I would like to add my voice to what Annette has put so well. After reading all of the emails that have been generated from this thread I have come away thinking that we must always do whatever we can to help the student. I think that the most important issues that Carol DeVolder must answer is: was this assessment fair? Did the student have every opportunity to achieve their grade, just like everyone else? I think we may have to accept that some students are not cut out to get a degree in psychology, they just do not have the skills and abilities to do the work. Rather than hanging this student's fate on one lone faculty member should you be looking at the others who gave in to pressure from the student and yes even their peers. Carol is the department chair and so the decision is not as easy as it seems -- what she decides to do can have a profound impact on those faculty who observe this action and may start to think -- I have standards but it does not matter because the chair will overrule me anyway -- so why should I have these standards. Trust me, this is a very slippery slope where i think she runs the risk of alienating many more people in the long run. I also think that providing this student with this additional opportunity is patently unfair to the other students in that class that worked their behinds off to get the grades that they received. Fairness in all respects should be the credo.
Bob Intrieri ----- Original Message ----- From: [email protected] To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> Sent: Monday, January 12, 2009 9:27:15 AM GMT -06:00 US/Canada Central Subject: RE: [tips] An analogy for the Weighty Problem I have to say that I am a bit amazed and taken aback that almost the vast majority of responses have suggested that we, as instructors might be faulty in only one direction of grading: erring against the students and therefore having to make a correction in the student's favor and against our better experience and judgement. Comments have suggested that how can I be so sure my standards are correct? Well, maybe they're not, but then how can you be sure that your standards are faulty in only one direction? Why is that? Why isn't it equally possible that the error is the other way around? Is there any evidence one way or the other? I think I definitely err by giving students too much slack all semester long and so in the end, after very many years of teaching decided my standards needed to be elevated. These were NOT all A and B students I was teaching, but if I had the grading scheme I've seen from other schools, my god, I'd be passing students who absolutely are clueless about the science of psychology. I'm a bit apalled, frankly. I like the driver's license analogy and I can't think of anyone who tries the hard luck stories there. Reminds me of what I did to my kids--made them take the test in a stick shift car--and they failed several times before they got over their nerves during the test and made it through without ever killing the engine. Maybe that's a good insight into my general approach to learning in life. But both are so grateful they can drive a stick shift in any circumstance now! And yes, the occasions do come up! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [email protected] --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
