endeavor to provide teachers with an environment that promotes the desire to remain in teaching. (FL)