Over the past few months,
I’ve been trying to take my dream life seriously, pausing each morning to
recall as best I can the details of the almost always vibrant and colorful
dreams I encounter each night. Carl Jung observed:
“Man's task is to become conscious of
the contents that press upward from the unconscious….[but] there is no coming
to consciousness without pain.”
Indeed.
Some days I simply lie in
bed upon awakening, pondering my dream; other mornings I’ll pick up the iPad
ever by my bed and go to one or more dream symbols sites for interpretations.
About half the time, I tap in a sketch of the dream on my iPad, send it to
myself as an email, then get up, make my first pot of coffee, take my early
morning walk in my garden and then finally come to my computer to begin working
on it.
The entries I create from
these dreams go into a collection I call my Dream University Doctorate. I want to track what my unconscious is telling
me in this time of major flux in my life. Hence I take my dreams seriously.
Nothing is Working…
Most of my dreams these days
invoke symbols which speak of change, of new directions, of journeys to foreign
places. They also are marked by symbols of vulnerability and the fears and
anxieties involved by major life changes. Many have spoken of creativity and personal
growth, even more invoke imagery of spiritual development.
These are hardly surprises. My
life has taken a distinctly spiritual turn in the last two years. And the last
time I felt this detached from my daily work life I closed my law practice,
packed up my Mazda and drove across the country to Berkeley to seminary.
The other night I had a
disturbing dream. I was back in that huge teaching auditorium where the
candidate for a tenure track position had tried to give her ill-fated teaching
presentation several years back. Like that very sad day, the students were
restless, noisy and inattentive and I, like her, was virtually paralyzed on the
stage.
Everything I did failed to
end the uproar in that auditorium. Students left the hall slamming doors,
loudly talking on cell phones. Those who remained were focused only on their
computers and cell phones. No one would answer the questions I posed. They
ignored me. I kept thinking to myself, “What can I do to engage them?” Nothing
would come out of my head - or my mouth.
To make matters worse, the auditorium’s
computer equipment was not working. I tried everything I could to get it to
work to no avail. My well prepared presentation simply would not come up. And I
knew there was no one to assist me with this problem. I was on my own.
I awoke in a cold sweat.
“Completely Out of Control”
As I lay in bed trembling
the next morning, it dawned on me that this particular dream had its origins in
a comment made by my husband earlier in the night at dinner.
Poor Andy has had to weather
some rather stormy sessions with me and my online course sites at both UCF and
Valencia this past first week of classes. Though he works in IT at Valencia,
these course technologies are very different from those serving financial aid
at Valencia that he skillfully navigates each day.
On more than one occasion he
has uttered something to the effect of “What in the world is happening here?”
as he has watched me walk step by step, doing what the program says I need to
do, only to come up with error messages on the student view which means they
cannot see the material I have linked up there. “That shouldn’t be happening,”
he groans.
At dinner last Friday I
mentioned that I was exhausted from just one week of classes. “I feel
completely overwhelmed by all these things I am unable to change,” I said. His
response stopped me dead in my tracks: “Oh, you’re completely out of control of
your situation, Harry. It’s no wonder you’re exhausted.”
The obviousness of that
comment hit me like a ton of bricks. But I hadn’t given it much thought until
the next morning as I lay in bed shaking.
The reality is that most of
my job is indeed outside my control. That is particularly true of the aspects
of the job most crucial to being able to do the kind of job I am capable of doing.
To begin with, we
instructors have no control over the size of our classes. While the subject
matter we are teaching really demands small enough classes to hold meaningful
discussions, our class sections range from 40 to 78 in size. Even at 40, it is
hard to hold a discussion, much less get to know your students. At 78 it’s
simply out of the question.
That many students means
that course requirements now must be largely trashed to simply handle the crush.
It’s impossible to grade 74 essay exams with any depth and offer any feedback
of value. Let’s hear it for multiple choice exams with scantrons.
This means that in my world
religions classes I can no longer require on-site observation visits because I
won’t have the time to grade the papers. Any semblance of a “discussion” online
in such cases would be a farce. At a very basic level, this reality reinforces
exactly the opposite message of what good world religions classes should
instill in their students:
that religions matter enough to take them
seriously.
Enrollments are driven by
two factors: funding and classroom availability. Clearly, the more students the
department agrees to serve, the more money we get. Everyone in public education
today worships the god of FTE. Screw quality, give me the numbers.
As for classrooms, the university
long ago surpassed its capacity to house its ever growing student body on
campus thus commencing the gold rush to online sections. These can be taught by
adjuncts, don’t require classrooms and students can be made to pay additional
technology fees to take the classes they need to graduate.
Ka-ching!
Bangladesh
Of course, face-to-face
meetings in classrooms are not necessarily a luxury, either. Most of our
philosophy department courses meet in an old building long ago abandoned by
engineering classes for newer digs provided by corporate moneys from the
self-described “defense” industry.
There is a reason the
engineers fled the scene.
The elevator is often unpredictable
in that building. It’s quite possible to get stuck between floors. One of my
classrooms had a VCR which ate cassettes for lunch, some of them irreplaceable.
It was removed but never replaced.
The internet connection in
the classroom was tenuous and would often go out mid-lecture. The overhead
projector in the ceiling was also not terribly predictable and would shut
itself off periodically followed by a 10 minute cool-down before it would allow
the user to turn it on again.
In a 50 minute class, 10
minutes is 20% of your class time. That’s a long time to do an improvised song
and dance when a well prepared lecture is sitting there unused.
The insult to injury in that
scenario was the filthy state of the building, particularly the bathrooms just around
the corner from the classroom. The overwhelming stench of the men’s urinals, often
taped up to prevent use because they were not functioning, often dominated our classroom
on the third floor. Some students actually
became nauseated from the smell.
Complaints about these
conditions did little good. The department has long been the stepchild in an
arts and humanities college which is itself a stepchild at a university which
began as a technical school and has never really grown out of that persona. In
spite of constant grumbling at faculty meetings and ongoing written repair
requests, the decrepit facilities that many of us not-so-affectionately referred
to as Bangladesh continued to be our assigned location.
A Near Escape to Regional
This was one of the many
reasons I sought to be reassigned to a regional campus.
There I am actually able to
download updates for Adobe and Java to my office computer without asking the
permission of the IT people who must come from another building to make any changes
to my office computer in person with me present. I have a telephone in my regional
campus office from which I can even make long distance calls. The phone in my
main campus office was removed a couple of years ago for cost-saving purposes. I never had “permission” to make long distance
calls from my office, having to go to the main office to do so from the front
desk.
People there actually ask me
what I need. The first time I heard that I didn’t know how to answer. But these
are small consolations.
Even with all of my classes
online and my assignment at a branch campus, I still have little control over
my professional life. When I need to come to main campus, I have to buy a day
permit and find parking in the student lots, if there is any to be found. Some
days that requires a half hour ordeal of stalking students returning to their
cars after classes to sweep up their precious parking space. And it’s $5 a pop just
for parking for me to come provide gratuitous weekly office hours on main
campus and sit on never-ending search committees replacing revolving door
instructors paid less than starting teachers at nearby public schools.
And then there is the
teaching assignment. For the past several semesters, I have not known what
courses I was teaching for the upcoming semester until mere days before they
were scheduled to begin. In an online class, that means throwing something
together to have it up online and ready to roll at 12:01 AM the first day of
classes. On two occasions this past year that has meant creating brand new
courses from scratch at the very last minute and scrambling the rest of the
semester to get them up and running.
Then there is the nightmare
of textbooks. Last semester I discovered two weeks into the course that my
required texts had brand new editions. I discovered this when students began to
complain that the images I was testing in my quizzes were not in their texts. I
finally got the new editions the students had been sold the third week of
classes. The decisions on the texts were made by the bookstore.
However, it is the online
programs that ultimately remind me of how completely out of control I really am.
Class contents can be transferred from semester to semester for the same class.
But every link in every file available to students in the new class must be manually
relinked each semester.
This is an enormously time
consuming task which, according to my programmer husband, is totally unnecessary
were the programs properly configured. Increasingly I find myself doing more
and more technical work I am totally unprepared to do that has absolutely nothing
to do with teaching or learning.
Misery’s Company
So Andy is right (as he
often is). There is very little about my work as a lecturer anymore that
remains within my ability to even influence the decisions which make or break the
work I am expected to do. And I am hardly alone in this. While we faculty are
expected to provide quality courses for consumers whose online satisfaction ratings
can drastically affect everything from our raises to our future enrollments, we
cannot be assured of the working conditions we need to do the jobs we are
capable of doing.
This makes the increasingly
shrill demands for “accountability” made by those who are not accountable
themselves little more than a farce.
The first week of classes a
colleague posted a message at a social media site reading “First day of classes
not even half over and I already want to crawl back into bed and hide under the
covers.” Clearly I am not alone in finding this situation untenable. And it is precisely this reality that prompts life-long
devoted teachers like myself to dream of change and new directions and to ponder
with great hopefulness what a new life that might actually be professionally fulfilling
might hold.
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The Rev. Harry
Scott Coverston, J.D., M.Div., Ph.D.
Member, Florida Bar (inactive status)
Priest, Episcopal Church (Dio. of El Camino Real, CA)
Asst. Lecturer: Humanities, Religion, Philosophy of Law
University of Central Florida, Osceola Regional Campus,
Kissimmee
If the unexamined
life is not worth living, surely an unexamined belief system, be it religious
or political, is not worth holding.
Most things of
value do not lend themselves to production in sound bytes.
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