Efficiency is found in procedure. Not to mention, it keeps society operating smoothly.
Within the college, several faculty-driven governing bodies exist to aid in maintaining a smooth functioning campus.
But when procedure is ignored, significant concern and chaos is inevitable.
At the beginning of the semester, faculty became aware of a huge, blanketed change that would be taking place come spring 2014. The addition of a prerequisite known as “Reading Readiness.”
Initiated under former President Dr. Terry Calaway as a part of “Achieving the Dream” and “Dream Johnson County,” the developmental prerequisite attempts to assist non-degree students in their reading capabilities.
However, the course change did not go through and get approval from Educational Affairs.
And just as an onion, there are several layers to this issue.
While nearly no faculty members find fault in the merits of the prerequisite, there are many who do have a problem with the lack of proper process, as well as the overwhelmingly vague information surrounding the change.
For example, no one knows who gave the go-ahead with the initiative. With the administration turnover, there are no clear answers as to who all was involved in developing the prerequisite. And those who were involved, were so distant and unaware that it would become a reality for students this spring.
Additionally, only a select few have seen or have been part of gathering the research and data to support the initiative. Not to mention that no-one knows how much this will ultimately cost the school.
The important questions are the questions that no one on this campus has been able to answer confidently. And frankly, that most likely would not have been the case had it gone through normal channels.
Proper utilization of the college’s existing governing bodies would have prevented the frustration felt by all levels involved. It would’ve had a well-thought out plan of action, as opposed to the scrambled mess it has become. It would’ve had thorough analysis and discussion of the change.
Although the college ultimately was able to change the prerequisite to a corequisite through various meetings and collaborations, in principle, it is still incredibly frustrating that a course change that blankets the entirety of courses offered by the college, never received approval or recommendations from Educational Affairs.
Going forward, Educational Affairs as well as other campus committees should not only work to revise and improve the reading corequisite, but also define their responsibilities as a group in an effort to prevent future mishandled course changes.