Assuming that we can never exercise perfect judgment I would ask myself what
kind of "mistake" I would rather make. Given the history of the student's
intereaction with the institution, if it were me, I would rather err on the
side of the student. This is however, an excellent teaching case for the
department and institution, and perhaps future evidence of "marginality"
can, where the student is deficient but shows promise, be treated with
remediation before it ever gets to this point.
Sally Walters
Capilano University
North Vancouver, BC
----- Original Message -----
From: "Joan Warmbold" <[email protected]>
To: "Teaching in the Psychological Sciences (TIPS)"
<[email protected]>
Sent: Saturday, January 10, 2009 6:11 PM
Subject: Re: [tips] Weighty problem
I'm with Raymond on this one. I simply can't consider this rather unique
situation without considering the amazing odds that this student has
managed to surmount. Of course not every student is college material, as
I have learned so well teaching at Oakton. However, this young woman has
shown that she is quite capable but needs extra support to make it to the
end line. I happen to find Raymond's idea of 'thinking of it as good
karma or an act of kindness' to pass this student as very appropriate and
appealing. This is an exceptional case Carol, as you so eloquently
explained to us all. If simply passing her does not appeal, however,
consider asking her to write a scholarly paper/thesis that explores an
area of special interest relative to her future goals and aspirations.
Whatever you decide, the amount of effort you put into describing your
student's dilemma speaks volumes about your level of commitment to your
students and to your teaching.
Joan
[email protected]
What does it cost (non-monetarily) either the professor or the college
to pass this student? Think of it as a mitzvah. Think of it as an act
of kindness. Think of it as good karma. In term of the student, it
would be determinative in his life's journey. In terms of the
professor and the college it would be inconsequental.
Too often we get trapped in policy, rules, shoulds, oughts, etc. and
forget that we are dealing with another human being.
Raymond Rogoway
[email protected]
On Jan 10, 2009, at 9:08 AM, DeVolder Carol L wrote:
Dear Colleagues,
I need to weigh this one carefully and would appreciate input; I'll
try to be brief. There is a student who has been struggling through
classes for several years. This student has managed to earn As and
Bs, mostly through luck, a bit through hard work, and somewhat
because some faculty members have given "sympathy grades." In other
words, this student is marginal at best. The student comes from an
environment where the mother was a hard drug user-crack, coke, you
name it-and the mother is paying a heavy price (currently dying of
hepatitis and cirrhosis). The student wants to graduate, and
actually to be the first in the family to attend college and
subsequently graduate before the mother dies. There have been other
issues that have cropped up from time to time (i.e. an incomplete in
three courses because the student was unable to attend classes due
to a broken leg from an assault). Eventually the student finished
the courses, but it took a great deal of time (and energy from the
faculty). Here's thecurrent problem: This student recently received
a D in a course that is required for the major, and must have Cs or
better in all major coursework. The professor who assigned the D is
a fair and compassionate individual, and he has worked with this
student a great deal over the course of the semester (which the
student acknowledges). Now that the student has been informed that,
in order to graduate as expected, all grades in the major must be of
a certain level, the student wants another exception made and is
willing to write papers or do any type of extra credit to have the
grade raised to a C. There have been many exceptions made for this
student in the past. On the other hand, retaking the course is
problematic because of limited financial resources (financial aid
won't cover it and the student has little income). How much should
be done to facilitate this student's graduation? At what point does
the integrity of the degree take precedence over the efforts of a
student whom life has dealt a raw deal? At this point, I'm not the
one who will make the decision, but I have been asked for my
advice. I plan on thinking about this at length, but I really want
to hear what others have to say. Although this isn't a typical
scenario, there have been relatively similar cases in the past.
Morally and ethically, what would you advise?
Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, Department of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa 52803
Phone: 563-333-6482
e-mail: [email protected]
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm
The contents of this message are confidential and may not be shared
with anyone without permission of the sender.
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