Student Expectations and Grades

This editorial by Bill Maxwell from the February 20 St. Petersburg Times was sent to me by Phillip Owen. Mr. Maxwell says that in his teaching career, he “came to expect students to challenge lower-than-expected grades solely on the basis of having ‘worked hard’ and having satisfied the basic requirements.” Another article in the New York Times entitled “Student Expectations Seen as Causing Grade Disputes” by Max Roosevelt reaches essentially the same conclusion.

We have probably all heard a student at some time come to us and say that this is the lowest grade that they have ever made. The implication to me is that it is somehow all my fault. These articles may help to explain some of these comments and beliefs that the exam was too difficult.

After reading the articles, I am not sure that I agree that many, or even most, of our students feel this sense of entitlement. If they do, then perhaps part of it is our fault for making learning competitive rather than collaborative. Maybe we cause this feeling by giving “bonus points” or extra credit work. Is it due to the long-held belief that grade inflation is rampant? Have we given students the view that a degree is simply a “product” that can be purchased and they view education as a consumer?

What have your experiences been? Are there many students who believe that it is basically about effort? How do you respond to the student who tells you that the test was too hard or was unfair?

Is this the "Entitled Generation." Based on my work with students in APhA-ASP, HealthSTAT and Habitat for Humanity, I don’t see this. I would like to hear your experiences.

Characteristics of a Good Course

Every faculty member should be able to answer the following question. What are the characteristics of a “good course?” I would like for each of you to list one characteristic. The list generated should be informative to us and may lead to useful discussion.

I will start with one characteristic that I believe should be part of a good course.

A good course makes use of a range of teaching approaches that together produces learning experiences and an environment that leads students to the achievement of the desired learning objectives. The teaching/learning strategies must be explained to students so that the purpose of each strategy is clear to them.