Former Physics Prof Calls Out Pre-Med & Pre-Engineering Students As Biggest "Whiners", Grade Grifters and Bullies

 College physics teaching staff brainstorm ideas  on how to improve teacher evaluations.at a meeting in Boulder, Colorado in October last year.

As I noted in a January post, for the relatively brief time of my exposure to American higher education, I found most of the students  (e.g. at the freshman level), didn't belong in a college setting. They came into university unprepared from top to bottom, lacking basic skills in numeracy as well as literacy.   Not mentioned in that post - but in earlier ones from 2013- 14 - is that I found pre-med and pre -engineering students the most dedicated grade grifters and whiners.

This was interestingly the same finding of one former Physics prof (William J. Veigele) writing in the recent issue of Physics Today (August, p. 12, 'Teacher Harassment and Loss of Respect').  Therein he wrote:

"On reading the commentary in the March 2020 issue of PHYSICS TODAY (page 10) I was appalled but not surprised to learn that one aspect of teaching has not changed: the harassment of teachers."

Adding:

"During my 20-year career, I found the most virulent whiners and complainers were the premed and pre-engineering students. They tried to intimidate professors to get the high grades needed to be admitted to their respective professional schools. They implied that professors, not they, would be responsible for their careers."

In other words, if the student flunked - or god forbid got a 'D' - it was all on the prof for not bending over backward to give the highest grade the kid imagined he earned.  Well, I had come across this student entitlement too when I first began teaching physics at college level in the U.S.  Thus the usual form of grifting I encountered was the demand to give the kid an 'A' just for turning in a lab or homework - never mind the quality (or accuracy) of the work.  

When the imaginary inflated marks were not forthcoming, the usual rejoinder was that I needed to "give" the (stated) mark or else there'd be "hell to pay".   Usually the threat of a bad student evaluation.  Veigele in his PT letter noted the same and also pointing out to the aggrieved student "I do not 'give' grades, I simply record the grades the student earns."  Adding:  "Nevertheless at grade time a few students begged for higher grades."

Well, ditto for me when I had to broach reality to the grade grifters. 

The closest thing I experienced to a threat was when a  Maryland pre-engineering student buttonholed me after my Calculus Physics class and notified while pointing to his homework: "This is full of red ink corrections. I need to tell you I see red when I see red ink marked all over my papers!"

I laughed and told the kid if that was the case maybe he needed to drop Calculus Physics and take a course more likely to yield fewer corrections.  Say like speech.  He dropped the course a few days later.

The premed students were pretty well like this student but at least they didn't make veiled threats.  They did have no end of difficulties, say like solving the problem below:


Examine the force diagram  for the resting cylinder above, then answer these questions:

a) Find the distance d for which the counterclockwise motion is initiated by P.

b) Find the vertical reaction force at point A.

c) Find the vertical reaction force at point B.

d) Find the horizontal reaction force at point B.


What gives? Why so much difficulty?  In a 2014 post I proposed one possible reason:

"Physics stresses reasoning from a few fundamental principles, and generally expresses those principles in terms of mathematical laws, i.e. Newton's Second law of motion, F = ma.  Biologists, meanwhile, focus on structure- function relationships and rarely stress quantitative reasoning. There is also an enormous amount of memorization which students also think they can bring to physics - but are sadly mistaken."


In a Physics Today letters section from the April, 2014 issue, others weighed in as well, e.g.

"The  premed (biology)  majors I have taught are comfortable with memorizing and reproducing. They have never learned to solve problems. They have a fantastic memory power and there is no way to make use of it in a physics course."

"The second problem is an aggressive and obsessive quest for an A. I think the pathological anxiety about grades stands in the way of learning a difficult subject like physics. Though pre-med students regularly perceive anything less than a 4.0 spells doom, mediocre students with less than average GPA routinely get into med schools."

And the choicest one:

"Physics professors have to constantly remind themselves that mathematics is a foreign language to most biology students. They are language oriented and can learn the names of countless chemicals and medicines that most physicists would never attempt to master."

  All of which elicits the question of why students are allowed to harass and bedevil their profs.  Veigele guesses that "administrators are overly concerned with political correctness as applied to their sources of income - the students."

Veigele is also wise enough to ascertain the hostage of profs to grades was incepted with the notorious student evaluations, which are now used for grade extortion- and continued grade inflation. As he writes (ibid.):

"One protocol I've always disliked was the written student evaluations of professors."

And he cites the January 2020 issue of Physics Today that I referenced in a previous post, e.g. 

http://brane-space.blogspot.com/2020/01/physics-departments-finally-take-steps.html

Noting that:

"For decades student evaluations have been the mainstay of attempts to measure the quality of teaching at colleges and universities across the US and beyond. Now, as part of a growing focus on teaching in higher education, and because of mounting evidence of student biases, those evaluations are increasingly in the crosshairs.   The ratings inform promotion and tenure decisions and are often the deciding factor in renewing teaching contracts for instructors who are not on the tenure track (see Physics Today, November 2018, page 22)."

Veigele himself admits that "some students gave me low marks and wrote insulting remarks."    But, what tempered the bite was the fact that he observed "a strong correlation between students earning low marks in physics and the ones submitting unfavorable remarks."

I noticed a similar strong correlation.  It always appeared the losers had to pull the prof down as they were going down, into their respective sinkholes.   Veigele merits kudos for specifying a near foolproof method from "having grades and evaluations influence each other."

That is, distribute the evaluations and have them filled  out "before students receive their final grades."     Of course, that decision is usually not in the hands of the staff but the administrators.  In any case, it won't work for all students evals, since the loser students will still feel in their bones they've done lousy work and deliver their reports accordingly.  

Fortunately,  I left full time teaching at the cusp of the grade inflation-teacher evaluation infection, and before all the social media devices invaded the classroom,  as well as the noxious site,  'Rate My Professor'.   All of these in tandem, I believe, have contributed to an atmosphere of disrespect and casual inattention in the classroom and outside it. Professors, once held in some esteem, are now belittled on sites like 'Rate My Professor'- as well as on Facebook and via Twitter.

Truthfully, the only profs remaining who have any fun are those whose work is based 90 percent or more on research, not teaching. So they needn't worry about having to seize a cellphone (as one angry prof did at Caltech), and hurling it against the chalkboard in frustration.  Did the Caltech prof get a miserable evaluation from the imp whose device he treated as an illustration in ballistics? Probably.  

Unmentioned directly by Veigele  (but in the cited PT article) is that students   "aren't the right people to ask about the effectiveness of a course".   For example, whether "an instructor fosters an atmosphere  consistent with campus goals for inclusion."  I.e. in the opinion of Prof. Noah Finkelstein of CU:

“They can’t judge that. I’ve seen questions on whether the instructor has mastery of the material. How on Earth would a student know that?  We are asking students the wrong questions and using the data badly.”

As I noted in my own earlier post (see link above) Physics departments may finally be on the cusp of doing away with the standard student evaluation as "garbage in, garbage out".  This change has come none too soon and may finally usher in an era in which professors - at least in one discipline- aren't relentlessly harassed or bullied for grades.  Or subjected to extortion if they don't deliver.

See Also:

• Grade Inflation Continues to Render Most College S...

Physics Departments Finally Take Steps To Curb Student Evaluations

Yours truly, giving an advanced astrophysics course to college students, ca. 1978. There was no provision for any student evaluations.

Finally, in the most recent issue of Physics Today  (January, 2020, p. 10),  we learn that (some)  Physics departments, at least, are realizing how woefully inadequate student evaluations of their university teachers really are.  We read, for example, putting the situation in a nutshell:

"For decades student evaluations have been the mainstay of attempts to measure the quality of teaching at colleges and universities across the US and beyond. Now, as part of a growing focus on teaching in higher education, and because of mounting evidence of student biases, those evaluations are increasingly in the crosshairs. A smattering of institutions have begun revamping their approaches to student evaluations of teaching (SETs), and those independent efforts are fueling momentum on a national scale.

SETs have become the norm in higher education because they are convenient and cheap. The questions and scoring vary by discipline and institution, but typically before they see their final grade, students are asked to fill out a survey about the course and the instructor. Department heads or other campus officials calculate averages and often compare a given teacher’s ratings to others’ in the department and across the institution. The ratings inform promotion and tenure decisions and are often the deciding factor in renewing teaching contracts for instructors who are not on the tenure track (see Physics Today, November 2018, page 22)."

I saw this first hand while teaching at two U.S. universities, with too many students more preoccupied by "revenge" - say for low grades in tests, labs or homework -  than delivering an objective evaluation. I realized early that these students were incapable of unbiased judgment, and most likely because their adolescent (and barely post-adolescent) brains were still developing.    In the Physics Today article this was also borne out, as we read (ibid.):

"Study after study has shown that SET responses are biased. In physics, female instructors are often rated 7–13% lower than males, notes physicist Noah Finkelstein, codirector of the Center for STEM learning at the University of Colorado Boulder (CU). Similar patterns are observed in other STEM fields. The degree of disparity varies by discipline, course, level, institution, and other factors, but across the board SETs penalize women, underrepresented minorities, nonnative English speakers, and older and physically less attractive instructors of both sexes. SET ratings are affected by the condition of the classroom, the time of day a course takes place, and other things that are outside the instructor’s control, says Berkeley Physics professor Philip Stark. The strongest correlation with high ratings is expectations, he adds. “If students go in thinking they will get a good grade, they give higher evaluations.”

Most traditional SETs include broad questions like, “How would you rate the quality of the course overall?” and “How would you rate the quality of the instructor overall?” Such questions are coming under increasing criticism because the responses are frequently biased and unactionable—instructors don’t glean ideas about how to improve their teaching. Some responses are even abusive. “That type of question offers up a vacuum to fill,” says Richard Taylor, physics chair at the University of Oregon, “and encourages whatever biases students have, implicit or explicit.”

Students have written, for example, “the teacher is a crybaby,” and “I would rather watch my mother’s head be cut off and her hair used to mop up the blood than take another class with [instructor’s name].”

 Such comments take an emotional toll, the instructors who received them say. They also note that instructors can feel pressured to inflate grades in a bid for better ratings."

Now, some 'news flashes'.

For the relatively brief time of my exposure to American higher education, I found most of the students  (at the freshman level), didn't belong in a college setting. They came in to university unprepared from top to bottom, lacking basic skills in numeracy as well as literacy.   It was a wonder they scored enough on the SAT to even be accepted.  No surprise these students were also more likely to be given low grades and to take their grievances out using the student evaluations.

By "numeracy" I don't even mean facility with calculus. I mean skills such as:

- Obtaining fractions from decimals and vice versa, i.e. 0.33 = 1/3 and 1/4 = 0.25

- Using ratios and proportions, i.e.

If x/y =  a/ b  and b = 3a/4 then x/y = 4/3

- Adding and dividing fractions, i.e.

1/3 + 3/4 =   (4 + 9)/ 12  = 13/12

5/6 divided by 2/3 =    5/6  x  3/2 =  15/ 12 =  5/ 4

I realized how far below basic competence some of these purported "college" students were during one Space Physics lab I conducted at Univ. of Alaska- Fairbanks when during an experiment on Snell's law-  to do with refraction and a sketch layout, e.g.
 One student then another asked how could one obtain the ratio of the angles:

Θ2 /  Θ1

And thence:

n1/ n2

I realized then I had to set up side remedial math classes just to ensure the students would be able to make their way through the remaining labs!

I suspected, though I couldn't be absolutely sure, that other physics instructors have experienced similar problems.  And also that these problems could have caused lower student evaluations of their  own performance.

Fortunately,  I left full time teaching at the cusp of the grade inflation-teacher evaluation infection, and before all the social media devices invaded the classroom,  as well as the noxious site,  'Rate My Professor'.   All of these in tandem, I believe, have contributed to an atmosphere of disrespect and casual inattention in the classroom and outside it. Professors, once held in some esteem, are now belittled on sites like 'Rate My Professor'- as well as on Facebook and via Twitter.  Not to mention the actual student evaluations as described above from the Physics Today piece.

To make matters worse, the profs today face not only unruly students, but helicopter parents who are convinced their charges can do no wrong, and also a social media atmosphere that turns them into caricatures. Truthfully, the only profs remaining who have any fun are those whose work is based 90 percent or more on research, not teaching. So they needn't worry about having to seize a cellphone (as one angry prof did at Caltech), and hurling it against the chalkboard in frustration.  Did the Caltech prof get a miserable evaluation from the imp whose device he treated as an illustration in ballistics? Probably.

We also learn that students "aren't the right people to ask about the effectiveness of a course" from the article.   For example, whether "an instructor fosters an atmosphere  consistent with campus goals for inclusion."  I.e. in the opinion of Prof. Noah Finkelstein of CU:

“They can’t judge that. I’ve seen questions on whether the instructor has mastery of the material. How on Earth would a student know that?  We are asking students the wrong questions and using the data badly.”

In a "smattering" of physics departments it now all appears to be coming to a head: a realization that this biased 'game' has to change - for the good of departments, instructors and students.

In 2009 the faculty union at Ryerson University in Toronto finally had their fill and  filed a grievance with the university over SETs being an unfair measure of teaching effectiveness. Last year, an arbitrator ruled in the faculty’s favor: Student evaluations at Ryerson can no longer be used to assess teaching effectiveness for high-stakes decisions such as tenure and promotion.

The case could prove to be a harbinger. Traditional SETs will become illegal, predicts Carl Wieman, a physics Nobel laureate at Stanford University and a leader in science, technology, engineering, and math (STEM) education studies. “It will be hard for an institution to say they are still collecting SETs but not using them in tenure and promotion decisions,” he says.

University of California, Berkeley, statistics professor  Stark, who was an expert witness in the Ryerson case, says class-action suits are already in the works. noting:

“SETs don’t measure teaching effectiveness; you can’t make a course better with the information that comes in. They are biased. There are all sorts of problems.”

The University of Oregon introduced a campus-wide overhaul to teacher evaluations this past fall. It replaced traditional SETs with self-reflection, peer review, and student feedback. As is the case at other universities at the vanguard of revamping their teacher assessments, the questions are now designed to reflect student experience, and students fill out surveys a few weeks into a term and again at the end. The midterm feedback is seen only by instructors, says physics chair Taylor, and it can be helpful for adjusting one’s teaching. The survey responses are no longer numerical ratings, and students are asked to single out something that was especially helpful and something that they would like to see changed. “”  In the words of Sierra Dawson, the university’s associate vice provost for academic affairs:

"We’ve made a complete mental model shift"

Which is just as well and long overdue.  This is given that language that asks students to assess experience in the classroom - rather than personal evaluation of the professor - serves a more objective and rational focus. Indeed, psychology studies show such structures/language  indicates that students (people in general, really) tend to give more thought to questions - and to their responses.

This is what we need in the university setting:  encouragement for more thought and more thoughtful responses, as opposed to knee jerk reaction and emotional responses.    At the end of it we should find more objective and rational  assessment of college teaching, as opposed to the current paradigm of "garbage in, garbage out".   Plus there is the added benefit of less grade inflation and its corrosive effects on educational quality- at least in physics and astronomy.

Doing Away With Tests - And Objective Grades- Would Render U.S. Education Obsolete

I must confess that when I read in a recent WSJ piece ('Here's Why Tests Matter', Mar. 31, p. A13) that Harvey Mansfield - a Professor of Government at Harvard - had finally yielded to grade inflation, my heart sank. When I read that his capitulation manifested as a two-track system of grading, one "officially inflated" (for transcripts), and the other "reflecting what they actually deserved", I was incredulous.

It effectively meant that none of those Government  transcript grades from Harvard were worth the paper they were printed on, which was not likely more than an ounce of doggy lickspittle. So, in other words, these Harvard Government students actually did such inferior work (in context) it would have been an embarrassment to the school and the Prof to deliver the actually earned marks. Or, it could be that since every other prof at Harvard was into it, Mansfield had no choice. In any case, a pathetic indictment of the current university system based on allowing students to dictate procedures based on their evaluations of staff.

In my May 10, 2013 post ,for example, I cited a study by Stuart Rojstaczer and Christopher Healy, and published in the prestigious Teachers College Record . Their finding: About three-fourths of all grades awarded at university level are “A”s or “B”s.

Of course, this makes those As and Bs next to useless precisely become of the very commonality. An 'A' used to stand for academic excellence,  meaning only a small percentage of a given class could actually earn them. But it can't be a reliable indicator of excellence if so many are getting them! It also renders the achievements of truly exceptional students ho-hum. How in the world can they truly stand out if middling or loser students get the same grades they do? It's preposterous!

In a newer study, reported at Gradefinflation.com, it was fund that 42 % of the grades at 2- and 4-year colleges were As

By contrast, what did one find in the mid -to late 1960s, say at Loyola University, or the University of South Florida?  Well, the As were at about 10 percent, with Bs at 20 percent, and 'gentleman's Cs' right at around 40 percent where they ought to be (if conforming to the standard Gaussian distribution). Similarly, at the other end of the curve Ds made up 20 percent and Fs 10 percent.  Back in those days there were no student's evaluations of teachers .

But sometime in the 80s, or maybe earlier, some genius administrator thought it would be a cool idea to have students evaluate college profs, like consumers doing a corporate survey rating their oatmeal. Just hand out a little one -page eval form to little Missy or Sonny and let them have at it - pretend "consumers"  aping a consumer survey task. What's not considered is that they lack the maturity to do a proper objective assessment, so it ends up being a  formalized emotional outburst at the prof for not delivering what the entitled little  twerps believe they deserve.

So, for the few curmudgeons who continued to demand standards as opposed to giving out A and B freebies, it was game over. For those profs who insisted that their students EARN their As instead of expecting them for just showing up, well, it was 'hasta la vista'. The college administration had to inform the uncooperative fool that this was the end of the line.

The authors  of the WSJ article indicate things have gotten even more out of hand now, adding:

"At four year schools the number of As has been going up five to six percentage points per decade"

Can't anyone spot what this trend means? That before the turn of the century everyone will then be getting As!

But evidently now the grade inflation cancer, which also underlies a hostility to any objective testing at all, is infecting high schools. As the authors note (ibid.) "classroom grades have become meaningless",  then citing a public school district in northern California that decided to score grades on an equal interval scale, meaning every letter grade was assigned a 20 point range. Thus, whereas an 'A' in high school used to be 93% -100 %, it now meant 80% - 100%. A 'B' used to mean 86% to 93%, and it now meant 60% up to 80%.   When did the student get an F, if ever? That entered in the final interval range: 0 - 20 %.

Insanity and tomfoolery!

In my 1st year Calculus Physics  (Mechanics) class,  I  wanted to know whether the incoming HS students were prepared, and to discourage any  would -be 'evaluators' from exploiting the system to get cheap As.  Thus, they were greeted by two blackboard  diagrams and  two questions, an "intro quiz", e.g.

1. A 1.8 m (5’ 11”) tall man tosses a ball from his height position (e.g. ball leaves his hand at level of the top of his head) to a hard board 2m high and 3.0 m distant. If the ball strikes the board at a height of 1.5 m, find: a) the initial speed of the ball; (b) the time of flight, and c) the speed when it hits the board. (Assume g = 10 m/s²)

2. A rocket is fired at a launch angle of 30 degrees, and at an initial velocity of u = 500 m/s. Find: a) the horizontal range, b) the greatest altitude (h) reached, and c) the time taken to reach h. (Assume g = 10 m/s²)

-------------------------
Quiz content changed from year to year. There were usually two problems,  10 marks per problem, 20 total, and 20 minutes to complete. A passing grade of 15/20  was required to continue in the course, otherwise remedial level math and physics courses lay in the wannabe physics student's future. (I conducted the remedial classes usually on weekends. If you didn't wish to partake you could drop out, no harm, no foul)

The point was to get rid of all those who weren't genuinely serious students but signed up to try to get credits they might need  but by wielding the evaluation form as a kind of blackmail: "Sky high my unearned grade, or else!" It worked like a charm every time I used it. The ones who aced the  quiz simply didn't need to resort to the evaluation form or grade grub in any manner, shape or form. They were sufficiently competent in physics to get the grades they actually deserved, always at least Bs.

Sadly, that was more than twenty -two years ago. Now the impetus among faculty - even Ivy League- is to write off grades entirely, to declare "they no longer matter."  According to the authors of the WSJ piece (ibid.) "the director of the Yale Journalism Initiative wrote an op -ed a few weeks ago entitled 'There's Nothing Wrong With  Grade Inflation'."  Seriously?

Meanwhile, a recent headline in  The Chronicle of Higher Education was "Why Do Colleges Still Use  Grades?"

Well, because they separate the real achievers from the pretenders and also-rans. According to the gurus interviewed at the Chronicle (ibid.): "No one really likes grading, it just annoys students!"

Tough! Then take up basket weaving, snake charming, speed texting or some other useless pastime. But don't attend university and expect to get by on your looks, charm or BS.   Regrettably, from the signs that abound, it appears that may be too late and the education establishment has finally succeeded in marginalizing the last bastion of  serious education in the US of A.