What's Happening?
A recent analysis of public payroll records by CalMatters has revealed that some part-time professors in California's community college system are earning exceptionally high salaries, with one professor making nearly $800,000 in 2024, by teaching dozens
of online classes simultaneously. These professors often repackage similar course content for hundreds of students across multiple districts and institutions, including UC Berkeley and Cal State Sacramento. For instance, Professor Thien-Huong Ninh Villarreal taught 30 sociology, ethnic studies, and business classes to approximately 1,100 students in a single semester. Another adjunct astronomy professor, Andrew Vanden Heuvel, teaches around 50 online classes and labs to as many as 1,000 students nationwide, earning over $750,000 in 2024. These practices are not against current regulations, as there are no rules preventing adjuncts from teaching in multiple districts. However, Sarah Thompson, president of the Faculty Association of California Community Colleges, expressed concern, stating that it is problematic for anyone to effectively teach 30 classes in a week.
Why It's Important?
This situation highlights a significant loophole in the oversight of California's community college system, where the independent governance of districts means no single entity tracks a professor's total workload across institutions. While online courses offer convenience, especially for working adults, the scale at which some professors are operating raises questions about the quality of education and student engagement. Critics, like Jim Mahler, president of the community college council for the California Federation of Teachers, suspect that some professors may simply be replaying pre-recorded lectures without substantial interaction. This model could undermine the educational experience, as research suggests that asynchronous classes often provide less interaction with professors, which can be detrimental to student success. The financial implications are also notable, with some adjuncts earning more than top administrators, while many other adjuncts struggle with precarious employment and low pay, often teaching at multiple districts out of necessity.
What's Next?
The revelations may prompt a closer examination of existing regulations and oversight mechanisms within California's community college system. While there are no current rules preventing professors from teaching across multiple districts, the high salaries and extensive workloads could lead to calls for new policies or stricter enforcement of engagement requirements. Chris Ferguson, an executive vice chancellor at the office overseeing California’s community colleges, indicated that the issue would be problematic if a faculty member’s workload prevents the required level of engagement, feedback, assessment, or student support, placing accountability on the college district. Faculty associations and unions, who have long advocated for better pay and conditions for adjuncts, may leverage this data to push for systemic changes that address both the exploitation of adjuncts and the potential impact on student learning outcomes. The debate will likely center on balancing the flexibility of online education with ensuring robust academic standards and student support.
Beyond the Headlines
The phenomenon of 'super-adjuncts' earning high six-figure salaries by teaching numerous online courses exposes deeper systemic issues within higher education, particularly the reliance on part-time faculty. This model, while cost-effective for institutions, creates a two-tiered system where some adjuncts are highly compensated through volume, while many others remain underpaid and lack benefits. The ethical implications of such high-volume teaching are also significant; while professors like Vanden Heuvel believe they provide excellent education, the reliance on automated grading and minimal direct interaction challenges traditional notions of pedagogical quality. This situation also underscores the evolving landscape of online education, where the promise of scalability meets the practical challenges of maintaining educational rigor and meaningful student-faculty relationships. The lack of centralized tracking across districts highlights a governance gap that could have long-term consequences for the reputation and effectiveness of public higher education in California.
