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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]SLAC prof here. Haven't read all the responses, too tired from being overworked. I have seen a drop, not necessarily a big drop, but a significant one, over the past 20+ years of teaching at different institutions. Some of it began before the pandemic, especially mental health, but the pandemic exacerbated it in terms of students not being accountable for turning in work on time, etc. I've also seen a change in critical thinking that I think has at least two root causes - being taught to take a test in high school (even or especially even APs), but also the post-truth era. Lastly, I might only speak for my current institution here, but we've made intentional DEI efforts and our recruiting has changed. This is partially because of the social justice aspect of making a SLAC education more accessible to different kinds of students, but it also has to do with the demographic cliff. This has led to recruiting students from high schools and family environments that have not enabled adequate preparation for college. This has nothing to do with their potential to succeed, but a reality of socioeconomic background as it relates to preparedness.

Universities need to and are shifting to the wraparound services that they provide - ranging from more mental health supports, to increased accommodations and social and financial supports. This is necessary for students to succeed. But it is also taxing for an institution and the realities of grade inflation and students slipping through the cracks can and does occur.[/quote]

Thank you SLAC professor.

That is an interesting point about the post truth era.. what does this mean in terms of higher education? Don’t students still have to back up theoretical claims with empirical or scientific evidence?

Also interesting that you have observed a drop over such a long time.

Agree that mental health care is necessary for learning.

Thanks for your reply.

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Interesting the professor thinks the students have the ability to learn and perform and have great potential but since they haven’t had as many privileges they consider the students “less”.

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OP -
He or she can speak for themself but I personally did not interpret his remarks in that way .

“This has nothing to do with their potential to succeed, but a reality of socioeconomic background as it relates to preparedness.”

To me, she or he is saying that colleges are wrestling with DEI challenges - they want to be inclusive of a broader field of students but are aware that students from disadvantaged schools or homes face significant obstacles in college preparedness. That does not mean the challenges can’t be overcome but more work and attention is needed by colleges and professors to help them to adapt and succeed.

That is how I interpreted the comments anyway. [/quote]

SLAC prof here again, yes, this is what I meant. And yes, as a professor I do invest more time with these students, as it is my job at a SLAC to work with students. I have no TA and my students benefit from one on one conversations. My students are human beings to me, not just a group of numbers or labels. [/quote]

Yet you categorize some not even knowing their background as "the cliff kids" or "DEI efforts". You could easily categorize them as "less coddled" and it would be apt and accurate yet you don't, you categorize them as less and the "coddled and tutored" as more.

There are no SLACs without tutors and writing centers.

it's okay, I get it, you have been a professor for 20 years, professors are luddites by nature and the world is passing you by in many ways and it's hard to keep up. But, have you ever just stopped to think, hey maybe I'm hitting the cliff, maybe I'm not the one keeping up.

Zoom, texting, bulletin boards, online lectures... every job has new things to learn every year, maybe it's just too much for you.[/quote]

DP: Wow, your stereotypes are telling.[/quote]

Perhaps or maybe the “professor” could do some self reflection and ask for mentoring from a younger colleague to get back up to speed.

It happens in every profession. There is no shame in falling behind the curve sometimes. We can’t always be at the top of our game for 20+ straight years.

Often it’s helpful to step back take time to identify your strengths and weaknesses and do better.

The world is moving quickly.[/quote]

I personally would be thrilled if our DC has such a caring professor as PP who is a SLAC prof. I don’t understand why you drew all these negative conclusions from their well intended comments .

I believe that we need to better support academic staff - adjuncts are living below poverty level, TAs are usually grad students who have low stipends and heavy work loads and professors still have to publish as well as teach to stay relevant in their fields.

If it continues like this we will face widespread shortages among college professors as well for teachers in public high schools .

https://timelycare.com/blog/why-colleges-and-universities-should-address-faculty-and-staff-mental-health/#challenges-faced-by-faculty-and-staff

Why Colleges and Universities Should Address Faculty and Staff Mental Health
		 AUGUST 7, 2023   PHILIP TALLMAN 
Challenges faced by faculty and staff
A 2022 survey by CUPA-HR found that more than half of higher ed professionals were likely to seek employment outside the sector in the following year. Subsequent studies and news reports have revealed a decline in faculty and staff mental health. Several factors contribute to this situation:
* Work-related stress: Faculty and staff face high levels of stress due to demanding workloads, deadlines, and academic pressure. Balancing teaching, research, administration, and student support can lead to burnout.
* Emotional depletion: Dealing with diverse student populations and academic pressures can take an emotional toll. Faculty and staff constantly navigate challenging situations, leading to emotional exhaustion.
* Limited resources and support: Faculty and staff may have limited access to mental health resources tailored to their needs.
* Work-life balance: Maintaining a healthy work-life balance is challenging due to long hours and irregular schedules, leading to chronic stress and mental health problems.
* Occupational hazards: Constant exposure to sensitive or traumatic topics can impact mental well-being, especially for those in psychology, social work, or healthcare education.
* Job insecurity: Many faculty and staff face job insecurity and work on precarious contracts, contributing to stress and anxiety.
* Organizational culture and support: Unsatisfactory organizational culture, lack of recognition, and inadequate communication can lead to mental health challenges.
* Increased involvement in student mental health: Faculty members often support student well-being but lack proper training, affecting their mental health.
* Need for training and resources: Faculty express a desire for training from mental health professionals to handle student mental illness effectively.
* Inclusivity and belonging: Inclusive environments are essential, especially for faculty of color, to refer students to support resources.

The Chronicle of Higher Education
https://www.chronicle.com › article
The Pandemic Is Dragging On. Professors Are Burning Out.

Nov 5, 2020 — Black and Latino professors are bearing additional burdens, supporting students ... mental health of students and their institutions' long-term ...

https://www.chronicle.com/article/the-pandemic-is-dragging-on-professors-are-burning-out
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