Anonymous wrote:The New Infantilism began around 15 or 20 years ago. Students barely read anymore. And it's gotten worse with social media "discourse" becoming so important. They're more interested in Tiktok than Tolstoy.

Oh no, I'm pretty sure it was a couple hundred years BC when people first started discussing this topic.

It is academia itself that creates the “post-truth era” but apparently at least some academics don’t like the consequences of that. Oopsie!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

DP: Wow, your stereotypes are telling.

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.

OP

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

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

DP: Wow, your stereotypes are telling.

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.

I just don't even see how you're drawing these claims at all. What did they say that makes you say any of this?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

DP: Wow, your stereotypes are telling.

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.

Holy crap. Are you always this condescending IRL?

Anonymous wrote:This question is for the college professors among us: Are professors at all universities seeing a big drop in college preparedness among undergraduates ? I have heard that that is the case at some very strong universities. I presume this is related to the Pandemic.

If so, what areas are undergrad college professors seeing the biggest skill set weaknesses in? Is it technical academic skills or social skills or both?

What if anything, do you think high school students should be doing to be better prepared for college ?

Thanks in advance

We need to stop blaming COVID for everything... Parents will complain about their kids having "homework", they will get mad if they have to study for a test or complete a project. Also they think they can have unlimited retakes and won't turn anything in...

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

DP: Wow, your stereotypes are telling.

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.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

OP

Thank you for your work and for caring about your students as whole people.

There is definitely a mental health crisis and teaching shortages in many high schools so I can imagine that some college students need extra help.

I hope my DC has professors like you in college.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

DP: Wow, your stereotypes are telling.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

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.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

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.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

I'm guessing that you hope that is what they meant. But the reality is that most schools have resources to help with that and the professors only real "job" is to ensure they are aware of those resources. Where a child from a higher SES, for example, knows about writing labs and tutors because they have had access to those resources since 3rd grade.

Adapting and succeeding is rarely on the shoulders of a professor, they have TA's and student success centers for that.

The only real obstacle is for professors to not make assumptions and treat students differently based on those assumptions. That is probably difficult.

It's long been know that teachers that like to read, expect students to read. Teachers that like to write expect students to write. Teachers that like group projects assign lots of group projects. It's not that any of those are wrong or right, it's a preference. Professors perhaps have preferences in other areas that they are not seeing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

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.

Anonymous wrote:

Anonymous wrote: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.

OP

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.

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”.

Anonymous wrote:

Anonymous wrote:This question is for the college professors among us: Are professors at all universities seeing a big drop in college preparedness among undergraduates ? I have heard that that is the case at some very strong universities. I presume this is related to the Pandemic.

If so, what areas are undergrad college professors seeing the biggest skill set weaknesses in? Is it technical academic skills or social skills or both?

What if anything, do you think high school students should be doing to be better prepared for college ?

Thanks in advance

My best friend teaches at University and she sees a number of things. kidseither have high academic skills but are intractable because they are taught in such a paranoid and rigid manner the littlest thing sets them off, kids who literally cannot write a paper and not prepared at all and they suspect it is not being prepared and the TO and finally kids whose might as well have their parents come to school. Your parents are not supposed to be calling/emailing the professor -failure to launch syndrome. They also find they have less freedom to teach because they are worried some kid is going to post a snippet of a lecture and they will have to explain to the world. Yes tenure protects your job but not your emotions. Kids of today are bratty and they sometimes wonder if they should retire.

OP

Your poor friend. I am not a fan of social media and public shaming / endless victim mongering/ online coarsening of public discourse.

As a parent, I see a big difference between older and younger DC in terms of toxic impacts of social media. It is heart breaking that the original founders of the internet intended it for noble purposes that serve public goods such as improving efficient communication between scientists. It became debased, exploitative and manipulative of raw human emotions and drives very quickly. But that is for another thread.

I am sorry that social media impacts the ability of teachers and professors to do their jobs well.

I am sorry that social media is poisoning our youth into treating teachers with disrespect and senses of entitlement.

I hope your friend finds ways to navigate teaching at university and set healthy boundaries with the students. What a hard job it must be.