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[CC adjunct]

I have a CC student who, unfortunately, was in a car accident, leaving her hospitalized probably through the end of the semester (she's had a pretty terrible year, and missed some time at the beginning of the semester for her fiance's death).  Now, I'm stuck with the choice to give her an "I" grade or withdraw her from the class.  The withdrawal would be viewed by some institutions as a failing grade, and it may affect her financial aid.  The "I" grade would require completion at a later date and a contract of completion (which cannot be negotiated until she is out of the hospital).  Thankfully, I will be teaching the same course this summer, but I was hoping I could get some advice on how to handle an incomplete.  This would be the first time I would be handling the contract part (at prior institutions, it had to be done by admin).  Thanks for any help.  I really want to help this student out and do what is best for her.

[Dale]

As an academic advisor, the option that is best for the student is the I.  It is more work for you, but it preserves financial aid and insurance (usually) and allows the student to have the ball in her own court.

Typically the student has 1-2 semesters to complete the course and then you contact the registrar and get the grade changed from I to the grade she earns.

Usually the contracts stipulate the timeline of completion, requirements for completion, etc.  I would like for you to put in where the student stands currently in the class (A, B, C, D) in order to ensure that the student knows what she'll need to do and where she stands.

I grades are a way for you to tell the student that you understand that life happens and that not everything can be planned for well in advance.  At my institution, I grades turn into Fs if the student does not complete the course work within one academic year from the end of the semester in which the class was taken.

Thanks for considering this student's situation.  She appreciates it, I'm sure.

[M2]

I would definitely give an I for this one.  You should also make sure that you have it all documented properly and with a good paper trail for later, just in case she has any issues with her financial aid.  

Maybe you could send her a card at the hospital with a little note saying that you have given her an I, and when she is ready to decide how to resolve her situation, then she can let you know how she wants to deal with it.  However, until then, you wish her well and hope for her speedy recovery.

It is great that you are so caring and obviously want to do the right thing.  Like the previous post says, I am sure she is really appreciative of your kindness.

Good job, CC Adjunct, and good luck to your student...

[caution]

First, I wish your student a quick recovery.

At our institution, the guidelines are pretty clear: work must be completed within one academic year; otherwise, it is what the grade was MINUS the work that was to be completed.

Here are some issues you need to think of:
1. Your students must agree to the terms.
2. She must be competent (i.e., not on too much pain killers, etc. that can impair her judgment).
3. I would make sure I have all the signatures, including the student's (if possible). I have done I grades twice, and people forget...
4. I would also be careful in explaining the options and letting her choose.

I hope this helps

[Karen]

I'm in favor of an "I" grade, and I've given "I" grades in the past under such circumstances. But I might as well tell you that I've never had a student who did the work to make up the "I." I never heard from any of them again, and their "I"s turned to "F"s. Still, that's their choice, and I think giving them the "I" does also give them the choice.

[%sig%]

[anon in soc. sci.]

I've been wanting to say what Karen said... I know many people who have taken I's but don't know anybody who has turned an I into any grade other than F.

But then, the people I know who have taken I's have done so for "personal reasons" and not because of a car crash.

[Dale]

There is a great risk for the student to not do the work.  Many students are not capable of handling this responsibly (see above posts re: Is turning to Fs).  However, I have seen some instances where students will moderate their next-semester course load in order to complete the I grade in a timely manner.

It would help for you to keep "tabs" on progress with the student a bit (set up an appointment to call/email each month in Outlook if you have to) and ensure that she completes the course.  It's not your responsibility, but this event will affect her for a good while - so our response should be at least geared towards it being on-going.

[M]

I too have seen many I's become F's (which is what happened by default at my last campus).  I'd check with the registrar for what happens to incompletes after the extension period.  If it's going to turn into an F (and you can't specify something else unless the student does the work), then you need to assess whether the current work right now can get the student anything more than an F if she doesn't finish, and offer her the choice between I and whatever that grade is, with the warning that the I will become an F if she vanishes.

[CC adjunct]

Thanks for all the advice.  I don't mind the extra work (I'm currently under-employed).  I have an additional question, though.  I live near the hospital my student is in, and I was wondering if it would be appropriate for me to visit her.  I was thinking of having the class sign a card for her then take it to the hospital to cheer her up a bit.  The other students really liked her, and they seemed interested in doing what they can.

[B.F.]

I agree with those who posted about I's turning into F's. I can understand feeling sympathy for the student and trying to avoid giving her a W. However, seriously consider whether she is going to be able to complete the work of the course. If it is not likely, give her a W. After all, a W is better than what will become an F.

[Me2]

CC adjunct wrote:

> Thanks for all the advice.  I don't mind the extra work (I'm
> currently under-employed).  I have an additional question,
> though.  I live near the hospital my student is in, and I was
> wondering if it would be appropriate for me to visit her.  I
> was thinking of having the class sign a card for her then take
> it to the hospital to cheer her up a bit.  The other students
> really liked her, and they seemed interested in doing what they
> can.


I would go!  Maybe you could call first and ask at nurses' station if she is in the sort of condition to appreciate non-family visitors, but if the nurses say ok, then I would definitely go.  

Good luck with whatever you decide to do!

[Dale]

Yes, go and present the card.  Let her know that the class cares about her.  This will help her recover.

[caution]

I agree on the visit with previous posters. It would be a nice gesture, especially if the students could sign the card (or even attend, if that is reasonable).

Back to the "I" to "F" dilemma. I had done two incompletes; one a good student (she ended up getting an A, but the only the final exam was missing due to medical issues), and one mediocre (who got a C). Both did the work, but I had to keep very good track of them (e-mail at least monthly) until the work was done. I would NOT recommend an "at your convenience" approach; make sure the guidelines are crystal clear.

[Someone]

I was (and guess I am still) a hyperperfectionist and (probably) my own worst enemy in terms of self-criticism.

My first term as an undergraduate was a hell beyond words.  The night before my very first big exam in my most important class was spent in the waiting room of the local emergency ward because a family member was overdosed on drugs and on the verge of death.  I was too ashamed to tell the professor so I went to class, sat down to take the text, and promptly began to cry from exhaustion and fear and the feeling that I didn't belong at a decent school like this one because I was the sort of person who spent hours waiting to see if a family member would or would not come through the o.d.

I think that the professor could see that my shame and exhaustion were genuine and he gave me an extension.  

I barely made it through that term and when the final came around, I was again so overwhelmed that I just sat down and started to cry quietly.  

I got an I for that class.  I made it up right away.  I got an A-, and the professor was famous for never giving anything in the A range.  I loved that professor for being so decent with me at a time when I was desperate.  I worked like I had never before to make up for the extra chances I had been given.  It was one of the hardest courses I had as an undergraduate but I was so truly grateful for the second and third chances.  

I don't "baby" my students now but I think I have a good enough sense of their sincerity to know when a person is pushed to the absolute limit.  Some people shouldn't get an I, but some people really need the chance to prove that they can too overcome just about anything in order to fulfill the requirements and complete the task at hand.

Just a thought....

[Marcus Welby]

When an incomplete is awarded the work is normally due at the end
of the subsequent academic term or at another date specified by the
professor.

So, a paper due during the fall term could be handed in no later
than the end of the winter term or else a zero would be awarded
and the mark calculated accordingly.

Alternatively, a letter or e-mail can be sent to the student
indicating the date the work is expected (after which time a zero will be awarded).

In this case, it sounds like a lengthy extension is probably merited
and it is good to take into consideration special circumstances such
as those you identify.  However, there always needs to be a date
that the extension ends.

If you are part time or a sessional appointee you may well move
along to another institution in another location and you don't
want to be doing administrative work at your old school months
after you have left.  

Finalizing these grades often requires departmental sign-off
and other paperwork, which is harder to complete from a distance.