We are now in the midst of Week 5 of the fall semester and certain trends show up about now in my 16-week online courses.
For the Metro students, the original enrollment of 22 is now down to 20. That's normal as students discover that the online world just doesn't work for them or personal scheduling issues are interfering. In fact, it's smart for students to recognize that this might not be the right semester for this particular class, and to cut their losses (and maybe get some tuition money back).
More concerning is that there was an assignment due Tuesday night that simply required taking a stance on one of several sample "advice" essays that I shared in our readings. I asked for 400-500 words and that students paste their short essays into a discussion window through Canvas. One of my goals was to allow students to see what their peers were writing, not to mention seeing any responses from me on each argument.
The assignment is worth 40 points, which makes it fairly substantial in a course with about 1,000 total points. In the end, I mostly awarded all 40 points to each submission as they did solid work for early in the semester.
But here's the distressing thing: Of the 20 remaining students, only 12 completed the assignment. I am not sure I have ever had 40 percent of a class opt for a zero on any assignment. I emailed each of the missing individually and heard back from a couple with vague excuses about being "super busy" and "having a mental health issue," as two examples.
I replied with encouragement and urging everyone to submit their work late, exchanging a few penalty points for the zero. It's Friday now and none of the 8 have completed the missing essay.
So, at this point, it appears that 60 percent of those Metro students are "in" for the course and the remainder are not so sure.
Last week I read an email from CSU's instructional coaching mentor (it goes to everyone each week) which argued that the pandemic's effects are lingering and that instructors may need to make adjustments in everything from expectations to assigned workload to outside-of-class readings. Many current college freshmen and sophomores (the most likely level to be taking my basic writing class) must have been in 9th or 10th grade four years ago, at the height of the Covid nightmare, so I get the point.
They were damaged by the year or two where most education happened online and where secondary teachers were likely in as much despair as their students. "Standards" were lowered or eliminated. Students must have felt abandoned and without the support from adults they were used to.
Now I am working with students online, where I might as well be an AI program for all the personal interactions we are having. I share some quick videos from time to time, mostly to prove that I am a living being and I insert personalize (and sometimes quirky) responses on discussion posts and essay assignments. I respond to emails with speed.
But it is clearly not enough for a good portion of these college students who missed a whole lot of preparation for the rigors and expectations of higher education. Even the threat of failure may not be enough to motivate them.
On the other hand, at least a handful of students in the class are doing excellent work, full of personality and insight. They went through the same pandemic. Very different academic lives now.
Two Americas, indeed.