November 18, 2013
Teaching has many rewards, but also some very big disappointments. The three of us Peace Corps Volunteers teaching here at Cuttington University have just finish giving our mid-term exams and find ourselves wondering where do we go next and what is expected of us.The main issues are almost no preparation or knowledge of prerequisite material either for the courses or university admittance, the endemic acceptance of cheating, and expectation by the students that no matter what you do, it is forgiven.
In beginning math a question was asked to write in words a number. Then a number was written in words and they were asked to write it in numerals. A total blank There was hardly any comprehension of arranging numbers vertically in ones, tens, hundreds columns. No need go any further. How did these people get here? How is the instructor to proceed with a curriculum totally out-of-sync with student skills?
My students are all upperclassmen majoring in Biology, all of whom say they plan to go to medical school or unable to attain medical school, some graduate program. Statistics is a prerequisite for my Genetics course. Only one student could answer the basic question, ‘What is the probability your first four children are girls?” (Answer is 1/16 or 6%) The concept of independent probability is central to understanding genetics. This is after similar problems and examples where given in at three lectures and a full day was spent playing the fun game, “Making a Baby”. Knowledge of basic math is also missing, like addition and multiplication of fractions, normally taught in seventh grade. I even told them what my essay question would be, only two did it all the way, another five partially, out of twenty students.
Histology is an almost straight memorization course from the notes given in class. Students generally did well, except for questions that were in any way were reconfigured to assess where they understood some basic principles, like what is the difference between a cell and a tissue.
My exam of asking a question and having them write the answer makes it difficult to guess, like in a multiple choice test. Grading is a time consuming, especially if you grade all students on a single question before grading the next question. However, this method gives you a better idea of students’ comprehension, whether you have misunderstood questions, and is also an excellent way of discovering cheating by comparing similarities in wrong and correct answers.
I have got to admit my students, and those of the other teachers, are really great at cheating. They have perfected techniques over years of schooling. They form cliques that are able to pass answers through whispers, signs, passing papers, direct copying, and now electronically (although all electronic devices are strictly forbidden). Good students are normally the source, using their power to exact favors from others. The university’s policy on cheating is severe, failing the class, but is almost never enforced. Even the best students don’t know all the answers and don’t count on an instructor to actually read and compare answers. Almost 25-30% of my students are getting “zeros” for cheating. I am preparing myself for the torrent of pleadings upon release of the scores.
You also have got to give students an “A” for their audacity to ask forgiveness and be excused for even blatant rule violations. One of my students came in after the tenth question and refused to write anything on his paper, even his name, when he was told he would have the first ten questions subtracted from his score. He glared at me the entire exam, as if to intimidate me. He said he was graduating this semester. I told him he is getting a zero on the exam.
This university is a private school, considered the most expensive in West Africa, and needs tuition money to pay for the fine raiment and automobiles of its administrators. Funds are not available for textbooks, lab supplies, or working computers. Cafeteria food is monotonous and of poor quality. Teachers are poorly paid and are susceptible to bribes for grades. Clerical staff likewise is not adverse to changing grades on transcripts for money. Students know this and demonstrate a complete disregard when you say, “No electronic devices in the classroom and students caught cheating get a zero for the exam”.
I don’t mean to imply that educational corruption is only a problem in third world countries. In the U.S. the way to graduate is by donating to the university, paying full-tuition for admittance, then take some easy curriculum, or being an athlete. It just is more open and prevalent here.
I came here to teach. There are good students here who want to learn and look at schooling as a way to a better life. There are also students here who have their futures already paved and simply need a graduation certificate to grab the golden ring. The issue for me is how do I maintain my own integrity and serve those students who want to learn? Why should I waste my time and energy on the “non-students”?
I am going to try an experiment, probably in violation of all written rules, but also in keeping with the spirit of the place. I am going to offer students a choice. They can sign a statement which says they agree to a “C” as their final grade and no longer are to attend class, take any exams, or write final papers. If they do not want to accept a “C” at this time, they continue with all the course requirements and accept their final earned grade.
How many do you think accept my offer?
