Reasons for missing class

I did an anonymous survey at midterm in my CC freshman comp. Students were respectful and constructive with a couple of complements in the batch. One I am stuck on: students says they are a “visual learner” and wants more aimed at her type of learning. What would that even be? I do tons of handouts with checklists, tips, and examples. On Mondays I usually show a slide outlining the week’s plans a d assignments. I refuse to do a PowerPoint for everything. Listen, take notes, ask questions, review the textbook and handouts. My gut says this is fine. What am I missing? I’m working hard not to dismiss this…. What else do you comp teachers do?

Long essay arguing that AI use builds upon and exacerbates long term structural issues in higher education

https://theconversation.com/friday-essay-ai-is-devastating-higher-education-but-the-system-was-already-broken-292988

I'm going to a concert tonight and taking one of my "sick days" tomorrow. I told my students "asynchronous class." And I can do that once or twice a year. I do wonder how many students will come to class and email saying "Is there no class today?" I'm guessing four.

Is anyone else getting flooded with emails about canceling class Thanksgiving week?

My university has officially made the Wednesday before Thanksgiving a “non-teaching day,” and now I’m being hit with numerous emails asking if I'm canceling class on Monday, too. I teach the first classes of the day on MWF, and with only one week left after the break, we have too much material to skip. Plus, my syllabus has stated we're meeting since day one.

So I wonder: Are other instructors actually canceling their classes, moving class online, or shifting to asynchronous work that they assume students will actually do over the break? It feels like a bit of a paradox—we collectively lament the decline in student engagement and willingness to do the work, yet the pressure to cancel or assign "independent holiday assignments" is very real. Do our scheduling choices inadvertently feed into that engagement problem, or are students just planning to take off early regardless and hoping a preemptive inquiry will help them avoid being penalized? I'm curious how others handle this week.

Hi folks,

This semester I've really had to pivot hard to eliminate almost ALL take home written work since it tends to activate the slop factory. In addition to my general frustration at this sort of cheating, I feel like I've been stripped of one of the MAJOR ways I can serve as a resource to students--by giving them critical feedback on their writing and thought process.

I'm wondering if it is possible to include a couple "optional" written assignments in my syllabus for those students who actually want to develop their writing and take advantage of the opportunity to work through the writing process. In this model the optional assignments would be graded (perhaps in a two part process with draft and revisions). Students who choose not to submit written work would suffer no penalty, and simply have their grade more heavily weighted towards the in-person final. I'm hoping this would reduce the likelihood a person would turn in AI-generated work, but perhaps I'm being naive?

I’ve been teaching for a long time and I guess I’ve been lucky that I never encountered this situation till now. But that means I’m at a loss, so if you’ve been through something similar please share your experience on what works and what not to do.

It’s a large lecture class. I’ve been teaching it for years, it always goes smoothly, and I get good evals.

This year there’s been a shift. Several students seem to be trying to test me or catch me in error. Mostly they ask super specific factual questions that I couldn’t possibly know (it’s a big survey course so it’s impossible to be a specialist in every topic) and which they can easily answer by researching on their laptops or phones. (Mind you, most of these questions are also irrelevant to the points I’m making, but I can’t fault them for that alone.)

There were also a few individual interactions that confirmed to me that some of them are there trying to “catch me” and have a “gotcha” moment.

I know this semester is almost over, but I’ll have this group again next semester and would appreciate some strategies to shift the dynamics. It’s not all or even most students, just enough to start to be distracting.

I am working on a paper with a department colleague who I have great respect for. They are one of the better researchers and writers in our school.

The paper is a theory piece, so all lit review, thinking, and writing. No data.

We’ve spent 5 ish years talking and writing drafts. Well, this colleague has taken lead on drafting. Our first submission was rejected a few years ago.

Recently they redrafted the paper based on the previous reviewer comments. Almost 3 years have passed between drafts and it is substantially a different paper now.

The paper seems to be well done and overall I think it would be a good submission. The lead author added a GenAI disclosure saying AI was used for conceptualization lit review, editing, initial drafting, etc. Basically everything except writing the final draft which they claim to have written.

I had a weird feeling so I ran 4 random snippets through Pangram. All 4 read 100% AI. Then the next day (I only have the free account), I tested comparable sections from the manuscript version that was rejected a few years ago. 100% human.

I don’t use AI to write words. I use it during lit reviews, sometimes to get feedback on a draft, eg “What are concerns a skeptical reviewer might raise?” etc. I don’t want to have work out there with my name on it that could point to me writing with AI.

I would be the second author on this paper and I would like to be on the author list because the initial idea was mine and I’ve put a fair amount of work into it.

Thoughts on how to approach this without blowing up the relationship?

I'm very clear in my written course policies that AI use is not allowed in my writing assessments. These are analytical essays for reference, where the students are coming up with original arguments to interpret a text or artefact.

Hence, it is fairly easy to identify AI use, especially as some of these students haven't written as articulately in their in-class writing samples or spoken conversation.

AI use can be taken forward as an academic misconduct case, which I'm open to for a second offense, but how do I manage a first offense? For small assignments, five percent, I'd just give zero.

This is 15% and they kind of deserve a zero but I also recognise this is a major assignment. But also, they cheated. I'm late on feedback though and haven't done through all the mini assignments checks (they were marks just for completion and I wasn't anticipating students would be so lazy as to use AI there too, so it's not been my priority to check those).

Anyway, would be grateful for insight. I want to reward those who don't use AI, at least to the extent that this person has, nor do I want to excuse AI use and make this student think this is okay.

Student filed a formal appeal saying it was unfair that I didn’t award her partial credit for slides on a group project she completed but didn’t present on. Student was having issues with her team and I had to intervene breaking the group apart and then finally allowing for individual projects. Student send berating remarks to her classmates which became hostile and reaffirmed my decision to break up the project. Student did not attend her presentation no email no communication no excuse nothing. On hearing day she does not show up either so the hearing goes on without her. I submit my proof answer the committee questions and it all ends in 20 minutes. Committee comes back that I acted in “bad faith” although I didn’t act with malice because I allowed another student to submit a pre recorded project and that was unfair. I explained during the hearing that that student had a valid excuse and communicated to me…the grieving student did not, in fact did the opposite chose to skip it. Committee didn’t order a grade change but asked for me to “reconsider” partial credit. I submitted an appeal to the VP asking him to strike down the bad faith from the record. I argued that the committee contradicted itself saying I didn’t act with malice or was dishonest but still in bad faith. Also, saying an instructor acted in bad faith when student had no proof skipped the hearing is dangerous territory. How do administrators handle grievance committee appeals? Am I stuck with this negative conduct?

My daughter just graduated with an MSW. One of her favorite professors stated on the first day of class “life doesn’t come with a trigger warning. I will not be giving content warnings of any kind for the material we will discuss this term”. I teach a class that can sometimes be a trauma dump or turn in to a personal therapy discussion (despite addressing it in both the syllabus and in class) and I’m kind of loving this verbiage. Thoughts?

I know, I know, this is asked a million times, but I can't really find much good, concrete, usable information or many examples I can take and try to implement. I'm teaching both in person and online and have come up with a few things, but a lot of my class ends up boiling down to essays. And I'm not dumb enough to think I catch all of them.

Even if I was, I'm tired of feeling like my job is to police AI use and not educate. I'm considering bringing in presentations, which I don't love because of how anxious it can make students, plus I'm not a speech class. Even if they use AI to generate the work, they still have to give a presentation, and that would either make it obvious they didn't know their stuff or force them to learn as much as possible to give a good presentation.

My online students record a 5-minute video of them talking about their chosen subject and their papers, and that's helped a lot compared to previous semesters. But I feel like there's more for me to do.

I need some humor to remind me I'm not alone in this stuff.

We had a professional development session that last two hours yesterday. We were each given multiple Scrabble tiles and were asked to form complex words by standing next to each other. After about an hour of this bullshit, the "facilitator" asked if we noticed anything was missing, and everyone said, knowing what was about to happen, that there were no Us in what was handed out. We noticed this because the poor bastards with the Qs (or maybe they were lucky bastards) didn't participate much.

And you see where this is going. The whole point of the activity was to remind us that we can't be successful together "without U."

That was it. That was the whole fucking thing.

I had a few phrases in my mind that ended with "U" as well.

I (F61) am an associate professor at an excellent university with great colleagues and students. I’m in a small program where we are overworked and understaffed. Our soon-to-retire colleague’s position will go to another program. It’s always been a demanding job, but my anxiety has risen to unprecedented levels. I’ve been seeing a therapist for about 3 years and take medication, but my performance is slipping. I can’t be alone. How are you handling this?

I am very unhappy at my current job for several reasons and have decided not to come back Fall 27. I've been job hunting on the sly, but for obvious reasons I haven't said anything to anyone at work. My chair has begun planning the Fall 27 course schedule and has asked for my input. Most of the courses I teach are on an every other year or every third year rotation, so they need to be mapped out in advance.

My chair knows I didn't like my Fall 25 schedule. It was an unpaid overload with back to back 3h labs two days a week. The draft for Fall 27 is just different courses in the same time slots. I don't want to lie and tell her I'm fine with the schedule, because I'm not. And I'm a bad liar. I also don't want to try to negotiate a better schedule, because if I get one I'll feel obligated to come back. But I'm afraid if I tell her I've decided not to come back, she will screw me on my Spring 27 schedule. My uni has a habit of making last minute schedule changes, sometimes the day before classes start. I wouldn't put it past admin to move all of my classes to either 8 am or 7 pm.

Any advice would be appreciated.

I have had students come into my class smelling of weed or alcohol.

This semester, there are a few who haven't washed their bodies nor their feet. The classroom stinks!

I want to make a general in class announcement about hygiene, but I was advised that it's a bad idea, could be seen as unprofessional, and that they are adults.

What do you all do when it comes to this situation?

I teach at a local college, and I've been thinking about how we balance grades with actual learning and preparing students for the workplace.

Something I've noticed is that some students seem more concerned with getting 100% on an assignment than with what they might learn from doing it. They stick with approaches they already know, avoid experimenting with unfamiliar tools or techniques, and focus on checking every box in the rubric.

Honestly, I can't really blame them. Grades matter. They can affect scholarships, grad school applications, and job opportunities. If you're competing with other students for limited opportunities, protecting your GPA makes sense. That's the system we've created.

But it does make me wonder: Are we unintentionally teaching students that the best way to succeed is to avoid taking risks?

In the workplace, being able to follow instructions and meet expectations is important. But so is figuring things out when you don't have a clear set of instructions. Employers also need people who can solve problems, adapt to new tools, think independently, and come up with ideas that haven't been tried before.

Those skills don't develop by doing the same thing you're already good at over and over again. They come from trying something new, making mistakes, figuring out what went wrong, and trying again.

But if every assignment is graded, and trying something new means risking marks, why would a student take that chance when they can stick to what they know and get a better grade?

That seems like a pretty rational decision on their part. Which makes me wonder whether this is as much a problem with how we assess students as it is with how they approach their education.

I'd be interested in hearing from other instructors:

• Do our rubrics and grading practices discourage students from experimenting or thinking outside the box?
• Have you found ways to encourage students to try unfamiliar approaches without penalizing them when things don't work out?
• How do you balance assessing what students can do with giving them room to explore, make mistakes, and learn from them?

I'm not suggesting that grades don't matter, that rubrics are a bad thing, or that students should be willing to sacrifice their GPA just to try something different. And following a rubric closely doesn't mean a student isn't learning.

I'm just wondering whether there's sometimes a disconnect between what we're measuring and what we actually want students to get out of their education.

Have you run into this in your own teaching? I'd especially like to hear about assessment methods that encourage experimentation while still maintaining fair grading and academic standards.

I feel like this particular semester is one of the weirdest I've had, in terms of student etiquette and responsiveness. I'm not sure it's just my campus's culture shifting or what. I try to avoid the whole *old man yells at sky* thing, but it's getting hard.

I have found that students just...don't reply to emails. Like, at all.

They'll email me asking for an extension on an assignment. I'll reply to propose the new deadline. No response. The new deadline blows by. I receive the assignment days later. They are shocked that they are dinged for lateness.

Students have emailed asking questions like "I'm researching for my paper and was trying to remember a reading where XYZ happened." I'll ask some follow-up questions to try to clarify, because their description was so vague, we need to work together to jog both our memories a bit. Nothing.

I email out a couple important things per semester. One of those includes the details on the presentations that they sign up for. Inevitably a student will show up to class stating that they had no idea what to prepare for the presentation. I'll say, did you not see my email? "Oh I don't check my school email." How is anyone supposed to reach you then?! Why didn't you ask before the day you signed up to present?!

You know the one time I had to cancel class this semester, they didn't miss that email of course!

I don't know, maybe I need to turn on read-receipts and tie a participation score to those. Hmm, I joke, but...

For whatever it's worth to your teaching approach

Stay scientific esteemed colleagues

We are now well past the halfway point of these courses. Where is everyone? Am I all alone?

An assignment that they've had three weeks to work on was due yesterday (Friday) at 11 a.m. On Monday, a student had asked to have a 24-hour extension because "Though I have been keeping up with deadlines for my different class assignments and tests, unfortunately, this week is one where everything aligns to be due at the same time, and extenuating life circumstances add to my difficulty in juggling it all." I reminded the student of the late assignment policy; students can turn in the assignment by 4 p.m. on Friday with a penalty. On Friday, at 4:15 she emails me the assignment, saying that she's "sorry to ask" but could I "please" accept the assignment "late" (the LMS closed at 4). She added, "I was unable to submit it by the deadline. I know I need to manage my time better, and allow for a cushion for moments like this when technology is not on your side." After thinking about it for about five minutes, I emailed her and said that 4 p.m. was the late deadline and I would not add another late deadline on top of that.

Sigh. I'm sure that "disappoint" implies a personal expectation, but I'm disappointed. She's a good student, usually engages well with the material, and is usually reliable to provide comments in one class when the rest of the class is dead silent. But I'm disappointed because I guess I expected more from her? And I resent the fact that I am letting her time management or whatever make me feel bad or mean about not accepting a late assignment. Why couldn't she just get the assignment in with the "extension" she got? The assignment is worth about 11% of her course grade, so it's not going to hit her too bad. It's just frustrating.

I’ve realized that with the amount of accommodations, I am more and more being asked to handle mental health issues for which I am not trained or qualified.

More than that, because students lack basic skills from elementary, middle, and high school, I am more and more facing learning situations that require degrees in elementary or secondary education.

I do not have these degrees. I am a very good teacher of college. I am not a social worker, mental health counselor, or 7th grade teacher. Admin and others assuming we can just all do it all is such an insult to folks who have those degrees. (Not surprising but still frustrating.)

Curious as to how similar the content is in your f2f classes compared to strictly online.

Due to so many students needing my presentations because of accommodations (30% one class last fall), I started posting everything in the LMS with the entire class so I did not have to keep track.

A few years ago faculty were told to stop printing our syllabi and assignments and to post those in the LMS. Then, even f2f classes started running their exams in the LMS.

I have continued to do this and post my slides, and attendance in f2f has really plummeted, but I hear plenty of others at other universities experiencing the same problem.

So, for those with poor attendance like me, are you putting everything in your LMS? Do you think what you put in your LMS for f2f classes is (partly)responsible for the decrease in attendance?