There’s a huge difference between being able to decipher letters and grammatical structure and to recognize or say the words on the page and being able to truly read, that is, to understand what those words actually mean. I was reminded of this earlier in the week by events at the university. Students in the music program cannot take their final performance jury [applied examination] until they have paid all their fees. Similar policies are in effect in other departments. A number of students discovered when appearing for their juries that they would not be allowed to take the jury. This practice is not arbitrary or capricious. The Music Department discovered through bitter experience that, without this policy, a substantial number of students never paid those fees. As a result, course syllabi carry that warning; every applied music instructor is required to announce that policy; and signs are posted on the bulletin boards for the week before finals reminding students of the consequences.
Yet with each succeeding year, more and more students, primarily first year students, discover that the warnings are accurate. This suggests to me that we have a generation – or at least a portion of a generation – that either (1) does not truly comprehend written instructions, or (2) feels that there is no responsibility to read such instructions, or (3) feels no compunction to follow such instructions, or (4) believes that no instruction applies unless it is specifically addressed verbally to them on repeated occasions, or (5) applies only to everyone else, or (6) possibly all of the above. This phenomenon is not new. There have always been individuals who have ignored warning signs, wet paint signs, and the like, but when a growing and significant percentage of college students protest “I didn’t know [whatever]” after being told at the beginning of the semester, reminded in their course syllabus, after being reminded in their last class, and having notices posted on the bulletin boards, then we as a society have a problem… and so do those students.
Part of the problem, frankly, lies in the secondary school system which has become so preoccupied with “student success,” i.e., getting students through, that far too many students enter college with no understanding that failure to do the work – all of the work and not just what they like – and to finish it in the time period required is not only necessary in college, but in the world beyond college. Each year college syllabi become longer and more detailed, partly because incoming college students also cannot or choose not to listen, possibly because it is difficult to hear when one spends most of one’s time with earbuds in both ears. Now, it appears, many also do not respond to written communication, possibly because both eyes are so locked on smartphones that nothing written registers, either. Yet the education gurus respond to this by declaring that faculty need to use more interactive technology to reach students.
At what point will all the “reformers” realize that students have responsibilities… and not just faculty?
