When the time for grading arrives at a certain point in each academic semester, I like posting pictures like this:
And I usually say things like “Grading, mwahahahahahaaaaa!” and I tell tales of fire and brimstone, lightning, more maniacal laughter, etc.
But all of it is a joke. I do not enjoy taking points away from my students, or I like giving them a less-than-great-grade. However, I tend to be very, and I mean very, strict when grading, proofreading, etc. You see, I take my job seriously. I am a scientist, but I am also an educator, and as I tell my students, I try to make sure that the education that they get from me, whether it is a lot, as in the case of my graduate students (see The Paganization Procedure), or just 3 credits out of 100-odd credits (in other words, less that 3 percent) is done right.
This means that my students will get the grade that I judge they deserve; that is, after all, a big part of my job.
Because of the above, sometimes I am perceived as inflexible (and even worse), but you know what? I DO NOT CARE.
Wanna know why?
In many cases, these students will complete their degree and leave the proverbial nest to pursue their careers (incidentally, you should know that my main academic subject is pharmacology). One student might become the nurse caring for Mrs. Baldscientist or one of my children, and yet another may become the physician treating me in the ER. In either case, they better know the difference between a microgram and a milligram, for example, as this is not a nerdy or abstract matter; this may be the difference between treating a patient or killing the aforementioned patient with a 1000-fold overdose (or underdose) of some drug. I could give you many more examples, but you indeed get the idea.
I realize that not all my students go to health science careers, but again, one of my primary duties is to try to teach them the wonders of biological sciences the best way I can.
Back to topic, one of my former students was one of the professionals who helped my young man with autism. Recently, another former student helped treat me when I needed physical therapy when I got hurt doing **none of your business** 😁. And in July 2021, another former student assisted my neurosurgeon in my spinal surgery!
How proud do you think I am of these former students? More importantly, how reassured do you think I was (and still am) to know that these young people who are part of my healthcare team are now full-fledged medical professionals, knowing that the part of their education that was on me was done right?
I LOVE what I do, and it is an immense source of pride when young minds like these get what they came for and I get to celebrate with them at graduation (the picture below is from last May):
I am also quite proud of former students who achieve their eventual academic goals. The picture below is from 2006 (my first research group; oh, to have a nice dark brown beard and mustache again!).
Moving on, I “mourn” those students who, despite having good minds, did not complete their degrees because of **real** problems (lack of money, health/family problems, etc.). Also, over the years, I have mourned, in a literal sense, at least five former students who have passed away.
Sigh… Then are also those students who lacked the discipline and commitment to finish their degree despite having every possible advantage. I also think about all of these students quite frequently.
Which brings me to the topic at hand, the matter of extra credit et al.
Many of us do not realize in college that university life is just like real life: good intentions and effort may be appreciated, but what counts are actual results. I know that this fact escapes the minds of more than a few of my students (for some examples of these please see this post).
Anyway, this is one of the reasons why I dislike extra credit: In my mind, when one professor gives too much of it, the final grade of one (or more) student (s) can be unrealistic; for example, the grade may end up as an “A” when it is really a “B”. This can generate a butterfly effect where a student who has not prepared optimally gets into graduate or professional school. Granted, medical and nursing schools serve as additional “gates” for properly trained students, but then again, I want to “guard my post” properly; I intend to do my job.
And don’t even get me started with “grade bumping” and retake requests! Such requests are simply disrespectful to everyone and especially insulting to me. Unless there is a valid reason, such requests tell me that what these students are implicitly stating is, “I couldn’t be bothered to do the work you asked of me, but I want a higher grade nonetheless.”
I hope you see the problem.
I have to evaluate the knowledge that my students have acquired during the semester, and I truly do everything I can to help them learn. I fully admit that it is true that, in many cases, the true knowledge and intelligence of a student are not determined by grades alone, but…
Are you willing to take that risk with your surgeon?
🤨
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