Both were founded as teacher’s colleges; both enroll many more women than men; both tend to serve first generation college students; and both are now comprehensive universities with many undergraduate and graduate programs besides education. TJNU is younger than Marywood, it was only founded in 1958. It is also much larger; it enrolls nearly three times as many students. And, I had been told, it had just opened a brand new campus.
I had already explored the old campus in the Balitai neighborhood. I liked its older buildings, they reminded me of other universities I had visited in
So on my first Sunday morning, I boarded the Number 8 bus and headed west to
After a 20 minute ride, I arrived in a large parking lot filled with buses from all over the city. The campus was striking. But I wasn’t sure I liked it. The buildings are gray, angular, very modern, and somewhat severe.
They lack the warmth of the brick buildings on the old, Balitai campus. The campus also lacks the trees. Sure there are trees, but they are young, recently planted and barely leafed out. (I would later learn the students had nicknamed their new home, the ‘stick campus.’)

Peter was supposed to meet me at the yard where the bus had stopped. He is the young English Department faculty member who has been assigned to work with the foreign teachers, including me. After waiting 30 minutes, I decided I would have to find the
On the way, we passed through a large circle, not unlike Marywood’s Commons, where a large, impressive fountain plays in different patterns on different days.
I was soon directed to the English department’s office and introduced to Gloria. Gloria runs the office, speaks excellent English and appears to be indispensable to everyone. I rapidly learned that the best way to get information or supplies was to ‘ask Gloria.’ Sure enough, Gloria supplied me with my class rosters and teaching schedule. I had been asking for both since I arrived the week before. No one, including Peter, had seemed able to help. It turns out that who teaches what and when is all worked out in the last days before the semester begins! It’s almost enough to make one appreciate Marywood’s registration procedures.
Students within a major are assigned to blocks of courses determined by their year at the university (first, second, third or fourth) and their section. Section membership tends to be the same for all four years, so you take the same classes with the same students for most of your four year career. There are few or no electives for undergraduates and few courses outside the major, those there are tend to be mandated (military training and Chinese political thought for two).
I was assigned to teach ‘oral English’ to six sections of second year English majors. I also had a graduate class of students in English Language and Literature and in Linguistics to whom I would be teaching ‘American Cultural Studies.’ For some reason, the graduate class was scheduled to begin four weeks after the undergraduate classes began. Each of my classes would meet for 1½ hours, once a week. I was assigned three classes on Monday and four on Tuesdays—and that was it. The rest of the week was mine to do with as I pleased.
As I was getting all this information from Gloria, Peter showed up. It was Peter who had invited me to the meeting. He apologized for not greeting me at the parking lot—the time of the department meeting had been changed; hadn’t anyone told me? And there was really no point for me to attend the meeting—it would be held in Chinese afterall. He showed me the office I would share with him and another foreign teacher and gave me a key to the door. That was my orientation!
As I rode back to the Balitai campus on the Number 8 bus, I reflected on my introduction to academic life at Tianjin Normal.
There seemed to be a heavy reliance on informal channels of communication. (Hadn’t someone told me the time had been changed?) Formal orientations weren’t really necessary. Most people already know the routines. When there is something new, someone they know will fill them in. Complete strangers like myself are very rare. Moreover, the department meeting, I later learned, wasn’t used to disseminate information. Instead, it was devoted to greetings and exhortations to achieve official goals (a little like Marywood’s faculty meetings). Such a meeting wouldn’t have meant much to me, even if I did understand Chinese. And, given the ad hoc , last minute manner in which schedules were put together, formal channels of communication would probably prove too slow and cumbersome to keep people informed.
It was also clear that neither students nor faculty had much choice in the courses they would take or teach. This was still a highly centralized system, despite the presence of a strong reform movement in Chinese higher education. Many Chinese faculty have now been educated in American graduate schools where they were influenced by many of the ideals of American education. As a consequence, more emphasis is now being placed at many Chinese universities on student choice of electives within a broad undergraduate curriculum. Evidently, these reforms have had little impact on Tianjin Normal as yet. Their proponents (at TJNU and elsewhere) hope they will reduce rote learning and foster greater intellectual flexibility and creativity. After more than 30 years experience with American higher education, I can’t help but wonder whether adopting American educational patterns is a very good idea!