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Show page 22 lessons, Fail 2003 a student displays concern about his or her grade, Professor Roberts says, "not only does the professor get to know the student outside of class, but the student has the opportunity to examine their thinking, and to find out why they didn't get the grade they felt they deserved. It also gives them the opportunity to learn more about the course material." When a student questions their grade, Professor Mathison says, "It's a moment to instruct. My goal is to teach. If [a student] wants to write a paper ten times, I will meet with them ten times." Likewise, many graduate students and professors are willing to work with students who are concerned about their grade. "If students come in early and show concern," says Liz Doman, "I am willing to work with them. But not if they complain about grades at the end of the semester." Many instructors are willing to assist students by making themselves available during office hours. Becky DaPra assists concerned students by encouraging them to turn in drafts of assignments in order to get helpful feedback before turning in the final paper. "If a student shows concern early," says DaPra, "I am willing to help more, and to assist them in the process of writing." Professors are willing to assist students who show genuine concern and come to them early in the semester. They are not willing to change grades, or give a grade that a student did not earn. Professor Alfeld says, "I have sympathy for their concerns, but they are not my responsibility." A graduate student teacher in the math department, who chooses to remain anonymous, says, "I grade the way I deem appropriate. Whatever [students] say isn't going to change my mind." Many graduate teaching assistants and professors feel that if they bend the rules for one student, they must make exceptions for all students. In higher education, it is important that students learn the appropriate course material for general education requirements before moving on to a more advanced course. Though there are some distinct differences in the way students approach graduate instructors and full professors about grading concerns, there is a range of variation. Professor Mathison said, "there is a continuum of professors [and graduate teaching assistants] and how they are challenged." There are various factors that influence the teacher/student relationship. Some of these factors include (but are not limited to) age, gender, and socioeconomic, ethnic and racial background. Despite these factors, the process of moving from a graduate instructor to a full professor is a transition. A large part of this transition is learning how to establish authority and define boundaries. As graduate students teach, their teaching styles evolve, and they slowly establish what they want their relationship with their students to be. For talented professors, the growth in authority and comfort in the classroom will not diminish the passion for teaching and the desire to see students succeed. Students prepare for Matheson's class as she takes roll. Matheson says there is a difference in her student's attitudes now that she's a full professor from when she was a graduate TA. Photo by Marie Hendriksen. |
