Thoughts on Teaching – Drop Deadline – 11/16/2014
We have reached the late points in the semester. With Thanksgiving Break coming quite late this semester, we have 2 1/2 weeks of classes left, followed by finals. The deadline for withdrawing from classes was last Friday, and every semester I am surprised how late in the semester that students are allowed to drop their classes. They can go 12 weeks into the a 15-week semester and drop the class at that point if they want to. I do not know the reasoning behind it, but I can say that I do have my own opinions on what such a deadline does to students. I know one of the reasons for it is to give the students as much leeway to succeed in a class as possible, and, if students used that time for that, I would wholeheartedly support the late drop deadline. However, what I see from the teaching side is that the students who drop at the deadline overwhelmingly were ones who should have dropped after week 4 or 5. That does not mean there aren’t a few who needed that extra time to carry forward and try to get it going over the rest of the semester, but the majority are not in that situation. We are required to put a last date of attendance when we sign drop slips for our students, and the majority of the drop slips that I see are from students who have not participated since September, and they are dropping in November. Again, there are always a couple who are attending and participating all the way up to the deadline, but even for many of these, the writing was already on the wall that they were not going to be successful.
So, what is my point here? Let’s start with the students who should have dropped much earlier. We have an early alert system at my community college, where we send out warnings to students who are falling behind as the semester goes forward. We can send as many or as few early alerts as we choose, and I know some who send none at all, while others have been known to end up sending some students 7-9 alerts over the course of the semester. I send out two alerts, one just after count day, when I am first asked to sit down and officially look over my rosters. At the first point, the alert is very simple, if you have not done any significant work at that point (meaning just a few introductory assignments and a couple of chapter assignments), then I send an early alert. I have not sat down and looked at the numbers, but just on my general remembrance of names, a good number of these will drop the class or not drop and fail. The second alert goes out when I have graded the first round of major assignments, which is usually by the 6th week of the semester. The overlap between the first and second alerts is high, although a few more alerts do go out this second time. I do not send out alerts after that, as the last round of alerts would hit so close to the drop deadline that I generally don’t have time to sit down and do them. However, since 65% of the grade is determined by that point (ie. by the end of last week), there really is no further need for an alert at that point. So, as I said, the majority of students who should drop are fairly obvious by fairly early in the semester. Students who do not complete the early assignments are not likely to continue doing work. Students who do not complete the first round of major assignments are not likely to pass the course. What that means for me, when I look at it, is that the majority of the students who will drop generally should drop somewhere around the 6th to 7th week of the semester. So, giving them 12 weeks only allows them to drag out the semester unnecessarily.
What about the others? There are a few who do drop later in the semester who were not obvious earlier. Some of these are people who were making marginal grades (low Ds and high Fs) after the first round of major grades who do not improve by the second. Others are ones who don’t run into problems until that second round of major grades, where they either drop significantly in their performance or miss some of the assignments. The final group are those who are not making the grade they want to make. We always get a few students who drop because they are looking for an A when they have a C in the class. I guess the question is, are these students worth the longer drop period?
Here is my fear of what the long drop period gives students. They can drag out the decision for far too long, when some should cut their losses and get out once it become obvious that they will not be successful. Of course, it might not be obvious to the students, but it certainly is obvious for me in looking at them. I do not think we are doing them a good service by letting them keep hanging around. What I mean by cutting their losses is that some students would be better dropping a course or two and concentrating on the ones that they can succeed in. If they were to drop one or two early in the semester, they could do better in the classes they remained in. Some might not take advantage of that, and there is the issue that people always hold out hope for success despite the evidence in their faces. The financial aid system also makes this route difficult, as students who drop can lose their aid. Those not on aid lose the money they spent on the class as well, which is something that makes them stay in longer in the hopes they can pull it out.
The question that remains, after this wandering look at the drop deadline as I see it, is, what can we do about this? Certainly, systems like an early alert are a step in the right direction, but I have received very little feedback from students who I send alerts to. It takes a couple of hours to get the alerts together and send them out, and I often wonder if it is worth it, as I see very little direct feedback from the students after sending out the alerts. However, I can certainly say that I did my part to let them know, which is at least one step. I can’t sit down with each of the students in trouble and get them going. This is largely because the students who I would need to sit down with are already not coming to class or participating in my online class and I have no way to get a hold of them besides sending an email (which is what the early alert does anyway).
Of course, then the question is, would things really be any different if the drop deadline was earlier? I don’t know if it would. The same students would probably drop either way. It is certainly not directly hurting anyone to have a later deadline, unless we believe that all students are rational and cut their losses earlier when they would need to by dropping the classes that were not going well early to concentrate on the ones left. I think both psychology and financial aid makes that a difficult prospect. It would make my own job neater and cleaner, as it certainly is nice to have people cleared off of the roster that I no longer have to keep entering 0’s for on every assignments. It’s not that this really takes a significant amount of time, but it does get irritating as the semester goes on. It also leads to lots of lamentations among the faculty, as I cannot count the number of conversations that I have either participated in or heard as we talk about the students who we have given chance after chance to without any real results.
So, maybe I am making too much out of something that is really not a big deal. I don’t know, but it is what is on my mind. What do you think?
Thoughts on Education – Reflecting at the Drop Deadline – 11/17/13
OK. I know. I have not posted in a while. Shortly after the last post, I started my big grading session. I had about 90 essays, 90 essay exams, and about 150 discussion forum grades to determine. All of that took me a good part of two weeks, leaving me worn out afterwards. I did not post during that time, and, as I did not post then, I keep putting off posting again, because I think I need to go back and catch up on that period. However, I have finally just given up on that and am going to just move forward with the blog here and not worry about trying to catch up or recount. There are a few things that I will go back and talk about, so you will see some of that over the next couple of blogs here. However, today I’m going to write about that terrible point in the fall semester — the drop deadline.
The drop deadline in the fall semester at a community college is a very meaningful deadline. So many of our students are not necessarily meant for college, as we are an institution that allows people to try out college for cheap and see if it works for them. It is not unusual for me to lose a lot of students by the drop deadline, and I am not out of line from the norms in our department or among the various standard, introductory courses that our students take. As to who drops, there is no direct profile, as they come from all types. However, the most common drops are those who have simply stopped coming to class. This can be a large number of students overall, as I often have 50% or less attendance in any of my face-to-face classes by this point in the semester.
What is sad, though, is how many students have stopped coming by this point and do not drop. So, while I do sign a number of drop slips by students, a larger number of students will just take their failing grade by this point in the semester rather than drop. Some of this may be because of the relatively new restrictions on the number of withdrawals you can have in a college career, which is either 5 or 6, if I remember correctly. After that, you cannot drop a class, leaving you taking the F anyway. So, some students may figure that it is not worth it at this point to waste a W. However, I don’t think that is the big reason, as most of the students that I see are first-semester college students who are not thinking at all about their long-term college career. They are just starting and not thinking about their college career and not worried about the number of withdrawals.
I think the bigger reason why drops are so common is that they are seen as so easy. The students can drop all the way up until mid-November, over two-thirds of the way through the semester. They can mess around in a class and see a lot of their progress before having to make any decision about dropping. So, they are able to keep putting off their decision until what is, in reality, the last minute. This should be an advantage for students, as they have many opportunities to succeed and should only have to drop when they have exhausted every possibility of getting a good grade in class. The reality is different, however. What I hear over and over from students is that they drop the classes when they get hard. They drop them when they get too busy with other things. They drop because they just don’t feel like going to class anymore. In fact, for a lot of the students that I see, the reasons for dropping are anything but the fact that they have tried their hardest and just come up short at the very end. I’m not denying that some students are like that, but it really does seem that the majority of what I see are students who get out when the going gets tough. The problem with that, as I see it, is that college is going to be hard. And, if students learn that they can get out when it gets hard, then they are learning a lesson that will not serve them well in their continuing education. As well, it is what leads to longer and longer periods in school. If students drop and drop and drop, they take that much longer to get a degree. The two-year degree we offer at my community college usually takes longer than two years, as students take 12 hours or less in a semester and drop classes regularly. Then, if they transfer, it takes longer there as well. All of that means larger college fees and larger student loan bills.
I guess my real objection is philosophical to the lenient drop policies. Again, I understand why they are this way, and I’m not going to get on a moral high horse and say that, back in my day, we did not consider dropping classes. But I do think that students are not given the incentive or reason to power through their classes and force themselves to succeed over time. I think it is too easy to drop and too easy to say that things are just a bit too hard, and to try again at a later point. I think it contributes to the rising student loan bills and the growing number of people who start but never complete college.
What do you think? Am I being fair, or is this just my perspective as a professor that does not take into account other realities out there. Let me know in the comments.