Dear Reader,
An administrator and I have been engaged in a discussion about an always-challenging student scenario: the inadequate participant. Specifically our concentration was centered on a graduate learner enrolled in a distance education business research class. A component of the elaborate thesis development process, the course requires continual time-sensitive performance, and the expectations are hefty.
Just-On-My-Terms Justin had been noticeably absent since the start of the semester. He missed a significant first assignment deadline, and was not active in discussion forum activities, and peer reviews. Rather than accepting full accountability for his conduct, he attributed the lack of visibility and contributions to a family medical crisis, but offered no documentation to justify his near two-week absence. Jordan simply stated he would “make up” the work, although his reference was vague. There was, unfortunately no acknowledgement that significant deadlines were missed.
In return correspondence, I underscored the necessity of structured and time-sensitive performance. Additionally, I suggested to Justin that we touch base by telephone so we might review the deliverables. His terse response was neither courteous or professional. Justin’s tone and comments projected an assumption that continuing in the course was his choice alone, and I would make all concessions. There was no recognition that his ability to successfully address the requirements was not a certainty.
Per policy, I reached out to the lead faculty with a heads-up. Her response, in part, was as follows: “I deeply appreciate your efforts but please keep in mind that in the end it is truly the student’s responsibility to produce and to deal with the consequences if he does not. That is particularly true in this class, where students are intended to generate and design their own projects under the guidance and direction of the faculty. We really want them to demonstrate their ability to initiate action – not just respond to direction.”
This message was reassuring, even motivating. While I have no true control over student productivity – I cannot achieve for them – I do have the capacity to articulate the structure and to coach the contributions. Of course, the variable that always enters into the partnership is the student’s willingness to embrace the performance objectives.
Thank you.
Dr. Gillian Silver
“The Consumer Learner”
