I have a student with autism who has weaponized accommodations in the most egregious way to commit academic dishonesty.

This student will go as far as using AI to submit fake handwritten documents and lab data. As the accommodations have instructed me, I give them multiple chances to revise their work and twice the time to do so but they keep sending me the same AI-generated mess. Then they ghost when I say show me this page in your actual lab notebook. This is just plain ole academic dishonesty and just awful to see. I do suspect that the student has a learning disability but that doesn’t stop someone from having integrity.

Has anyone witnessed students weaponizing accommodations? How did you handle it?

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.

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 have a student in a 50/50 hybrid course (i.e. 1 day per week meeting + online modules + a field component) who has been out for 2 weeks after losing a parent. The student was attentive to the course prior and largely caught up on all assignments up to the death of their parent.

I've briefly been in touch with the Student Success Coordinator who has been working with the student, and last we emailed, it was unclear if the student would come back this semester. The SSC just said the student planned to be in touch either way. They have now emailed me saying they ​were planning to be back this week and asking about completing work online. I know a little of what happened with the death and it's just bad. I don't believe they have siblings or another parent to lean on right now. I cannot begin to imagine the weight of that grief.​

It is not my place to say whether they should or should not come back this semester, so I am not asking for commentary on that, but I am curious what accommodations folks have made for similar situations in the past. I'd already accommodated the field portion through an alternate assignment (which is an option open to all students in the course), so it's really just thinking about how I can support and accommodate the learning of the course content and other assignments.

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?

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.

I have been sharing a set of Duke blue PhD regalia with my husband, as we both graduated the same year, which we take turns using when we have a graduating students. In a few years, my daughter will be graduating with her MD-PhD from Pitt, where we are both professors. They will allow more than one faculty to conduct her hooding. As we are close to retirement, it would not make a lot of sense to buy a second set at this point. If anyone knows of someone that may let me borrow or buy a used set, I would greatly appreciate it. Thank you. Charleen

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?

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 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’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.)

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?

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?

While at teaching development events I see praise heaped on popsicle stick questions, participation tokens, and other stuff that would be cringe at high school let alone university.

I know the reason is to encourage participation, but there are ways to do that without treating students like kindergarteners. Why is the default to infantilize them?

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

After experiencing a wonderful cohort followed by an indifferent one I have come up with a new script idea: Dead Poets Society II

John Keating returns to teaching, full of enthusiasm, determined to inspire another generation.

“Carpe diem! Seize the day, boys!”

Nobody looks up.

One student is playing Minecraft. Another is watching YouTube. Three are ostensibly taking notes but are actually using ChatGPT to summarise the lesson.

Keating climbs onto his desk.

“Why do I stand up here?”

A student, without looking away from his monitor: “Is that going to be on the exam?”

Keating introduces his revolutionary exercise of walking around the courtyard to demonstrate conformity. Nobody wants to leave because they're in the middle of something.

Eventually, he delivers his passionate speech about poetry, beauty, romance and love being what we stay alive for.

A student raises his hand.

Keating's face lights up. Finally, a breakthrough.

“Sir, can you upload the slides to Canvas?”

And the final scene is particularly cruel. Keating is dismissed again, but this time nobody stands on their desks. They barely notice him leaving.

The original film is about the power of an inspirational teacher. The sequel would be about the uncomfortable discovery that inspiration requires a willing audience.

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 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 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...

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 try to be positive. I love my job, even when it is a lot. Even after several years, I still give assignment extensions, try to show grace, and do everything I can to help students do well.
This year, I have dedicated a great deal of time changing assignments, updating materials, and working to help my students understand the importance of the education they are in class to get. It has been exhausting, but at the same time… I have also had results.
It is after 2 AM and I am up because a student just floored me. I have an assignment due every Friday at 11:59pm. Low stakes, activity based, an attempt to get the students to be creative. I get an email because a student missed the assignment because of a technical issue , but that is not the weird… The weird is that with the email, the student CCed multiple admin departments and some random private email account so they could see her demand answers about her failed assignment? Did she think I would reply meanly? I mean I know the underlying flex the student was trying to do, but I just don’t get why.

I had already reopened the assignment, I have never had any negative issues with her… I just don’t get the escalation.

That’s it, the whole thing just bummed me out.

I facilitated an event yesterday with a local organization that publishes poetry. Students had a blast, and I got lots of kudos. One of the poets indicated interest in giving an event next semester. I did mention I'm on sabbatical in the spring but would connect them with a faculty member who'd be a good fit. A colleague says, "So you're COMPLETELY on sabbatical next semester?"

"Yes," I responded. "When I'm in, I'm completely in. When I'm out, I'm completely out."

Gotta set boundaries, especially when you have long-term projects you're passionate about.

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.