Eon,
this does seem to be a more common trend & it is unfortunate. I've found that if I help my Y students see this as a problem, they often will work hard. Often they simply haven't been made to in their lives.
Ryan Meers, Ph.D.
As a GEN X teaching military students of both groups X&Y. I see the X wanting to earn their grades while some of the Y think they are entitled to get an A with putting forth the same effort as the X.
Nick ,
this is where I find being very clear, at least as much as possible, at the beginning of a course regarding grading is helpful. Hopefully by explaining how grades are determined they know what to do to get the grade they want.
Ryan Meers, Ph.D.
It's interesting how to manage all the different generations present as my classroom has multiple generations at any one time. It was helpful to know their characteristics so I can customize my teaching style.
I also notice this trend. I strive hard to be able to justify every grade I give. The expectation is to be often times challenged as to why they didn't get the grade they felt "they deserved". It's easier if you have a clear justification worked out ahead of time. I find myself asking students who feel entitled to a grade "If you were a customer paying for this, would you be happy with it?"
Lisa,
you are right, this is a systemic problem that is probably more highlighted in this generation. I feel your pain, just remember the other 23!
Ryan Meers, Ph.D.
I, too, am a Gen X teacher. I see this "entitled" behavior from students of all ages! I am starting to think it's not about the generation one is born but the times we currently live in as the nation has somehow managed to foster this character flaw that is "no accountability". The students are paying for a grade, not an education, and on top of that feel no guilt in calling the President of CEC himself if they've gotten their feelings hurt. Don't get me wrong, I still enjoy teaching but the 1 student in every 24 that is like this can really bum me out.
I am also a Gen X and a teacher. While I feel I have been very open in my teaching style, I agree with you totally. I had a student tell me in front of the class "you took away my A", I replied "how did I do that"? She was embarrased by her fellow students when she said the test was to hard. I did talk with her further and we went over the contract I had set up with that class. At the end, she acknowleged that perhaps she was the one who "lost her A".
This is where now that a student has done the work they now must be able to apply it. Now that they know the material how can it be used? So that now they are able to put their work to work.
I think you brought up a great point about the attitude of Gen Y students regarding their accomplishments. Many of the Gen Yers seem to believe that turning in all your work should somehow guaranty an A grade simply because they did it. They seem to have little grasp of the reality that quality of their work is as important, if not more important than simply getting it done. Our final lab exam is basically a series of pass/fail tests, and while almost every student remembers enough to go through the motions of performing the tasks, when they diagnosing an electrical system and come to the wrong conclusion, it is difficult for them to accept that it doesn't matter how many tests you finish, if you were not able to use that test to reach the correct diagnosis, they fail that part. I find myself having to explain to them why it's important to not only do the work, but understand it well enough to use their skills to repair a car. That is of course, their final goal. Life isn't an assembly line; using critical thinking and skills learned to diagnose problems is something they have to develop, not just "DO the work."
Ian,
great point & yes, that statement is very characteristic of this generation. I like to go back to the course requirements if possible & talk with them about those. I tell them I applaud hard work, but as you said, it still has to be quality.
Dr. Ryan Meers
