Ask Errol!

Errol, I’m ending this year on a high note as it relates to my online teaching, and part of this success is from a few tips I picked up in your columns—thanks for that! I have solved many student problems, and I’ve used my total knowledge and experience to allow me nice ownership of my classes. Of course, I wouldn’t be writing you if I didn’t need your input yet again: how to handle what seems like a growing variety and number of excuses my students give for not turning in an assignment or turning in one late. There used to be the occasional death in the family and once-in-awhile cold, but now I feel like I’m being bombarded with not only these but also COVID, drug overdoses, spending time in jail, baby births, stays in the hospital, and others. Any suggestions on how to tactfully, legally, and efficiently handle this uptick in excuses?

There used to be a joke in online classrooms: faculty could not believe how many grandmothers died, and sometimes three times for one student! Kidding aside, the concern you have is certainly a tricky one. The Family Educational Rights and Privacy Act does not allow certain questions to be asked, each school has its own set of guidelines as how to handle these situations, and the students must not feel you simply don’t believe them. Here are some suggestions: (1) Many schools require students to show proof of an illness, death, et cetera; if this is the case you simply need tell a student this is the school’s policy, and you must act accordingly; (2) COVID, of course, has become a major problem in all schools, with many students infected. You might be able to obtain a physician’s proof of this; also, you can ask questions about the impact on the student’s work/have a general conversation (email, text, phone) about the impact it has on the student’s life. This can give you a “feel” for the student’s veracity; (3) You need determine how many assignments a student has missed/will miss, and make a decision – based on what you can do/what your school policy allows—and ask the student when he or she will get in the missing assignments. As you can see, there is no easy, cut-and-dry answer to this. More often than not, when a school does not have a solid “show proof” requirement it usually comes down to the faculty member giving the student the benefit of the doubt (except, of course, if one student has three grandmothers die!). P.S. Thanks for the nice words about my efforts; that feedback means much!

From reading your columns I know you teach English, so no doubt you have a certain bias about the importance of good writing in any course, Errol. That is to be understood. However, I teach two science courses, and my focus, of course, is what my students learn about various science events, genres, projects, and formulae, as well as hydrology, geophysics, and ecology. While I certainly look at a student’s overall writing for it making sense, having a logical flow, and proofreading errors that’s about it. I started wondering if I’m doing any harm to my students by not spending more time on their writing, yet I also don’t want to take away from their science focus. Can you help?

If I could have input on every course taught in every college and university I’d make sure there was one person in a noncomposition course whose only responsibility would be to look at a student’s writing! But pragmatics must be weighed, and I know folks who teach the sciences, math, economics, computers, et cetera, have to primarily focus on the subject in students’ assignments, not their writing, as one would do in an English or composition course. With that said, however, there are a few items you could do that will “up” your cred on helping students with their writing. First, remind students of the important connection between writing on an assignment and writing on the job. It will be judged by others, and the farther up the so-called corporate ladder one goes the more writing one needs to do. Next, you can make a checklist of writing basics that students should keep in mind, such as complete sentences, good spelling, solid grammar, nice proofreading (which you already do); have a few examples of each, both incorrect and correct. You also might want to include this website that discusses the importance of writing in the sciences: https://advice.writing.utoronto.ca/types-of-writing/science/. Finally, let your students help you! Specifically, ask students to assess their writing ability, and perhaps include one paragraph in some of the assignments (the major ones) where students discuss their strengths and weaknesses. You can have various resources available that you can send to individual students or the class that targets the areas needing improvement. These items will help you—while allowing you to remain that science instructor!

I’m new to distance learning; prior to COVID all my classes were face to face, but I recently learned for the foreseeable future my classes (I teach two introductory math classes at a local university) will all be online. Although it’s a new educational environment for me I am getting used to it, and I believe I’m doing a fairly good job. When I taught on the ground campus I always made it a point to remind students of math’s importance in their professional careers. I still intend on doing this, but I’m wondering what additional approaches I might take teaching online. Thank you, Errol!

Your dilemma and question are so, so common across all fields! COVID has tossed education on its head, and many instructors have had to adjust to online teaching. Your question is one I relish, for I believe it crucial that students be continually aware of a subject’s connection to and importance in their current or future careers. This is what I and other distance learning instructors do, and each is very successful: (1) A benefit of teaching online is the material is available for students 24/ 7 during a course, so posting reminders— with examples—of how math relates to the job market is a nice plus. (2) With any assignment you might want to have a short note that tells students where this assignment might find value in “the real world of employment.” (3) There are several websites that discuss a variety of fields where math majors thrive; this is one: https://www.bestcolleges.com/careers/. (4) Have students tell you—and perhaps the class—how they see your courses helping in their career field. There are often surprises that come in for which instructors had not considered. This also gives students more of a “buy-in “to the classes! (5) Using games and puzzles that incorporate math can be a fun learning experience for students, either part of an assignment or just a bonus in the class. Websites are available with these, such as this: https://mathgames.commons.gc.cuny.edu/. Try one or more of these suggestions; each can make your class not only more exciting but also a great reminder that your courses are appetizers for the entrees of your students’ professions.

Remember: To get a plumbing problem fixed—we call a plumber; when our computer has a really bad virus—an information technology expert is brought in; and when our vehicle dies—it’s the dealership mechanic who takes over. Knowing when to ask for assistance makes us the stronger and wiser!