Feedback

A reaction to the firing of an NYU chemistry professor.

Some courses of study are difficult. Others are relatively easy. Over four years of college, these tend to balance out. So, I was told 50 years ago. I knew several pre-med students who all said things like, “I can’t spare the time now, I have an organic test next week.” Organic chemistry was universally known as a “do or die” course. Even Chemistry 101 had a reputation. When we received the results of our first exam, the professor told the class, “Now, the person who earned a 9 (out of 100) need not worry, because I will be dropping the lowest test grade.” I suddenly felt like a genius. I earned a 62 on that one. But I got the message and upped my game. At the end of the semester, I had earned an A– in the course. The professor had earned my lasting respect and admiration.

When I left the teaching profession in 2017, student expectations had been changing for several years. A few years before, my wife had an encounter with a student who told her, “For what I’m paying for this degree, I don’t want a critique, only praise.” We were fortunate to work with only a few students like this, but it seemed to us their numbers were increasing towards the end of our time as college professors. We also saw a decrease in administrative support.

There will always be students who believe a course or professor is ”too hard.” In the past, professors could count on their deans to have their backs. 40 years ago, upon hearing a complaint, my dean would reply, “Have you talked with your professor? Come back after you’ve talked, and if you still haven’t resolved the problem, then we’ll talk.” It seems the balance of power has shifted. In the NYU case, and in some cases I know about, the student’s word was assumed to be true, without question. Students who skip class, don’t come to study sessions, or don’t make use of available materials now have a right to complain that a professor is being “unfair,” or his expectations are “too high.”

None of the above excuses a professor for being condescending, defensive, or a jackass. I tried to keep standards high but achievable. I tried to provide multiple ways for students to demonstrate their understanding. But I never taught organic chemistry to people who claimed they wanted to become medical doctors. I suppose I would have had to make sure everyone had mastered key concepts, even if the material was difficult, and even if some of the students thought I was being mean when they didn’t get the grade they desired.

I’m old fashioned. I want my doctors to have passed rigorous courses taught by professors who held them to high standards. It’s not that feelings don’t count. I’d simply rather have self-esteem based on actual accomplishment than a sense of entitlement. Again, this does not excuse a professor who is basically expecting students to “read the book” or who is unavailable or unwilling to help. The burden of responsibility falls on both the student and the professor.

In my final year of teaching, I was fortunate to work with several classes in which students generally had a good work ethic and good rapport with each other and with me. I’m grateful for these students. I also worked with a student who had a schedule conflict and was forced to take an independent study version of one of my classes. I agreed to take on the independent study as an overload and made it possible for the student to graduate on time. But I digress.

In the teacher course evaluation, the student complained that I didn’t provide feedback, even though we met one hour every week and those meetings consisted of discussing specific ways to improve. I believe we had different definitions of the term, “feedback.” If feedback is defined as a “pat on the back,” I probably didn’t provide enough. Over the years, I’ve tended to be restrained in giving compliments. I didn’t gush. I still don’t. My wife says if I say something is “pretty good,” that’s high praise indeed. I reserve “outstanding” and “excellent” for the truly deserving.

My philosophy was to give students ideas and suggestions to help make their work better, not tell them their work was “awesome” just the way it was. In my mind, it’s fine to accept people “just the way they are,” as Mr. Rodgers said, but that doesn’t mean a teacher shouldn’t tell students how they might advance to the next level. I believe I would have failed my students if my comments had not created a sense of direction along with some cognitive dissonance. Well-earned praise is essential, but validation is for parking and therapy sessions. Education requires personal responsibility and a desire to improve. A teacher offers feedback to help students become better.