Eastern Illinois University

Ryerson, Rachael

Eastern Illinois University 
The Keep 
Spring 2025 2025 
Spring 1-15-2025 
ENG 5011-001 Studies in Composition and Rhetoric 
Rachael Ryerson 
Eastern Illinois University 
Follow this and additional works at: https://thekeep.eiu.edu/english_syllabi_spring2025 
Recommended Citation 
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https://thekeep.eiu.edu/english_syllabi_spring2025/126 
This Article is brought to you for free and open access by the 2025 at The Keep. It has been accepted for inclusion 
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ENG 5011 || SP 2025  
ENG 5011: Mapping the Field of Multilingual Writing 
 
 
 
  
 
 
 
 
 
Course Description 
 
In ENG 5011: Mapping the Field of Multilingual Writing you will be introduced to the major 
conversations within the field of multilingual and second language writing. Multilingual writing studies 
has grown a great deal in the last twenty years, and our course will consider a small slice in exploring 
how we can design writing courses, centers, and programs that are accessible for multilingual writers. 
Some questions we might consider are who are multilingual writers? What are their needs and what 
resources might they bring to the writing classroom? How might our writing pedagogy attend to the 
needs of multilingual writers? What do inclusive writing programs and writing centers look like? How 
can we support all of our students in developing a perspective that is more globally oriented? We will 
begin by examining the history of writing and what it means to write in a second language, as well as 
explore the field of multilingual and second language writing, and its ties to mainstream composition 
and applied linguistics. We will trace key discussions in the field, mapping the connections (and 
tensions) between research on second language writing and the goals of writing programs and 
classrooms. The crux of the course will focus on designing our writing classrooms and assignments with 
multilingual writers in mind. Coursework will include discussion board posts, weekly annotations, a 
lesson plan/writing assignment project, and a synthesis assignment.  
 
Course Objectives 
 Understand the major conversations in the field of multilingual and second language 
writing 
 Understand who multilingual writers are and their specific strengths and needs 
 Use scholarship on multilingual writing to design multilingual writing lesson plans and 
assignments 
 Synthesize scholarship on multilingual and second language writing 
 Learn how writing programs and centers can best support multilingual writers/writing 
Required Materials 
 Ferris, Dana R., and John S. Hedgcock. Teaching L2 Composition: Purpose, Process, and 
Practice, 4th edition, Routledge, 2023.  
 Reliable access to the internet and D2L. Reliable access to a working computer with 
Microsoft Word, which you can get for free through Office 365. 
Professor: Dr. Rachael Ryerson 
Email: raryerson@eiu.edu 
Office: Coleman Hall 3040 
 
Office Hours: 
 Tuesdays & Thursdays, 2 pm-3:15 pm 
 Wednesdays, 11:30 am-1 pm (virtual only)  
Virtual Office Hours Zoom Link: 
https://eiu.zoom.us/j/4764509986 
 
  Meeting ID: 476 450 9986 
ENG 5011 || SP 2025  
Course Work 
 
Course Projects 
P#1: Lesson Plan & Assignment Design P#2: Course Synthesis Project 
Additional Coursework 
Discussion Board Posts: You will post at least once a week on the discussion board and posts are due Sundays 
by midnight. Discussion board posts will be in response to the readings assigned for a given week, and they will 
ask you to respond to reflective questions, apply what you have read, and pose a discussion question/reflective 
comment of your own. You will also be expected to post 2 peer responses per week, and these are due on 
Tuesdays by class time. Discussion board prompts will be included within the weekly module in which they are 
assigned. See the Discussion Board Assignment Sheet on D2L for more details. 
Weekly Annotations: Many weeks throughout the semester, you will write annotations for the assigned weekly 
readings. These will be due on Tuesdays by class time. Annotations should include the following: 
 Summary of the text (5-6 sentences) 
 Analysis of the text (what does this text teach you/us about multilingual writers/writing) (2-3 sentences) 
 Connection(s) to other readings (2-3 sentences) 
For more details about the annotations, see the Weekly Annotations assignment sheet. 
Additional Reading Assignment: One week this semester, you will be responsible for reading an additional 
text related to that week’s readings. At the end of each chapter in our textbook is an extensive bibliography 
where you will find and determine the additional reading you will complete. You will write a 2-page 
summary/response on that text—more details are provided in the assignment sheet. You have been assigned a 
specific week in which to complete your additional reading assignment, so check the syllabus schedule below to 
determine when you need to complete the assignment. 
 
Grading System 
Assignments are graded on a point system. Your final grade will be based 1205 points, broken 
down as follows: 
 
Major Coursework Additional Coursework 
Project #1: Lesson Plan & Assignment Design 
200 pts 
Discussion Board Posts (x13): 
325 pts (25 pts X 13) 
P#2: Synthesis Project 
300 pts 
Peer Responses (13 x 2 = 26): 
130 pts (5 pts x 26) 
Additional Reading Assignment 
50 pts 
Weekly Annotations (x13): 
200 pts (pts vary) 
Totals 
Major Coursework Additional Coursework Total Course Points 
550 pts 655 pts 1205 pts 
 
ENG 5011 || SP 2025  
Late Work & Missing Work Pass 
All work or drafts must be turned in electronically on the date due as specified on the course 
schedule. Any work submitted late will not be accepted and will receive a zero.  
 
Because circumstances sometimes prohibit the timely completion of work, each student is allowed 
one (1) pass per semester for missing work without consequences to your grade. For example, 
if you cannot complete a discussion board post one week, then you can use your pass and still earn 
credit for the post. You will, however, miss points for the peer responses if you don’t do them for that 
week, as I consider the discussion board post and peer responses two different assignments. If/when 
you use your pass, please contact me via email to let me know as much so I can keep track of it in my 
gradebook. This pass does not apply to the major course projects.  
 
If you are having trouble with an assignment or struggling to meet a deadline, do not hesitate to 
contact me or chat with me during my office hours. I would be more than happy to work with you. 
 
General Course Policies 
▪ Email/LMS: You have the responsibility check your school email and your D2L account regularly 
for important course communication. 
▪ Communication: It is your responsibility to communicate with me when you have questions 
or concerns. Communication with me should be timely and respectful. I am available in-
person and digitally—use communication with me as a resource. 
▪ Public writing: Submit work that you are comfortable with peers reading. 
▪ Tracking: Track your missed work and major/minor obligations. It is your responsibility to 
understand the grading system and to keep up with the course schedule. Ask early and often 
if something is unclear. 
▪ Self-advocacy: You have the responsibility to identify barriers prohibiting your full classroom 
participation and engage productively with me and the other members of the classroom to 
remedy the issue. 
 
Expectations & Classroom Conduct 
Participate in the class with an open mind and understanding that each person brings unique 
experiences, cultures, values, etc. to class. Remain respectful to one another, for each individual and 
every idea. We will often have the opportunity to share our opinions and beliefs, but no racist, sexist, 
homophobic, ableist or any other negative communication harmful to an individual or group will be 
tolerated. Whether something is offensive or not will be determined by the people whom it might 
offend or their advocates. Furthermore, I expect none of you to remain bystanders in the classroom; 
if something offensive is said, address it. Classroom incivility will not be tolerated on any level. 
 
Accommodations & Inclusive Learning 
 
EIU Statement: If you are a student with a documented disability in need of accommodations to fully 
participate in this class, please contact the Office of Accessibility and Accommodations. All 
accommodations must be approved through their office. Please stop by McAfee Gym, Room 1336, or call 
217-581-6583 to make an appointment.  
Your success in this class is important to me. We will all need accommodations because we all learn 
ENG 5011 || SP 2025  
differently. If there are aspects of this course that prevent you from learning or exclude you, please let 
me know as soon as possible. Together we’ll develop strategies to meet both your needs and the 
requirements of the course. I encourage you to visit the Office of Accessibility and Accommodations to 
determine how you could improve your learning as well. If you need official accommodations, you have 
a right to have these met.  
 
However, even if you don’t have “proper’ documentation but need an accommodation, please feel free 
to reach out to me; I know that for a variety of reasons some people avoid documenting their 
disability/disabilities with Student Disability Services, so I extend this offer to approach me about an 
accommodation without having documentation. If you want to register your disability with the 
university and haven’t done so, please contact the Office of Accessibility and Accommodations at 217-
581-6583. 
 
Academic Integrity and Plagiarism 
EIU Statement: “Students are expected to maintain principles of academic integrity and conduct as 
defined in EIU’s Code of Conduct (http://www.eiu.edu/judicial/studentconductcode.php). 
Violations will be reported to the Office of Student Standards.” 
 
English Department Statement: “Any teacher who discovers an act of plagiarism—“The 
appropriation or imitation of the language, ideas, and/or thoughts of another author, and 
representation of them as one’s own original work” (Random House Dictionary of the English 
Language)—has the right and responsibility to impose upon the guilty student an appropriate penalty, 
up to and including immediate assignments of a grade of F for the assigned essay and a grade of F for 
the course, and to report the incident to the Office of Student Standards. Respect for the work of 
others should encompass all formats, including print, electronic, and oral sources.” 
 
AI-Generated Text: Your writing for this course should be produced/composed by you and not an 
AI-generation software. That being said, you are welcome to use AI, like ChatGPT, for research 
purposes and/or for developing your ideas. 
 
Student Resources 
 
Writing Center 
EIU’s writing center can be found at 3110 Coleman Hall. Students will be able 
to book either a face-to-face or online appointment through the Writing 
Center website (www.eiu.edu/writing). I strongly encourage you to use this 
free resource, as they can help you at any stage of the writing process. 
Academic Success 
Center 
EIU Statement: “Students who are having difficulty achieving their 
academic goals are encouraged to contact the Academic Success Center 
(www.eiu.edu/~success) for assistance with time management, test taking, 
note taking, avoiding procrastination, setting goals, and other skills to 
support academic achievement. The Academic Success Center provides 
individualized consultations. To make an appointment, call 217-581-6696, or 
go to McAfee Gym, Room 2230.” 
ENG 5011 || SP 2025  
Health and Counseling 
Services 
Office of Accessibility & 
Accommodations 
EIU Campus Tech 
Support 
Authoring Software 
Medical Clinic-EIU 
Human Services 
Building 
600 Lincoln Avenue 
Charleston, IL 61920 
217-581-3013 
health@eiu.edu 
 
For mental health 
emergencies, contact the 
Counseling Clinic at 
217-581-3413 
 
 
McAfee Gym 
Room 1336 
217-581-6583 
studentdisability@eiu.edu 
 
 
Student Services Building 
Room 3040 
Phone: (217) 581-4357 
Email: support@eiu.edu 
Support Hours 
M-F: 7:00am - 4:30pm 
 
 
Microsoft Office Office 
365 ProPlus is 
available at no charge 
to EIU students, and if 
you do not already 
have this software on 
the tech you will be 
using for class, you can 
find it here. 
 
Sexual Violence & Misconduct 
Eastern Illinois University prohibits sexual misconduct, relationship violence, and stalking in any of its 
employment situations or educational programs and activities. As indicated here, 
https://www.eiu.edu/mandatedinformation/assault.php, sexual assault, abuse or other sexual 
misconduct including domestic violence, dating violence, and stalking is prohibited and will not be 
tolerated. The University continually endeavors to prevent sexual assault by providing training and 
educational materials to all students and employees, and by thoroughly investigating complaints of 
assault. Sexual assault is a crime and complaints will receive serious and immediate action. Once a 
complaint is received, the first step taken by University personnel will be to ensure that the 
complainant is safe and protected from harm. The University understands that a complainant may 
need a support person to accompany them on campus and students and employees will be provided 
with contact information with various on-campus and off-campus resources. Should you need to file a 
complaint, you have multiple options, and I have included a few below: 
 
The University Police 
Department (UPD) 
Location: 7th and Grant (directly east of the University Union) 
Phone: 581-3212 (911 if an emergency) 
Hours: Department is open daily until 4:30 p.m.; officers on duty 24 
hours. 
The Office of Civil Rights 
and Diversity - Title IX 
Coordinator 
Location: 1011 Old Main 
Phone: 581-5020 
Hours: Office is open M-F from 8 a.m. to 4:30 p.m., and by appt. 
The Office of Student 
Standards 
Location: University Union – Lower Level 
Phone: 581-3827 
Hours: Office is open M-F from 8 a.m. to 4:30 p.m. 
The Charleston Police 
Department (CPD) 
Location: 614 6th Street, Charleston 
Phone: 348-5221 (911 if an emergency) 
Hours: Department is open daily until 4:30 p.m.; officers are on duty 24 
hours. 
 
ENG 5011 || SP 2025  
Course Schedule 
 
Acronyms: Teaching L2 Composition (L2 Comp); Discussion Board Post (DB); Peer  Responses to Discussion Board 
Posts (PR); Weekly Annotations (WA); Additional Reading Assignment Due (AR); Desire 2 Learn (D2L)  
 
Class Topics/Readings Items Due 
Week 1: 01.13-01.19 
  Topics: Concepts in Writing and Learning to Write in a Second Language 
 
Sun., 01.19, by midnight: 
➢ Discussion Board  
(DB) #1 
Readings: 
➢ L2 Comp: Chapter 1 
➢ D2L: 
o Course Syllabus & Schedule 
o Assignment Sheet || Discussion Board Posts 
o Assignment Sheet || Weekly Annotations 
o Assignment Sheet || Additional Reading Assignment 
Week 2: 01.20-01.26 
Topics: Understanding L2 Students and Instructional Contexts; Project #1 
Overview  Tue., 01.21, by class time: 
➢ Weekly Annotations 
(WA) #1 
➢ Peer Response (PR) #1 
 
Sun., 01.26, by midnight: 
➢ DB #2 
Readings: 
➢ L2 Comp: Chapter 2 
➢ D2L: 
o Assignment Sheet || Project #1 
Week 3: 01.27-02.02 
  Topics: Pedagogical Approaches in L1 and L2 Composition: History  
 Tue., 01.28, by class time: 
➢ WA #2 
➢ PR #2 
 
Sun., 02.02, by midnight: 
➢ DB #3 
Readings: 
➢ L2 Comp: Chapter 3, pp. 73-87 
➢ D2L: 
o “The Myth of Linguistic Homogeneity in US College Composition” (Matsuda)  
Week 4: 02.03-02.09 
Topics: Pedagogical Approaches in L1 and L2 Composition: Recent Trends 
 
Tue., 02.04, by class time: 
➢ WA #3 
➢ PR #3 
➢ Additional Reading 
(AR): Kristen P. 
 
Sun., 02.09, by midnight: 
➢ DB #4 
Readings: 
➢ L2 Comp: Chapter 3, pp. 88-104 
➢ D2L:  
o CCCC Statement on 2nd Language Writing & Writers 
ENG 5011 || SP 2025  
Week 5: 02.10-02.16 
  Topics: L2 Composition Pedagogy: Literacy & Reading 
  Tue., 02.11, by class time: 
➢ WA #4 
➢ PR #4 
➢ AR: Aminur R. 
 
Sun., 02.16, by midnight: 
➢ DB #5 
Readings: 
➢ L2 Comp: Chapter 4, pp. 134-154 
➢ D2L: 
o “L2 Reading Comprehension and Development” (Grabe) 
Week 6: 02.17-02.23 
  Topics: L2 Composition Pedagogy: Genre Analysis & Task Design   Tue., 02.18, by class time: 
➢ WA #5 
➢ PR #5 
➢ AR: Rashed M. 
 
Sun., 02.23, by midnight: 
➢ DB #6 
Readings: 
➢ L2 Comp: Chapter 4, pp. 154-184 
Week 7: 02.24-03.02 
  Topics: Course Design for the L2 Writing Course   Tue., 02.25, by class time: 
➢ WA #6 
➢ PR #6  
➢ AR: Simon A. 
 
Sun., 03.02, by midnight: 
➢ DB #7 
  Readings: 
➢ L2 Comp: Chapter 5 
Week 8: 03.03-03.09 
Topics: Classroom Assessment of L2 Writing 
Tue., 03.04, by class time: 
➢ WA #7 
➢ PR #7 
➢ AR: Erica H.  
 
Sun., 03.09, by midnight: 
➢ DB #8 
Readings: 
➢ L2 Comp: Chapter 6 
Week 9: 03.10-03.16 
Topics: Project #1 
Tue., 03.11, by class time: 
➢ WA #8 
➢ PR #8 
➢ AR: Ver A. 
 
Sun., 03.16, by midnight: 
➢ Project #1 
No Readings Due 
Week 10: 03.17-03.23 
Spring Break 
ENG 5011 || SP 2025  
Week 11: 03.24-03.30 
  Topics: Responding to Student Writing; Project #2 Overview   
 Sun., 03.30, by midnight: 
➢ DB #9 
Readings:  
➢ L2 Comp: Chapter 7 
➢ D2L:  
o “Interpersonality and Teacher-Written Feedback” (Hyland and Hyland) 
Week 12: 03.31-04.06 
Topics: L2 Writers and Writing Centers 
 Tue., 04.01, by class time: 
➢ WA #9 
➢ PR #9 
➢ AR: Daniel B. 
 
  Sun., 04.06, by midnight:  
➢ DB #10 
Readings: 
➢ D2L: 
o Selections from ESL Writers: A Guide for Writing Center Tutors (Bruce and 
Rafoth) 
Week 13: 04.07-04.13 
  Topics: Error, L2 Writing, and the L2 Writing Classroom 
 Tue., 04.08, by class time: 
➢ WA #10 
➢ PR #10 
 
 Sun., 04.13, by midnight: 
➢ DB #11 
Readings: 
➢ L2 Comp: Chapter 8 
➢ D2L: 
o “Does Error Feedback Help L2 Writers?” (Ferris and Kurzer) 
Week 14: 04.14-04.20 
Topics: Developing Language Skills in the Writing Class 
 Tue., 04.15, by class time: 
➢ WA #11 
➢ PR #11 
➢ AR: Humayra S. 
 
 Sun., 04.20, by midnight: 
➢ DB #12 
Readings: 
➢ L2 Comp: Chapter 9 
Week 15: 04.21-04.27 
  Topics: AI & L2 Writers  Tue., 04.22, by class time: 
➢ WA #12 
➢ PR #12 
 
Sun., 04.27, by midnight: 
➢ DB #13 
Readings: 
➢ D2L: 
o “Enhancing L2 Writing with Generative AI” (Wang and Dang) 
o “The Affordances and Contradictions of AI-Generated Text for Writers of 
English as a Second or Foreign Language” (Warschauer et al.) 
Week 16: 04.28-05.04 
Topics: Course Wrap-up; Course Evaluations; Project #2 
 
 Tue., 04.29, by class time: 
➢ WA #13 
➢ PR #13 No Readings Due 
Week 17: 05.05.05.09 
Finals Week 
Project #2 due Thursday, 05.08, by 5 pm 
 


English

ENG 5011-001 Studies in Composition and Rhetoric

https://thekeep.eiu.edu/authors_at_eiu_april_8_2025/1003/thumbnail.jp

Highland, Diane

Niall Nance-Carroll

https://thekeep.eiu.edu/authors_at_eiu_april_8_2025/1006/thumbnail.jp

https://thekeep.eiu.edu/authors_at_eiu_april_8_2025/1011/thumbnail.jp

Mari Kita

Apkarian, Jacob

van der Naald, Joseph

Taber, Mary

Fleming, Dana

Kelly, Susan

Cadambi-Daniel, Malini

Research Panel: 2024 Directory of Faculty Contracts and Bargaining Agents in Higher Education

O\u27Halloran, Kim C.

Pierce, Heather

Robakiewicz, Kamil

Herold, Kirsten

Sommer, Scott M.

Panel: Beyond the Table: Best Practices for Collaboration in the Implementation of Collective Bargaining Agreements

Freeman-Tolbert, Cianna

Feldblum, Miriam

Cooper, Channing

AFT HIGHER 
EDUCATION
Protecting Workers on 
Visas in Higher 
Education
Channing Cooper
Deputy Legal Director, AFT
ccooper@aft.org
Overview
• Introductions
• Who are our members on visas?
• What are the rights of members on visas?
• Trump Attacks
• Tools for defending and protecting our 
members and communities
• Q&A
• Scenarios
2
Who are our higher ed workers on 
visas?
• Grad student workers 
• Post-docs 
• Researchers 
• Faculty 
3
Types of status
• F-1- International Students- admitted for length of academic 
program. Can work w/ restrictions.
• J-1- Professors and Research Scholars- up to 5 years.
• H-1B- Professors and Research Scholars- 3 yrs w/ ext. to 6.
• Other visas- E-1, O-1, TN
• Employment Authorization Document- DACA, TPS
• Legal Permanent Resident/Green Card Holder
• Family members- on corresponding visas w/ restrictions
4
What are the labor rights of 
workers on visas?
• Workers on visas and all immigrant 
workers are covered under labor law.
– Private- NLRA
– Public- State law
• And employment laws.
5
What are the labor rights of 
workers on visas?
6
• Some particular vulnerabilities, especially with respect to striking 
and direct action:
• Targeting picket lines 
• Consequences for violating the law more severe
• Some risk involved for F-1, J-1, H-1B
Trump Attacks
• AI Driven Visa Revocation
– The administration is reportedly using AI 
technology to scan social media and other 
online activity of visa holders, particularly 
student visa  holders. 
– The initiative, called “Catch and Revoke,” 
aims to identify individuals with alleged “pro-
Hamas” sympathies or those deemed to be 
engaging in “antisemitic activity.” 
7
Trump Attacks
• Targeting Activists
– Reports of increased targeting of activists that 
don’t support the Trump Administration’s 
policies, with detentions and deportations 
proceedings. 
– Aimed at silencing dissent. 
– People whom have green cards, or work visas 
are being targeted for their political views. 
Source: https://www.axios.com/2025/03/06/state-department-ai-revoke-foreign-student-visas-
hamas
8
First Amendment Protections
• Workers in the U.S., including workers on visas, are 
entitled to protection from retaliation for certain speech 
activities under the First Amendment of the Constitution.  
• The First Amendment protects international workers from 
retaliation by the U.S. government for speaking on 
matters of “public concern.” 
• An example of this would be a worker protesting acts of 
government. Unlike speech protections under the NLRA, 
the First Amendment protects employee speech that is 
unrelated to conditions in the workplace so long as the 
speech is on a matter of public concern. 
9
Mahmoud Khalil 
10
Actions to take at Local Level
• Bargaining to protect international members
• Bargaining/advocating for policies to protect 
campus from ICE
• Assisting members when issues arise
• State legislation
• Participating in local/national actions
11
Bargaining to protect international 
workers
• Upon written request, employee will be 
released for X unpaid/paid days to attend to 
immigration/citizenship status matters.
• University will pay for certain legal fees related 
to employment-based visas.
• Not release info to ICE; not permit ICE access 
w/o  judicial subpoena.
• Other?
12
Bargaining/advocating for policies 
to protect campus from ICE
• NILC: Model Campus Safe Zones Resolution 
Language (Colleges & Universities)
13



Panel: Current Immigration Issues in Higher Education

Burkes, Stephanie

Shook, Daniel

Volpe, Phyllis

Zwicklbauer, Liesl K.

The Fundamentals for Labor Management Committees 
in Higher Education
Objectives
 Describe what a labor-management 
committee is and why it’s important
 Recall the steps to start an LMC 
 Recognize the importance of labor and 
management working together
 Identify the  steps of the LMC process
Participants will be able to:
Objectives
Workshop Agenda
1. What is a labor-management committee (LMC)?
2. Why are LMCs important?
3. Legitimate and non-legitimate LMC topics.
4. Who are the members?
5. Why it’s important for both sides to work 
together and communicate with each other.
6. Tips for communicating effectively with each 
other.
Image by RawPixel licensed under CC0
What is an LMC?
Why LMCs 
are 
Important 
LMCs:
 Facilitates opportunities for constructive 
communication between labor and 
management
 Offers opportunities for both teams to 
make decisions that impact their 
members and employees
 Helps strengthen relationships between 
labor and management
 Provides forum for discussions about 
organizational changes
 Enables opportunities to problem solve 
and find solutions to workplace issues
LMC Topics
Agenda Development Process
Agenda
Identify 
agenda items
Review, 
prioritize & 
research 
agenda items
Co-chairs exchange 
agenda & 
discuss
LMC Meeting Distribute 
agenda to 
committee 
members
Teams meet 
separately to 
discuss agenda 
items
LMC Meeting
LMC Meeting
5
1 2 3 4 5 6
LMC Meeting
Agenda development is a process.  Most work is done between meetings.  
1) Set deadline 
for accepting 
agenda items, 2) 
set date for co-
chairs to meet to 
exchange/discuss 
agenda items
Non-LMC  
Topics 
Grievances
Personal Issues
Starting an LMC
State Level Agency Level Regional Level
Facility Level
Subcommittee 
Level
Special Focus 
Committee
Types of LMCs
Best Practices
Image by RawPixel licensed under CC0
Committee Composition: 
Co-Chairs
Committee Composition:
Members
How to Work Together
Communicating Effectively with Each 
Other
Structure & Relationships
Strengthen 
Your LMC 
Structure

Completed 
application 
signed by labor 
and management 
Conduct 2, 1 ½ 
hour needs 
assessment 
meetings 
Present 2-day 
customized 
training 
Partnership’s Labor-Management 
Committee Process
Questions
Daniel Shook (518) 473-5746
daniel.shook@nyscseapartnership.org
Stephanie Burkes (518) 474-7764
stephanie.burkes@nyscseapartnership.org
learning@nyscseapartnership.org
(518) 486-7814 or (800) 253-4332
nyscseapartnership.org
Contact 
Information
New York State/United University Professions
Joint Labor-Management Committees Presentation
National Center for the Study of Collective Bargaining 
In Higher Education and the Professions
52nd Annual National Conference 
New York City
March 25, 2025
 Purpose of Committees
 Committee Background
 Committee Structure
22
23
Provide a forum for the State and UUP to discuss, consider and attempt to 
resolve matters of interest to either or both parties.
Assess the needs of UUP represented employees and State University of New 
York campuses.
Ensure that matters and issues identified by the State and UUP are effectively 
addressed by establishing programs or through other initiatives.
Recommend changes to 
existing programs and 
guidelines and consider new 
programs or initiatives.
Allocate funds to programs to 
implement approved activities. 
Monitor and track program 
activities.
Review applications and 
approve funding for projects 
and activities.
24
The following is a timeline when statewide labor-management committees were established 
between the State and UUP:
1979 – 1982 
 Continuity of Employment Committee
- First committee funded
- Provided retraining funds. 
1982-85 
 Professional Development and Quality of Working Life Committee 
- Included issues pertaining to training and professional development, the State’s 
Employee Assistance Program and the Network Day Care Center programs. 
 Safety and Health Committee 
25
1985-1988
 Affirmative Action Committee (in 2019 renamed Diversity, Equity and 
Inclusion)
1995-1999
 Technology Committee (Committee was eliminated in 2016-2022 Agreement 
and its charge was included as part of the Campus Grants Committee)
2003-2007
 Campus Grants Committee 
26
27
Comprised of 
representatives from 
the State and UUP
Statewide and Local 
Committees
Meet quarterly or 
as needed
Comprised of members from NYS Office of Employee 
Relations, UUP, and SUNY.
Oversees the programs and activities of the statewide 
committees and provides overall policy direction.
Makes decisions on allocations of funding for programs and 
initiatives.
Reviews and approves recommendations to modify existing 
programs or implement new initiatives.
May implement new programs or initiatives.
28
Reviews and develops recommendations on matters of mutual 
interest to promote diversity, inclusion, and equal opportunity in 
SUNY’s workforce. 
 Dr. Nuala McGann Drescher Leave Program
 Grants for Employees with Disabilities Program
29
Dr. Nuala McGann Drescher Leave Program
 Funding is provided to enhance employment opportunities by assisting 
employees to prepare for permanent or continuing appointment. 
 Preference is given to employees who are underrepresented based on their 
protected class status.  
 Provides opportunities to promote diversity, inclusion and equal opportunity for 
specific employees in a department, unit, or program that can demonstrate 
they are under-represented in that department, program, or unit.
Grants for Employees with Disabilities Program
 Funds are available for work-related projects or activities for employees with 
disabilities, as defined by the Americans with Disabilities Act (ADA), other than 
accommodations that the campus must provide under the ADA. 
30
Studies potential employee displacement problems due to 
programmatic changes or reductions, curtailments, relocations, 
reallocation of resources, consolidations, and technological 
changes. Assistance is provided through the following programs:
 Retraining Fellowship Program
 Enrollment Enhancement Program
 Employment Coaching and Placement Program
31
Retraining Fellowship Program
 Assists employees who are retrenched, or have been notified of 
retrenchment, or are perceived to be at high risk of retrenchment, or 
whose retraining would accommodate shifting program needs to pursue 
an organized course of study to attain other employment opportunities or 
to maintain their current employment.
Enrollment Enhancement Program
 Funds academic departments that have demonstrated declining student 
enrollment for a project or activity that will significantly enhance student 
enrollment.
 The maximum award per campus is $10,000.
32
Employment Coaching and Placement Program
Assists employees who are retrenched or who are perceived to 
be at high risk of retrenchment with resume preparation, 
testing, coaching and placement fees, and travel costs.
• A maximum of $3,500 may be awarded for a one-year period.
33
Funds are available to assist employees develop professionally, 
improve job performance, and prepare for advancement through:
 Individual Development Awards Program
Calendar Year Employee Leave Program
Professional Development Grant Program
34
Individual Development Awards Program
Funds work-related projects or activities including research, conference participation, 
preparation of material for publication, grant proposal development and artistic or creative 
endeavor. 
Administered on each campus by the Campus Professional Development 
Committee.
.- Committee members are appointed by campus management and the UUP 
chapter.
Funding is allocated to each campus on a per capita basis.
Maximum of $2,000 per employee may be awarded per award period.
Campus Professional Development Committee submits a Campus Summary Report 
with awards to the NYS/UUP JLMC staff for final review and approval.
35
Calendar Year Employee Leave Program
Provides release time and funds for salary for a replacement to assist employees 
pursue work-related projects or activities to prepare for advancement including 
research, conference participation or attendance, preparation of material for 
publication and grant proposal development.
 Full-time employees with a calendar year (12 month) professional obligation are 
eligible. 
 Salary for a replacement is provided and must be for a period of at least five days.
 Maximum of $4,000 may be awarded for salary for a replacement only once in 
each award period.
36
Professional Development Grant Program
Funds professional development projects or activities that are similar to 
those eligible for the Individual Development Awards Program.
 A professional  development project  or activity must include three or 
more employees.
 Awards may not exceed $2,500 per employee and a total of $15,000 
per application. 
 A minimum 40% campus contribution is required.
37
Dr. Herbert N. Wright Memorial Safety and Health Training Award Program
Funds employees with safety, health and environmental responsibilities to 
update and refine the skills and knowledge needed to recognize, control and 
correct potential hazards in the workplace and to ensure compliance with 
applicable laws and regulations.
 Maximum award is $3,000.
 Priority is given to employees whose primary work duties include 
campuswide safety and health and environmental responsibilities and to 
first time applicants including courses offered by OSHA Institute, NIOSH 
Educational Resource Centers, SUNY Training, and  Professional 
Associations 
38
Funds projects or activities to benefit groups of employees at a single 
campus, at multiple campuses, or statewide in any area not covered by 
the other committees.
 Priority is  given to projects or activities that:
 Are innovative, can be replicated, and are cost effective.
 Can demonstrate locally funded continuance of the program or activity 
in the future.
 Impact a significant number of employees.
 Membership is comprised of the co-chairs of the four other committees
 Maximum amount awarded per application is $15,000, with 40% 
campus contribution.
39
Certification and Licensure Exam Fee Reimbursement Program (CLEFR)
 Reimburses the cost of exams for first-time certification, licensure, or designation to 
improve job-related skills and gain knowledge/skills necessary for promotional 
opportunities within SUNY up to $1,200. 
Certification and Licensure Reimbursement Program-Renewals Program
(CLRP-Renewals)  
 Reimburses the cost of certification, licensure, or designation renewal fees; enables 
employees to continue to retain certification, licensures, or designations required for their 
position within SUNY up to $200.
40
Empire KnowledgeBank eLearning (EKB)
 Allows UUP-represented employees the opportunity to access 
thousands of eLearning courses, eBooks, and short course videos for 
opportunities to enhance their professional and career development, for 
certification preparation and continuing education in a variety of areas 
through an EKB license. 
41
 COVID-19
◦ Grievance timeline extension negotiated
◦ Tenure Clock Stop negotiated
◦ Holiday Leave and Vacation Leave Extensions negotiated
◦ Mandatory Testing negotiated
◦ 2.5 OT Compensation for direct patient care workers negotiated
◦ Collaboration on Reopening Protocols
◦ Negotiation of Telecommuting Policy
 Currently:
◦ Impact of Executive Orders
 DEI
 Grant Funding
 Immigration
◦ AI
42
43


Workshop: The Fundamentals for Labor Managment Committees in Higher Education

Stroll the Artists Alley to view great artwork, comics, games, and much more from a variety of vendors, including:   Abbilon Battle Brush Studios (see note below) Black Magic Wolf Productions Blue Crow Lavender Cosmic Games (see note below) Ink & Feather Comics Midgard Comics SaneJungle Sirius Unbound Tempered Mettle Historical Fencin

EIU Comic Fest

Artists Alley

Join Booth Library in an adventure to foil the plot of Dr. Chaos who has trapped our hero, the Blue Panther, in the library. Solve a series of diabolical puzzles in the ultimate fight of good versus evil. 50% action! 50% adventure! 100% comical

Duffin, Kirstin

Wohltman, Heather

Escape Room

Eastern Illinois University

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ENG 5011-001 Studies in Composition and Rhetoric

Niall Nance-Carroll

Niall Nance-Carroll

Mari Kita

Research Panel: 2024 Directory of Faculty Contracts and Bargaining Agents in Higher Education

Panel: Beyond the Table: Best Practices for Collaboration in the Implementation of Collective Bargaining Agreements

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Workshop: The Fundamentals for Labor Managment Committees in Higher Education

Artists Alley

Escape Room

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96,689