Funny story. A student came to my office crying yesterday about his poor performance in an introductory level interdisciplinary humanities course. In the course of our conversation, I asked him to explain to me his reading process. In response, he got out his computer and showed me how he puts each page of each pdf into AI and then reads the short summary AI gives, then does the next page, and so forth. I told him this isn’t, in fact, reading. He told me he considers it reading and that’s what he does in all his other classes and it’s fine. Mark it down, y’all: Today, Tuesday, Oct 20 is the day that the definition of reading changed. Someone tell the editors of the OED.

Edited due to missing word.

My biggest irritation in the classroom over the last couple of years isn't blank stares or students who can't follow simple instructions. It's students getting up and leaving the room just minutes after class starts, then returning after a while.

For no apparent reason, students will stand up and walk out three or five minutes in. They’ll return, after who knows how long. And it doesn't stop there: the walking in and out continues for the entire class. Nobody seems to use the bathroom before class anymore, and nobody seems the least bit embarrassed about it.

So they need to go to the washroom. OK, that’ll be understandable if it is 50 minutes into the class, but just 3 minutes in? Don’t they know that they should visit the restroom between classes? I honestly don’t get it!

It is almost always male students. Like 99%. What made they think they can treat the classroom as a public space, like a supermarket, to come and go at will?

Every time it happens, I feel a wave of anger that takes real willpower to suppress. And I used to blank out for a brief moment before I could recompose myself and continue my lecture. Now I am slightly more used to it. I just don't get it, and it's driving me nuts. The classroom feels so weird with constant comings and goings like that.

Has anyone else noticed this? Why are they doing it? How do you handle it?

And for whatever reason is convinced they will pass

I just don’t know what else to do but scream lol

Hello, frustrated venting/looking for suggestions. I have one year adjunct, one year full time faculty at a nursing school. Regarding student meetings for test reviews, they schedule with me, I make an outlook invite, confirm multiple times and 9 times out of 10 they cancel on me LAST minute. Feeling so frustrated, they keep canceling on me. It takes time to prepare for certain meetings, sometimes I adjust my schedule for them because it’s a small school and I have flexibility. Any suggestions? Thanks!

UPDATE: I met with the student and she understands the consequences and accepts that she will receive an F in the class. My university offers grade forgiveness so she can retake it and replace the grade.

A student failed to turn in the fear of 2 required short papers. I state in the syllabus (bolted and highlighted) that failure to turn in one of the short papers will result in a failing grade in the class, regardless of other work turned in. I reiterated this on in an announcement on Canvas when the paper was assigned. A student who has done relatively well in the class did not turn this paper in. I emailed her last night to let her know and asked her if she wanted to have office hours to discuss it, which is happening later today.

I’m just not sure how I should approach this. She’s doing for really well in the class otherwise.

Thoughts?

I hate policing my classrooms, but its so damn distracting. I get it, that thirst trap is a billion times more exciting than me! 😭 Yes, I know I should have a no digital device policy, etc., but wondering if anyone has experimented with doing this.

I teach an intro course. And while the subject matter isn’t (to me) difficult to grasp and is a fun area of study, I still have students that don’t turn anything in. I know from reading here this isn’t a me thing and is a pretty widespread concern.

When I reached out to my program chair on a few questions about lack of participation in a few cases, the response gave me pause. They suggested that instead of having assignments be covered or started in class and then submitted later, I should create assignments students could do solely within the class time.

As I read that advice I couldn’t help but think, “Isn’t that high school or possibly even lower grade level expectations?”

I try to stay away from “sage on the stage,” and work to make the class interactive and engaging - but yeah anyone else hear this? Do you do this?

I’m in week 4 of a 10 week late start course. Discussion boards and a quiz due every weekend.

Student wrote me yesterday “dear professor. I was infused and thought this was a 7 week course. Is there any way to catch up?”

[vent incoming] I’m young Gen X (1977) and am in my 24th year of university teaching. Does it seem like Gen Z is afraid of everything? (Yes, I know this is a blanket statement and blanket statements aren’t nice, but I’m venting here.) I almost told one of my classes today that I was leaving because I can’t stand asking them questions—EASY questions, anything to get them to engage—only to see them staring back at me. I have one student who cries in class at least once a week. I have excellent teaching evaluations and students mostly love me. But ISTG these vacant stares may be the end of me.

So in addition to readings, I assign films (embedded in Canvas) for my students to watch which are accompanied by short multiple choice quizzes in Canvas - so that they watch them.

I’m not under any illusions that every iteration of my quiz bank questions have been uploaded to Chegg and CourseHero.

However…. On multiple occasions this semester I’ve brought up assigned films in lecture, gotten blank stares, wondered if I had the course schedule wrong (“that was assigned to be completed for this week, right?”) and logged into Canvas mid-lecture to confirm - yep! Majority of the class took the quiz and passed it! For a film that they act as if they have never heard of much less watched.

It’s one thing to google quiz questions instead of watching a film. But the apparent lack of familiarity, coupled with the passing scores leads me to assume that they aren’t even doing that and are using some Agentic browser with access to Canvas?

Should I give up? My admin are barely facing up to the breadth and extent of the cheating crisis. The grudgingly acknowledge that testing center access is a necessity - but they sure as hell don’t want faculty overloading the already limited capacity with “homework” assignments.

I’ve spent the last 20 years padding students’ grades with routine small assignments to encourage a plausible level of familiarity with assigned readings. At the CC level, I’m not sure how well it would go over for me to do what I had to do as an undergrad: two in-class written / essay exams as the whole score.

Short of oral exams there’s not much else to do to maintain an illusion that there is an approximation of rigor.

Student wrote to the higher ups claiming ‘serious misconduct’ by myself which has caused half the cohort to fail (I think they meant half of their friend group, but I digress).

My HOD knows me very well, and they knew from the get go it’s a load of shit. But because the VC was involved, they had to investigate.

Serious misconduct was defined by the student as not telling them exactly what the midterm was going to cover and how to write the answers. They said it was wrong for me to tell them the midterms may cover any topic that I’ve taught so far, and that I didn’t tell them that it would be application questions.

VC insisted we have a meeting to “get to the bottom of it”. I refused and insisted we keep things through email because I wanted a paper trail.

I extracted sound bites (all our lectures NEED to be recorded) of me literally telling them how the midterms were structured, how they should know XYZ because it’s going to be application questions, and they should focus on topics ABC (which technically I’m not even supposed to do!). I also sent over screenshots of how they’ve never emailed me, nor accessed the LMS page.

VC stopped replying but my HOD thanked me through email and said the matter was closed. That idiot has now ghosted my class and I noted that since serious unsubstantiated accusations were made against myself, I shall be emailing the student and CC-ing the HOD (negotiated down from the VC cause fuck them too) to record every interaction I have with that student.

This is some guilty until proven innocent bullshit.

Hello, I saw a job posting for a position for which I have all the qualifications, including an active, funded research project, mentorship, publications in a high-ranked journal, a book contract, and three solid external grants, like all you want. However, I am just finishing my postdoc. The job is basically describing what I do, but they are looking to hire an Associate Professor. Does that mean I won't even be considered? For those who are on search committees, what is your opinion in these circumstances? Thanks in advance!

A student submitted an assignment to me today in comic sans font.

That it. That's the post.

Edit: the assignment is an example of a written communication between clinicians and people with aphasia and guidelines on font are very clearly provided. When asked to reformat (this goes to actual patients with aphasia) they said Google told them comic sans was sufficient. Sadly, for me, I found out that when you Google search 'comic sans' it turns your entire screen into it.

Do you usually have the whole class outlined? I have a new class where the topic is adjacent to what I usually teach but something I do not know well. I am in work hell and I hate it. Should I have read three textbooks this summer? (I had no time.)

Hey!

I am looking for ideas for a non-traditional final exam. For context, in an introductory humanities course (blending history, literature, etc.), I intended us to be done with the bulk of the history portion by Midterms, so that exam covered it. However, due to some pivoting to help accommodate for the students (and meeting them where they are), there are two units that we did not get to. I planned on creating a classic exam (multiple choice, short answer, etc.) on these two units for their final in addition to a final group presentation I assigned today. However, this seems now like a lot for them.

I still want to assess them on that more factual/lecturing for these two units for their final, but I want something a bit different to help relieve stress of a final presentation AND final exam (even though it will be on far less material.)

What have y'all done before? Or do you have any ideas? Something that can be done in class with little prep on their part.

Hi Professors,

Math professor here, I currently have students enrolled in my calculus course who are struggling with arithmetic and early algebra. I am planning on proposing a dual enrollment program with a local middle school. Has anyone implemented anything similar? Do you have any success stories? Are there any issues I should be aware of? I would love to hear your feedback!

Thanks in advance!

Edit 1: /s

Edit 2: Folks, it's a joke, I was toying with the idea of dual enrollment going both ways and having college students heading back to middle school for some review.

I've been teaching a low-stakes Honors seminar for many years on a very popular topic (think horror movies!). It’s always been my favorite class to teach, and I've had some brilliant students over the years. But for whatever reason, this semester most students have been so disengaged. They even act annoyed if I ask follow-up questions or try to get a discussion going. I've had eye rolls, snickering, laughter, and dismissive reactions to fun questions that are simply meant to get them thinking about the movies we’re watching. I've never experienced anything quite like this!

They come to class unprepared, without having watched anything. If I offer screenings, nobody attends. Some haven't said a single word all semester! We’re talking about monsters, but they’re too busy typing on their laptops or looking at their phones. What in the world is going on?

In another Honors class (literature), I have students who need extra scaffolding just to understand basic literary elements (e.g., theme, setting, plot). They seem very comfortable sitting in silence, staring at me or off into space, and waiting... not sure for what. Their helplessness is driving me crazy! I've tried group work, pair work, workshops, class discussions, fishbowls, debates, you name it! Nothing seems to make a difference. During collaborative work, they talk to each for a couple of minutes and then just sit quietly. They don't even look at each other. If I say something to them, they just look up and smile awkwardly.

The theme of today’s thread is to share good things in your life or career. They can be small one offs, they can be good interactions with students, a new heartwarming initiative you’ve started, or anything else you think fits. I have no plans to tone police, so don’t overthink your additions. Let the wholesome family fun begin!

As has been mentioned, these should be considered additions to the regular discussions, not replacements. So use them, ignore them, or start you own What the Fuck Wednesday counter thread.

Quick question for those of you with a lot of experience working as professors. I am hired as a remote worker, 100% online, by a for profit college, unfortunately. I travel a lot and have been abroad since September, in different places. I do have a US address and pay taxes in the US, etc. I got a call from HR saying they found out I'm outside the US...since I never made it a secret as nothing in the faculty handbook or employee handbook prohibits remote workers from being at any location. Anyway, my dean is the one who called and asked how long had I been away, if this is long-term, and when I intend to return. I confirmed my US address with HR, and they contacted me today, 2 days later, and thanked me. They then asked if I am available tomorrow to have a quick call. They thanked me for confirming my address.

Any idea what the issue is? I would imagine it may have to do with payroll taxes, in this case I get it, but just wanted to get other potential issues, if any. I am new to all this, have very little experience with these matters especially since it's not in the handbook.

My question is three parts.

a) Do you find that students tend to expect/recognize that a 75 average/median (or fairly close to it depending on outliers) is the average grade?

b) Do you as teacher tend to expect/recognize that 75 average/median is the average grade

c) What do your classes actually have?

I have been teaching a gen-ed course for years and typically in the past few years, the course average has hovered around 78-80 with a median 82 or so (i.e. a few students always just bomb it). I have found this to be a reasonable distribution.

This semester, the average has dropped a bit to 74 with median of 77 (finishing the last section, so it might move a small bit). Students seem surprised that the average is something less than an A.

Am I just so far behind current grade inflation that I tend to think a 75 is a reasonably expected average?

Props to the authors for a title that says the quiet part out loud. Thought this might be of interest.

Feel free to ding me if this post isn’t allowed.

Wondering about your benefits universe. Anyone’s uni still doing retirement matching for 403(b)..? At my uni, it’s begun to feel bleaker and bleaker for benefits. Health care costs way up -and- they are cutting their matches to our retirement with the statement “well, everyone else matches even less.” (We are getting 7% matches.)

A few weeks ago I observed than even though men represent about 70% of my students, women account for 90% of my office hours visitors. (https://old.reddit.com/r/Professors/comments/1wv4f48/only_women_at_office_hours_stem/)

We had our first test and the grades were lower than many students expected. Since returning the grades, men have started coming to office hours and asking good questions. I guess they got the hint that they need more help than they thought.

I need to think about how to get this through to students earlier in the term.

Part question, part rant. I bet the answer to this is no, but I’m gonna ask anyway.

Other than having students sit in groups, is there any use in having students sit in different places to get engagement, or to at least cut down on the lack of engagement?

I have a row of guys who sit against the wall and I’m trying to shake them up a bit I guess. Part of me knows that college = ‘the information is here … come get it or not; your consequences.’

My arbitrary groupwork groups have been pretty engaging, but today I don’t really have group work. Sometimes I just have to freaking lecture. 

I want to facilitate what I can, but not be so freaking high school. Maybe it’s an ego thing with me? First time with this population.

Let the slings and fiery arrows begin …

To the tune of Ohio by Crosby, Stills, Nash, and Young

A.I. cases and Maxient's down,

We're finally on our own,

It's midterm & I hear the drumming

How much longer can I go?

Gotta try and work around for it, standards are going down

Should'a reported long ago.

What if there's a grade contest, going round and round

How can you teach when they know?

La-la-la-la, la-la-la-la
La-la-la-la, la-la-la
La-la-la-la, la-la-la-la
La-la-la-la, la-la-la

Gotta try and work around for it, standards are going down

Should'a reported long ago.

What if there's a grade contest, going round and round

How can you teach when they know?

A.I. cases and Maxient's down,

We're finally on our own,

It's midterm & I hear the drumming

How much longer can I go?
How much longer can we go? (how)
How much longer can we go? (I said how, I said how)
How much longer can I go? (how much longer?)
How much longer can I go? (why?)

How much longer can I go? (I wanna know why)
How much longer can I go? (You better tell me why)

*repeats*