I get this type of comment often in Math and Algebra Classes, especially Algebra. Especially from Art students who think Math and Algebra have nothing to do with "creativity" or their field.
First, other students post relevant comments that show how the particular subject IS applied in their field. When you have 25 students posting, there are always some in the same field that find uses for the subject of the DB post. So I refer to those other posts and ask if this post would apply to the objectors particular area of study. Usually, the reply is Yes, I didn't think of that, and looking further using Google, I found other ways to use this concept.
Second, for the student that says, "No, I still don't think I'll EVER need to know or use that concept", I then ask them to search the internet for another use of that concept NOT in their field. Usually, they search and come up with instances of use in their field.
Third, for the diehard detractor, I ask them to search for any other example of Algebra that is really used in their field, I ask them to find something using the key words, "x, y, z" which I already know from searching will come up with something useful.
What this does is puts the burden on them finding answers that matter to them. They think initially that they are just trying to satisfy the instructor, but they end up realizing that there are so many uses of the concept in their field or similar other fields that they never realized before.
I find that by the third week of a five week course, everyone has a greater realization [by their own searches and by reading others posts] of the multitude of uses of Math and Algebra in many fields, including their own, that they just never realized. Also, they come to understand that they have used a lot of Algebra, usually daily, without even realizing it. So they then understand that the structure of Algebraic rules allows them to regularize their use of something they thought was a particular instance. Everyone really likes to have rules and guidelines to help them make decisions and to move forward in an orderly manner. Algebra helps students develop that part of their brain to help them do that.
Students then want to learn more, so they can fit more into that structure of order they didn't even realize existed in their world.
I would first ask the student why he/she felt this way; ask for specific points and then try to use them as a stepping-stone to counsel the student as to why the particular exercise was necessary and which of the course objectives it satisfied.
If the student was still unsatisfied, I would try a different approach and ask the class if they felt the exercise had merit, using resources cited in the syllabus explaining the necessity for the topic.
If all else failed, I would suggest to the student that they write their objection in the course critique at the end of class and I would see they were forwarded to the SME or department chair for consideration.
Catherine,
Your approach can be very effective when identifying the credability of the course objectives. It makes the assignment more than the teacher's opinion and gives it authority beyond the immediate participants. Additionally, it might be helpful for the instructor to ask the student to write a thoughtful rationale about his opinion to pass on to the institution's curriculum folks. If his complaint has substance, his rationale may be helpful to improve the course.
I would state that the assignments were designed by the college and were created to meet the learning objectives of the course. I would then ask the student to proceed with the assignments so I could give him a grade in the course. It stops the argumentative behavior because it takes the ownership off of the teacher and makes it understood that the College is behind the assignments.
Nice going. Keep it positive and non-argumentative. Eliciting the 'expertise' of the student is an excellent strategy to open discussion and get the student to think about the topic(s) more indepth. The last statement is a great closer. Nice job! (Seems you may have done this before. - )
