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Scott Carroll

Just what I love seeing, more soft-hearted educators who have no clue that their kind ways hurt students in the long run. Learning is of utmost importance so is having students learn about accountability for their education. At some point in their lives, it will not be enough to have meant well. What good is it to have endless "fixes" because they didn't learn the material originally. The real world will not give them endless redos and neither should higher ed.

The idea that you want to help them learn is wonderful. When they fail in the real world, how good of an educator have been for them?

Suzanne Kart

As an adjunct instructor at a community college, I also am aware of many of my fellow instructors' "teaching" focus.

I tell my students that my primary concern is that they LEARN the material, and as long as they put in a good-faith effort to LEARN, they do not have to worry about their grade. I tell them that if they mess something up, like a term paper, etc., because they didn't "get it," I will let them fix it. I tell them that if they give me what I want (for them to learn), I will give them what they want (an "A").

But in the beginning of the semester, they NEVER believe me.

At the end of the semester, however, my evaluations always include: "Suzanne eliminated the stress over grades. I was able to concentrate on learning the material."

But here's the rub. At our college, fulltime instructors are tenured. In fact, the youngest full time instructor in my division is over 50. We're not going to see major change in teaching philosophies without some change in fulltime faculty.

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