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[dogstar]

Larry, that's presupposing these students even look at the website.
Hence the emails.

  A lot of students *do* look at the website more frequently than their .edu email account. Most of them are on their email frequently, but not their school-assigned account. If I intend to use email a lot, I usually tell the students to check their school account every day, because I will expect them to act on information they receive from me by email. The other option is to get a list of their personal email addresses and make your own list-- they often prefer that option anyhow. (This has the added bonus of getting to find out which of your students are the "hottiebabes" or "drunkchiks" or "2good4U" or whatever handle they choose-- hypothetical examples, not any of my current students)

[gennimom]

dogstar, I only said that because, if you look, there have been several posters that have bemoaned their students never looking at the website or whatever, and then asking the prof for the information. We have some students who apparently think they never have to do the work for themselves. They want their profs to give them everything on a silver platter. It's aggravating!

[crazybatlady]

One of the ways around the email problem, dogstar, is to have an email assignment due in the first weeks of the term that requires they know how to address you, write a proper email, and use a proper signature, and it must be from their user account.

Then, you can collect their addresses into an address book and save yourself all that trouble.

But I also insist my student use the website, too.

'Cause I'm a big meanie.

[helpful]

On my university, students can put on the website where all their information is their current email address. They don't have to use the provided university email account. This is good as I can regularly go onto the website that lists all the students in my courses and email them that way. (The university email server is really cumbersome to use...few students use it nowadays).

[plantsci1]

Hot off the server:


"I know I missed half of the classes, but receiving half the points seems a little dramatic."



Yikes.

[drqueenb]

Ok...I have been finding comfort and comic relief on this site for a bit now and threads like this are just what I need sometimes. I have been looking at this thread for a few days and laughing hysterically-much needed laughter I might add and today...it happened...I got a special email of my very own.

This is regarding a paper that was due 6 weeks ago! I clearly state in my syllabus that I do not accept late assignments. I had a student come up to me after class the day the paper was due and she said she did not do the paper because she was unsure about what she was supposed to do. I told her that I was sorry but that it clearly states in the syllabus that I do not accept late assignments and that if she was unsure why didn't she come to see me before now? She quickly changed her tune and said well I have it done but I just didn't print it off. I said fine (knowing darn well that she was full of it), email it to me before midnight and I will accept it since technically that would still be turning it in on the due date. She said ok but of course I never got the assignment! Today I got this email from her (6 weeks later):

Hi, Dr. QueenB!
This is wishfulthinking from your SOC 101 class. About the first paper, I didn't e-mail it to you before that Wednesday, but I still have it saved it in my computer. Maybe you would like to have a look at it and make some comments? Do I lose the 25 points forever? Is there anything I can do to make up? Thank you!

No wishfulthinking...they were just temporarily suspended, you can have them back now! Hello???

[smart_e_pantz]

HELP. ME! UPDATE:

I followed acrimone's advice--actually I used hu verbage.  This is the response from the student:

What I'm upset about is that i don't seem to have any difficulty with the material. When I did the practice problems to review for the test and when we do examples in class, I make sure I have the answer before you tell us what it is, to make sure that I know that I'm doing it right and not just writing down what you tell us. I have classes during your office hours so I'm not sure what else to do. I've been known to freeze up on tests in Math so maybe there is an additional form of grading that can help me? I see that i have an F in the class and obviously, that is unacceptable. Please let me know if you can give me any form of extra credit. There is very very litle chance of me being able to raise an F to passing before the end of the semester, regardless of all the hard work I put into the class. I've already put in hard work and I've failed two tests and am failing the course. Please let me do some form of extra work, be it extra problems or whatever becasue I really do need to do well in this class. I understand the material. It all makes sense. My practice problems and the homework answers are correct. I just don't understand why then, I perform poorly on exams.

So, Let's review...  she doesn't really want to improve her work, she wants extra credit.  Which is a no go from the start!

[englitprof]

What I'm upset about is that i don't seem to have any difficulty with the material. When I did the practice problems to review for the test and when we do examples in class, I make sure I have the answer before you tell us what it is, to make sure that I know that I'm doing it right and not just writing down what you tell us. I have classes during your office hours so I'm not sure what else to do. I've been known to freeze up on tests in Math so maybe there is an additional form of grading that can help me? I see that i have an F in the class and obviously, that is unacceptable. Please let me know if you can give me any form of extra credit. There is very very litle chance of me being able to raise an F to passing before the end of the semester, regardless of all the hard work I put into the class. I've already put in hard work and I've failed two tests and am failing the course. Please let me do some form of extra work, be it extra problems or whatever becasue I really do need to do well in this class. I understand the material. It all makes sense. My practice problems and the homework answers are correct. I just don't understand why then, I perform poorly on exams.

Hmm.  What kind of errors does she make on the exams?  Is there any consistency to them?  I ask only because I personally have a very bad habit (bad enough to make me wonder if some sort of numerical dyslexia exists) of switching numbers around in my head.  I remember getting a C on an algebra exam because I calculated a problem using 769 instead of 796, for example.  I do this routinely, and often simply don't process the mistake until I've gone off and done something else and then come back.  This is the major reason why my spouse keeps track of the finances...  I also have a bit of a problem with Spoonerisms, which amuses my students (and me) to no end. ;)

Obviously I don't know your student, so I can't judge if she's just trying to weasel out of an F.  It does seem as if she has a learning problem that needs to be addressed, though.

[acrimone]

It is as we unfortunately expected.

I don't quite understand how an "F" student has no difficulty with the material.  I don't think I've ever, in my entire life, heard something that arrogant.

Ever.  And I listen to myself all the time.

[kaysixteen]

The tech term for the learning disability that affects math competence is 'dyscalculia'.  The girl might be dyscalculic, but neither she nor her prof can ascertain that.  She should be tested by the LD office on campus, and given the necessary aid if she is such (though perhaps the best solution, for a college kid, in that case, would be to pass on further math classes), but if she is not dyscalculic, and she probably ain't, well, ah, F stands.

[smart_e_pantz]

The tech term for the learning disability that affects math competence is 'dyscalculia'.  The girl might be dyscalculic, but neither she nor her prof can ascertain that.  She should be tested by the LD office on campus, and given the necessary aid if she is such (though perhaps the best solution, for a college kid, in that case, would be to pass on further math classes), but if she is not dyscalculic, and she probably ain't, well, ah, F stands.

I was planning to explain to her during our meeting that I am not qualified nor authorized to diagnose a learning disability and point her toward the people who are qualified. 

But, to be honest, very few students at this college would have been accepted elsewhere.  I can't turn students with 5th grade math skills into statisticians.  And, I am not going to just pass them through.

[t_folk]

"I missed class last week. when can i get a copy of oyur notes or do u have powerpoints? email would be best, but i guess i could drop and get copies from u later."

When pigs fly . . .

This is why I do not use internet notes, post powerpoints online, or provide them with notes - they're too lazy as it is. Sheesh.

[dr_evil]

HELP. ME! UPDATE:

What I'm upset about is that i don't seem to have any difficulty with the material. When I did the practice problems to review for the test and when we do examples in class, I make sure I have the answer before you tell us what it is, to make sure that I know that I'm doing it right and not just writing down what you tell us. I have classes during your office hours so I'm not sure what else to do. I've been known to freeze up on tests in Math so maybe there is an additional form of grading that can help me? I see that i have an F in the class and obviously, that is unacceptable. Please let me know if you can give me any form of extra credit. There is very very litle chance of me being able to raise an F to passing before the end of the semester, regardless of all the hard work I put into the class. I've already put in hard work and I've failed two tests and am failing the course. Please let me do some form of extra work, be it extra problems or whatever becasue I really do need to do well in this class. I understand the material. It all makes sense. My practice problems and the homework answers are correct. I just don't understand why then, I perform poorly on exams.

So let me see if I understand this: the student can't do the current work required by the class, but wants more work (which she would also likely not be able to do).  Ah, the dream of the magic of extra credit, but my sarcasm is no help. 

My advice would be to still meet with the student and have her work some problems with you, having her explain what she is doing at each step.  Perhaps there is a consistant problem she is making.  You may also want to offer a regular appointment to help her improve her grades.  Letting my cynical self back out of it's cage, I doubt she will take you up on the offer.  I've only had one, after countless offers.

[larryc]

The Help Me Update student raises huge red flags for a learning disability. Rather than mock her, you should send her to your campus learning center for a diagnosis. It could change her life.

(Though you are right to say no to extra credit.)

[smart_e_pantz]

The Help Me Update student raises huge red flags for a learning disability. Rather than mock her, you should send her to your campus learning center for a diagnosis. It could change her life.

I was planning to do this in our face-to-face meeting, but she is avoiding a meeting with me.