I have a vision that every community college board of trustees member and administrator, from the president on down, would take a freshman composition class from a master teacher who has been at the same college for ten years or more. The board member or administrator could choose a seated or online class, but they should take it in its entirety, complete the work by the due dates, and submit their work for evaluation. Of course, the faculty member should be informed and agree to the process. There should be agreement that there will be no retaliation if the administrator does not receive an A. (That last line was a joke–I think so, anyway.)
To get the full experience, each individual should agree to be evaluated by the instructor and receive non-degree seeking credit, but auditing would at least help administrators see what the course is like and what the demands are on the English instructors as well as the students. Imagine if every board member and administrator had on their official transcripts an A or B in an English class at the college where they serve!
I have a vision.
If those in power see what truly happens in a college English composition classroom conducted by a veteran instructor, perhaps they would become partners with the English faculty, smoothing out so many of the adversarial relationships that have developed during these difficult times that have divided us so much along socio-political lines. For this to work, however, the instructors must be allowed the academic freedom to conduct the courses as they see fit within the parameters of each college’s academic freedom policy and the guidelines of national organizations such as the American Association of University Professors. In return, the instructors must treat all members of the class honestly and with the respect that all students are due.
If we, all of us, believe what we say, that we are tired of the division and that we want what is best for the students, all students, not just those who believe the way we do, then don’t we need to start understanding what it is that students and the faculty who teach them are actually doing in their classes? Relying on hearsay, no matter where it comes from, is not the best way to gain that knowledge, is it?
I have a vision.
Imagine what could happen if board members and administrators were able to express their own opinions about topics important to their own lives and their important work at the colleges through their writing assignments. I have been teaching at my college for over 26 years, if you count my adjunct years. In that time, I have rarely been given an opportunity to share my work with board members or administrators or to find out what they do, what it is important to them, how they feel about education, or how we could work together to better serve our students, school and its employees, local businesses, the community at large, as well as the colleges and universities our transfer students will go to. I want to know what the board and the administrators think, so I can support them in their important work. I admit, I haven’t always wanted this, but I have repented my past attitudes, and now I truly want to know.
I have a vision.
I see me getting a chance to talk to those in power, to put aside the things that divide us and let them know how much I care about all my students, no matter what their career goals or lack thereof, that caring, as an English instructor, means not accepting work or behavior that is non-standard or inappropriate, that there are consequences at school and in the real work world for tardiness, absences, not following directions, sub-standard performance, negligence, sloppiness, and most of all, not submitting to the authority in the classroom or at the workplace.
But I also want to show them that there are real rewards, going beyond a pat on the back and a “good job,” when students work hard to improve their writing by revising and editing their work, leaving behind the “wait to the last minute, one and done” mentality so many of them have when it comes to writing academic essays and professional reports. My students, the ones who are teachable, truly do become better writers and communicators in school and in the workplace, and they know it. They know that it is largely their effort bringing them there, and it empowers them. Isn’t that our collective goal?
I want so much to let the board members and administrators understand the passion that I have for my work, that it is not just a job for me–as a devout Christian, I consider it my calling–a sacred honor to help my students communicate better, even those, maybe especially those, who malign me or do not go through the college’s grievance policies to lodge complaints about me and other instructors. These students need me, and I want to help them. I want the administrators to know that if they will only send the students back to the faculty members, or at least talk to us before instantly believing an upset or angry student, that many problems might be resolved before any escalation can occur.
I pledge that at my college, if any board member or administrator reads this, that I will be the first volunteer. I invite you to take one of my classes and actually complete the assignments by the due dates, bravely subject your writing to be evaluated, just as my courageous students do. Then, at the end, let’s talk, as equals, just two people who want what is best for our students.
It’s good to have a vision, I think, even for old English teachers like me.