Failed!

There is no particular pleasure in failing a student at the end of an academic term. Students bellow, threaten to involve their parents, other students, or legal counsel. Parents call and beg or use all sorts of inappropriate arguments to try to coerce you to change a grade ("Didn't you ever get a grade you didn't deserve?" "I thought this was a Christian institution!" "He's tried so hard," ad nauseum).

University administration, on the other hand, send out missives about grade inflation and the ethics of assigning grades that students don't deserve. There is a subtle message given that students should have to really work hard to get an A in your class--don't make it so easy. How else will the academic standards of the university be upheld? I agree.

But the business of failing a student--an advanced, doctoral student--can be an intimidating prospect for someone like me. It never fails to surprise me that a number of students feel that if they showed up for class, they deserve to get an A grade. Not to merely pass, but to pass in the top 10% of the class. Amazing. I don't like to have people angry with me, and they are typically very angry when they know they received a failing grade. I find it hard to turn off the therapist mode and move into teacher mode ("I didn't do this to you. This is the grade you earned, and I suggest that you consider that carefully before you say anything else disrespectful or inappropriate to me.") I always have to brace myself for the onslaught of tears, tirades, or threats.

As you may guess, I failed a student this quarter. Tuition is expensive and the class was a four-credit hour class. It met four hours per week and let me tell you, those were some very long classes! We had debates, in class activities, student presentations, discussions; we reviewed articles and talked about all sorts of things to break up the time so students wouldn't die in class. It can be hard to sit there for four hours at a go for 10 weeks. One thing I don't tolerate well is to see students surfing the web on their laptops in class. Worse yet, wearing an ear bud and listening to an IPod. My syllabus states, "Professional conduct of students is anticipated. Repeated tardiness, listening to IPods or surfing the web on laptops during class will result in a reduced grade at the discretion of the instructor."

I dropped two students a letter grade last year. They were livid.

My failed student has left the class to take phone calls many times; surfed the web and responded to emails most classes; and giggled and whispered with another student every single class period, most of the time.

Because it was a survey of research course and covered a lot of ground--and most students are intimidated by research, I told the class that I would give them one main assignment for the class. I wanted them to work on their dissertation proposals or perform a critique of literature on their topic of choice. In addition to daily participation and frequent conversations in class about the issues that arise in the writing of their papers, they would discuss four articles for five minutes each, over the course of the term. I would rather have them leave the class learning something useful than to do busy work that prevented them from really applying themselves to the process of research. The main assignment would be due on the last day of class, when they were to present their work to the class using PowerPoint, handouts, or other visual aids of their choice. They were thrilled. I encouraged them to email me drafts of their work throughout the quarter so I could provide feedback and help them craft a defendable proposal.

The day before the last day of class, Failed Student called to tell me that she didn't think she would have her paper done. "It's been just one of those busy times of life and I haven't had time to work on my proposal." Why then didn't you tell me this earlier in the quarter? Why didn't you drop when you realized that you couldn't do the work? Why do you think this is an acceptable excuse for not doing what is expected here?

"Well, this is the only real assignment and you have had the whole quarter to work on it. You have not emailed me anything to look over, and have not asked any questions pertaining to the proposal process. So you will need to turn in a product tomorrow and as you know, your grade will be dependent on the quality of the work."

There was lots of conversation about wanting it to be perfect before it was turned in, writer's block, missing just one thing (the lit review!!!), too much life happening, etc. I maintained my "broken record" message that communicated her responsibility for the outcome.

The grade she earned was 23/70. She has failed the class.

Scrutiny of the "properties" tab for her document indicated that she started writing the night before it was due. While other papers were 45 - 60 pages long, hers was 20. It was really bad.

So I notified her as well as her advisor, that she has failed the course.

Why am I writing this? Don't most professors go through this, and why is it a big deal? I think I have a harder time with this because I've never had children--never learned how to deal with the rolling eyes, disdainful teenage glances, opinionated comments of kids ("How can you look so dorky?") I've never had to set limits and have kids buck them--send them to their rooms for being mouthy, or say, "Because I said so!" with a sense of maternal entitlement. My choices and behaviors are guided by well researched principles that I have learned and taught to many parents. I can institute them pretty well and people don't know that there is any hesitation on my part about setting limits, being quick on my feet about what is happening, and call kids on what I see. But I do it from principle, and not from that place most mothers have--a visceral knowledge that their children will still love them in the end and that they are doing the right thing by discipline, motherly critique, or issued imperatives. I am a stepmother. I have four years of experience dancing around these issues and never quite knowing on a gut level that what I am doing is the right thing or best thing for the kids or for me. There is no guarantee of love or loyalty to me in 30 years when I am old. I can be rejected outright if my ideas of discipline, behavior, manners, or ethics are too different from those they have grown up with. I can be viewed as eccentric with old maid ideals, inexperienced and even stultifying to their healthy development. I have to watch whatever I say because I can be judged to be unfair, mean, heartless, unfit. "I don't think of you as a stepmother. You're my dad's wife." (I corrected that on the spot, but it still rings in my ears). There is very little entitlement in my position and I have no experience tolerating kids pushing back against me. All the hugs, kisses, and "I love you"s that I hear can't entirely erase my concern. I operate as a stepmother out of two parts intuition and one part principles learned in books. I suppose that no biological mother can ever say with great certainty that what she is doing with her kids is a failsafe method, so maybe I'm not such an outlier as I think. But I am filled with consternation when I either set limits in class or fail a student because it is all attached to the issue that makes me feel most vulnerable in life.

It's hard. The students have no idea what comes up for me when this happens--nor should they. I just spend several days stewing and second-guessing myself to be sure I've said and done everything fairly and as kindly yet firmly as possible.

I think I'm getting better at it. Perhaps the day will come when I can issue fair directives and completely ignore the "stink-eye," etc. When an F grade will truly be about the student and not about me.