At Saturday’s luncheon to celebrate my niece’s Confirmation, my brother-in-law discussed a recent business trip to check out a building in Florida that had been designed by his firm. “Boy, do they do shoddy construction work in Florida,” he said.
“How can you tell that the construction is bad”, I asked. “Don’t you have to look behind the sheet rock to really know if the building is badly built?”
“Nah, I can just walk through the building and see all the problems.”
My brother in law has been an architect at one of the top companies in the world for nearly 35 years. Something like a misaligned electrical socket, which would totally slip by me, speaks volumes to him.
I was a student, a researcher, and a professor in higher ed for 25 years. My husband, my father, and nearly all of my friends are or were in the business for years. I, too, can spot shoddy work a mile away; instead of misaligned electrical sockets, I see adjuncts.
In my last post, commenter “scantee” speculates that UMC parents help out their college-aged children because of economic panic. That is very much true. There are a host of other reasons, too, including better technology. I wrote an article about parent involvement in college for The Atlantic a couple of years ago. Another reason that I didn’t write about in that article and didn’t realize until I sent my kid away to college is that college ain’t what it used to be.
I send my kid to one of those massive, 30,000 undergraduate public colleges. The college is ranked very highly, and it’s nearly 1/3 of the price of the similarly ranked private schools. All good things. But the way that the school keeps that price low is by skimping on workers.
My kid is finishing off his second year of college. He’s had almost no classes yet where he’s had a tenured or tenured track professor who is able to remember the students’ names. Most of his classes have been in large lecture halls with hundreds of students with a big name in the front of the room. The discussion sections are led by rotating grad students and adjuncts who are intellectually and financially insecure. A few of his classes have been small classes led by adjuncts. One was so bad that she was fired in the middle of the semester. Two of his classes have been hybrids, meaning that they mostly happen online.
Most of the classes have been very academically rigorous. I have no complaints with the material that he’s been covered in his classes. Expectations for the students are very high. The problem is mostly the lack of connections between teachers and students. No chit-chat in the hallway about books or the weather. No role models. I hear that those connections happen in one’s senior year when the students take seminars, but that’s a long way away.
Administration is even worse. The first semester, he went to academic advisement to help him register for classes. They put him in the wrong Physics class, so that first week, he had to scramble to add/drop a class and return books.
They’ve set up such a complicated system for gen ed requirements that going to advisement is almost mandatory. So, the next time he needed help with knowing which classes would satisfy the gen ed requirements, I drove down to the school to see what was what. I let him lead the meeting, but I wanted to be there to make sure he asked the right questions and to make sure that mistakes didn’t happen again.
Ugh. The woman was adept at telling my kid which class satisfied which requirements, but she couldn’t go beyond that. Jonah said he was interested in combining his interests in science and politics. What did she suggest? She couldn’t tell him the difference between the majors of public policy, political science, and environmental policy. She told him to talk with three separate advisors in those three different departments in three separate schools within the college.
Setting up times to talk with those advisors was also a hassle, because they were each located on different campuses there. (There are five campuses at his school, which can only be reached with a twenty minute bus ride.) And then each needed an appointment. It could take two weeks for Jonah to get the answer to his very simple question about majors, so I called a buddy in the policy department at his school, and she told me what was what.
I’ve decided that his school has shoddy construction, but we like the price. So, I step in when needed to handle the problems with instruction and advisement. And it’s not only my kid who has had problems. I occasionally am put on the cellphone to answer pol sci questions from his friends and housemates. Only about half of boys at his school graduate in four years. It takes a long time to navigate that system.
Well, this blog post is long enough and I want to get to the gym. More tomorrow.
