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.
3 comments:
I do think we have many students who are a part of the "Entitled Generation." My P1s who receive less than glowing feedback from their preceptors and peers are quick to blame the evaluator rather than reflect on what they could have done differently. They are also very offended if the preceptor rates them as an "average" student. Being average is a hard tablet (that one's for you, Grady) to swallow after being told you're exceptional your whole life. Probably many of us were average and not exceptional students, and we all turned out OK.
This is the generation who got a tropy for every sport they played; it didn't matter how good they were or how well they played. Also, this generation has probably never had a paper graded in red ink because the color is too threatening. Purple and green ink are less offensive.
That being said, I also think that we have many students who understand that grades are earned and not handed out. My limited experience is that the more mature students (late 20's and up) fall into this category.
Hopefully with time, experience, and mentoring from faculty, those who fall into the entitled category can grow into the "earned" category.
Chris, Thanks for remembering that there is no such thing as a “pill.” You are correct; Millennials have been brought-up being told that they are special. Maybe this does have something to do with the generation of students reaching us now. You have provided one of the many reasons that we should have a required mentoring program.
There is also a tendency for many to look for a checklist or bulleted to-do list that contains all of the things that one needs to do to be considered successful. The problem – once a person completes the “check-list” they feel “entitled” to a certain reward. I can say that I see this in students and faculty, including at times in myself. Students want a list of items they need to include in their learning portfolios. Faculty seek a list of things that should be in our teaching portfolios and dossier for promotion. (I hope that I don't sound too critical.) A laundry list makes the large number of competing interest easier to manage and changes the nebulous description of "excellent" to something that is task oriented. How recipient approaches the tasks on the “to-do” list is critical. To say it is done, does not mean it is done well or that learning occurred. This is where the confusion occurs. Students can give a presentation on a disease state, but did they just copy from their course handout and read? Will they remember what they read a week later? Will they be able to apply the information to a patient?
It is only through reading and reflection that I have begun to understand why a laundry list for promotion and portfolios is just not possible. Most of us can easily identify those experiential students who are excellent. They tended to look beyond what was on a list of requirements. They want to acquire the knowledge and skills that allow them to develop into an effective healthcare provider. They are self-directed learners. The same can be said for an exceptional teacher- we want to develop the skills to teach and produce scholarship. After a few years of adjustment, most faculty get to this point. The question is how do faculty help our students move to this point prior to their entrance into our profession.
Gina
After a few years of teaching, I could easily identify those experiential students who were excellent. They tended to look beyond what was on a list of requirements. They wanted to acquire the knowledge and skills that would allow them to develop into an effective healthcare provider. The same can be said for an exceptional teacher- we want to develop the skills to
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