America Needs Union Jobs

Janus v. AFSCME is an attack on workers’ collective bargaining rights and collective power.

The Janus case is an attempt by wealthy special interests to undermine the power of working men and women when they organize, bargaincollectively and fight for a better life for themselves, their families and the community — for the public good.

Corporate privatizers, CEOs and billionaires are behind the case.

The same forces that brought us Question 2 — and that are seeking to privatize and shrink public education and other services — are behindthis case. They include the Koch brothers, the Waltons and the State Policy Network, a well‐funded group of right‐wing think tanks whoseprimary goal is to “defund and defang” public employee unions.

We are standing up today for our right to build strong unions and protect workers, their families and our communities.

The U.S. Supreme Court is hearing oral arguments in the Janus case. We are standing in solidarity with union members across the country tosupport our right to join and build unions to give workers a collective voice.

Unions benefit working people and the common good.

  •  Unionized workers benefit when we can organize collectively to negotiate for fair pay and benefits and good working conditions.Weakening unions leads to lower compensation — which is what our opponents want. Since public employee unions were gutted inWisconsin in 2011, for example, median pay and benefits for teachers in the state have declined by $10,842.

  •  Non‐union workers benefit because compensation rises for everyone when unions are able to negotiate fair pay and benefits. Whenunions are strong, all workers are stronger. When unions are weak, income inequality grows.

  •  The general public benefits because unions advocate for laws and policies that help everyone, including health and safety regulations,retirement security, employer‐supported health insurance, due process rights, equal pay for equal work, paid family and medical leave, andracial and economic justice.

  •  Students benefit from educators’ unions. That’s because educators’ working conditions are students’ learning conditions. For example,unions advocate for small class sizes since teachers can meet individual student needs better in smaller classes — benefiting both teachersand students. It’s no surprise that studies show student performance is higher in states with high rates of educator unionization than in so‐called “Right to Work” states.

Info: Kevin Brousseau,

Special PA/AUC Meeting – 11/15/17

The special, joint meeting of the AUC and PA, November 15th 12:15-1:00 will be in the main lecture hall, room 102 in building 17.  At that time, we will take names for one person from the AUC and one person from the PA, to represent each body on the AVP search committee.
Anyone who can not attend, and wants to put in his/her name for nomination, should email Michele ( or Nick ( directly with the subject line “AVP search committee/” and then indicate if you are applying to represent the AUC or the PA.
Each candidate, who has been nominated and seconded, will have the opportunity to address the body for two minutes. Voting will be cast by ballot, at the end of the meeting.
Refreshments will not be available during this special meeting.

PA Meeting – Monday, October 23, 2017

The next PA Meeting will be held Monday, October 23, 2017 during the college hour.  The meeting will take place in Building 2, Room 703/704.
Pizza, soda and water will be served.
The agenda for the meeting will be emailed  prior to the October 23rd meeting.


Special PA/AUC Meeting – 10/04/17

The Bill of Particulars related to a vote of no confidence in President John B. Cook has been drawn up in accordance with the joint resolution passed by the membership of the STCC Professional Association and the All Unit Congress.
The leadership of both bodies have scheduled a joint emergency meeting for Wednesday, October 4, 2017, to review and discuss this document. The meeting will begin at 12:15pm in Building 17, Room 102.
Should a motion to vote on a no confidence resolution pass during this meeting, a referendum will be conducted at the meeting by secret ballot rather than a voice vote. Details regarding absentee ballots for college employees (below the rank of director) will be provided soon.
Michele Nash                                                        
Robert  Rodgers
Irma Garcia-Zingarelli
Nicholas Camerota

STCC-PA/AUC Meeting – 09/20/17

Urgent Reminder:  The STCC-PA and the All Unit Congress will hold a joint meeting Wednesday, Sept. 20 at 12:15pm on the 7th floor of building 2.
The text of a resolution proposed at last Friday’s AUC will be available for review and discussion.  All PA and AUC members are strongly urged to attend this important joint meeting.  Please spread the word and ask others to join us.  Thank you.

Contrat Administration Tip – Course Materials

Full-time and Part-time Day Unit Faculty Course Materials Under the Day Contract – – Please Note-This does not apply to DCE day/evening/weekend/summer adjunct faculty (DCE Contract Applies) 
Faculty are required to distribute course materials  to each student and forward a copy to the immediate supervisor prior to the conclusion of the add/drop period.  The course materials shall include all materials listed on the attached Checklist for Course Materials. (Form XIII-E2).
Please note that Course Materials Form E-2 has new requirements in the 2015-2018 Contract which I have underlined on the attached form.  Student Learning Outcomes  (SLOs) have been added to the form along with a principles statement (Attached).  This SLO principle statement provides protective language for faculty as follows:
1) SLOs are faculty-driven.
2) Protects academic freedom rights during the process of producing SLOs.
3) Ensures that SLOs will not be evaluated in any way, including the content of SLOs, students achievement of SLOs, the results of SLO assessments, or the methods used to assess the SLOs.
4)  Provides protections regarding how SLO information is used and distributed.
5) Provides  administrative support and funding for SLO training and professional development that may include, but not limited to, reassigned time, stipends, and other related items
As in the past, the confidentiality of all course materials shall be maintained and the  employer may not distribute these materials to anyone without your permission.  The immediate supervisor must return all course materials to the  faculty member by the end of the fifth (5th) week of classes.  If items on the checklist are missing or if the immediate supervisor has concerns, the faculty member will be advised in writing and will be given fourteen (14) calendar days to submit the missing items and respond to the concerns.
The intent of this 14 day response period serves two (2) purposes:
1)  To give the faculty member the opportunity to correct an oversight without a negative comment being placed in the summary evaluation.
2)  To insure that students have all of the items on the checklist.
NB: Please note that faculty have full freedom in the selection of course materials. If the faculty member believes that a directive from the immediate supervisor to change the course materials infringes upon academic freedom,  then the faculty member has the right to initiate the grievance process.   Full freedom in selecting course materials includes full freedom to:
1) Select all reading materials,
2) Adopt SLOs,
3) Adopt teaching procedures,
4) Give Assignments and/or supplemental reading,
5) Select tests,
6) Determine the basis for student grading,
7) Determine the criteria for evaluating student performance, and
8) Determine attendance policy.
If you have any questions, do not hesitate to contact me.
Dennis Fitzgerald
MCCC Grievance Coordinator
170 Beach Road #52
Salisbury, MA 01952

tel   978-255-2798
fax  978-255-2896

Contract Administration Tip – Office Hours


Full-time Faculty Office Hours

1) All faculty are required to submit their preferred office hour schedule at the beginning of the semester and post their office hour schedule by the end of the first week of classes.

2) Office hours are required on campus unless a faculty member is approved to hold office hours at an off campus instructional site or if the faculty member teaches an online course.

3) If a faculty member is assigned one (1) or more online course(s) as part of the faculty member’s day unit workload, the faculty member may, at his or her discretion, conduct one (1) weekly office hour online. Notwithstanding the above, faculty members may be allowed to conduct more than one office hour online upon the approval of the College President or President’s designee in his or her sole discretion.

4) Faculty are required to maintain four (4) office hours per week over four (4) days unless a faculty member has a reduced instructional workload.

5) For faculty with reduced instructional workloads, one (1) office hour is reduced for each three (3) credit hour course reduction.  This means that the number of days required for office hours is reduced by one (1) day for each office hour reduced.

6) Faculty can advise students during their office hours.

Adjunct Day Unit Faculty Office Hours

Adjunct faculty are not required to submit and/or post office hours under the day contract and/or the DCE Contract.  If you are a day/unit part time faculty member, then there is no requirement to post/ hold/provide office hours.  If you are a DCE unit member (day or evening), there is no requirement to post and hold set office hours, but there is language in the DCE contract that states you are obligated to be available to students by appointment when mutually convenient.

Contract Administration Tip – Day Unit Course


The workload article of the MCCC day unit contract defines the number of students that are allowed in each class per semester depending on the type of course.  These calculations are made at the end of the add/drop period. If a faculty member exceeds the total number of students, then there shall be a proportional adjustment in the succeeding semester.

The average number of students in each course is:1) 32 students per semester except in the following courses:

2) 28 students for writing and/or critical thinking intensive courses (see Critical Intensive Courses Requirements Below).

3) 22 students for English Composition, English as a Second Language, introductory foreign language courses, remedial and/or developmental courses.

All of the above student enrollments are based on average for all classes assigned. Therefore, for example, it is permissible to have 5 classes in category #1 above with enrollments of 34, 30, 32, 33, & 31 because the average number of students is 32 that is within the contractual limit.

Writing and Critical Thinking Intensive Courses – There must be mutual agreement between the unit member and the immediate supervisor to reduce the number of students from 32 to 28 in intensive courses. For writing courses, the course description and the syllabus should be sufficient to show that course is a writing intensive course.

Distance Ed Courses – For the first 2 times taught, the maximum is 25 students.  Thereafter, the above-referenced day contract numbers apply.

Limited Space Courses – Limited and available physical space will mandate the number of students especially for safety concerns. There is no language regarding class size for labs, but in accordance with the facilities article (3) and the safety article (2), the employer must make reasonable efforts to provide space and necessary equipment to carry out assigned responsibilities.   For example, if there are only 24 workstations, then the employer could not assign more than 24 students.

If you believe that your course is one of the above-referenced courses and you exceed the maximum student enrollment, contact your immediate supervisor to resolve the matter.  If no resolution is reached, contact your chapter grievance coordinator or me.


Part-time faculty members shall not be expected to teach more than thirty-two (32) students per course in each class, except that this may be reduced by mutual agreement between the unit member and immediate supervisor to twenty-eight (28) students per course for writing intensive and/or critical thinking intensive courses, or more than twenty-two (22) students per course for the instruction of English Composition, English as a Second Language, Introductory Foreign Languages, and remedial and/or developmental courses; to be determined by the number of students enrolled at the end of the add/drop period. The President of the College or the President’s designee reserves the right to exceed these limits if the assistance of teacher aides is provided, in non-traditional/learning modes or with the consent of the unit member.


(Maximum – 28 Students)


Definition: Critical thinking is the process of purposeful, self-directed judgment. This process improves the quality of thinking and decision-making through reasoned, systematic consideration of context, concepts, methods and evidence.


Criteria: A critical thinking course will have (A) components of formally-stated

assessments and strategies specifically designed to promote at least two (2) of the

following objectives and (B) a process by which the course’s critical thinking

components will be assessed by the instructor and factored into the students course grade.



(The following are process objectives, which reflect thinking processes, as distinguished from content objectives.)


At the completion of the course students will be better able to:


  • Evaluate and interpret the meaning of the textual material.
  • Support a thesis with evidence appropriate to position and audience.
  • Organize and connect ideas.
  • View situations from different perspectives.
  • Compare and contrast source material so that analysis can be made and theories can be proved or disproved.
  • Draw inferences, suppositions, and conclusions from source materials.
  • Perform a medley of solutions to a possible problem and present those solutions in a logical, coherent manner.
  • Differentiate between fact and fiction, concrete and abstract, theory and practice.
  • Make estimates and approximations and judge the reasonableness of the result.
  • Apply quantitative and/or qualitative techniques, tools, formulas and theories in the solution of real-life problems and recognize when to apply those techniques, tools, formulas, and theories.
  • Interpret data presented in tabular and graphical form and utilize that data to draw conclusions.
  • Use quantitative relationships to describe results obtained by observation and experimentation.
  • Interpret in non-quantitative language relationships presented in quantitative form.
  • Apply the scientific method including methods of validating the results of scientific inquiry.

Crtcl Thnkng Intnsv Crss.doc                                                           December, 2001

Contract Administration Tip – Workload

Workload Computation Forms – At the end of the drop/add period, workload computation forms are developed and faculty instructional and non-instructional workloads are determined.

The President or the president’s designee shall at the end of  the “add/drop” period of each semester compute the actual instructional workload for each full-time faculty member according to the workload formulas. The President or the President’s designee will on basis of the faculty member’s instructional and reassigned workload:

  1. Reduce the non-instructional workload in writing proportionately for any faculty member whose instructional and reassigned hours per week exceeds thirty-one (31) instructional and reassigned hours for faculty teaching only didactic courses or thirty-four (34) or more instructional and reassigned hours for faculty teaching other than only didactic courses; OR
  2. Determine in writing after discussing alternativeswith the affected faculty members whose load is below the twenty-nine (29) instructional and reassigned hour minimum (see alternatives – p. 4 of attachment).

Since preparation time and contact time have changed to give faculty more instructional hours under the 2015-2018, faculty should request their Workload Computation Form and review the pdf document attached for compliance. The Workload Computation Form is due at the end of the drop/add period each semester.

The 2015-2108 Workload Computation Form is also attached.


2013-2015 Contract Clarifications_Corrections

2015-2018-1 Workload Computation Form copy (1)