Showing posts with label Academia. Show all posts
Showing posts with label Academia. Show all posts

Tuesday, August 15, 2023

The High Risk in Risk Aversion

One of the things that I have learned by being a construction professional and US Army officer, is that risk is a thing that needs to be managed. I learned early on, and have had it reinforced through practice, that all risks should be managed by the party, in any construction project/mission, that has the best tools and control of that risk in the effort. To that, I want to be clear, to manage risk is to not avoid risk or be averse to risk, because doing so only shifts the risk away from your control or awareness, and is almost always the riskier proposition.

What do I mean by this? Let’s start with my experience on the contractor/construction manager/executor side of things. One of the pesky things that happens in any construction project/military mission is the need to maintain physical safety protocols and conduct cleanup/housekeeping. Safety is a paramount focus on any construction or military training site. There are oodles of training sessions given and ongoing emphasis to make sure jobs are “safe”. The reality is that construction has numerous and varied ongoing risks to personal life and limb throughout the process. It’s just a risky business in that way. And it requires diligence and an “all hands on deck” approach to mitigating those risks from becoming a hazard that could hurt someone. So when it comes to making sure we have all of the safety measures in place, who holds responsibility is a matter of a “both everyone and no one” quandary. By that, I mean technically everyone from the worker to the employer to the owner has the responsibility to take ownership of job site safety, but that also means no one individual has ultimate responsibility for all, each and every, of the job site safety measures.

As a contractor/executor side of this, I’m probably the best person to manage safety focused risks on the job site. But how does it get done? In working for several organizations, I can tell you there’s a range of responses. On one extreme, one approach by the CM/GC was to assign this entirely to the trade contractors (primarily through the various trade contracts), without any real mechanism to ensure that there was consistency across how said trade contractors approached or executed their safety measures. This risk averse approach, took all liability away from the firm I worked for at the cost of creating varied and in some cases inherently more risky conditions.  One such example was as it related to how labeling protocols resulted in floor hole coverings that had one person mistake it for a work platform before they were told it wasn’t safe location to work. Or another example was where a trade contractor would orally promise to use chain link fencing to barricade a part of the site, to only opt to later install orange plastic construction barrier (a significant downgrade), to which there was not any real recourse. This “hands off” because “we don’t own it” approach was problematic at best and (based on the random/perhaps not random OSHA inspection we went through) was lucky not to cause serious injury.

This was as opposed to another firm I worked for that literally had prescribed safety boards for each site, with mandated first aid and other PPE kits, a required safety manual (that subs had to sign off on), regular and educational safety inspections, and a “we want to control our sites” approach to job site safety. It was night and day. Yes, we took on, because of our direct involvement as the GC, liability as a result of having trade contractors comply to our standards. But, by doing so we actually reduced the risks on the job and resulted in no recorded injuries across numerous job sites over many years (reducing actual liability exposure, with a corresponding decreased premium rate). It was clear then, as much as it is clear now, taking the risk averse approach only heightens and actually creates more risk. I had similar experiences working on the owners side, where in one case “it’s all the contractor’s responsibility” risk averse approach was the mantra as opposed to “this is our installation, and we have to take case of everyone on it, even the workers of the contractors on site” approach. The latter was a clear example of an underlying philosophy that one should own/embrace the risk so you can manage it effectively.

And this applies beyond construction. It can be in financial matters, political decision making, and even operational approaches.  Recently, I was discussing the need to update the computer purchase recommendations for our academic department for incoming students. Some years ago, prior to and upon my assumption of the role of Department Executive Officer (XO), it was abundantly clear that the general university computer recommendations were just not sufficient for upper division courses in our area, because the university base model was based on functionality at the least common denominator level for all programs (resulting in a lack of disk space, memory, etc. for various applications in engineering). The previous leadership took the risk averse approach, in that they didn’t want to be held responsible for recommending something different than the IT department had given as they’d have to answer if those recommendations were insufficient or more expensive (eg they’d get blamed not the department leadership). I, on the other hand, was much more concerned with the complaints that were regularly being voiced, and corresponded to, about how we should have told them they needed X or Y capacity and how they couldn’t use their laptop to do course work because they were seriously deficient (thus relying on campus computer labs, which became an acute problem during the COVID pandemic). The question was which risk are you dealing with? Being held to account for telling people what they need or being held to account for failing to do so?

My approach was not the risk averse one, it was the risk management one. I drafted a memo, laying out open ended but specific specs, making clear the pros and cons of what was needed and giving two levels. Knowing well that most families only buy a laptop only once for their loved one’s collegiate experience, they were written to enable the computer purchased upon arrival to, more likely than not, function all the way to the end of that experience and still keep up with software updates 4 to 5 years hence. You know how many complaints we received? Zero, none, nada, not even a one. There were some concerns raised once or twice about cost, but once they were aware of the intent (laid out up front of the recommendations as a clear rationale for them), in every case they were thankful. And more often than not, when parents, students, and others would ask about similar recommendations for other majors, the refrain was “I wish others did this too so we’d know what to buy that would last the duration”. Yes, there’s a risk in putting out something that went above and beyond what IT put out, but what was the down side? Appreciation and an exhibition of better performance for the students with an ending of the constant litany of complaints on why they didn’t know answer couldn’t function the way they wanted to?  Was that really a problem? The bigger risk? Answer, no.  They’re really weren’t any downsides at all, other than having to periodically update the recommendations. Managing the risk, in other words, was less risky than avoiding or being averse to it. WE have the responsibility to make OUR students be in the best position possible to succeed in OUR curricula in OUR department based on what WE know. We can and should manage this risk and not leave it up to others who know less, are less likely to receive the complaints, and are less equipped to resolve the problem ahead of it becoming a problem.

Risk management is about knowingly and carefully assuming risks while putting in place mechanisms and tools to mitigate the potential downsides of those risks should they occur (as well as building in capacity to deal with the unknowns).  Life is risky, period. Everything we do has risks. Some are greater and others smaller. And, yes, there is absolutely such a thing as taking on too much risk. But here is the thing, avoiding risk, being risk averse, is actually doing just that, assuming too much risk. It’s an attempt to push out of the way that thing that you have a very important part of the pie in addressing. The mere fact you’ve chosen to avoid or be averse to it doesn’t make the risk go away. No you’ve made a deliberate choice (a bad one I’d surmise). It just means others (or no one) is going to manage it, and they may or may not do it well or be equipped to address it so as to not have the downsides actually occur. That is inherently the more risky proposition. While I fully get that it’s prudent to insulate yourself from financial and other legal liability, especially in a litigious environment like the United States, that doesn’t mean you avoid risk. There are tools for those things, like insurance, peer review, checks and balances, and so forth. But none of those are avoiding or being averse, they are part of a comprehensive risk management process that enables you to better address the risks. And they also help you avoid the trap of perceiving risks that aren’t really there (or if they are they were just ones you’ve been blind or adverse to recognizing and managing properly).

In conclusion, manage risk don’t be averse to it.  And in that, risk, if you’re going to choose to avoid it and do a stiff arm against actively managing it, it either a) needs to not be a risk at all (and not an opportunity either, meaning it’s a waste of time), b) you have 100% confidence in whomever or whatever will be in place to manage it outside your control, OR c) you’re fully willing to accept the consequences when your aversion ends up biting you in the proverbial forth point of contact.  Any of these should be a last resort to working to managing the risk appropriately and by the best parties to do so effectively.

Sunday, April 9, 2023

Avoiding Lobotomy - Again


As a junior officer in the US Army, and commonly spoken in the undercurrent among both Non-Commissioned Officers (NCOs) and junior officers alike, is the “Field Officer lobotomy”(https://www.reddit.com/r/army/comments/v5taom/majors_whats_wrong_with_you/).  This is the thing that happens, somewhere in the development of an officer, typically when they are a Major, when they seemingly forget the basics of how the Army runs, and get lost into some rabbit hole while stuck in the long period between company command and battalion command.  It’s as if we just loose sense of what is “common sense” as well as being grounded in (and with) the very challenging realities of troops at the company level and below.  It’s as if all the staff and broadening “special assignments” time you spend puts you into some esoteric death spiral.  Sure you’re smart or capable, etc, but you’ve become this amorphous blob of uncertainty, indecision, and constant incapability because you’ve lost that command touch.  The vast majority of officers succumb at some point, as if they become “company men” or “women”, and accept the utter stupidity and core failings in the systems instead of seeking to work to challenge them and make for better systems or simply level with folks about the absurdity of it all.


In my military career, I worked really hard, I mean really hard, to not get/have said lobotomy.  Part of this was done by not taking the “normal path”, by eschewing just going with the flow from above as a way to get ahead.  Sure I didn’t run away from the core traditional command assignments (company and battalion command), but I found a way to do things that were impactful and as pragmatic as possible, in between.  That said, when it came to late 2016 and what I was going to do as I reached 20 years of service, I decided that micromanaging whether Johnny Joe or Jane soldier went to their dental appointment as a the way I was being measured as a commander in the Army Reserve, was ludicrous.  While it wasn’t the only reason to opt to decline a full command assignment (medical, career, and family reasons were more prominent), avoiding becoming lobotomized was also on the list.  Soldiers who served with me can tell you how successful or not I was at that task.  By summer 2017, however, I was heading to retirement, lest I succumbed.


So I am now on the cusp of yet another one of those “lobotomy” points.  In 2014 I went to the “dark side” in my career in the AEC (Architecture/Engineering/Construction) world:  I became a full time professor.  This said, I did so in a fashion that was atypical; I did not possess a doctorate.  In academia, these days, holding a PhD is normally the minimum prerequisite for such a role.  But instead I was hired to be a full time instructor and Director of the much more pragmatic Construction Engineering Management program at my alma mater, Clarkson.  If we look back at the history of engineering education, it was not until the 1970s that it became common that those serving as professors held doctorates.  Rather, it was more critical, nay the minimum prerequisite, that you had experience and knowledge that came from practice, demonstrated through licensure and robust professional credentials otherwise, rather than a having a background primarily as a researcher.  At Clarkson in particular, who’s motto is “a workman who needn’t not to be ashamed”, it was very common/valued that most faculty were consultants on the side and had a large portfolio of practical experience before and during their appointments.  Academia, for a variety of reasons, has turned to become research first, practical knowledge second, as the resume required in most settings.  And akin to the above undercurrent in the Army, it’s pretty much the unwritten rule that PhD means you have “pilled high and deep” a wall of theoretical knowledge that makes you lose the ability to have common sense or be grounded in the practical aspects of life.  And that stereotype is way too often more true than false, including a number of my colleagues in my department and beyond.


As I said, I am on the cusp of crossing that PhD line.  Not counting my chickens before they’re hatched, I still have to figure out how to get this last course done and finish the edits to my dissertation by the end of April, but the light outside that tunnel is very bright at this point.  So, if that happens, it’ll be Dr. Backus, fitting in with the crowd that is academia.  Now, strictly speaking, I did not have to pursue this.  I am a Professor of Practice at this point, something academia is finally realizing is needed; not, therefore, requiring a doctorate.  That said, there’s still a barrier to those without one to academic leadership (as was put by one person, “Erik doesn’t have a PhD so he can’t become chair, and shouldn’t remain as XO of the department”).  As I’ve seen time and time again, I’m more or less convinced that the fetish academia has with research, and the normal track for preparation and promotion for professors, is neither good nor healthy long term for the greater academy.  Running a lab, doing fundamental research, and publishing papers, does not prepare you well for become a leader of a department, school, college, etc.  And the things that are needed (eg organizational management & training, practical knowledge, leadership skills, etc.), are seen as almost anathema to gaining tenure and promotion (distractions, as one colleague put it).


So here am I, at that crossroads, about to become “one of them”, a “true academic”, with a doctorate and all to prove it.  I have no intent nor do I desire to work to gain tenure, expecting to remain a Professor of Practice through to retirement (although, I’d be very welcome, many years hence, to be considered for professor emeritus status, should that come about).  I made this pursuit, however, because it will open the doors to more senior leadership academically, given the current way things work, and it will alleviate my rather constant requirements to correct students from referring to me as “Doctor Backus” when I don’t have one.  I have always been a deep and big thinker.  I love learning, I remain ever curious and interested in expanding knowledge.  So I am not allergic to research (there’s parts of it I really like) and have been doing research even as far back as my Masters and in other roles in the military and when I was a practitioner in facilities organizations.  But I really think studying the ability to generate electrical power from lobsters (https://improbable.com/2013/02/06/renewable-power-source-search-lobsters/ ), while novel and cool, is utterly impractical and I am really not that interested in it.  I’m not saying that there isn’t a need for researching such things if they can lead to some real breakthrough, but it’s not my bag.  And to that, I hope it never becomes “my bag” as I stay rooted in the much more pragmatic, like making sure my students actually know how a toilet works, have had the experience of actually hammering a nail, as well as being able to do structural analysis, understand how to do concrete batch designs, size heating and cooling equipment, and build safer, better, and more resilient/sustainable infrastructure & buildings. I just do not want to be lobotomized away from what my experience and continuing practice allow me to do to bring value to my students, in the immediate sense, and through them, for the broader AEC community as a result.


I am going to say, hitting this milestone is something I remain sheepish and humble about.  The resume, so long as things finish as they should, will now list getting a PhD in 2023 (long removed from my Masters in 2004, so a late return to getting a terminal degree).  I will remain a bit of a unicorn, not fitting in exactly and pushing back against the consensus on what the broader academy needs to look like to remain relevant.  I do not believe one can be “over educated” as some seem to think happens here, when you’ve done a pursuit for a doctorate.  But I do get that we cannot and should not stare down our noses or exhibit the too often seen elitism that comes being in an academic ivory tower (evidenced just this week as senior academics poo-pooed the idea that a long-term decades-experienced, successful senior manager in the AEC world was not capable of teaching a masters level course in the “business of construction”, because he lacked an advance degree in business).  And I think engineering education, in particular, needs to return more to the practical, hands on, even trade skill training and education, that keeps us rooted.  I just don’t want to fit the moniker, I don’t want to be unable to relate to, empathize with, and understand the plumber, carpenter, iron worker in the field.  To me, being at the top of what I do means I help tomorrow’s construction (and, more broadly, AEC) leaders, grow in ways that brings better solutions than we come to today, working together and respectfully across backgrounds and experiences.  I just can’t succumb to a PhD lobotomy, in other words.  To that end, I hope those around me keep me grounded accordingly.

Tuesday, December 8, 2020

The Cause of the High Rate of Price Increase in Higher Education in 9 Charts

I continue to have this dialog about the cost of higher education and the college debt crisis.  It is driving me more or less nuts that I can never find the time to write the full explanation for what is happening and why.  People keep blaming the wrong things on why the cost of college education on the part of the individual student is rising at a faster pace than nearly everything else in the economy.  Here are some of the reasons I have heard that are just bunk:

Federal government backing college loans is driving up the cost of higher education.

Higher education really isn’t “non-profit” or “not-for-profit” and is all about raking in money.

Colleges and Universities have been on a building spree, creating mounting debt that is only causing tuition to rise.

Athletics is costing more and the average student is paying for these non-academic “luxuries”.

Too many are going to college that don’t need to, inflating the cost for those that do.

And many more.

I am not going to spend time debunking each of these, because I want to get out a post on this now.  Suffice it to say, they just are not the reasons for the spiking cost of higher education.  The real reason for why this is happening comes down to a perfect storm of factors that have very little to do with the above, at all!  What it comes down to, in order of effect, is:

1. Plummeting taxpayer/public support for higher education by the several states.

2. Significant increase in labor cost to employers especially for healthcare and daycare in an industry that is highly labor dependent.

3. Increased mandated oversight and administrative tasks requiring increased administrative full time equivalent staff.

4. Increased demand for capacity for student support and auxiliary services as a differentiator among the competition.


So here in a series of graphs and charts I am going to try to spell it out.  Let’s first start with the fact that, yes, the cost of higher education has skyrocketed over the last several decades.  Here is a handy chart from the American Enterprise Institute that lays it out fairly clearly; other than hospital stays, the cost of the price college (to the consumer) has risen starkly.

[i]

But the question is why?  Well let me start with the most clear reason:  its simply not being subsidized like it used to be.  As a case in point, here is a chart from George Mason University, a public institution in the Commonwealth of Virginia.  This chart lays out in clear terms the impact of what the precipitous loss of State support to the institution is doing to the individual student and their expenses.

[ii]

Basically, since 1985, the ratio of state support coverage of the cost of attending Mason to that of what the student paid or other revenue sources[iii] pay has more than flipped (and if you go back to the 1960s, where many a baby boomer will recall covering college by “working their way through”, it is even more stark).  Simply, the taxpayer used to cover most of the cost, and now they are “supporting” the effort at a significantly reduced rate.  Mason is simply an easy example with a clear chart.  The next two charts show how States have pulled out of the college funding business, in some cases nearly completely.

[iv]


[v]



And as recessions hit, or other economic challenges emerge within the world of State financing, it’s getting worse each time.  As shown in this chart, the easy answer for State legislatures to help balance their budgets and/or lower taxes is to cut higher education spending when times are tough.

[vi]

So bottom line is that a huge contribution to the driver of the rise in the cost of college education to the individual student is that government is not helping nearly as much, or even at a reasonable proportion of as much as it did for their parents or their grandparents.  So what we have is that college costs are going to rise faster than inflation, or the general cost of everything else, because what had previously covered it was gone.

This brings us to the next driver, however, and that is the general cost of labor has risen steadily over that last decades driven by several things, but certainly healthcare.  The following a chart created from data available from the U.S. Bureau of Labor Statistics as it relates to employer costs for employing its labor.


You will note from this graph, that the cost of labor has gone up.  If you look carefully, however, you will also note that workers’ wages are NOT increasing, rather it is really driven by the cost of insurance going up.  On the side of the higher education customer (students and their parents), this basically means that there aren’t any increased resources on their part to cover the costs that they are incurring.  So, the many charts available that show how the cost of college is outpacing wages and salaries are on par.  All good there (well not "good" but accurate).  What folks continue to forget, however, is that on the college and university side, this has yet another effect: driving the cost of higher education even higher.

As is illustrated in a report from the California State Legislative Analyst’s Office, the following graphs make clear that largest portion of any college or university is the cost of its employees, somewhere between 66 to 75% of the overall enterprise.

[vii]

Thus, when you put together that the largest portion of the actual cost to run a college or university has risen some 15 to 25% in the last two decades (and over 60% since the 1980s), it becomes clear that the reality is that it just costs a lot to do education, because education is a human resource intensive enterprise.  This is seen in K-12 education as well.  This is especially true when you want to do it well and at a level commensurate with the expectations society has for it (e.g. leading to professional careers or other pursuits near the top of society).  This is not really any different than one of the major causes of the rise in health care costs, in that health care is inherently human resource intensive too (which creates a bit of a price spiral).  To that point the following chart helps you see how salaries have tracked as it relates to higher education as compared with medical professionals as well as lawyers.

[viii]

These are just not industries like construction, finance, industry or others where there are other components like materials, energy, and equipment drive the cost of the enterprise.  This means the cost of it will outpace the cost growth in most of those other industries consistently.  So when you add the precipitous drop in public/taxpayer support higher education to this intensive real cost increase, that exceeds the norm for most any other industry or component in the economy, it is a perfect cost storm to the individual student.  These two factors (loss of support and increased cost of labor) are the largest components of the actual reasons for the increased cost of college for the average individual student.

That said, there are a couple more reasons for the rapid cost increases, that are not at the level of the previous reasons, yet are worth mentioning.  Of the two, one is shown in the following chart, which shows the increase in the full time equivalent senior staff and administrators compared with faculty in the University of California system over time.

[ix]

This is not unusual or particularly helpful in itself, except as it relates a couple points.  Administrators typically cost more than faculty at most ranks, so an increased number means increased marginal cost to the institution.  The further question is, why then are there more administrators?  Good question.  Well the biggest driver of the increase in the number of administrators is the numerous additional regulations and other oversight mechanisms that have been put into place on the industry, creating an administrative burden that someone is paying for (aka the average college student).  But it also ties to the other reason for the uptick in the college price tag: the demand for services that go beyond what we had in yesteryear.

The following chart helps to show this shift.  This chart from the University of California system, again, highlights the breakdown of the spending from two different snapshots in time, just 5 years apart.

[x]

If you look carefully, you will note that, as a percentage, instruction costs have gone down from 26.3% to 24.2% (and facilities costs have gone from 3.3% to 1%).  Then you will see that three specific areas have had varying levels of growth:

Academic support went from 7% to 8.5%

Student services went from 3.8% to 3.9%

Auxiliary enterprises went from 6.3% to 9.1%

Adding those increases together, is a whopping 5% shift, all towards providing more “niceties” if you will.  Some of these are certainly things like an on campus Starbucks or better recreation facilities, but others are much more robust accommodative services, increased and improved tutoring or other academic help, counseling services, increased public safety, and better student life activities for all, which, many times are also mandated.  These final two reasons also contribute to the rise in per capita cost to the customer.  The bottom line is, yes, there are potentially some small nice to haves that are adding to the bottom line.  In many cases however, the cause for them is based on “must do” items that won’t appreciably change the picture unless the said same legislatures that are reducing the support for higher education also give relief from those requirements; there is fairly low likelihood of that.

In conclusion, the biggest driver of the increase in the price tag of college comes back to the rather dramatic decrease of taxpayer/public support coupled with the significant increase in the cost of the human resources required to make the enterprise work.  Fixes for this will inevitably come in the form of public policy shifts that we have to struggle to debate and resolve.  Public policies, however, can also make the problem a lot worse.  One such prime example is a minimum wage hike where colleges and universities employ many low-wage workers, sometimes college students, to accomplish a myriad of activities across campuses.  Adding even more costs to the already intensive human resource enterprise will only add to the high rate of growth.  I am not sure I have a silver bullet, other than to realize that yesteryear’s highly subsidized false price tag of higher education is a false comparison.  To that end, we need to get real and get on making some hard choices going forward.


End Notes:

[i] “Chart of the Day.... or Century?,” American Enterprise Institute - AEI (blog), January 11, 2019, https://www.aei.org/carpe-diem/chart-of-the-day-or-century/.

[ii] Davis, J.J. Wagner (2016), Presentation to the Board of Visitors, Finance and Land Use Committee, George Mason University, October, 13 2016

[iii] Basically, on campus enterprises, auxiliaries and so forth as well as fundraising.  In some cases this further increases the cost to the student (e.g. for housing and dining) and in others has driven decisions about things like athletics, public-private partnerships, and so forth with the costs being carried by others.

[iv] Mitchell, Michael, Michael Leachman, and Kathleen Masterson. “Funding Down, Tuition Up: State Cuts to Higher Education Threaten Quality and Affordability at Public Colleges,” August 15, 2016, 28.

[v] Mitchell, Michael, Michael Leachman, and Kathleen Masterson. “Funding Down, Tuition Up: State Cuts to Higher Education Threaten Quality and Affordability at Public Colleges,” August 15, 2016, 28.

[vi] Mitchell, Michael, Michael Leachman, and Kathleen Masterson. “Funding Down, Tuition Up: State Cuts to Higher Education Threaten Quality and Affordability at Public Colleges,” August 15, 2016, 28.

[vii] “The 2020-21 Budget: Analyzing UC and CSU Cost Pressures,” December 17, 2019, 20.

[viii] Archibald, Robert B, and David H Feldman. “Drivers of the Rising Price of a College Education,” August 2018, 20.

[ix] Christensen, Kim. “Is UC Spending Too Little on Teaching, Too Much on Administration?” Los Angeles Times, October 17, 2015. https://www.latimes.com/local/education/la-me-uc-spending-20151011-story.html.

[x] Public Policy Institute of California. “Higher Education in California: Institutional Costs.” Accessed December 8, 2020. https://www.ppic.org/publication/higher-education-in-california-institutional-costs/.



Sunday, August 9, 2020

When the Going gets Tough (in education), the Tough (educators) get Going?

When the Going gets Tough (in education), the Tough (educators) Get Going?


I’ll admit it, I live in academia.  My full time job is to educate the engineers of tomorrow.  I really like this job, and I think I do it well (although, I will be candid, I continue to be amazed at many of my colleagues who are better than I).  This said, after 5 years in academia full time, I still don’t fully fit in, and probably never will.  There are things like the constant need to relate to academic year vice summer in discussions around salary and research grants or the idea that you give someone up to 6 years to prove themselves, investing millions into them, and then you summarily fire them when they don’t get tenure (instead of converting them over to teaching faculty; recognizing that research isn’t the end-all, be-all for what makes a good educator at post-secondary institutions).  The whole business model and metrics around academic research continues to drive me nuts (like it just doesn’t make sense to me that you count success as high research expenditures, vice any kind of measurement of research outcomes; and to me those outcomes don’t have to always be monetary returns, but why isn’t that a part of the picture).  I also get driven nuts over how many of us live in a bit of la la land when it comes to entitlement, especially as it has come into stark relief amidst planning for return to classes this fall.

 

Now, let me be clear, we have to take COVID-19 seriously and we have to make preparations.  We have to account for individual risk factors and do what we can to mitigate those enhanced risks that exist over the pre-COVID “normal” levels of risk in everyday life.  I am not talking about that.  What I am talking about, however, is how quickly, when we look to put mitigation measures in place, words like “untenable” or “unrealistic” come out, in response to the inconveniences that come with them.  There are things that are indeed untenable, unrealistic, and so forth (for instance the ability to control the behavior of collegiate students at 2 am on Sunday morning of any given weekend such that a surge spread of COVID might be controlled, not likely), but the reactions actually aren’t to those things.  The reactions are too often in response to what amounts to rather trivial inconveniences when you step back and look at them, thus making them poster children for ridicule.

 

Before I cite some examples of this, let me fully disclose my role in our (Clarkson University’s) fall semester in-person teaching planning.[i]  Given my background in college and university facilities,[ii] and that the Director of Facilities and Services parted company early in the outset of the effects of the COVID outbreak at Clarkson, I have voluntarily stepped in to help the facilities response team in several aspects of the plan.  Namely I have been figuring out the occupancy limits in campus buildings, first as it relates to code occupancy, then as is relates to the state guidelines for social distancing.  I also have a team of students, working with a colleague of mine, that are doing socially distanced classroom layouts for both fixed seat classrooms as well as temporary classrooms, in places like the campus field house, as well as determining campus path routing to minimize the chance of spread during pedestrian movements on campus, inside our interlinked academic core.  So on top of my other roles, I have stepped in to help where my expertise can be of some hoped for value and been working in concert with many team members to do as best we can within the guidance provided.

 

So that being disclosed, let me cite some examples of what I am talking about as it relates to the level of privilege in academia in the midst of our ongoing response.  This first example comes from an email I received about the draft plan for one-way hallways in a major academic building on campus.  The author writes, “One way traffic makes sense in main circulating corridors.  However, on branch hallways, it results in some flow patterns that aren't tenable.  In XX building, the faculty office halls require faculty to go out into a stairwell, go downstairs and outside, then come back in the front entrance.  Even if the stairs could be two-way, it would mean going up or down stairs every time a faculty member needs to get somewhere.”  “Two principles have to be that people who need to use elevators can access them without stairs, and outdoor walking is minimized (as much as I prefer outdoor walking!).”

 

So let’s break this down, because you have to walk outside or being required to use a stairwell for able bodied persons (the plan has a blanket exemption for traffic plans for all those that have a mobility impairment), the plan is not “tenable”?  Further, while I am getting numerous questions about the adequacy of fresh air ventilation generally in buildings, the rubric should be that we give preference for indoor mobility over outdoor?  The email brought up good points that allowed us to make some better modifications to the traffic flow for this building, but as I also said in my reply, “what is tenable vice desirable, from an objective point of view, are perhaps different.”  As someone who literally slept under a vehicle for 2 months in Baghdad in the summer of 2003, I am sorry, but really?  The imposition of you, an able-bodied person, having to alter your route and being inconvenienced with having to go up or down a flight of stairs or routing outside for less than a minute or two (even if it’s raining, snowing or sleeting), is really a fairly small sacrifice in the big picture.

 

The second example I will cite is about a classroom set-up situation.  It comes from a fellow faulty member that has been vociferous in their concerns about face-to-face instruction in the fall, especially as it relates to ventilation, contact, and so forth.  This person contacted me about a particular classroom set-up.  My colleague writes, “I am surprised  that there are three seats in a row at one table, but what really horrifies me is that there is one seat right on the first seat at the table before the podium.  That forces me to be behind the monitor for 90 mins, which is unrealistic.”  So to break this down, what is really “horrific” is that the faculty member will have to stand in a particular location during their lectures for an hour an half class in order to maintain social distancing.  Not to be too flippant, but apparently students have now become the enemy?  Their conclusion was that the occupancy for the room was too high, and should be lowered.[iii]  So, in essence, I don’t want to have to modify my delivery to be static, so we need to change the room to accommodate me.

 

I have cited these two examples because they really get at the point I am trying to make.  Look, all of this sucks.  It really does.  I agree we should have made a much more concerted evaluation of whether we should have even tried in-person instruction in the fall, with all of its economic, social, and reputational aspects.  That said, candidly, I think I would have probably come up on the side of “giving it a try” for in-person education this fall.[iv]  Without question one of the things I learned, and learned well, from my service in the US Army, is that when you are in the “suck” you need to make the best of it.  Wallowing and complaining about the fact that things suck, doesn’t help you get out of it; rather it makes it “suck” more.  Instead, get over yourself, stop being selfish, and figure out how to mitigate the worst of it driving yourself out of it as fast as possible.  Afterwards, sure, figure out how not to get stuck in the same “suck” again, but don’t fixate on it when you are in the midst of it.[v]  COVID-19 sucks; teaching in-person in the midst of this pandemic has up-ticked the risk for sure.  But we have to step back a bit and get a grip, this isn’t the black plague nor is it going to be if we stay level headed.

 

Folks, let’s get real.  Is having to walk another 300 yards before or after going to the bathroom really make life unbearable?  Is it really that bad that you will have to modify your pedagogical approach for the coming semester to give the most students the best chance to learn?  What we need to get past, as academics, is that we are not the privileged children we think we are.  Look Socrates went to trial and was put to death.  There has been and always will be risk to our profession; one we need to accept, even, especially, when we are called to be inconvenienced.  This fall, we need to expect and live into the undesirable (in all its forms, including online education and more), it’ll make us better for it.  And if you are so concerned, there are outs:  instruct 100% virtually or look to pre-record you lectures and “flip” the classroom so that your face to face engagement isn’t you talking at your students but you dialoging with them through such mediums as Zoom, discussion boards, or what not.  All of this is more work, but frankly, if we’ve been paying attention (and I have), this is what we have been warned we will need to adjust to sooner rather than later, not just as individual instructors but all of academia.  So, words of wisdom from a soldier, live into the “suck”, get past it, and in the end, you’ll be amazed at how much we benefit from it, both individually as well as collectively.

 



[i] For more, see the university response website:  https://www.clarkson.edu/future-ready

[iii] With its secondary and tertiary effects of needing to move the class to another room or similar, creating a domino effect.

[iv] A slight counterfactual, in so much as I am absent the full analysis, and believe data should drive decision making more than it does at the institution at the present time; we are too often relying in on an intuitive instead of a deliberate decision making process.

[v] And, as my good battle buddy friend Sam Chisolm says, there is no need to train at living in the “suck”.