Friday, April 09, 2021

On the Rivet

 Old bike saddles used to be made of leather riveted on to a frame. Here's a picture:

When a biker is really working, really at the utmost of their abilities, they tend to sit really forward, right on that front rivet.  So in the biking world, being "on the rivet" means you're working really hard, and you can't do much more than you're doing.  And the rivet isn't especially comfortable.

Here's a picture of Jens Voigt on the rivet:

That's how I feel these days, though he looks much better at it than I ever will.

You might remember the mandated training sessions that I told you I was supposed to sign up for.  As I mentioned then, I dutifully signed up.  And the first session was surprisingly helpful and good.  I have another session coming up for three hours each over the next three Wednesday afternoons, and it's the seven habits one. 

On Wednesday afternoon, I got a message with "high importance" (the stupid red exclamation mark) telling me to go do something in preparation for the course.  And I thought, it's next week, I'll take a look over the weekend.

Then this morning, I got another rather panicky looking one.  And so, this afternoon, after my meeting, I opened it up to see what I was supposed to do.  And there was this message that I was supposed to do this thing because they were due this past Wednesday.

Like an obedient so and so, I opened it up, and there were instructions: sign in here, fill out this form.  So I did.  And then the next instruction: send this email out to at least ten people (and as many as 30) who are either your supervisors or who you supervise, and ask them to spend 15 minutes filling out the form.  And I'm already late.  And the person has asked that I email TODAY to confirm that I'd sent out the survey things.

I admit, I sort of lost it.  Right there in my office.  It's been that week.  The latest stuff: the headmaster decided, under pressure from students, to cancel two days of classes over the next two weeks to give students a break (which they need because he decided we wouldn't have a spring break this semester to prevent students from traveling).  Note that faculty folks had asked and begged for him to put in a few scattered days if he didn't want students to have a whole week, and let us plan for those.  But no, he'd said.  (It's worth noting that "travel over spring break" for most of our students involves going home, which they've been doing on weekends anyway a lot, picking up extra shifts at their job, and yes, getting some extra rest and catching up.  Few of our students have the finances to go party in Florida.)

Most students are really happy about the two days.  Faculty are less sanguine.  For one, it means most of us have to rethink at least one hour each for three or four courses (our typical load) and work around.  And many of us had built in some flexibility and already given students a day or two off our courses.  (Because that's what the headmaster had said we should do.)  

Grading isn't going to stop, nor are committee responsibilities, etc.  It's yet another half-assed adding to instructor workloads.  It's like the headmaster has never actually taught a college course.  (Because, it's true, I think.  This is why people with degrees in "higher ed management" shouldn't generally be in positions of power in universities and colleges.)

And about two days before that, we got the announcement that because they've opened up a vaccination clinic on campus, they're using one of the faculty parking lots for vaccination parking, so we have to park at a further lot.  Yes, it's a great thing they're doing vaccination clinics.  Yes!  And it's a small enough thing.  But it means a longer walk for most of us.  It adds up.

And no, thank dog it won't interfere with the special marked places where the administrators have reserved places:

Except that the reserved and numbered spaces (the one to the left of the loading dock is where the highest academic official parks) are pretty much empty every time I walk through the lot on the way to and from my office.  (I guess they're all working from home even though they've insisted that all of us teach face to face unless we have a specific medical issue.  That's leadership, right?)

Yep, today I'm a bit on the rivet.  It feels like most of us are these days.

 I emailed the two people who mostly supervise me, and asked them to fill out the thing, noting that I'd dutifully signed up for the training.  But I didn't ask any of my department colleagues.  If I'd asked ten of them, and it took 15 minutes each, that would be two and a half hours of peoples' time.  There's no way.

And then I wrote an email to the "training person" on campus (the one who'd sent me two urgent emails and who I was supposed to email TODAY) saying that I had sent the survey to my supervisors, who were part of the management structure that mandated this training, but that I wasn't adding to the work of anyone else so wasn't sending it out further.  And then I suggested that the description of the program had given specific dates, and I'd planned out to spend that time working on the program, and if they were going to require people to do stuff ahead, they should put that in the description of the program so we'd know.

And THAT is how you confirm the label of trouble-maker, no doubt.

Tuesday, March 30, 2021


 I think it's an incredibly clunky term, but it's the term HR folks seem to use.  It's the big picture practice of bringing someone new to work in your area.

For us, we're replacing our administration staff person.  As I mentioned here and here, our former administrative staff person, the person we hired over the summer, left in December.

Our new person is starting today.  I'm very hopeful.  They've worked elsewhere on campus, and has a stellar reputation, the sort of reputation where, when someone hears about our hire, they immediately say how lucky we are, and what a great person they are. 

Part of the reason I'm hopeful, and even know about "onboarding" is that one of the programs I signed up for after I got the mandate to sign up for "leadership training" was a campus-specific program on hiring.  Part of it wasn't that new to me, but part was about "onboarding," and that was super helpful.  (I was pretty cynical about this programming going in, but now I'm quite hopeful about the campus specific programs.  If they're half as helpful as this one was, I'll be pretty darned happy with them.)

Not only was the program helpful, but at the end, the HR person in charge sent us an "onboarding toolkit for managers" with lists of things to take are of on my end, things to talk about with the new person (like asking what training they need for various duties), and things to put together to ask them to do early on that will give them a sense of success.

So, I put together a couple of folders yesterday: one has several documents that might be helpful, the recently retired administrative staffer's to do list for the year, the chair's duty list and calendar, lists of department members by rank, area, and offices and such.  Another has copies of all the stuff our new person will need for scheduling (a major part of this person's duties has to do with scheduling).  And the third has a list of relatively easy tasks that they can take care of fairly soon.  There was a little bit of filing, and then signing up for a procurement card, and stuff.

Some of all this is easier because the new person has been a campus employee already.  So I didn't need to arrange for a campus ID or anything.  


What with the hiring, and all the reappointment letters for tenure track colleagues, and so forth, I've been incredibly busy these past few weeks.

Now, I'm a bit behind on grading, but might be able to catch up on that today.  And if so, then I'm almost caught up with all the things I should be caught up with.

With no spring break this semester (the administration effort to keep students from traveling to party destinations even though most of our students usually spend spring break pulling extra shifts at their workplace to try to make money, or visiting family, because most of them can't afford a trip to some sunny beach to party), we're all running on empty, on the rivet, or whatever other metaphor you can think of.

I'm hoping to be able to catch my breath a bit on Thursday...

Saturday, March 13, 2021

Reading Evaluations of Teaching - Time Spent Doing Homework?

 I've spent much of the day reading evaluations so that I can do yearly reviews for my departmental colleagues, and I'm weirdly fascinated by one of the questions and the responses.

The question asks students to estimate how many hours per week they spend outside of class on the course.  And it gives them several options, ranging from under one hour to two hours or more.

By way of background, we teach three and five credit hour courses in my department, mostly (where each hour in class is one credit, and .  When I was in college, I was told I should plan to work outside of class about 3 hours for each hour inside of class, except for labs, where you'd work about an hour or an hour and a half outside for each hour in lab.  Or so we were told.  (I'm not sure I ever did; I wasn't the best undergrad student.  But by the time I went back to school, I did at least that.  And my grades reflected the change.)

Most students choose the fewer than two hours a week option.  (Though in my one course last semester, 8/10 students who responded said more than two hours a week.)

Does this mean our students are smarter than before?  

That we aren't demanding as much work as when I was a student? 

That we may be assigning work, but it's not getting done?

Are they responding to more honest expectations?  (ie.  maybe the people who told me to study 3 hours outside for every hour inside were wishful thinking?)

That students work more efficiently than we did?  (This HAS to be part of it.  Just being able to type things up on a computer and make changes easily is SO much faster than painstakingly typing on a typewriter and having to make corrections with wite-out or whatever.  Also looking stuff up is MUCH faster now.)


How should I think about those responses?  I tend to think that students spending more time working outside of class reflects the course's rigor.  But maybe that's wrong?

In the end, it's an interesting, but sort of useless question for me, I guess, in reviewing colleagues.


Tuesday, March 02, 2021

And Now What?

 We requested for three people to have fully on line schedules for fall, and were turned down on all fronts.

The good: the dean just told the registrar's office to make the change, rather than telling me to make the change.

The bad: my colleagues will be at greater risk.

My question: Part of me really wants to resign as chair and retire and let someone else deal with this crap.  But...  I'd feel really awful doing so in some ways.  And really good in others.


And still, our administrators are working remotely, for the most part.  Of the ten special parking spaces, two are usually filled on any given day.  Now, maybe there aren't fully 10 people with slots.  But there are more than two.

Leading firmly from the very back, miles behind whatever trenches we imagine ourselves in.


There was an article in Forbes recently saying that more than half of tenured university faculty have considered leaving the field or retiring early.  I posted it on my effbee page, and bunches of people have said that yes, they're doing one or the other.

Tuesday, February 23, 2021

Add This to Your Plate

 I got a couple of emails yesterday, one from HR, and one from the Dean, which I actually read.  The upshot is that all of the chairs and other campus "leaders" are supposed to participate in a number of leadership courses, each lasting from three to nine hours, it looks like.

I'd like to bitch and moan about the added work, which is, at minimum, four three hour classes, so 12 hours, but two nine hour classes are also strongly recommended.

It's not like we have to do them all today or anything, they're spread over the year.  But the ones for this spring (four of them, I think) are mostly scheduled for when I have class to teach.  That pushes me into summer to take most of them.  

I dutifully signed up.  I don't want to get a reputation as a whiner, but still I'm irritated.  

Some of the classes look super helpful, and I wish I'd been able to do them this past summer: there's one on campus specific budgeting, and campus specific roles for chairs, and another on hiring practices that's campus specific.  

Others seem, well, potentially irritating.  Or not.  They seem to be really into the "seven habits" thing.  I don't really know.  According to Dr. Google, the seven habits are:

  • Habit 1: Be Proactive® ...
  • Habit 2: Begin With the End in Mind® ...
  • Habit 3: Put First Things First® ...
  • Habit 4: Think Win-Win® ...
  • Habit 5: Seek First to Understand, Then to Be Understood® ...
  • Habit 6: Synergize® ...
  • Habit 7: Sharpen the Saw®

I'm not sure I need 9 hours to learn about these.  I mean, duh.  And I'm unconvinced by the trademarks.  Seriously, "be proactive" is trademarked?  Didn't Ben Franklin have something to say like that?

I may need an attitude adjustment.  I need to try to make it useful, at any rate, because I'm supposed to do it.  But it does feel a bit cultish, doesn't it?

I can't help thinking how much more useful such things would be to colleagues at the beginnings of their careers rather than nearing the end.

I didn't sign up for the week long workshop in the middle of summer.  I'm hoping to actually get to have more of a summer this year.  I'm paid to work 60% during the summer, supposedly, and I mostly worked a lot more than that last summer.  (A lot of that was learning curve.)

Finally, I sometimes get the sense that people whose main jobs have to do with having meetings tend to think that the point of work is to schedule meetings, and everyone can schedule meetings at their convenience.  And, of course, that's not the way it works for most faculty and instructors on a college campus.

In better news, the department schedules committee did great work yesterday, and things are coming together for spring of 2022!

Friday, February 19, 2021

Chaos and Nothingness

There is everything to write.  And nothing.

Things are constantly changing, constantly demanding adjustments.  And things are endlessly boring and unchanging.

A month ago, we were all working under the assumption that fall semester would be much like the current semester, with significant numbers of colleagues working from home for medical or other reasons (they've been pretty good here about allowing folks with small children to work from home to be able to care for children whose daycare or schools are or may be closed at any time).  And a further significant number of classes are in weird hybrid or cohort models that no one likes (where, for example, on third of students can fit in a MWF classroom with a Covid Cap) and the rest can't, so the class is split in thirds and students actually meet in class once a week, with the instructor figuring out something for the rest of the week.  People have been creative in making courses work that way, but they're far from ideal.

Given that expectation, we had scheduled courses on line with no meeting times, or on line with meeting times for livestreaming, in cohort models, and in regular old face to face models with small numbers socially distanced in large rooms.  That left, of course, many regular rooms unused in any formal sense, since many rooms are designed to fit 20-30 students, but almost no courses run with 10 or fewer students.

And then on Monday, everything changed, and the administration announced that we would all be in person, even those with medical reasons linked to Covid.  The Dean said that the only reason a class could be on line was to meet a pedagogical need.

So we started replanning to put courses face to face in regularly capped rooms, without social distancing.

Except some people really have health problems and worry that even in fall we won't have sufficient herd immunity.  Nor will we require students to have vaccines, and we, of course, won't know their vaccination status, and won't be allowed to ask.

Immediately, requests came in from folks who want to remain teaching on line.  And they're still coming in.  Some are from folks with medical reasons, some are from folks who've moved elsewhere, at least partly, to be with loved ones while they teach on line.  (Here's work/life balance questions for real.)

I've been tending to say that so long as they have good pedagogical reasons...and I hope the Dean and higher ups will accept those pedagogical reasons.

The thing is: I walk by the special parking lot where higher level administrators (not the Dean, but above the Dean) have specified parking places.  #9 is the Provost's place, for example.  And none of those spaces tend to have cars parked in them when I come to work, at whatever time I come to work.  Nor when I walk to class.  Nor when I go home in the afternoon.

And when I'm in meetings on line with higher ups, it's easy to tell when they turn their cameras on that they're not in an office.  (The Dean almost always is, as is one associate Dean.)

If they don't feel safe working in their little fort building with separated offices and going to meetings in empty rooms on campus (there are a LOT of empty rooms that could fit a meeting of ten, say), then it irks me that they expect my colleagues with documented medical problems to meet with students several days a week in fall with no social distancing.  (NO one can say if there will be a mask requirement.)

I'm less sanguine about the folks who want to live elsewhere while they teach on line here.  It's not just that I think face to face generally makes better educational opportunities, but also that we do a lot of service work on committees, and they shouldn't expect everyone to accommodate their desires when it really is a lot better to meet in person normally.  On the other hand, we all make noises about work/life balance.  

In any department, there's likely a small percentage of people who are "checked out" to some extent from departmental life.  Often, these folks do a great job teaching, but shirk committee work.  Or they do great research and teaching, but shirk committee work.  And yet we all know that committee work keeps the gears moving and gets things done.  You want classes to teach?  There's a committee that works to make sure the curriculum makes sense.  And so forth.

It seems like teaching on line makes checking out easier to do, and harder to discourage.


I'm teaching a small class, all in person, and trying to make it as much like a regular course as possible.  And mostly, it's great.  They're discussing and it's lovely.

One person had to quarantine, and so I livestreamed the class.  And now some people seem to have decided that this means they can go somewhere and just tell me they'll join the livestream.  I'm frustrated by this behavior, but don't know quite what to do.    I don't want students to feel forced to come to class if they're unwell or should be quarantining.  But I also don't want to livestream so that a student can go visit a grandparent.  On the other hand, better that they join the livestream?  It's frustrating and hard.

Wednesday, January 13, 2021

Into the Abyss

 As I mentioned last time, our office staff person has left.  So we're working on hiring someone new.  And that involves paperwork.  Except, of course, nothing's actually ON paper.  What do we call it now?

We have permission to go back to the old search and call the next person down the list.  And between the folks on the search, we've dug out our notes and have the next folks' names.  What I don't have is their phone numbers.  So, I thought, I'll go into the computer documents about the last search and pick them up easily, and... I was wrong.

Between the time we did that search and now, the computer interface has been changed, so nothing I'm doing works to get me in.  At least nothing I can figure out.

I emailed the HR person who's mostly in charge of hiring stuffs, and who, I assume, is super busy.  Then I called the Question Center to get help from them.  That's our centralized "one stop shopping" administrative unit that's supposed to be able to help us with all sorts of administrative stuff.  No answer.  

I tried calling the administrative staff person at the Dean's office, who I thought might know.  No answer.

Then I got an email from the Question Center asking what my question was, sorry to miss my call, etc.  So I emailed them, and the response was to send another email to the HR person I'd already emailed.

I decided to work on other stuff.  And after a while, I got a call from one of the staff people at the Dean's office, to try to help.  But they didn't know.  So they asked the Dean, who, it sounds like, basically threw up his hands and said he always has to ask for help to get into the hiring system.  So then she called the Deanling, and we talked across phone lines, and decided to do an internet call.  

We did the internet call, and the Deanling realized that the directions page he was going to point me to (which I'd used already) didn't work any better for him than for me.  So HE put in a call to the HR person.

And now the HR person sent me new instructions, so I can get into the system.  But I can't seem to find my search in there.

I've now spent two or more hours on just this problem, and I've got 6 other problems to try to take care of, or tasks to do.

Tuesday, December 29, 2020

So Much Has Happened...

 since I last posted.

We made it through finals.  One of my students says they're going to go through the process to grieve their grade.  I think the grade I put in is the grade they earned.  

Most of the other students did pretty darned well.  In their final reflection, a number talked about working harder on my class than on other classes, and learning really valuable skills about critical reading and research.  So that was good.

The person I talked about hiring here and here has quit for another job.  I don't know whether this has to do with me being a poor manager and not doing a good job bringing the person on board, or the person being a job-hopper, or what.  

But it means trying to hire again for that position, which is a huge additional task.

In the meantime, Covid continues apace and more.  The Northwoods' hospital is supposedly overbooked and in difficulty.  And the numbers of people who just won't wear masks is frustrating.

And the numbers of people who insisted on traveling or getting together with large groups for Thanksgiving and Christmas is even more frustrating.  I GET that it's hard.  Really.  But if we can all hold on for six months, things will get so much better, and fewer people will be sick, or die, or have long term problems.

Thanksgiving for me:  called with family, not zoom, but you get the idea.  That was nice.  A friend invited me to pick up a lovely dinner and bring it home.  So I did.  It was a lovely dinner.  And a bit lonely.

Christmas for me: called with family, not zoom, but you get the idea.  That was nice.  A friend invited me to pick up a lovely dinner and bring it home.  So I did.  I was a lovely dinner.  And a bit lonely.

I did a fair bit of Christmas prep for my Mom from afar: first, I sent a package with some things she needed and some reindeer antler hats for her and a friend.  Then I sent a package with a flannel Christmas tree thing, treats, and a note.  Then I sent another package with cute ornaments in various "people" shapes (elf, Santa, snowman, gingerbread man, etc) with pictures of family members in the face area (I got the ornaments, and family members sent me pictures, which a local place printed in the right size).  I think that was helpful for her.  I hope so.

Before Christmas, I started taking a walk about once a week with the dinner friend's six year old kid.  We walk to a local coffee shop, get hot cocoa or cider, and then walk to the park area where there are big rocks and such to play on, and play with our imaginations for a while, drink our drinks, and walk back.  It's little enough to do to give a friend a break from homeschooling and such.

About two weeks before Christmas, I got one of the ornament things, and asked the kid if they wanted to give his parents a present.  They did, of course.  They're at that age when giving a present is important, too.  So we took a picture, and I said I'd get it printed and put it in the package.  And then they drew a picture to go with it.

And then the next time we went to get cider, I gave them the wrapped package and they put it under their tree.  They were excited.

On Christmas Eve, my friend called to tell me that the first thing when they were going to open presents under the tree, the kid had wanted them to open their present, and was so proud of it.  And, of course, my friends loved it, too.

I got the kid some legos, and arranged with their Mom to do a scavenger hunt.  So I wrapped five gifts with clues and put a little sticker on each about where it should be hidden (so they'd be in the right order), and the kid got to do a scavenger hunt for their present on Christmas, which I'm told they enjoyed a lot.  (I'd left the gifts wrapped in the back of my car while we went on our walk for cider, and their Mom took them out and took care of the rest.)  The Mom really wanted to make this a good Christmas for the kid, even though they wouldn't be with family, and I think this added a little.

So now, things to do:

Hire a new person.

Year Evaluations for everyone but me (the Dean does mine)

Assessment stuffs, both our programs and the GE program

Scheduling stuffs (I need to schedule our non tenure track folks for fall)

Budget work

Prep my spring course and get it all on line and ready, as much as possible.  My spring course is too big to fit all together in a room, so I have to do what they consider a "hi-flex" thing: one third of the students in class each day, the rest on line.  What a flustercluck!

Evals for our non tenure track folks with our writing program and personnel committee chair.

Write letters for two tenure track folks' reappointment.

Work on a scholarship thing.  This is actually the BEST news lately.  A generous donor asked us what we'd do with a couple thousand dollars, and we said we'd love to give scholarships to a cohort of underrepresented students entering, thinking of English majors/minors.  And now we have to find students!  But it's all very late in the game, so...

And yet.... I feel absolutely no energy to do this stuff.  I really need to just power through.  Wish me luck.

Wednesday, December 02, 2020


 I got copied on some emails today sent out by an administrative aide telling colleagues in my department that they need to do X before the year is out or else.

I get these sorts of emails fairly often.  We're supposed to do time sheets, pretty much like any other job, saying when we took sick leave and such.  But some people don't do them or skip some, or whatever, and so I got a bunch of copied emails telling people to get caught up or else.

I can sure understand missing a month.  It happens.  But not doing them for an entire year?  That's not just a mistake.  That's on purpose.

And we have a departmental email that goes out at the beginning of the month as a reminder, and then a week later as another reminder.  

This time, it was trying to get people caught up on "training" stuffs we're all supposed to do before the beginning of the academic year.  There's one on email and other security, and one on not sexually harassing students, and so forth.  Yes, they're useless.  And yes, someone is making way too much money supplying these mandated training things to large employers.  For each, it's about 90 minutes of stupid irritation.

But just do it and it's done.  (I did three for the coming year over Thanksgiving break.  Two one day, and one the next, and now I'm done for the year.  Yay me.)

I'm sure pretty much every largish employer or government agency has these for employees to do.  And mostly, I'm sympathetic to the goal: don't think you're going to get millions of dollars if you send your bank info to that Nigerian prince.  And don't sexually harass people.  And try to treat people with respect and decency.  All of those are worthy things, even if the training module thingies are dreadful. 

What I've decided to do is send one follow up email about whatever, reminding the person of the consequences (you lose some benefit that's nice, usually).

Today, I got a polite email back, thanking me for the nudge.  Okay.  Nice.  At least it was nice.  But seriously, I shouldn't have to nudge someone who's been here for nearly 10 or more years.

I think the biggest shock for me as chair is the constant reminder that my fellow faculty members haven't bothered to "read the syllabus" or "do the reading" or "do the homework" or whatever that we all complain that students don't do.  

And for exactly the same reasons: we're overwhelmed, and the things we're supposed to do don't seem as important as other things, and so on.

Tuesday, November 24, 2020

Advising Woes

 Like many other campuses, NWU has moved to a system of centralized advising, with students having faculty advisors assigned rather late in the game, and not having any perceived "need" to contact the faculty advisor.  All their registration codes come through the central system advisors.  And those advisors are really pushed to get students through in four years and to keep them as happy as possible in that customer service sort of way.

But they seem really easily riled.  Mostly, this seems to come from a lack of understanding about how departments work.  And, no doubt, from pressures to keep students happy.

So, for example, there's a senior special basketweaving course that some majors absolutely need, about 26 a year.  Ideally, this would be taught with a max of 20 students per section.  And that's what we do.  But that means there are often sections with 12 to 15 students, and that feels like a problem in some ways.  First, it means we have an instructor teaching a small student contact hour load, and that feels unfair to the folks whose senior courses are packed full constantly, and who also teach bigger lower division courses.  And it means that the faculty member can't teach a bigger lower division general education type course.  And the administration wants us to offer lots of those.

So, we've talked about whether we can move to teaching the special course once a year, only in, say, fall.  But for next year, the plan is to teach it both semesters.

But holy cow, the central advising folks had a massive panic and were trying to get permission for students who aren't ready for it to take it this spring, because they can't possibly graduate without it and blah blah.  I think I've written them three or four emails trying to calm them down, and they seem calmed now.  But they needn't have gotten panicked anyway.

My best solution would be to teach it three of four semesters, but I'm not sure that will happen.  If it does, then doing a good job advising students will be vital, and I'm not sure our advisors can handle the complexity.

Then there's also the patterned basketweaving major.  It's super popular, and students need to take five special courses in patterned basketweaving, starting with a second year course, two third year courses, and two fourth year courses.  But students can take two of these at the same time.  So, if they don't get into the second year course until their fourth year, they can take the other required basketweaving and general education courses, and then take two third year courses in one semester, or two fourth year courses in one semester.  

Almost all students who have to delay a bit still get through in four years.  

This situation is nothing new, of course.  We've never been able to offer so many patterned basketweaving courses that all students get to take them the first semester they want to.  

And in the old days, all the faculty advisors knew that, and advised students not to panic, and things worked out just fine.

Now, though, there's major panic over in the advising center, and they're upset because an instructor with a course for spring that already has a full waiting list suggested a student (who contacted him about the course) talk to their advisor.  What else should they have done?  (They're not a TT person, and so aren't expected to do advising, and so they don't know the advising stuff, quite naturally.)

And they're implying that the basketweaving department doesn't know what it's doing and is purposefully scheduling too few patterned basketweaving courses.

The thing is: NWU hired 30 plus advisors, and that means, say, we didn't hire 15 faculty members across the university.  Those 15 people could make a whole lot more classes happen, couldn't they?  (Even though I don't think there'd be another patterned basketweaving hire.)