Kurt Wiesenfeld is a physicist who teaches at Georgia Tech in Atlanta. He wrote this essay for the “My Turn” column of the June 17, 1996, issue of Newsweek.
It was a rookie error. After 10 years I should have known better, but I went to my office the day after final grades were posted. There was a tentative knock on the door. “Professor Wiesenfeld? I took your Physics 2121 class? I flunked it? I wonder if there’s anything I can do to improve my grade?” I thought: “Why are you asking me? Isn’t it too late to worry about it? Do you dislike making declarative statements?”
After the student gave his tale of woe and left, the phone rang. “I got a D in your class. Is there any way you can change it to ‘Incomplete’?” Then the e-mail assault began: “I’m shy about coming in to talk to you, but I’m not shy about asking for a better grade. Anyway, it’s worth a try.” The next day I had three phone messages from students asking me to call them. I didn’t.
Time was, when you received a grade, that was it. You might groan and moan, but you accepted it is the outcome of your efforts or lack thereof (and, yes, sometimes a tough grader). In the last few years, however, some students have developed a disgruntled-consumer approach. If they don’t like their grade, they go to the “return” counter to trade it in for something better.
(4) What alarms me is their indifference toward grades as an indication of personal effort and performance. Many, when pressed about why they think they deserve a better grade, admit they don’t deserve one but would like one anyway. Having been raised on gold stars for effort and smiley faces for self-esteem, they’ve learned that they can get by without hard work and real talent if they can talk the professor into giving them a break. This attitude is beyond cynicism. There’s a weird innocence to the assumption that one expects (even deserves) a better grade simply by begging for it. With that outlook, I guess I shouldn’t be as flabbergasted as I was that 12 students asked me to change their grades after final grades were posted.
That’s 10 percent of my class who let three months of midterms, quizzes and lab reports slide until long past remedy. My graduate student calls it hyperrational thinking: if effort and intelligence don’t matter, why should deadlines? What matters is getting a better grade through an unearned bonus, the academic equivalent of a freebie T-shirt or toaster giveaway. Rewards are disconnected from the quality of one’s work. An act and its consequences are unrelated, random events.
(6) Their arguments for wheedling better grades often ignore academic performance. Perhaps they feel it’s not relevant. “If my grade isn’t raised to a D I’ll lose my scholarship.” “If you don’t give me a C, I’ll flunk out.” One sincerely overwrought student pleaded, “If I don’t pass, my life is over.” This is tough stuff to deal with. Apparently, I’m responsible for someone’s losing a scholarship, flunking out or deciding whether life has meaning. Perhaps these students see me as a commodities broker with something they want—a grade. Though intrinsically worthless, grades, if properly manipulated, can be traded for what has value: a degree, which means a job, which means money. The one thing college actually offers—a chance to learn—is considered irrelevant, even less than worthless, because of the long hours and hard work required.
In a society saturated with surface values, love of knowledge for its own sake does sound eccentric. The benefits of fame and wealth are more obvious. So is it right to blame students for reflecting the superficial values saturating our society?
(7) Yes, of course it’s right. These guys had better take themselves seriously now, because our country will be forced to take them seriously later, when the stakes are much higher. They must recognize that...