Student Journalist at Towson U. Seeks Punishment for Newspaper Thieves

A required course for my graduate studies was on research methods and thesis formatting. During the semester the instructor gave a lecture on plagiarism including the usual line that if you get caught you can get kicked out of the class, the  university, society, heck you might even end up on death row!  After he was done with his lecture I asked “why not just make the anti-plagiarism software available as a tool so that we students can check our work for accuracy instead of using it as a threat?”   Apparently no one had asked that question before. I don’t recall his exact answer I remember that I personally found his response rather insulting. 

In my opinion plagiarism is the result of poor teaching and a society that will tolerate it.

I am graduating this semester. This incident was one of many that occurred at the college that made me decide not to further my education there or at any other university. I can do better on my own.

I don’t use Turnitin for the same reason cited by t_rey.  Also, I have adopted the method of ensuring that initial writing assignments are done as in-class assignments, and that the thesis and research outline are submitted in advance so I have something to compare the final research paper with.  Lastly, I try to make sure that the research paper includes unique elements unlikely to show up anywhere else, like a specifically-defined comparison of the topic with some lesser-known articles assigned for class. Also, particularly in online classes, I require an oral interview to discuss the final paper to ensure that the student can answer simple questions about it, which goes into the grade for the paper and, sometimes, results in plagiarism charges. 

Mr. Donoghue has not done much to clarify plagiarism here by confusing it with copyright infringement. Plagiarism, as the unacknowledged borrowing of others’ ideas, is not a violation of intellectual property laws and hence should not be spoken of as though it were part of intellectual property. What services like Turnitin are best at detecting is copyright infringement, not plagiarism, which would require a much more sophisticated type of semantic-based analysis. (By the way, it surely is a misstatement that Turnitin owns the individual papers in its system, since it does not get any copyright transfer from the authors of papers in its system. It was indeed sued by some students–unsuccessfully–in a case in the Fourth Circuit for copyright infringement.)  For some real clarity on what plagiarism is all about, read Richard Posner’s brilliant “Little Book of Plagiarism” (Pantheon, 2007).—Sandy Thatcher

Our campus library created a video I make required viewing: http://www.youtube.com/watch?v=n3_tin1ik6E Although it’s humorous in tone, the meaning is quite clear, and we discuss it in class.  I also show them how easy it is to get misinformation into Wikipedia, and show them how easily a google search will spot plagiarism.  But at some point, I have to let it go, and realize that if they are bound and determined to plagiarize, nothing I do or say is going to make a bit of difference.  

That said, I make the penalties stiff, and follow through.

So if we instructors are losing the battle against plagiarism, what are we to do? 

The author has not even established this is true, are we losing the battle? I don’t know, but apparently neither does he, and simply ignoring the premise of the question and answering “yes.” is not helpful. Of course technology can make it “easier” to plagiarize but what studies show a marked increase? Cheating may have been going on at similar rates in past but until relatively recently there has not been technology that can catch the perps. Plus, there are many kinds of plaigiarism, stealing of ideas, appropriating actual sentences, citation plagiarism to name a few. I think the citation variety is the most common. Students don’t mean to steal as much as they are too lazy to figure out how to use MLA correctly.

The oral interview about the final paper, and certain to be a good detector of plagiarism, though I worry how realistic a policy it is at schools with very heavy teaching loads.  I’d  hate to interview 150 students at the end of a term.

I don’t understand how Turnitin would improve accuracy.

I have tried scores of techniques throughout my career to reduce plagiarism. Some are damaging to good teaching and learning, for example eliminating essays and papers in favor of tests and quizzes. Some encourage better learning, for example requiring students to submit work in phases (thesis statement, outline with bibliography, 50% sample, complete draft, final version). But I have found that the most resourceful plagiarists can outwit any system (e.g., if they buy their paper early in the semester they can do phase-submission with ease).

Your one-sentence paragraph is close to right, however: plagiarism is the result of a society that will tolerate it.

Collaboration is one strategy I’ve used for moving forward with projects…when depleted by family concerns, I’ve partnered with another who’s strong in the areas where I’m not up to par.  Perhaps there’s someone (a peer or a grad student) willing to listen to your ideas and create a first draft; take advantage of the urge to fuss with someone’s draft of OUR ideas, and let that natural pull to edit draw you into wanting to revise and finish that writing project.  Or perhaps you can be a second author on another’s project, with less responsibility.  Perhaps you can negotiate with those who can publish your writing, to create smaller works, or to work on your timeline rather than theirs.  Sounds like you also deserve as much nurturing as you can get–sometimes the best way to have a productive week is to have a completely unproductive day where you can recharge.  I’ve found it hard enough just to work when someone I love is ill, so you are to be commended.  Wishing you the best.

 I complete agree with the point about saying no to things. However, I have some concerns about not keeping up the writing productivity. If you are pretenure, you could eventually lose your job; if you are posttenure you may receive negative evaluations, lower or no raises, and harm your chance for promotion or advancement. I went through a difficult divorce (is there any other kind) that contributed to clinical depression. I found that even though people were presumably supportive during the actual divorce, there was an unwritten expectation that I should have been productive during that time as I’ve been quite harshly evaluated since. Context/family circumstances/mental health didn’t matter. Possibly even more problematic, the less productive I was in terms of writing, the worse I felt about myself. My advice now to people experiencing issues that they feel are impacting their work is to make sure you are putting your energy and time each work day into the things that are valued by your institution–schedule these activities & stick to the schedule. Life issues can drain your energy, but if you put what you do have to the things that count, you will be less likely to suffer potentially catastrophic career consequences.  If teaching is what is valued by your school, it sounds like you are probably ok. If scholarly productivity is what is valued, you let that drop at some peril.

Don’t be afraid to use a crutch when you have a broken ankle; just don’t stay on the crutch too long.

1) Remember that being a workaholic is the only addiction that doesn’t make your life get immediately worse, and that addictions are soothing.  Also that they are addictions.

2) Observe the wisdom of the old hands at getting by; typically somewhere around your department there are people who manage to not get fired, squeak through promotion, etc.  They may have permanent bad situations or just be lazy or not up to the job, but they have some ways of getting through it that will work at least temporarily, or they wouldn’t still be there.  There may be some trick you can learn (and will have to get rid of later, but the point of most crutches is that they are temporary).

My personal momentum was challenged when my daughter, now 3, was diagnosed with epilepsy as a 14-month-old. I know of what you speak. On a personal note, I offer you all the compassion in the world. I’ve tried to ensure that all of my commitments revolve around a cohesive point: a goal, a principle, a value, so that when I am thinking about one, I am, in effect, thinking about all of them, and so that, when energy runs low, passion lets me run on fumes for a while. This is easier said than done, but it generally works. My advice is, don’t be afraid to put some things on the back burner for now, as long as you can do so without jeopardizing your finances or your employment. Re-prioritize, knowing that at some point, you can re-prioritize again. I agree with other advice that suggests letting people know what’s going on. You’d be surprised at what they may be willing to take on for you–or to stop asking you for. And it helps to know that there’s someone around on whose shoulder you can cry or complain. It helps to know that you are not alone.

Hello Rob,

I wonder whether these “vanishing students” (love the Without a Trace analogy) are under the misperception that if they simply don’t finish the course, they won’t get a grade and nothing bad will happen OR some of them seem to believe (perhaps based on what happened in high school) that if they stop attending, we will calcuate their grades based on what they have already achieved, and all will be well.   I think it is important for students to understand that if they don’t finish the course, all of their unfinished assignments will receive grades of zero and their course averages will be calculated accordingly.  At some point, I started giving students a way to calculate their grades based on what they had already completed, and also based on what would happen if they did nothing else from that point on.  I did not look systematically at whether it had an effect on those late dropouts, but reflecting back, I think it did pretty much eliminate that problem.

I’m impressed that you have tried to email the vanished students. 

I guess it’s hard to do exit interviews with people who have disappeared. If the project is the problem, is there a way to chunk your major project into more manageable segments (subassignments), using intermediate due dates to force the students to start before the last minute?

my  two cents…

of course this is worth thinking over and taking seriously, especially if it happens very much. but i wonder if you’re tending to blame yourself unnecessarily? if students who are doing ok, who show they can do what needs to be done, suddenly disappear late in the term, then i just assume they’ve got a good reason to do so. i’m betting that if you care about this enough to write this kind of piece, then they can’t not know you’d be approachable with problems that are reasonable. I try to be that way too. so i wouldn’t much blame them for not letting me know. i assume they’ll assume that i’ll figure it out, and they’re right. i don’t mean to sound like a hardass. it’s a shame, but stuff happens. they know what’s expected in a general way from the beginning. and by some fairly early point in the term presumably they know how you as an individual read/grade, react (or not) to late work etc; and so they know how that’ll bear on final projects.  if they discover they’re over-committed late in the  term, then that’s a discovery for them to make and do something about, one way or the other. 

tony e. jackson

mmmmmm, yes.  it is puzzling.  good question: why quit now?

Yes, I’ve started doing that (breaking up the project) the last couple of years. Seems to help some. Thanks, sorta.

Rob

We have to be careful not to lump all students in the “Without a Trace” scenario.  As a professional in Financial Aid who is constantly hearing about maintaining the requisite GPA to continue receiving assistance in their academic pursuits, some students are concerned with not only maintaining a grade that will lead to the next step, but also will they remain eligible to receive disbursements.  I have heard countless times, “I would rather have the withdrawal (“W”) grade than fail the class”.  Sometimes they disappear to persevere.  A “W” does not impact the GPA but it is counted in other ways toward financial aid eligibility.  It becomes an either/or choice.  On our campus there is a deadline you can exit a class and receive a W in lieu of an “F”.  For some, it is the lesser of two evils. In the end Malone, Delgado and Spade might find the student licking their wounds and developing a new battle plan in the academic counseling office.  

When students come to me at the end of the term (I had 4 show up today with only one more week of classes left) and ask, “What can I do to pass the class?” – I turn the question back to them: “What could you have done to pass the class? Do you think you’ll be in this same position with another instructor next semester? How will you avoid the same scenario?”

Most students see their situation as a choice, possibly a poor one depending on the circumstances. Some have legitimate reasons for leaving no trace. We then have a conversation about options.

Whenever I ask my students who have reappeared in my Freshman Composition classes, how they manage to do well in other classes but not in mine, they often answer that there are fewer large projects that they have to turn in.  They are often take only midterm and final exams, if that, and so it’s easier for them to keep attending those classes longer.   However, in Freshman Composition, there is an essay, with several drafts, due every three or four weeks, in addition to almost daily homework assignments.  In order to improve their reading, writing, researching, and critical thinking skills, practice makes better. 

Most teachers who are concerned about their disappearing students have probably tried to make it easier for students to complete these large projects (e.g., breaking projects into smaller pieces, explaining the consequences of not handing in the projects, contacting students when problems arise); sometimes, however, making it “easier” means watering down college-level expectations and standards. 

Where does this trend stop?  At what point do teachers simply cut loose these disappearing students?  If I were an employer and my employees didn’t show up for work and didn’t call in to explain their absences and how they were going to control the damage done by their absences, they would be fired.  And so, I “fire” my students with an F grade, not at the end of the semester, but throughout the semester if, after my making several accommodations,  they do not hand in essays that meet the minimum criteria.  So the 50% who are left at the end of the semester are there at the end of the semester. 

Over half a century ago as a Junior at UT Austin, I too became a desaparecido.  When my students disappeared from my classes over my 4+ decades as a prof, I wondered if they were experiencing what I did.  I had signed up for an advanced Differential Equations course at the behest of my brilliant math major roommate.  He told me there were no exams and all I would have to do was turn in a paper at the end of the course. I figured I was a pretty good writer, so how tough could it be?  To make a long and painful story short, the paper assignment was, given a set of coordinate axes, some letters and a few other things, prove trigonometry.  I sat through about half the class and discovered that I hadn’t understood anything that had been said.  The prof was a very senior and distinguished man, and I was way to shy to go tell him of my total inability to understand the concepts he was presenting, so I just disappeared.  I have a feeling that disappearing students often leave with that poleaxed stare that we associate with total incomprehension mixed with shyness.  In my experience, their isn’t much to be done to rescue them.Art Broom

Thanks, Janelle. Yes, we do sometimes give ”incompletes,” but we have to justify each to our chair, and we’re also supposed to get the student to sign the form. That’s difficult to do when the student has vanished. I have tried it a few times with students who missed only the final exam, and who were passing otherwise, on the theory that they might have missed the exam due to unforseeable circumstances. Sometimes that turns out to be the case.

Thanks, 112. The withdrawal deadline is just after the midpoint. I might lose a student or two then, too, but at least I know where they’ve gone. This is something that happens much later in the semester. The point about family pressure is a good one, though. I’ve noticed something similar.

>  I expect you to come to class. This is the bare minimum.

I consider grading attendance to be patronizing and counter-productive.  If class attendance is so important to the course, then the learning objectives (and assessment activities) should reflect that.  In other words, I tell my students that attendance is “voluntary” (in the sense they will not be given an explicit attendance grade), but I also assure them that students who do not regularly attend and engage in class do not learn very much–and therefore do not get good grades. 

Most students take me at my word on this, and those that don’t fall into one of two categories: 1) they realize after the first assignment that I was indeed correct, and they begin attending class; or 2) they don’t care that they are doing poorly, and nothing I can do can change the fact that they don’t want to be in class. 

If the assigments/exams can be done well without attending class, then I would tend to agree with the student–what is the value of attending class?

I’ve often heard students say that they can get an “A” and never attend class. But I wonder how true this is? I’ve had some truly brilliant students, much much smarter than myself, but they always came to class. But I’d agree with lithead that students often engage in counter-productive behaviors, because they are young and some have poor logical skills and impulse control still. They do need to be taught why certain behaviors are counterproductive. And force is not an argument.
 

The consequence of seeing the student as customer is seeing the professor as service-provider. It has a limited heuristic value — it provides a way of thinking through certain issues. Test it by asking what service encounters are most comparable. Is the professor more like a shoeshine provider, or a physician? Or even a public health official, who is indeed paid by the taxpayer, but has far broader responsibilities and loyalties than the individual asserting “I pay your salary!” I think most of us have heard that line, at least second hand, if not face to face. The analogy has consequences. Is the customer always right? And if my role is just to sell students something, is there the same normative expectation that I will make inflated promises, charge as much as possible, and give as little as I can without losing my job or going to jail? No, I’m not asking if we think some or most or all profs actually do that, I’m asking if we think that’s how things OUGHT to be.

‘…the ones who seek knowledge and understanding, as opposed to grades,
have succeeded in my class, in other classes, in their subsequent
studies, and in their subsequent careers’
 
“This statement [above] clearly suggests which department employs you and your romanticism toward teaching.”

Wow, that is a “romantic” attitude?  That is the most solid advice that one can give a student. 

In which department would you expect to hear that? I have heard it or something like it from my best professors in a variety of fields–and it is my own philosophy of learning as well.

Landrum Kelly

Good to hear from Issac again.  How’s the tenure track job going?

Your remarks about Evan are correct.  I try to be entertaining, but as you say, it is a perk, it is not my job.  Just now on the news, a comedian was assaulted at the Hollywood Improv by a customer who did not believe he was adequately entertained……..

Nevertheless, I worked at a university which posted signs in bold letters  near every office corridor which read:

“The dissemination of information is NOT adequate performance.”

That slap in the face every morning was not inspiring.  But, if Deans and students actually came to work/class everyday, they might realize the benefits of a lecture, entertaining or not.

My last point about attendance.  Yes, you may be able to read the book, never come to class and pass the course.  But, one important thing you will not learn is networking and that is one key to success.

I don’t disagree with your responses to this student. I do think it often becomes something of an argument, both sides being defensive. This is too bad, though understandable. I wish I knew more about why students have the attitude they do, why they don’t  see the benefits we see. I think we need more dialog with them on this. Studies, perhaps?

I always assure students that it is a good idea to turn up at lectures (labs are compulsory).  A good teacher talks about what is in the textbook rather than repeat what it says.  Some subjects can be learnt out of a textbook but some cannot.  Even in Biology I student’s minds are usually so cluttered with critical misconceptions about biology that they can literally read the textbook and not understand it.  They need to have the chapters explained to them, particularly enzymology and metabolic pathways.
Biochemistry is much worse. You have to be taught.  I cannot understand how any mortal could read Lehninger alone and cold turkey and understand it.  I tell students that at the end of the course you should be able to flick to any page in the book and start reading and understand what it is about.  That is a reasonable target.  That is why a doer is needed to teach at tertiary level rather than a highschool teacher.

You know how one smart kid’s mom once said “you aren’t CHALLENGING him enough!” and so all the smart kids had a go to excuse when they were bored in class and got into trouble?

There’s one millennial somewhere who said “I’m PAYING you, I’m a CONSUMER” and so now students can latch onto this to skip classes and blame it on the instructor.

I wonder why students bother going to college if they are such great self-learners. There are plenty of fields where a minimum of education and a lot of self-taught know-how can get you pretty far.

Has it yet occurred to you, lo these many years later, that your business prof was a fool for other reasons as to why lectures in the field often need reworking?

(And did you miss English classes on use of pronouns?)

I am sorry for you, in that all of your education left you uneducated in so many ways.

I also find that some students need to hear how their education actually is funded, especially to counter myths propounded by politicians and media.  And as for the proportion of their education paid by the state taxpayers, in the anti-education state in which we live, I have been known to point out that portion of the semester is completed at the end of the second week.

However, I do not state that I am “responsible” to any of the funding sources, either, for the results that so many students seek.  We don’t “give” grades.  They earn them.  Their final grades are their responsibility, and theirs alone.

I like attending the classes where attendance actually matters – not the kind where the instructor marks down my grade because I missed too many classes, but the kind where I actually participate in something I couldn’t get anywhere else.  I stopped skipping classes when I started taking classes that were in that latter category.  My grades reflected that, and I always assumed I was absorbing information just because I showed up. 

I no longer think that.  When the instructor doesn’t add value or encourage relevant discussion outside of what is in the book, I have discovered I really can simply read the book, skip some classes, and still make a mid- to high A on the tests.  Same thing on assignments.  There are some classes where there is just no benefit to going to class.  And I resent being treated like a teenager because I choose to do something more valuable with my time.  I have greater respect for instructors who say they trust me and my classmates to come to class and do the work.  As the instructor, you have records to prove it.  It’s a lot of effort to be a great instructor, and it’s really a lot of work just to come up with good course content that adds to the textbook.  Unfortunately, average instructors are doing well just to convey the information from the text.  Average doesn’t mean bad, and there’s a reason average is usually close to the middle.  We’d all like to think we’re better than average, but look around you.  Someone has to be average.  Don’t forget to look in the mirror as well.

Someone wondered if it were true a student could skip classes and still manage to get an A.  The answer is “yes,” it IS possible – in some cases.  If you’ve ever taken a class or a seminar on teaching methods, and I hope that’s everybody who teaches, you’ve probably come across a discussion of learning styles – visual, auditory, and kinesthetic/tactile.  Your students who can do well without the in-class portion are your visual learners.  They’re also probably your introverts, for whom collaborative teaching styles are more chore than helpful activity.  And the older the student, the more like they are to make good grades and learn while skipping class because life experience helps fill in many blanks. 

Stop assuming the worst of your students just because they don’t show up.  As an instructor, it IS your job to show up; you may not answer directly to students the way so many of them seem to think, but it is in your job description nonetheless.  The student’s job is to complete assignments, participate (however participation is done), and above all, absorb and understand the material.  It doesn’t have to be a case of “if I have to be here, you have to be here.”  It’s more important that the student learns, however that happens.

As to the comments made by proftowanda 

a.       …your business prof was a fool…
b.      …did you miss English classes on use of pronouns…
c.       …your education left you uneducated in so many ways…

A response to an online article, generally, does not meet the same rigorous editing and peer review as an article published in a journal. Although the online article may contain the same research and quality as a journal article, the online comments, again generally, are quickly written and the focus should be on the content rather than the responder’s typing ability. Also, the use of ad hominems in replies is generally used in political and not academic debates.

I apologize for any grammatical and spelling error and agree about the business professor’s ability, however, I must restate my question – if the most ‘successful’ students in the writer’s class are not earning the tops grades, then how is grading performed and why are the least successful students receiving the highest grades? 

FROM COMMENT ABOVE ADDED FROM AUTHOR
“Thank you for reading and replying. I believe you have misread my final bullet (or maybe it wasn’t clear enough?). Nowhere have I said that a student who seeks knowledge and understanding doesn’t make the grade. Actually, it is the seeking of of knowledge and understanding that leads to higher success (and grades) in my class setting. The students who seek only the grades themselves (for example, those who go for memorization instead of thinking and understanding) tend to get only average grades, or slightly above. Evan DeliFi’s comment that says “attendance offered no tangible benefit to me in terms of achievement on the exams” indicates that his concern is grades only and not an actual education. Kudos if he can get a degree with that focus, and then a job. But he’s going to still have a lot to learn after that.”

What about uncommunitive doctors – shouldn’t patients question them? And what about second opinions – would you suggest that the first answer is the only answer? Remember – it’s never Lupus.

Teachers like doctors are neither performing clowns nor gods, but individual teachers like doctors can be found all along the spectrum.

Added link about doctors:
http://www.ajc.com/health/poll-doctors-fall-short-1425657.html
Large numbers of seniors aren’t receiving recommended interventions that could help forestall medical problems and improve their health, according to a new survey from the John A. Hartford Foundation.
Notably, one-third of older adults said doctors didn’t review all their medications, even though problems with prescription and over-the-counter drugs are common among the elderly, leading to over 177,000 emergency room visits every year.

I over the years had some students complain because I taught stuff in class that was not in the book!   So we can’t win, can we.

No, the students are not our “customers”.  They are much nearer being our raw materials.

You are right on “can’t win” – however, teaching stuff in class that is not in the book can be part of the professional educator’s reason for being in front of that class, while merely speaking the book is often an abdication of that responsibility.

The business grad school class example does not make your point. The professor’s behavior was bad, certainly. Ethically, he did a disservice to the students AND to the other individuals and organizations who contributed to his salary. They have a stake in your getting a quality education as well. You are just one of the variables in that equation. From a legal standpoint, of course, the professor is answerable only to the institution. If you wanted to pursue your grievance, you would complain to the university, and the university would handle the professor in whatever manner it deemed appropriate.

 I agree with your point so long as there are two exceptions:

1.  When I teach the study skills course (which deals with college habits), I do give grades for attendance.  Since the purpose of the class is to change some of their old habits (quite a few students wind up there because they’ve not done so well), there’s a good reason for giving grades for attendance.

2.  I have automatic drop-dates for lower-division courses.  In many cases, this allows for students who miss several sessions (more often due to crisis or poor understanding of drop procedures) to get a W rather than an F.  This works for my population because many are developmental students and/or students returning to college after years of work or military service.  It isn’t an escape route for a student near the end, but it’s a way to show some mercy.

You’re just new to the business if you haven’t heard this before.

What the students are buying is the right to attend lectures, participate in the classes in which they enroll, and take the exams. They’re buying this “product” from the university. The final “output” of the university is an assessment of how much the student knows about the material covered in the classes in which they were enrolled. If the student’s performance was good enough, the university will even award him with a degree.

Of course it’s nice if the student enjoys the experience, and obviously professors need to provide lectures that help the students learn, but none of that is part of the “product” being sold.

Professors can be viewed as either professionals or consultants. If you go to the doctor, the doctor tells you what to do and diagnoses you as she sees fit. The doctor does not entertain you because you are paying her salary. She’s certainly not going to give you the prescriptions you want just because you’re paying for her time.

If you hire a marketing consultant, the consultant is expected to provide you with specific information that will help you run your business. If you say, “by the way, I’m paying you’re salary, so dance for me” the response will be the middle finger. There’s a big difference between buying something and being someone’s boss.

Of course, if the student wants a personalized experience, I can certainly help him out on my own time. My rate is $150 per hour plus expenses.

Lemeash, I see those students as well and refer them to the appropriate resources.  In one of the services we offer in our department, we track the students throughout the term because they are at high risk of “disappearing” regardless of which class they are taking that term.  We still lose some.  I believe the collaboration between departments would keep some of these students from slipping into the Twilight Zone and help them to choose door #2:  perseverance with resource and guidance which may lead to success.  I don’t believe there is anything fool-proof.  Still, I believe we can increase the number of completers.  

I have recently begun to remind my students that they pay thousands of dollars for the privilege of coming TO class. So when they opt out of coming to class, they are giving the university money. I tell them that to get their money’s worth, they should actually sit in on MORE classes, demand MORE work. Heck, even do more student activities. And I also remind them that by missing class and paying for it, they’re actually acting dumber than the students they graduated with who didn’t go off to college (many of whom they probably denigrated) and who are working and making money — even in low-wage jobs — instead of paying not to go class and paying not to take advantage of being on a college or university campus. And often going hundreds of miles away from home to do so. 

Unfortunately students often do not have the opportunity to choose another university because of cost, location and scheduling. Applying the current pop phrase of ‘free market’ does not necessarily mean that it is so and possible. This monopoly of education is the main cause for the rise of online programs which may or may not be legitimate.

What concerns me about this article is the general attitude toward all students by disregarding their monetary investment in the university and the specific class. Dismissing the working relationship between educator and student abdicates both responsibility and accountability of the educator. The educator is a tool that the student can use, like the library or textbook, to increase their knowledge and skills on a subject.

As to the students reviews – analysis is not reading the reviews but interpreting them.

For some amazing reason that I don’t comprehend and have issues with, my institution allows unrestricted withdrawal up to and including the last day of class.  And I’ve had a number of students who have struggled all quarter, barely participating and not doing any of the homework, just to pull the chord and bail out at the last possible moment.  I really have to wonder what students like that think they’ve gained, if anything.  It seems like a complete waste of time that could be better applied to another course they have at least some desire to complete.  One possible reason for all of this, however, is that the Add Period ends after the first week, so that’s probably the boat they’re in:  by the start of week 2 they have nowhere else to go, so they just keep showing up until they don’t want to anymore.