163

I have done this so perhaps can answer your question. I was a tenured full professor of physics at a state university but currently teach high school. There are several reasons I chose to do this. Most importantly, I love teaching and am great at it, while I dislike the constant drudgery of research and will not be winning any Nobel Prizes. I never have ...


119

Very simple actually. Abandon the assignment. Apologize for the error, but not for wasting people's time. Those who didn't find the solution and worked on it certainly learned something. Those who found the solution used their time otherwise and hopefully learned something else. Mistakes happen. If you use a large number of exercises in grading it is ...


102

If you do this for a minority, then you will have to do it every time a few students have some excuse. I suggest that you don’t consider this and make it clear that if they miss lectures then it is up to them to catch up on material. Providing double or triple repeats of lectures due to a few absences, especially if unpaid, is not a good use of your time. ...


100

[The student] remarked (in writing) that they might as well just buy solutions to their projects on a particular freelancing website for that price, as their friends do. That does not sound to me like "admitting" that they "would" cheat. If I said to a prospective financial advisor, "your rates are so high I may as well just declare bankruptcy now", that ...


96

I wrote him mails on a weekly basis asking for a status update and inquiring whether he was stuck. It seems that you are completing your duties as an advisor well. You can and should continue to offer help and suggestions in accordance with your duties. Perhaps this student is too busy or too anxious to respond to your emails. In that case, you could ...


95

Accents are tricky, especially in large lecture halls where students hear you over a mic, and can't see your lips. Different regions might have different opinions on what accents are difficult, depending on what other native language groups the undergrads may have been exposed to. In my opinion, it would go a long way for your undergraduates to say ...


89

In dubio pro reo. Evaluations of projects is already a highly subjective process. If you tell someone "Please evaluate this project, it is very likely the author cheated" they will probably give a worse grade than if simply told to evaluate the exact same project. What if the student then didn't cheat? If your institution has no way of properly assessing a ...


85

Leave the solution visible. Comment on it to everyone (so it is fair). Still require everyone to turn in a solution, but cannot be verbatim copy (but they can copy the algorithm/ideas/etc). Then, announce and include that same tool/problem solving technique in the final exam. Those who work the hardest on understanding (not just copying) will be rewarded ...


84

One possible option is to prepare a syllabus for the course which adds some legitimate graded work: homework, an exam, a paper or project, anything. Then, email it to your chair, mention that you want to evaluate the students' mastery of the material and hence devised your own grading rubric, and ask for her approval. If she approves, or if she switches ...


84

"they're not done with ill intent" Although disruptive behaviours by people with autism/autistic people are not done with ill intent, they do usually respond well to clear boundaries and feedback. A useful concept to consider here is Theory of Mind (ToM), something that is almost always impaired in this group. Individuals with autism are impaired in ToM;...


83

Opinion, of course, but I think it is fine. It is often quoted in fact. While your students probably still think of themselves as immortal, they almost certainly aren't. No one should really take offense at basic biological certainties. It is, in fact, a corrective on much illogical thinking, which is why it has lasted.


79

I can sympathize. I'm extremely susceptible to "Power Point" hypnosis: 10 slides in and my head is staring to nod, 30 slides and I'm in danger of snoring. This isn't limited to dull talks, or the amount of sleep I got the night before, it's apparently a quirk of my physiology. However, part of your education is learning to exercise your skills in suboptimal ...


77

Exam dates announced at the beginning of the semester should only be changed with a highly compelling reason. The syllabus of a course is a contract with the students. Even if 90% of your students prefer the delay, if one of your students has to cancel an airplane ticket for a conference visit or miss a wedding, a balance has not been struck. If I were a ...


63

When someone asks in an interview, no-matter what the topic, which cutting edge approaches interest you, they are subtly asking three entirely different questions (in order of severity): Are you even exposed to any of them (which shows an interest in your subject in general) If yes, do you have an opinion on any of them (which shows leadership, independent ...


61

I expected her to inform me how the exam went I'm not sure why you expected this. While it's certainly not unusual to follow up with a tutor (or thank them), it's not a requirement. Is it appropriate to ask her how the exam went? I see no reason why not.


58

What "skepticism" means to an academic is strongly field-dependent. I am a mathematician, and I would have thought that true skepticism is almost impossible: after all, mathematical results are proved and any standard course would be on things that have been proved, reproved and combed over by the community several times over. I could however be skeptical ...


56

I suspect the answer is they don't, at least not with the frequency your examples would suggest. Let's look at your examples. ....Ph.D., Harvard University 1998.... This does not mean that this person was a professor. This means they earned a PhD. A PhD qualifies one to do research; it does not give them a permanent position. If they cannot find a ...


54

As a tutor in undergrad, we were taught to ask "how did the exam go?" and not "what did you make on the exam?" The idea being that the tutee gets to project their feelings onto their score (some are happy with a 75) and gives them a way out ("ehh ok I guess"). It's implicit in these instructions that asking "how did the exam go?" is appropriate for the ...


53

Do not assume that facing the audience is actually better. It depends on the type of content. For example, if you are explaining a diagram (detailed hydraulic system for instance), you want the audience to concentrate on that, not the presenter. The audience is still getting plenty of stimulation by having a live human voice along with visual content. ...


53

I'm a bit perplexed why they choose to do it that way. If one is doing major changes to an exam, then the students need to be informed of that in due time. I'm assuming you are not the only one who was negatively affected by this behavior? Assuming the situation is as you've described it, I would myself had lodged a complaint at the central examination ...


52

It is generally accepted that students deserve to be tested on their knowledge under conditions that are known sufficiently in advance to allow them to prepare effectively. Coming to class and being told you have to take an exam right that minute when you were previously led to expect a different testing scenario very obviously does not meet that convention. ...


51

As a British person, I don't understand why you'd even consider that this quote might be inappropriate. If you feel that it's a good way to get your message across, there's no reason not to use it. However, if you're uncomfortable with it, for whatever reason, don't use it.


48

No, for exactly the reason you give. If just a couple students share their grades with each other, it becomes trivial for others to be discovered by process of elimination.


46

I'd bet pounds to pesos that this course is akin to the Geology 101 course my brother took (at a major football university) with most of the football team (he wasn't a student athlete, just took the course) that was commonly referred to as "Rocks for Jocks". However, that doesn't mean (as Buffy mentioned) that the course can't benefit the students. If I ...


45

I suspect that in a group of 50 students there will be a few who want to cut corners. It isn't your fault, exactly, but there are some things you can do to make it less likely. If the number is small, you can deal with it individually in your office, of course. But you should consider why people feel that cheating of any kind is a viable option for them. ...


45

I feel there are two different layers to that - whether, and to what extent, teaching evaluations are actually anonymous, and if they aren't, whether it's still "safe" to give a bad one. Are evaluations anonymous? On a superficial level, all universities that I have taught at had entirely anonymous evaluations. At no point in the process was I ever told ...


43

If they want to act as high schoolers, you'll need to treat them like high schoolers. I've taught in high school for a little time and while your semester already started, it is not too late to get a handle back on your class. The first few minutes after the class start is the most important moment to make it clear messing around will not be tolerated. I ...


37

Most people who TA don't have an option as it is what pays the bills and allows them to study. It is less valuable if you can pay your own way. But it isn't entirely without value. I once held a full fellowship for study (multi year), but it still required that I spend one of those years doing the equivalent of a TA. The feeling was that it is valuable ...


36

Your supervisor is correct. Let the student fail. I'm shocked the existing answers are so lenient. You have given the student an amazing opportunity to work with your group, and from the tone of your question, I assume you have been providing adequate guidance and support. In response, the student has "ghosted" you. This is unacceptable. If you have not ...


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