I'm trying to think through how the Berube and Ruth's proposal might work here in flyover country, where most of our contingent faculty are good teachers with non-terminal degrees. (That is, they have MAs in, say, history of underwater basketweaving, rather than PhDs in that, or MFAs in underwater basketweaving.)
How would they fit?
Currently, tenure track underwater basketweaving faculty teach 4/4, with about half of each person's load being either largish underwater basketweaving appreciation type courses or introduction to underwater basketweaving courses. Then they teach a first/second year course in their area of underwater basketweaving (often for majors and GE), and a third/fourth year course mostly for majors. (The department does a ton of GE service, as you'd guess.)
But contingent folks teach 5/5, with a steady diet of introduction to underwater basketweaving, and only the occasional intro of first/second year course, depending on their "specialization" and the curricular needs.
Would the teaching intensive folks retain the 5/5 load and add service and advising requirements?
Would they retain the focus on intro courses?
Let's put it another way: typically, English departments are responsible for composition courses. Is Berube willing to teach two comps a semester once a year so that the new teaching intensive tenure track folks in his department get to teach in their field some, since someone will have to teach those composition courses? (I'm not trying to be pissy about the comp thing, but I'd be looking at two comps a semester probably once every year or two if we switched things up to be more equitable, and I think I'd be in serious mental health jeopardy if I did that. About half my teaching load is comp, and I work really hard to teach it well, but it's very hard to teach, and teaching it means that I have to spread my intellectual energy from upper level early modern to lower level intro lits, to something very different.)