As a side note, of course, one has to consider what policy about make up exams is in the syllabus. If there is not one, there should be (even a general one as I have). If there is, you need to try to abide by that if at all possible at this point in the interest of fairness and/or change it but through reasonable discussion and negotiation with students. If we realize we really don't think our policy is appropriate, change it next semester.
So, what is appropriate? For me, and what I want to convey to students, is that their own learning, the creation of a learning culture and community, and their contribution to the latter are what matter. Thus, I try very hard (and, NO, I am not always successful) to have course objectives, design courses, create a syllabus including policies that promote those goals. I try very hard to get students to understand this and that decisions I make are based on enhancing these goals. Thus, I can explain why, most often, missing an exam to leave early for vacation is not conductive to these goals and thus in unacceptable. I also try not to "punish" and to give students some options that I think still promote their learning and contributions to a class learning culture. This means, though I try to treat all students fairly and equally, I don't necessarily treat them the same (2 + 2 = 4 but 2 + 2 is not the same as 4). I realize this may come close to what can concern courts --"arbitrary and capricious" behavior by faculty toward students. But, I think I am ok... my syllabus has a policy giving me reasonable discretion, I discuss and offer choices to students, they have choice about missing the exam or being late on an assignment in the first place, and there is a due process for students to appeal my decisions or a grade...
Kathleen
At 12:30 PM 9/23/2005, Roberts, Keith wrote:
-----Original Message-----
I am writing to ask for advice about how to deal with students who expand
vacation time, leaving before the break starts and sometimes returning
after it ends. ... I had scheduled the midterm exam ...
...I am wondering whether it should also be appropriate to take points from those who decide to leave before the break officially starts. What would you do if you had to face the same situation? While taking points off might seem arbitrary, it seems to me that something needs to be done to stress the need to be a responsible student.
* * * * * * * * * *
It seems to me that we have to be very clear in our own minds why this is an issue, and the responses have to be appropriate to the issue. The issue, as I understand it, is that we want to create a culture of learning at our universalities...a culture where learning and scholarship is valued and prioritized. Students leaving the campus early violate our own sense of priority and we are afraid (rightfully, I think) that if we just cave into a culture that sees parties and vacations as higher priority, those values of scholarship and learning will continue to deteriorate.
This must not be confused with a different issuethat the student has somehow violated me or my authority by choosing something else over my class. That is an issue of authority. Do you want to punish people for a secondary issue (the authority of the professor) in the evaluation of learning? I would not want to do so. I would think that heavy-handed punitive action-points reduced for not sticking to my ruleswould miss the point and not really teach anything but authoritarianism.
My inclination would be to create options, and let student make a rationale choice. I would tell them that the course was structured in a way that made sense for the curriculum, and that this was an appropriate place in the course for the examination. It would be unfair for some students to have extra time to prepare for the exam by taking it when they get back. Thus, I would allow a late exam, but with 10 points (or five or eight) taken off for lateness. They would then have a choicelose those points and the risk of a lower grade in the class or stay and take the exam. The vast majority of students will choose not to loose the points. For those who do, you have treated them as adults who have choices to make. Punishment tends to infantilize and to create hierarchy and authoritarianism. Providing a natural consequence for certain actions and then allowing students to choose leaves them in the drivers seat, respects their choices, and enhances the culture of learning. There is no resentment toward the teacher which can destroy rapport and morale that are so important to the classroom. (At least I have never had resentment form this kind of policy. They are pleased to be given a choice, even if one side of the choice has a high cost.) So my advice is to create logical consequences for those things that undermine a culture of learning, explain the rationale for the consequences, and then allow choices with the consequences in place. At all costs, avoid anything that looks like punishment -- which is always a power play by an authority. Power plays do not enhance learning, and they often create resistance and hostility. Consequences are perceived very differently. They are rooted in the goals of the classroom, not the power of authority.
That is my take on classroom management.
Keith
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Keith A. Roberts, Ph.D.
Dept of Sociology & Anthropology
Hanover College
Hanover, IN 47243
[EMAIL PROTECTED]
Office: 812/ 866-7353
Cross Endowed Chair in the Scholarship of Teaching and Learning
Professor, Sociology
Box 6370
Illinois State University
Normal, Il 61790-6370
off 309-438-7706
fax 309-438-8788
[EMAIL PROTECTED]
http://www.ilstu.edu/~kmckinne/
