Abstract
When choosing between curriculum that is more rigorous and set, versus one that takes into account multiple factors, the choice needs to come with a clear reason. Going with the more dynamic curriculum, this allows for better preparedness for students in today’s world. The need after deciding is how to communicate the changes effectively, and to share with all interested parties in a timely and appropriate manner.
Introduction
In this community college, there are two arguments in regards to how curriculum should be changed. One argument from community members is that there should be a set curriculum after the academics are modified to be more rigorous. The other argument requests for the curriculum to be assessed for environmental influences, faculty strengths, professional involvement, and student needs.
My Position
My position in this argument as an administrator is that academics should reflect not only the student’s needs, but as the environment changes, so too should the curriculum. A set curriculum that does not lend itself to adjusting to the changing world around it is putting itself in a position of certainly becoming obsolete. If the curriculum cannot reflect what it is meant to teach to a student to the world around it, then it is an unhelpful burden to students rather than a useful tool of furthering education.
Defending the argument
The reason to support this dynamic curriculum is that it better helps accomplish the goal of educating students to further their personal and career goals. By creating curriculum that addresses current situations, it makes the learning aspect more efficient, since time is not wasted on outdated content that is not relevant to the student’s needs. As stated by Drezek McConnell, “If you cannot stretch to be what your faculty, institutions and students need you to be, then assessment is not for you.” (2018).
To touch on a rigorous, set curriculum that the other side of the argument is calling for, it may hurt students more than help them. I do agree that meticulous curriculum helps in standardizing the knowledge gained from a subject, but it may cost more relevant, creative curriculum to never be experienced. If, for example, a set curriculum in computer science fails to address a new, popular coding language, or the newest policies are not addressed in a healthcare administration class, the student experience is diminished when they could be preparing for the near future as it happens, instead of a set theory that may educate but loses relevancy soon after graduation. “If you see black and white when the world of the mind radiates color and nuance, assessment is not for you” (Drezek McConnell, 2018).
Communication Style and Timing
When administering between the conflicting groups, even if you agree more with one, it is important for the sake of the faculty and staff to make sure all sides are heard. As a decision maker, it is imperative that you take into account multiple sides of the argument and allow for interested parties to speak their mind. As stated by Perlmutter, even if you are already well-versed in the arguments being presented, “letting people have their full say will often expose nuances that you need to know before you respond” (2018).
Taking the time to hear both sides may be time-consuming and inefficient, but it should allow for less grief and push back once decisions are made, and set the expectations for future decision making situations. Just because you win an argument today without support of one side, doesn’t mean the next one won’t need support from those same constituents. This shows how, “communication skills are no less vital for academic leaders, given how much time we spend building consensus and gaining genuine support” (Perlmutter, 2018).
When it comes to timing, speed can be an asset or the enemy. Timely answers show you are decisive and do not stutter or waffle during the decision-making process, yet, ”it is crucial to spend time thinking about what you want to say to any individual or group and about the best way to say it” (Perlmutter, 2018). As a dramatic but relevant example, Dartmouth University has taken a blow in its reputation as it failed to quickly act against a complaint of sexual harassment against a faculty member. The said professor went on and “sexually assaulted one of the complainants 20 days later, after he allegedly forced the graduate student into a night of drinking with him” (Flaherty, 2018). This delay in communication and decision making is a drastic but real example of how timing is important.
Who to Address
When making the decision on how the curriculum is going to be designed, it is important to honestly and promptly communicate with the interested parties, no matter the difficulty. An easy way out is to set the decision, have the memo sent out, and let others explain the reasoning, or worse yet, don’t bother to explain at all. This method, though simpler and within the rights of certain administrators, will hurt the relationship with, and between, faculty, staff, and other administrators. Even if inconvenient, a little communication can go a long way, and not much may be asked for in the first place. As asserted by Woodhouse, “Often faculty members decry a lack of transparency or consultation. Sometimes their concerns are as simple as the vocabulary administrators use” (2015).
When making a decision that affects many throughout an institution, having some discourse throughout the process, even if challenging, can still maintain an air of respect and caring for the other parties involved. At the University of Michigan there was a policy that was of concern between faculty and administrators that was expected to be, “confrontational, and rather than explaining what the benefits were and confronting the concerns and questions, an individual thought it would be a better strategy just to cut that process out because it was going to be difficult” (Woodhouse, 2015). This led to a policy that was not supported by faculty, and made an unpleasant situation much worse than it would have been otherwise.
By including faculty, students, and other admins, all interested parties will be aware of the changes being implemented. This allows for healthy, if not spirited, feedback, that can be useful to successfully accomplishing the changes being made. Students and staff should be made aware of policy changes as, “one of the key differences that contributes to how well a college moves forward is the quality of its communication, with both internal and external audiences” (Boyer, 2016).
Communication should be as proactive as possible. It may be a more time-consuming, inefficient way to proceed, but it does foster a better environment for all involved. Stated in another way by Boyer, “when examining institutions that consistently rank high on the Great Colleges to Work For survey, it’s clear that the quality of their communication helps create an environment in which faculty and staff members want to work” (2016). Being an administrator in college may be about deciding between binary arguments, balancing egos and efficiency with faculty and staff, and communicating well with different departments and constituents, but done correctly, it creates a “culture in which faculty and staff members and students share a commitment to transparency, dialogue, and ultimately, respect” (Boyer 2016).
References
Boyer, Richard K. (2016, July 18). The Chronicle of Higher Education. Achieving a Culture of Communication on Campus. Retrieved from https://www.chronicle.com/article/Achieving-a-Culture-of/237120.
Drezek McConnell, Kate. (2018, March 1). Inside Higher Ed. What Assessment Is Really About. Retrieved from https://www.insidehighered.com/views/2018/03/01/assessment-isnt-about-bureaucracy-about-teaching-and-learning-opinion.
Flaherty, Colleen. (2018, November 16). Inside Higher Ed. Bombshell Lawsuit Against Dartmouth. Retrieved from https://www.insidehighered.com/news/2018/11/16/federal-complaint-against-dartmouth-says-college-repeatedly-ignored-reports-three.
Perlmutter, David D. (2018, June 17). The Chronicle of Higher Education. Administration 101: What Do You Have to Do to Become a ‘Great Communicator’?. Retrieved from https://www.chronicle.com/article/Administration-101-What-Do/243654
Woodhouse, Kellie. (2015, April 28). Inside Higher Ed. Money Talk. Retrieved from https://www.insidehighered.com/news/2015/04/28/communication-issue-college-administrators-and-faculty-during-era-financial-change.
