Academic (Dis)honesty

Although we're only halfway through the quarter, one of my students has already failed another class because she plagiarized an essay, apparently in a very blatant and deliberate way.  She sat in my class last week, tears rolling down her face.  I felt sorry for her.  I was also disappointed.  I address plagiarism and other forms of academic dishonesty in every class, warning students of the consequences if they are caught.

I tell them the story of the late Edward Kennedy, who was suspended from Harvard for convincing a classmate to take his Spanish exam for him.  Of course, his father quickly bought his way back in, but for the rest of his life, despite a long and distinguished senatorial career, this incident remained a blemish on his character. In fact, in retrospect, it seems to have foreshadowed a personal and public life that was plagued with ethical lapses.

If my non-native speaking students are particularly vulnerable to accusations of plagiarism, it's not because they are more "dishonest"; it's because they don't have enough control over English to "dumb down" the language of their plagiarized sources so that they can be plausibly passed off as their own efforts.  And when they "google" their material, they somehow fail to consider that instructors can also "google" it.  Which is how the hapless student (above) was busted.

Part of the problem, from my angle, is that too many assignments practically "invite" students to plagiarize: the topics are too general, too over worked, and do not require students to do any more than synthesize other writers' ideas.  The failure of instructors' imaginations in designing writing assignments is a big part of the problem.

But here's an example of academic dishonesty that troubles me even more:  There is a tenured writing instructor who habitually teaches 20 credits a quarter.  That's a stunning load in terms of marking.  How does he manage it?

Easy!  He farms out his students' papers to an outfit that, for a modest fee, reads and grades the papers for him.  It's common knowledge that he does this.  Perhaps his dean does not consider his behavior unethical.  (His students complain it takes a long time to get their work back from him, but no wonder; he probably sends the stuff in batches to India.)

I find it infuriating.  I also wonder if I'm a bit of a chump.  What is keeping me from recruiting my own cadre of "assistants?"  Marking grammatical errors isn't difficult, nor does it require any qualifications beyond a command of English sentence structure; it's just tedious.  Being relieved of reading and marking student papers would free me up to focus on the parts of teaching I do enjoy (e.g., story telling, pontificating), allow me to moonlight, and probably double my income.  Furthermore, there are some (bored housewives looking to supplement the income from their monetized blogs, unemployed English majors) who might view this kind of piecework as "an incredible job opportunity."

The Way Girls Compete

First off, is there anything more mind-numbingly boring than listening to women excoriate themselves for their "sinful" and "addictive" behavior around food?

Second, I can't count the number of times I have been "the fat girl" in the group listening to the (relatively) "thin" girls compete for who has the most disordered eating.  I used to believe that these women were merely being insensitive when they nattered on about their shameful food-related confessions.  As I get older, I recognize that this is, in fact, how "mean girls" (of any age) put each other down. 

Twenty years ago, the massage school where I had been newly hired to teach sponsored a buffet brunch at one of Seattle's nicer seafood restaurants.  I loaded up my plate with a little of everything that looked good (and trust me, it all looked good).  I happily plopped myself down at a table with two other young women, both of whom had been my instructors, and for whom I still felt a certain measure of awe. I was thrilled to be acknowledged as their peer.

Neither gave me more than a cursory acknowledgment.  In fact, one immediately turned to the other and said, "Do you want to split a muffin with me?"

I looked down at my plate, heaped with crab, smoked salmon, cheese, eggs. A giant muffin, too large to perch on the plate, sat conspicuously off to the side with a pat of butter.  Taking advantage of the school's singular act of largesse, I hadn't thought I should offer to "share" my booty with anyone.  Not that the two ladies were inviting me to. 

"This food is positively sinful," one of the instructors declared, picking at her salad. 

"I know," the other commiserated.  "It's terrible."

Terrible?  It was delicious!  Plus it was free!  What's not to like here?

It suddenly occurred to me that I probably weighed about as much as the two of them together.  And suddenly I had lost my appetite.

The two instructors clucked on in this vein for the next thirty minutes, studiously avoiding eye contact with me.  I hadn't been snubbed like that since I had tried to crash the popular kids' lunch table in high school.  I tentatively tried to enter the conversation a couple of times, but they weren't having it. It slowly dawned on me that they weren't "overlooking" me; they were engaged in a subtle conspiracy to humiliate me.  Why?  Simply because they could.

Not surprising I lasted only two quarters as a massage school instructor, which was a shame in a way, because I was probably the most knowledgeable (certainly the most academically qualified) teacher there, and was well-liked enough by some students that I was invited to speak at their graduation ceremony. 

Now I'm a mouthy old broad who would call these ladies on their shit (in the nicest possible way, of course).

I'm so sick of women who use food and weight as an opportunity to put other women down.

Maybe if enough women see this Amy Schumer sketch, they will learn not to act like this.  Can women ever stop using food intake and weight as an arena in which to compete with one another?

Students Say The Funniest Things

When I'm not tearing my hair out, my students' papers sometimes make me laugh.  Last week I showed my class the "Blackfish" documentary, which examines the case of Tillikum, a captive orca known to have killed three people so far.  I also gave my students a couple of articles to read, and then asked them to "take a stand" on the question of whether orcas should be held in captivity.

One student, perhaps conflating "Blackfish" with "Moby Dick," concluded, "If we don't start taking whales seriously, they will kill us."  

This film marked Bo Derek's debut, BTW, but what the heck were Richard Harris and Charlotte Rampling doing in this ludicrous farce (besides looking fabulous)?

Another student, carried away by SeaWorld's PR, declared, "Orcas should be kept in captivity, where they are served restaurant-quality meals and much mental stimulation."  Come to think of it, why can't I live at SeaWorld?

And yet another student, also a hardcore SeaWorld fan, mused tenderly that "People and orcas need to be together... because of love."

It Would Be So Nice If You Weren't Here

A close friend, soon to turn 65, reported a kerfuffle he'd had with a neighbor.  The neighbor, a 30-something employee of a local high tech firm, had removed the stakes that marked the lines between their properties.  My friend complained; and furthermore, he complained that the young neighbor had been throwing his yard waste onto my friend's property.

During the course of their heated exchange, the younger neighbor told my friend, "Go home, old man!"

My friend was deeply wounded by this remark.  It was the first time that he had been called "an old man."  

I told him that the answer was to have a survey done, the legal property line re-established, and then to have a privacy fence constructed post-haste to prevent any further conflicts with this ass-hat neighbor.

The next day my friend reported that he'd heeded my advice, but that the local surveyor was already at work establishing the legal property line -- at the young neighbor's bequest.  "Fine!"  I said.  "You're already ahead of the game!  Let him pay to have the property line established!  Then all you need to do is erect a fence along that boundary."

"Good fences make good neighbors," at least according to Robert Frost.  So it would seem that the "problem" was soon to be solved.

I will say that the young neighbor was not only mean, but shockingly short-sighted.  I have always strived (despite provocation) to maintain a cordial relationship with my neighbors, if for no other reason than that we never know when we will need their help.  But he is young, after all, and probably has never lived anywhere for longer than a year or two.  What does he know of the reality of communities?

So today, I was entering the building where I work.  I had to walk around a couple of young people (late teens / early twenties) loitering on the steps, listening to music.  As I passed, I heard the young woman say, "What's with all the old people around here?"  I looked around: there was no one else in sight.  "Are you talking about me?"  I asked.  The girl hung her head in embarrassment and said nothing.  Perhaps she had assumed that I -- at the advanced age of 58 -- was so deaf with age that I wouldn't hear her.  

"I hear you," I sympathized.  "We're everywhere, aren't we?  And more of us, everyday!"  I laughed, and went on.  

But I was roiling with age and boiling with rage by the time I got to my class.  I know this because I immediately told the story to my students ("leaking" my anger, once again).  They responded with little outrage on my behalf, but some sympathy.  Their pity made me angrier yet.

But note to self:  This resentment is bound to grow as Baby Boomers -- arguably the most entitled generation ever -- consume ever more resources, and insist on being kept in the style to which they are accustomed at the expense of the Millennials.

"We need to look look into retiring in Ecuador," I told my friend.

You think I'm kidding?

Self Evident Truths

An Incredible Job Opportunity!

UPDATE:  I had to edit this, since it turned out I'd inflated my normal annual income quite a bit (I had a "temporary" raise this year.)
------------------------------------------------------------------------------------------------------------------------- Matt Forney is now in the enviable position of supporting himself entirely through his own writing.  If you too are an aspiring writer, contact Matt immediately.  He'll show you how to throw off the shackles of working for the man nine to five.  If you've got a sample, go to the head of the line! 

300 words will net you up to $10.  That doesn't sound bad at all.  I write at least 300 words per day on my blog, just for fun!

Hmm, let me do the math here...  It will take a few minutes cuz remember, I'm a teacher...  OK, got it!  I currently support myself on $35,000 a year (sad, true, and easily verifiable since I am an employee of the state). To maintain this modest income, I would need to write nearly 3000 words per day -- three or four standard length college essays -- every day of the year, with little time off for holidays, church, or good behavior. 

And, yes, that does put my endless whinging about marking student essays in an entirely different perspective!  In other words, I'm pretty sure my head would explode after about one week.  I'm no Stephen King, that's for sure.  And although it's said that Hemingway dashed off three short stories in one particularly inspired morning + afternoon, he wasn't that productive every damn day.  (He had to squeeze in all that shooting, drinking, and womanizing after all.)

What kind of writing is Matt Forney doing, one wonders.  Could it be this or this? I'm dying to know, but if I send him an e-mail query, he's bound to claim I'm "stalking" him again, and thwarting an enterprising young chap like himself from making an honest living.

What's To Be Done?

Matt Forney ‏@realmattforney

If you are a teacher or work in education, kill yourself. It's the only way to save your fuckin' soul.

Hey, if I thought it would help, I'd seriously consider it. But then who would teach my classes?

Learning that I taught in community college, a smart-aleck I once dated snarked, "You mean 13th grade with ashtrays?"

Yeah, in retrospect, he was "negging," wasn't he?  But it worked in this case.  And he wasn't far off the mark, although the ashtrays are in danger of disappearing thanks to a push to ban all smoking on campus.

This morning I devoted to "professional development," attending a series of informal talks and workshops designed to share "best teaching practices" as well as to acquaint faculty members and administrative staff from disparate disciplines with one another.  After a luncheon sponsored by the Foundation (burgers consumed on bleachers) there will be a variety of engaging activities, including an opportunity to roll around the floor of the gymnasium in "human hamster balls" (and yeah, the metaphor is not lost on me either). 

So very much... not me.

Actually, I get a lot out of these affairs.  I have learned more about teaching from watching other teachers (especially in the role of a student) than I ever have from classes in pedagogy.  I often admire their creative techniques, their classroom innovations.  I am always impressed by their caring and commitment, by their boundless optimism that seems to feed on thin air.  (Whatever one says about teaching as a refuge of the mediocre, most instructors care a lot -- at least the ones who show up for "professional development" sessions on a Friday.)  And since I teach remedial classes, it's helpful to be reminded what it is (and for whom), I am preparing my students.

The most interesting workshop addressed the problem of "under-prepared students."  Since the majority of my students will freely admit that they have never read a single book in their lives, and my objective is to prepare them to be successful in their college-level English classes, this hour promised to be highly relevant.  Ah, the eternal question: How do we get these students from A to B?

The session was heavy on statistics and predictably short on answers, because when it comes to education, I think we're all flummoxed -- especially the instructors, who are like soldiers sent forth to vanquish the enemy (of ignorance) by generals and a public at large who, far removed from the front lines, lounge comfortably in their barcaloungers, endlessly carping about the crap job teachers do.

Metaphorically, of course.

OK, here's a fun fact: 58% of students who enroll in community colleges in my state do not place into college-level classes.  They spend their first quarter or possibly first year struggling with the basic skills that you and I probably mastered in eighth tenth grade.  Except this time around, they are paying for the privilege (usually in the form of financial aid) to study "Fundamentals of Algebra" or "Vocabulary Development."  Because they cannot place into core college level classes until they demonstrate proficiency in high-school level math and English, they must supplement their schedules with electives like physical education or Introduction to Ceramics -- for which many must also borrow the money to pay.*

Of these under-prepared students who enroll in remedial classes, only 25% go on to earn either a certificate or a degree.  Those under-prepared students who decide to enter college part time have virtually no chance of ever graduating at all.

What accounts for such a low success rate?  We can assume that whatever roadblocks stood in their way as children continue to impede learning:  poverty, alcohol/drug abuse, chaotic families, mental disorders, or just plain PPP.**

Looking at various factors (race, age, etc.), the most salient one appeared to be gender.  Male students are significantly less likely to overcome the hurdles and wind up graduating (with either a transferable A.S. or a vocational certificate).  In other words, a single mom has a better chance of graduating than a single man with no dependents. 

We were invited to discuss why this might be so.  It was hard for me to discount the anger of certain manosphereans who claim education has become "feminized" to the point of disenfranchising the boys, but no one else was suggesting this as a possible factor, not even the several male faculty members present -- although one male math instructor interpreted the relative (modest) strides of women in obtaining degrees as "a positive sign."  

And complaints of "under-prepared" students are by no means confined to teachers in the humanities (which may be dismissed by manospherean sages such as Captain Capitalism as "feminine" or "fluff" fields).  In fact, the Construction Management and Information Technology instructors are equally vexed by students who are unable to read a manual or write a set of coherent instructions.

I have observed in my classes that the "under-prepared" women do seem to be more compliant: more willing to do what they are told they must do in order to pass my class, for example.  They exhibit a certain dogged persistence in pursuing their goals in comparison to the men, who are more likely to express impatience or "give up" (or "blow up") when faced with frustration.  

Female students, regardless of their degree of preparedness, are more likely to seek support (to approach instructors for help, to identify and consult with advisers, to figure out how to navigate the byzantine system of higher education).  Being a student, especially one with academic deficits, is humbling.  Before we can learn something, we have to admit we don't know it.  Is this something that women are socially more conditioned to accept?  In other words, is it possible that their typically "feminine" behaviors serve them?

I don't know what the solution is.  I'm not even sure what the problem is.  I've been known to piously intone that "College isn't for everyone," or that "Students deserve the opportunity to fail," but such sentiments are not only sacrilege in my circles, they seem like terrible cop-outs.   
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*For profit colleges and technical colleges often lure such students with the promise they will not have to meet these pesky prerequisites, and indeed will often push students through their programs, but their rate of success in subsequently placing graduates in jobs is abysmal.
** "piss poor protoplasm"