One of these things is not like the other

It's time for my annual (semi-annual? monthly?) rant about treating R1 institutions as though they were typical of all academic campuses.  Some of AcademHack's commenters called it already, but let's expand on that discussion a bit, taking comprehensives as an example...

1) Yes, we do have at least one thing in common: we exploit badly-paid adjunct labor. 
2) We do not have doctoral candidates.  While may have MA candidates, we may or may not allow them to teach; comprehensive colleges like mine usually have graduate programs intended for the professions (business administration, for example) or for teacher credentialing.  Debates about the function of Ph.D. programs and their economic purpose do not translate to our MA programs especially well.
3) While the amount of "service" teaching will obviously vary from program to program, it is nevertheless the case that t-t faculty at comprehensives (and SLACs, for that matter) will shoulder a heavier burden of lower-division courses and spend less time teaching advanced courses in their own fields.  In English departments, this often includes one or more sections of freshman composition, no matter the professor's rank and seniority.  (Right now, I'm teaching two sections of our mandatory "Introduction to Literary Analysis" course and one Victorian course; in the fall, I'm down for two lower-division courses--composition & the second half of the Brit Lit survey--and one as-yet undetermined Victorian course.  This 3-3, incidentally, is a nice teaching load for a comprehensive; 4-4 is frequent and 5-5 hardly unheard of.)
4) My own campus gives non-tenured faculty slightly more travel money.  I'm told that at least one of the SUNY "Big Four" eliminates travel funding after tenure! Anecdotal evidence, at least, suggests that this isn't a particularly uncommon practice.
5) By the same token, my campus dissuades non-tenured faculty from doing much in the way of service work, then ramps up service requirements after tenure.  This also doesn't seem to be atypical.
6) Research may be great (and may generate merit pay) but it doesn't get you release time or much else in the way of favors.  (See also: no doctoral candidates, above.) 
7) In general, while seniority certainly yields some goodies (like being rotated out of the non-major courses, for example), there are usually far fewer goodies than at an R1. 

Those who teach at SLACs or community colleges will have their own list of differences.  The point being: generalizations drawn from R1 campuses produce generalizations about R1 campuses.  And R1 campuses are the minority.