Splitting rocks

There is a lot that can be changed at KU but also a some internal resistance. Oddly, the resistance seems to come from some of the same people who want change. There’s an initial resistance that melts a little when you start to ask questions, but then I gently poke and prod and make suggestions, and people open up and start to talk. And I start to feel like I’m making a little bit of progress. The best example is use of faculty time. KU wants to expand their research program and start to be more competitive for grants and increase publications. But when you start asking faculty about the structure of their day, all they do is teach. Some are teaching three classes in a semester at KU and another two short courses at other campuses, plus over seeing the “open learning” courses that are essentially self-tutorial students who work and can’t come to class. Then they’re supposed to be supervising masters and PhD students, many of whom are not even working on this campus because they’ve gone to other institutes or campuses with better resources.
I had a meeting this morning with a faculty administrator. The first thing I asked is how the time is being managed for faculty and if he thought research expansions was feasible. He said that the lecturers complain that they teach a lot, and he sounded dismissive. But his face changed, with some surprise, when I said “Well, it sounds like they do teach a lot”, and I started to ask about his own teaching load. He listed off his responsibilities and said that he actually used to do research before the university started taking more and more students, and his teaching and administrative loads increased. Now he has no time for research and was only able to dedicate about 24 hours to writing his own grant. So I start asking about having graduate students take some of the undergraduate teaching load, and various faculty say “the graduate students won’t teach without being paid, and the university doesn’t have the money”. So then I went to a few of the masters students and explained to them how we structure graduate school in the States – how students are required to teach as part of the curriculum. They liked the idea and said they would actually enjoy teaching and being trained by faculty on how to teach. So there goes that straw man. Slowly slowly, bit by bit, I’m going to jostle this place around and see what happens. The resistance will come from the old folks who say “but this is how it has to be done, because this is how it’s always been done”, but the hope comes from one of the young masters students who said he wants to go through all of his schooling and professional training so he can eventually be an administrator and change the education system of Kenya. And another student who said “if you want to break a stubborn rock, you have to hit it harder”.