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  • The Fantasy of Clarity

    By Dean Dad March 7, 2008 5:08 am

    My cc is dealing with a statewide initiative that may or may not succeed at its intended goals. It's fairly high-stakes, it's mandated by legislation that says 'what' but not 'how,' and it would involve - if it succeeds - upending some longstanding local political compromises.

    I'm in the enviable position of being my campus's rep to the statewide committee working on this. Which means that I'm also the translator, updating my college on the project as it unfolds.

    The project has moved quickly thus far, and is starting to encounter the first serious pushback. I assume that the pushback will grow more intense, compromises will be made, deadlines will be amended, compliance will be hit-and-miss for a while, and the whole thing may or may not collapse.

    That's not intended as a criticism; any real statewide change should be expected to raise serious concerns. That's how these things are done, in the absence of a dictator. And yes, I support the absence of a dictator.

    But some of the feedback I've encountered locally has surprised me. In retrospect, it shouldn't have, but it has.

    In trying to respond to some of the proposed changes, some of my faculty have insisted loudly and vigorously that they're owed a clear timeline, flowchart, and list of different outcomes and their attendant consequences. They want several months of open meetings locally to formulate the first response, which they imagine would occasional several more months or even years of statewide debate. When all is said and done, which would require years, anything unwelcome or ambiguous should be gone.

    Uh, nope.

    The legislation says it must be in place by this Fall. Decisions are happening on the fly, by necessity. Nobody knows how it will come out, what the consequences might be, or if the whole thing is an exercise in windmill-tilting. And by the time several years of discussion could have passed, the political climate will be meaningfully different in unforeseeable ways.

    In this case, the kind of step-by-step clarity they're looking for is simply a fantasy. That's not how politics works, and it's not how statewide groups of self-interested local actors work when laboring under an ambiguous mandate.

    But some of them are utterly flummoxed by the prospect of ambiguity. It's striking to see.

    It's sort of like the difference between "the scientific method" as control-freak K-12 educators teach it, and the way scientists actually work. Yes, timelines and flowcharts and "hypothesis-procedure-findings-conclusions" can be useful heuristics. But that's all they are. They're sometimes helpful as ways to simplify a complicated and messy reality. They aren't reality themselves.

    One of the mental adjustments I had to make when I moved into administration from faculty was adjusting my burden of proof. As faculty, in my own discipline, I had been trained to spot flaws in arguments, and to try to construct ever-tighter cases. In administration, that's a recipe for failure. Since much administrative work involves acting for possible futures rather than explaining slices of past, waiting for a publishable level of clarity usually requires missing the moment. You have to make decisions with incomplete and imperfect information, and act on them. That's not to say you don't try to get the best information you can, obviously, or that some folks don't just give up and shoot from the hip. But when moments of possibility come along, you can't wait until you're absolutely, positively certain. You have to take a deep breath and take your shot, even if you don't know quite how it will play out. You need to trust your intuition, even knowing that it will sometimes fail.

    Some of the faculty have never made that shift, at least in this setting, and don't seem to get it. Standing on what they understand as principle, they're asking for the kinds of proof they would ask for of academic arguments in their own disciplines. But by the time that level of evidence will be available, whatever will happen will have happened, and the local input the evidence was supposed to inform will have become irrelevant.

    Although some local critics don't seem to see it, there's a level of proof lower than 'publishable' but higher than 'guessing.' That's the zone in which a great many decisions get made, simply by necessity.

    If you want to participate in the decision-making - which is a good thing to do - you have to let go of the fantasy of clarity, and of the paralyzing fear of getting something wrong. After the fact, some of the decisions will look stupid in retrospect, and those involved will get criticized, both fairly and not. That's the cost of participation.

    You can insist on absolute rightness, or you can get involved. Not both. I'm just a little surprised at how many want both.

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Comments on The Fantasy of Clarity

  • Reality vs. Research
  • Posted by Spence , Ed.D. student on March 7, 2008 at 11:30am EST
  • I found this very interesting, and one of the classes in my Ed.D. program had to teach students that sometimes, you're just shooting for "good enough." You wouldn't think that would be too tough a concept for higher ed admin students (who, in my observations, seemed to live by "good enough" as a major standard!). However, when it came to doing a project such as a needs assessment, they didn't understand that time and budget constraints meant they could not have the perfect research scenario. They had to go with "good enough" so they could get the job done for the group they were assessing. Assessment, especially, is an area where it may simply be impossible to do every survey, every interview, every whatever, to find the perfect answer. As DD says, sometimes you just have to shoot from the hip. If you want to present your findings, just explain how you made your decisions and what you found--all of the groups in my assessment class found something that their "assessee" offices could use, so it was a good exercise for everyone involved. Isn't that really what it comes down to?

  • Aligning college and high school expectations
  • Posted by Helene Lecar , Director, Community College System Project at California League of Women Voters on March 10, 2008 at 2:00pm EDT
  • Faced with a similar disparity in California, the League focused on bringing parents in to help solve the problem. We ran programs aimed at middle schoolers and their parents to alert them to the importance of thinking about high school as a time to prepare for adult life, and beginning to sort out possible career choices.

    Part of our strategy was to acquaint students with the great variety of training opportunities available at community colleges. Our publication, College Access is for Everyone, includes a separate parents' guide, in English and in Spanish, aimed especially at the families of potential first-generation college-goers about ways parents can help their children succeed in high school.

    The publication can be downloaded free of charge at the following website: http://ca.lwv.org/lwvc/edfund/citizened/socpolicy/cc/. For a hard copy, please contact the California League of Women Voters, 916-442-7215.

  • The Fantasy of Clarity
  • Posted by Helene Lecar , owner at Words at Work on March 10, 2008 at 3:05pm EDT
  • The situation Dean Dad describes is a common one in business. People facing an important opportunity/ deadline/ challenge must make a decision that commits them to a certain course of action based only on partial information subject to change. There is no time for focus groups, consultants, research--Now or not!

    In fact, we all make decisions like that when we choose to marry, have a child, buy a house. In each case, the unknowns are at least as important as the givens. Executives get paid more than college professors because they are willing to deal on a routine basis with the risks of making choices based on incomplete information.

    As the liaison between the legislators at the state level and his own college community, dean dad needs to acknowledge in all his reports/ negotiations that the levels of proof available are far from ideal. The English Department at his institution undoubtedly teaches concessives like Although,.. While.. Since,.. X, we nevertheless must Y. Because he is not the ultimate or only decisionmaker, such language puts him on the same side as his disgruntled faculty, and he can then move on to the immediate next steps the college must pursue.

    An equally important part of his job is to advocate at the state level for language building in "mid-course corrections" into implementing the legal requirements of the new initiative. Sometimes legislators have very unrealistic notions of how long things take, or how much money things cost. With a built-in review process, the conversation about what is working and what is not happens as people accumulate experience. Think of how long and arduous the discussions about renewing No Child Left Behind have been, or the Higher Ed Act.

    Sloppy? Absolutely. Likely to change? Not at all.