It’s 11:30 AM on a Wednesday, and a crowd of undergrads are standing in the middle of Red Square, listening to a rap duo. The music is so loud that I could hear it in Savery Hall, the home of the University of Washington’s Sociology Department. I swear it shook the windows.
It’s 11:30 AM on the first day of the quarter. Why aren’t these undergrads in class?
I should probably take a break to introduce myself to you. My name is Anna. I graduated from Whitman in 2004. I’m the one who wrote the super cool baseball thesis Peter mentioned in an earlier post. I’m currently a graduate student at the University of Washington, where I am also employed as a teaching assistant. The latter allows me a distinct window through which to observe the decline of public undergraduate education.
Welcome to the party, people. Why go to class when there’s a rap concert right here, on Red Square? Why go to class at all when there are so many fun things to do? This week is “Dawg Daze,” a celebration of all things purple and gold. There are free concerts, comedy performances, free food, and a whole host of other events that sound way more fun than going to class. Besides, it’s the first week, and nothing ever really happens the first week, right?
I have at least five students a quarter who never, ever attend my sections. When these students barely pass the class (and pass they usually do, since many professors and teaching assistants don’t want to deal with the consequences of failing students), many of them come whining to me the following quarter, wondering why they got a 2.0 instead of the 2.5 they deserve. I think a “C” is far too generous for students who never come to class.
While in lecture, I frequently observe students texting each other on cell phones, messing around on Facebook and Myspace on their laptops, and whispering to each other. Many roll their eyes. Some even fall asleep. What’s going on?
At Whitman, students who fell asleep in class received a stern wake-up (or other form of public embarrassment) from professors. We whispered to each other, sure, but I don’t remember many cell phones ringing in the classroom. If I did poorly in a class or on a paper, and my professor clearly thought I could do better, she let me know. My professors challenged and respected me. In turn, I respected them.
We took plagiarism so seriously that, when my presence was requested by the head of Whitman’s Sociology Department right before graduation, I thought that I hadn’t been careful enough attributing my sources. Maybe I’d cut corners, accidentally plagiarizing someone else (even though I went over my thesis several times to ensure this hadn’t happened.) It turns out that I’d received some departmental recognition for my work. In one of the sections I TAed, the same exact quote appeared on five papers, unattributed. Students here don’t know that yes, you do have to cite Wikipedia, otherwise you’re plagiarizing.
And there’s more. Many fraternities have test files with all the answers. One of my fellow TAs caught a student who turned in the paper his friend wrote as his own work. Some students use online paper databases in lieu of actually doing the work of writing one. Cheating is not an uncommon phenomenon.
Who is to blame? It’s easy to say students — after all, they’re the ones engaging in deviant school behavior. But take a look at what they’re up against. At the University of Washington, intro-level classes have hundreds of students in them. Imagine being a freshman in a class of 700 students? In a class that large, professors must lecture. It’s difficult to have much individual interaction with many students in a huge class. TAs end up being the ones doing small-group instruction. We at the UW are lucky, in that we have pretty intensive TA training. Many universities do not offer training to teaching assistants, according to Murray Sperber, author of “Beer and Circus: How Big-Time College Sports Has Crippled Undergraduate Education.”
Professors at large public universities do not really want to teach. Many of them consider teaching to be a chore. The first day of grad school, I was told by another grad student “get a research assistantship as soon as you can. That’s how you get noticed by faculty around here. Teaching comes secondary to research.” Professors get tenure through research, not teaching. Therefore, there is more incentive to do research (and get published) not to teach. Again according to Sperber, at some institutions, professors can “buy off” classes by getting grants or (ironically enough) winning teaching awards with the prize of a year off of teaching.
The system is so broken that many students at large public universities do not respect their professors. I don’t blame them. If you’re taught by professors who don’t want to teach (and who don’t learn your name), caught in a bureaucracy that makes you feel more like a number than a person, would you feel enough respect for your professors and your classes to refrain from cheating? Students don’t cheat if they feel like their opinions, and their presence in the classroom, are respected and valued by their teachers.
The system must be changed. Perhaps universities ought to require a teaching portfolio as part of the tenure process, giving it the same weight as published research. Maybe there should be tougher admissions standards at large schools, to bring class sizes down (and help branch campuses like UW Bothell and UW Tacoma grow). Something has to give here. In five years or so, I’m going to have a tough choice. Do I go to a large public research institution to “make a name” for myself in sociology? Or do I make the choice to work at a smaller, liberal arts or junior college, to devote myself to teaching sociology? Unless the system changes soon, I’ll probably do the latter.
So party on, undergrads. Go to your rap concerts, to your keggers, to your frat parties. Sleep through class, and give your TA an excuse for doing so. I wish you’d put your energy elsewhere. I wish you’d stand up and demand the education you deserve — smaller classes, classes taught by full professors, active participation rather than passive reception. See, if you went on strike, demanding the education you deserve for the money you and your parents pay, the universities would have to listen to you. After all, they don’t want to lose your tuition dollars.
– Anna