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| How often and how much do you read The Advocate? |
| 74 |
43% |
I read most articles in every issue |
| 41 |
24% |
I read a few articles in every issue |
| 19 |
11% |
I read some articles in most issues |
| 35 |
20% |
I occasionally read a few articles in some issues |
| 4 |
2% |
I never read The Advocate |
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| In what format do you read The Advocate? |
| 65 |
38% |
I just read print copies. |
| 26 |
15% |
I just read the pdf versions online. |
| 9 |
5% |
I just read individual articles on the website. |
| 71 |
42% |
Sometimes I read print copies, sometimes I read online versions. |
|
| If the print version of The Advocate was discontinued and only online versions were available: |
| 113 |
67% |
I would still read it the same amount. |
| 49 |
29% |
I would be less likely to read it. |
| 7 |
4% |
I would stop reading it. |
|
| If you read The Advocate online, which version do you prefer? |
| 66 |
47% |
pdf version (the one that looks like the print version online) |
| 32 |
23% |
individual online articles linked from The Advocate email message |
| 3 |
2% |
individual online articles linked from the AFT website |
| 40 |
28% |
No preference–I read the pdf version & online articles at different times. |
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| What do you think we could do to improve The Advocate? |
| 35 |
20% |
|
- The Advocate is well written and informative.
- I would like to see more faculty contribute articles to the The Advocate. Additionally, I’d like to see a few state-wide or even nation-wide issues covered as they relate to more local issues.
- Hear from more faculty who are not union activists to enlarge the faculty voice and sense of engagement.
- more faculty info about what is working well for us.
- The advocate is fantastic. Please keep sending it in print. If you make cheaper photocopies, that’s fine too. I end up printing it out anyway so that I can read it over lunch, etc.
- Find some scholarly research articles on how to evaluate teaching. Update us on what the PEFT task force is doing. what approach are they taking?
- I love it, and I’m grateful for your hard work!
- Make it only an online communication (save $!). Include various perspectives
- In the pdf it is some times hard to navigate from one part of an article to the rest on line.
- Can’t think of anything. It’s pretty good now.
- You are doing a good job. No need to change.
- More on retirement issues.
- Include a link to the minutes from union meetings. I have a hard time finding them.
- I think that its great the way it is. Thanks for the hard work
- I only read the printed version
- I Like the format, the topics, and the clarity.
Maybe add a question/answer box..FAQ’s?????
- Make the connection between the union and other AFT members, relations with SEIU & the building trades on campus, interview an instructor, tell us where to go to work a phone bank, make the union relevant BEFORE an election, take a stand on propositions, include quick overview of AFT’s monthly meetings–inform employees of who the candidates are that are up for AFT positions!!!
My co-workers state that the Advocate is dry and uninteresting to read.
Thanks for keeping us informed, nevertheless!!!
tell us in the email WHY this survey is important. In the Advocate tell us that there will be a survey.
- I read only what is in the work room
- stop campaigning for props
- Excellent and informative! Thank you!
- If you do go to an on-line only version, perhaps an active dialog/rebuttal-type page might be interesting.
- More coverage of the data relevant to PTF: Number of faculty working, each semester. percent of classes taught (corrected for release time that FTF use), and number of PT faculty participating in the health coverage subsidy, subsidized housing, DB retirement and cash balance retirement. More notification of orientation sessions for new faculty. More information about sick leave accrual, usage rules and regulations (hrs vs days), and transfer to other colleges, for PTF. More information about the history of union negotiated raises for various groups. (30 year). When was parity closer? More complete information in charts –not just three steps or four steps. Clarification that PTF only have X steps! More information for how calculations were made, when complicated metrics are boiled down to “4th in bay area, etc. (note: one college could be 1 cent different and so these 3/4th/5th in bay area are not as useful as complete info about parity WITHIN the district between PT and FT faculty). More discussion of legislative initiatives relative to PTF. More information on trends within discplines for PTF –what disciplines are most/least represented. Data on FTF usage of overloads. Number of PTF this practice displaces, or could displace if there was a perfect lineup of quals and availability. Number of PTF who work at multiple districts. In short, more data, less analysis of things about which most people are fully aware. More information about for instance, how to transfer sick leave to another college, how to convert to DB from cash balance, how to file for unemployment, what parity is, etc. How to apply for subsidized housing, what is the financial arrangement between the “foundation” that “built” the housing units and the colleges. More information and analysis of the district’s CAFR . More information about board of Trustee meetings and what happens at them. More information about the lawsuit against Lehman brothers. The Advocate contains insufficient sustained analysis of issues important to PTF.
- It is very informative as is.
- Timely information to keeep us well informed.
- I think you are doing a great job! I store back issues for reference.
- Make the Advocate smartphone friendly. I would read it if I could open it on my smartphone. Also, you should have a twitter account like a lot of news publications do–see Washington post, New York Times, etc.
- I am so busy, I am unsure which one of the union things I get at home is the advocate. no offense, just busy…
- With so much important information to read, highlight the important points then on the paragraphs to follow tell of details.
- Separate articles for part-timers and retired employees for easy locating and reading from the articles pertaining to all members.
- Explain how they calculate FTES.
- I prefer the print copies. However, since I am not on campus for most of the year, I should start reading the on-line version. Clear emails notifying me that it contains the Advocate would help. Thanks!
- More information and data about the PTF presence on campuses. More focus on PTF issues.
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| Please identify whether you are a full-time or part-time faculty member: |
| 89 |
52% |
I am a full-time faculty member |
| 83 |
48% |
I am a part-time faculty member |
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| Please identify where you teach: |
| 72 |
38% |
I teach at CSM |
| 41 |
22% |
I teach at Cañada |
| 65 |
34% |
I teach at Skyline |
| 12 |
6% |
I also teach at one or more other colleges |
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If you teach at one or more other colleges, please name which one(s)
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| 17 |
10% |
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- SFSU
- College of Marin
- Merced College
- Foothill, West Valley College
- Ohlone College
- Merritt College
- Holy Names University, Graduate Sophia Center – Oakland Ca
- Columbia college, coast Guard Island, Alameda
- Modesto Junior College, Diablo Valley College, & Delta Coll (Stockton)
- De Anza, CCSF (both better paid by about 22-32% and better benefitted by a mile)
- SJSU
- Foothill, laney
- Ohlone
- College of Marin
- Foothill
- Chabot College
- CCSF, FHDA
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