Before you ask, yes, it’s in the syllabus.

Edit: if your policy is different, good for you, I guess. It’s kind of irrelevant here, in my opinion.

“Canvas isn’t letting me submit the assignment due this week.”

That’s it. That’s the email that I got. No explanation of what error they are getting, nothing about what they have tried, no screenshot, and did not clarify what assignment they are even talking about as many are due this week. No ‘dear professor’ or sign off or anything.

I don’t mind students emailing me when they clearly explain the issue they are having and what they have already tried. That lets me know if I need to forward it to tech support or if it is a common user error and a one response resolution from me.

But GOD IT GRINDS MY GEARS when they act like communication with me is a text. I hate the feeling of getting an email like this and knowing it’s going to be a 10 message back and forth of me trying to pry information from them about what they’ve tried, what they are seeing, etc. I DONT HAVE TIME FOR THAT.

That’s all.

This article: https://monitor.icef.com/2026/08/us-department-of-state-issued-23-fewer-study-visas-to-international-students-in-2025/

I teach international students almost exclusively, so this already feels almost like the End Times (as many things do in the US) for me, but I'm curious what your experience is.

I enjoy a lot about international students - they're usually motivated, brave, and gritty. When I have a class of all domestic students, I miss the feeling of teaching people who know they're doing something rare and valuable. And I definitely notice when someone has never had the experience of being in the minority, which I think everyone should experience.

I don't mean "my university is losing millions of dollars" but your subjective experience of the lack of international students in your classes this year. Have you noticed a difference?

Could you restructure it just for me? Also why is there a textbook and where is the PDF? Can you summarize it for me?

I find it infuriating how lazy students are becoming. I have a question as part of the syllabus quiz to send me a professional email introducing themselves. I had to take the time edit the question repeatedly because the students kept messing up. Here are some issues I have seen.
1. They don't email me, but write a email in the place provided. The directions literally direct students not to directly write the email in the space provided but email it to me as it is to practice professional writing and to ensure the students know how to reach me. It is an online class.
2. Writing words must either cost them money or cause pain as they hit individual letters on their keyboard. I have student emails where their entire introduction literally, I am in the xxx class. I am writing you because of the syllabus quiz. That is the entire email. Their entire body of their email was two sentence totaling 28 words.
Thanks for listening!

Putting humor since it was embarrassing for me at the time, but it's kind of funny now.

I have a small upper level class this semester (9 students), and yesterday was our first day of classes. There is a prerequisite for the class, but it's a freshman level so in theory a sophomore could take this course. Many don't.

All 9 of them were in 7-8 minutes before the start, so I asked if they wanted to start early so we could get out early. Not surprisingly, they all agreed, so I checked the roster just to make sure it still said 9, but didn't bother to look at their names on the full list. What a mistake.

2:59 rolls around, and I have a 10th student coming in. Obviously, I panic immediately. I'm like okay, maybe there's a very late add, so I just keep going. I definitely should've just taken attendance after that but didn't.

One student raises their hand a few minutes after, unsure if they're supposed to be here. I asked them to review their schedule online just to make sure. I should've stopped, but still out of panic I ran through some more material. I had a small break for them to work on an activity for us to discuss after, in which I went to check on the student.

And then it occurs to me - why am I not asking what year they are? They tell me they're a freshman. Okay, and ask did you take (insert prerequisite name)? They said no.

Turns out at some point over the summer, the classroom changed for the course they were actually supposed to be in, and they had a very early version of their schedule instead of checking for an updated one. The student apologized, thankfully unfazed, and left shortly after. I also apologized to the other actual 9th student, but they seemed to find it more funny than annoying.

No harm no foul, I got the class back on track after but this is what I get for not checking the full roster on the first day, especially since late last minute additions do happen.

TL;DR I'm never starting my classes early again.

Okay, so in class a couple of days ago, I had a student ask me - "Do we have exams in this class?" Really? Now, here's the kicker - I give them a printed copy of the syllabus AND there is a 10 point assignment - it's called Syllabus Acknowledgement - I literally tell them to read the syllabus and then go into Canvas and complete the assignment by typing a statement like "I have read and understand the syllabus" - So, I asked the student if she completed the assignment - Of course she did; I replied "Well, apparently not or you wouldn't have asked the question - Right?" Gotta love them, they just keep getting better and better....

Today was the start of our second week and I am feeling absolutely dreadful.
No matter what I do, the students just aren’t engaged, they can’t follow directions, they refuse to think for themselves, and have little to no critical thinking or social skills.

I cannot conceptualize doing this for many more semesters. The outlook is bleak.

Sigh…

Hey friends!

I’m not sure if this is the right sub to post this in, but I need some advice or at least to be pointed in the right direction.

I am teaching some English comp courses this semester, and I need ideas or suggestions for in-class activities. Particularly for days when students begin drafting their essays.

For example, right now my classes are working on the argument essay. On the first day when I introduced argument as a concept, we did a fun activity where I read a claim on a semi-controversial topic (like “dogs make better pets than cats“ or “online classes are better than in person classes”) and students moved to one or the other side of the room depending on whether they agreed or disagreed. Then they had to explain their reasoning.

This activity went pretty well as students seemed to enjoy it and participate. However, once we got past the point of outlining and got into our “drafting week,” I’ve been at a loss for what kinds of activities to do. I really can’t think of how to make drafting more interactive, so I’ve just been giving them free time to write. This is a one hour class so there’s also not much time for super complex games or anything. But I still feel like this may not be a great approach and may be too boring.

If anyone has any suggestions, examples or resources to share I’d greatly appreciate it!

I spend 99% of my instructional time trying to figure out how to teach my students how to do this BS on the most garbage platform in existence.

I hate it, my students hate it. It’s trash. No one is learning excel.

Hi all-given that I now have to justify having an end of course examination (rather than a bunch of take home assessments throughout the semester that AI will undoubtedly contribute to) does anyone know of any educational literature that comes out strongly in favour of using examinations as an assessment tool? Haven’t got a hope of getting it past the Dean anyway but it would be nice to be able to quote from the literature at least. Thanks.

It is seriously cringe, I just move on. Sometimes i get so frustrated and just have no clue what Im doing wrong or how/what changes to make. This semester I have 4 classes - 1 class so cozy and wonderful then a drawing fundamentals with actual art majors mostly and today we did a lesson about the gesture of objects - lots of out of the boxes exercises and my assumption was they would be engaged and it was crickets. then i have 2 classes of a art survey style class and 1st class they talk but not with me except 1 student who is unaware of others - just very hard for me. and my evening art survey class is nice. we are on week 2 and id like to just be better with classroom management and id love to learn more and hear how other people manag these situations. annoying students, dead quiet classroom, students talking over you.

…at a very small LAC.

I’ve been asked by a colleague to “offer the opening reflection at our upcoming [college of arts & sciences] Faculty meeting…. We would be very grateful to have you open our meeting with a brief five-minute reflection to help set a thoughtful and collegial tone for our time together.”

I’ve been to a handful of faculty meetings (I’m fairly new, but also just have a terrible memory) and others have read short poems, readings, or nondenominational prayers/blessings. I don’t want to write something myself. I’ve googled some poems. Don’t want to do anything really prayerful. Considered a highly abridged version of David Foster Wallace’s “This is Water” commencement speech, as it’s a room of liberal arts profs and lifelong learners. Just 2-3 minutes about the value of a liberal arts education. Too much?

I’m sure many would hate that we even do this and that’s fine. I personally don’t mind it. I’m fairly isolated in a very small department and I’m still finding my voice as a colleague of these full professors. I’m curious what other folks might bring to this table.

Exactly what was emailed to me today when a student reported problems with content in my asynchronous online class.

Trouble-shooting through the problem revealed that the student is trying to complete entirely online courses using a phone & a notoriously problematic browser.

Specifically, the program we use for interactive lectures doesn't work on cell phones (I didn't pick this program, I'm just expected to be able to use it).

Prior to start of class, students receive a "tech reminder" from the DE office notifying them that classes have content that can only be completed on a desktop/laptop with X browsers. It's also posted on the website.

Instructors send a welcome message a week or so before class with a similar message, along with information about laptop check-out/rental & computer labs on campus. Information is also covered in syllabus and class orientation.

Said student expects me to make some kind of "accommodation."

Really?

As I slowly approach retirement, I can say that I have left the following permanent monuments behind for future generations:

1. Ordered a rotary paper cutter for the break room
2. Was responsible for the new office rotation policy addition: "Faculty with wall-sized window offices are not allowed to move to another wall-sized window office just because 'they would rather look at the mountains than see students scurrying to class in the quad'"
3. The sidewalk outside our building now has curb cuts for wheelchairs at the crosswalk to the parking lot across college drive. Apparently, someone anonymously contacted the federal accessibility office. Conveniently, I no longer have to dismount my electric scooter when driving home
4. I've hidden Easter eggs in the first year writing course shell that nobody will discover for years.

These responses have almost moved me to tears, especially the small, secret repairs. We are all Harry Tuttle.

From Pinky McCloud:

That’s the kind of legacy that actually matters small improvements that make life easier for the people who come after you are often more meaningful than anything with your name on it.

Gang, I need some advice. I'm a TT Humanities prof who (I like to think) is generally a really solid teacher. But one of the things I have always struggled with is getting students to look at / talk to each instead of me. Do you have any tips or tricks for making class time feel more like a mutual conversation instead of them individually responding to questions I'm asking?

Some of this is just the room set up (sitting in rows, facing forward is not conducive to group discussion). But even when I'm very intentional about the room set up, for instance, putting us all on a big circle, they always look at and direct their comments to me instead of each other. Outside of just removing myself from the conversation (e.g., having them talk in small groups while I circulate), how can I help them feel more like mutual participants in the classroom convo?

I am an assistant professor for a healthcare program. I had worked in my industry for years before moving into academia. I had difficulty finding the correct fit for my practice philosophy while in industry. Particularly, I felt profit was being placed over patient care within my previous organization to the point of being an ethical issue, which is what pushed me to try academia.

Throughout the duration of my time in academia, I have constantly considered if I made the right choice, and I am now seriously considering moving back into industry.

Some issues that have pushed me to this conclusion: low pay (minimal to no annual raises), I have no say over what classes I teach, I am in a supervisory/administrative role that was not made clear to me before accepting the position, frequent and substantial changes to my course load and class schedule days before semesters begin (which have resulted in late evening class hours and up to ~75%+ of my work week being physically in class), communication issues with administration/department, and what I feel are unreasonable expectations for teaching, research, and service (university states it is both teaching AND research focused). I am also currently being asked to take on additional responsibilities related to grant-funded work that was developed before I was involved, resulting in further changes to my week-to-week work expectations that I am not thrilled about.

I do currently get release time to maintain practice hours one day a week, which I have done. When I accepted the position, continuing to practice was presented as a way to help bridge the pay cut I was taking. Since then, I have been told that this release time is a benefit rather than a requirement of my position, including forceful suggestions that I use that time for additional service responsibilities.

I have maintained my employment in one clinical practice for the entire duration of my academic position, so I feel quite confident that I have found an excellent fit and have an accurate understanding of what returning to full time clinical work would look like. I also work clinically full time during academic breaks, in part because of the significant difference in pay to be an academic. I am now seriously considering transitioning back into clinical work full time.

People close to me have seen me struggle with the demands of academia and they have encouraged me to seriously consider whether returning to practice may be a better fit for me, which is pushing me to post this. I am hesitant to pull the trigger because I have decades before retirement and I am concerned about my physical ability to keep up with the demands of clinical practice. On the other hand, I worry about my ability to maintain my mental health in academia.

I am hoping to hear from anyone that has returned to practice/industry and has feedback to share…How did you feel about the decision a year+ after the fact? Was there anything you wish you had considered before leaving academia?

I’ve been a long time Reddit browser and a poster / commenter for a handful of years. It’s only recently I joined this subreddit despite being faculty since 2018 and leaving the aerospace / defense industry to academia full-time in late 2022.

I’ve noticed that there are nearly daily posts talking about the decline in student intelligence, dedication, participation, attendance, performance, and overall quality.

I’m completely aware this is a trend. I’ve noticed it myself. In my experience the students in the 15-17 year old (DE) and 18-23 year old (Regular) brackets every semester since the beginning of COVID has steadily declined (with a slight rebound around two years ago).

However, the 24-30 year old non-traditional student bracket every semester for the past three years has significantly increased in quality. Especially the millennials. As a millennial myself (1991), they are doing better academically now than when we were at traditional college age. Even the ones pursuing second degrees.

Their overall GPA and quality is better as full-time employed, full-time enrolled, and having families as students now and the recent past opposed to when they were just full-time traditional age college students on their original degrees. Even with the majority of them in my program pursuing much more rigorous academic majors than originally.

My program currently has MOU’s with other research universities. In specific one MOU with a four year Engineering Technology program at a world renowned Engineering school famous for their Aerospace Engineering and Propulsion Research programs. What makes this ET program unique is its modeled on what is referenced as a “transient” program. Meaning it’s designed specifically for non-traditional working adults.

I’m happy where I’m at and there are few positions I would ever leave mine currently for. I have complete autonomy over my program as coordinator and lead faculty. However, if I had the opportunity to build / run an Engineering program based on this model and student population, I would in a heartbeat. I originally developed my niche and enjoyment in instruction by being a multidisciplinary engineer who trained others on the job. I kind of see this as an academia equivalent.

What’s your best student population demographics? Would you leave your current position to teach in an opportunity catered towards those individuals? While I think it’s extremely important to do what we can for these younger generations, I find that a program like the one mentioned is highly attractive from an instructional delivery perspective. Any of you faculty in a similar based program? If so, how does it compare?

Hi everyone,
I’m a junior faculty in the humanities and recently have been asked by a PhD student from another university to be the external member on their dissertation committee. I’m wondering what usually the incentive is for faculty to say “yes” to these requests, given that reward is minimal (as I understand it)? Would appreciate some advice about this to make an informed decision. Thanks in advance!

Not sure how best to handle this. I don't want to extend to take even longer out of class, since the assignment is really just meant to test competency on some materials before we move on, as well as to encourage/punish attendance habits. I also can't subtly say she just gets more time or something without outing their accommodations to the class, which is OBVIOUSLY not a possibility.

They aren't free points, and I do grade them. I also didn't receive their letter until the third day of class, so the entire class already knows they'll be doing timed, attendance-focused activities, so I can't just quietly take them out.

I'm sure I'm not the first person to be dealing with this. How do you all handle this?

"Reasonably modify attendance policy to offer additional absences and the ability to

reschedule exams/quizzes within a week for disability-related reasons if it does not

fundamentally alter the essential requirements of the course."

Has anyone managed an accommodation like this before? I think I'll schedule a meeting with our disabilities office; but, was wondering if anyone has managed something like this before?

Got a few students this semester who need recorded lectures with transcripts, The auto captions in our LMS/Zoom are pretty rough, especially when I'm using a lot of fiels specfic terms. Ive been spending way to much time fixing them after each lecture and its getting kinda annoying lol.

The full semester is truly in full swing. I woke up this morning to a missed call from a student at midnight (thankfully I have do not disturb on) undoubtedly because they had a last-minute question or because they weren’t able to turn their assignment in after the midnight cutoff. I just can’t imagine what they expected to happen by calling me at that time of night. No one in their right mind would think that they’d get any kind of helpful response at midnight.

Then later this morning I got a sobbing email from a student that can’t believe they need to purchase a textbook to be successful because they don’t have the money to be able to afford it. This course has an integrated digital textbook where are most of the assignments for the course occur, all of which is clearly explained in multiple places.

And that’s all on top of another course where half the students didn’t turn in any of the first week work, which I’m sure is somehow my fault…

Is it December break yet?

My classes have textbooks. I keep the cost as low as I can while still teaching my classes appropriately, but students need to get between $10 and $40 worth of books for most of my classes.

The last few semesters, the bookstore has egregiously underordered books. I mean, they stock maybe ten copies of a book that 50+ students will need across all sections because I guess they assume students will buy from Amazon or wherever.

Now, I don't pretend to be an expert in financial aid, but every semester I hear from students who tell me they must get their books from the bookstore or their aid won't apply. And every semester, I get emails a week or more into the class from students who don't have the books, they're out of stock, they're back-ordered, the bookstore "doesn't know" when more will arrive, etc. Bafflingly, this has happened even when I have specifically asked the bookstore to offer the ebook as an option.

Seriously? What is the point of a university bookstore that can't supply books to students? Anyone else have the same experience? Have you ever had success talking your bookstore into stocking an adequate number of books in time for the start of term?

Looking for opinions/advice: Is this a hostile work environment, retaliation, or just an incredibly dysfunctional workplace?

I’m trying to figure out whether I’m dealing with a hostile work environment, retaliation, or simply terrible management. I’d honestly take advice, opinions, or just commiseration. This situation is much more nuanced than I can explain here, so these are the highlights.

For four years, I’ve worked under my department chair, “Brenda.” In my experience, she routinely refuses reasonable requests for support, often without explanation, even when the request directly affects my ability to do my job.

For more than two years, I’ve had serious problems with a support staff employee who is openly hostile toward me, including repeatedly yelling at me and refusing to help with my work. I have documented emails and multiple incidents, including one in front of students. I have repeatedly reported this to Brenda and explained in writing that the situation has affected my ability to work and my mental and physical well-being. I even told her I felt like I was in an abusive work environment. Nothing meaningful happened. Eventually, after another incident, I went to HR. Again, essentially nothing happened.

Meanwhile, I’ve been doing a huge amount of work beyond my faculty position. I helped build a degree program from the ground up, advise students, manage curriculum, train and mentor 7+ adjuncts, conduct assessments, and serve as lead faculty for more than a dozen courses. I’ve been doing this coordination work for more than 4 years.

Brenda has even told me that I am already doing the duties of a Program Coordinator, but that it’s “hard to get everything pushed through” to make it official. I still don’t have the title or position, and I’ve only recently received a small amount of release time for work I’ve essentially been doing unpaid for years because I keep complaining to her and I am now refusing tasks, telling her that sounds like a Program Coordinator job. This is probably why she finally gave me release...but still no title change. I know she is not happy I am pushing back, but she is making this contentious for no reason. She is making it harder for me to do my job.

Over the summer, Brenda hired three student workers, each for 20 hours/week, despite there being very little happening on campus. I asked if one could be assigned to me during the semester, when I actually need the help. I was told no. So I had my male colleague ask her the exact same question a couple weeks later. She immediately told him it was a great idea and that she would make it happen. So now I have a student worker after asking for YEARS, but only because a man asked for me.

I’ve repeatedly asked for basic support—a student worker, adequate staff assistance, etc. ALL the other programs in my area regularly get student workers; I repeatedly get told no. I was the only one without support staff or student workers or compensation to do all of the additional work on top of the regular work required for this program to run.

Now our office assistant has left. Brenda knew weeks ago but still hasn’t even posted the position (which IS her responsibility), meaning we’ll likely be without an assistant for months. I asked whether a student worker could provide a few hours of office coverage. Brenda told me no. Every other department uses student workers at the desks. WE had one up until last semester. But when I ask? It is a "NO." So again....I asked that same male colleague to ask if a student worker could sit at the desk and she said it was a great idea!!! So now she will have a student fill in because a man asked and she said yes to him. A week ago she told me no.

This is a pattern. I ask for something → no, excuses (which are often lies), or nothing happens. A male colleague asks for essentially the same thing → suddenly it’s a great idea and it gets done.

There are many other examples, but this is already ridiculously long.

I’m also concerned about retaliation. A few months ago, after years of Brenda ignoring a facilities issue I needed addressed for my students, I went above her to the college president. Since then, the refusals and lack of support seem even more pronounced.

And then there’s the timing of my FMLA. I recently filed for intermittent FMLA because I am caring for a family member with a terminal diagnosis. The first time I saw Brenda in person after telling her about the FMLA, she asked me to take on a special project normally assigned to Program Coordinators—one that would require a weekend conference and an additional weekly responsibility--while I am actively on FMLA?!?!?!

At the same time, she continues to refuse to officially make me a Program Coordinator despite acknowledging that I’m already doing that work.

So: Am I overreacting? Does this sound like a hostile work environment, retaliation, discriminatory treatment, or simply a really dysfunctional boss who doesn’t want to support me?

I’m genuinely trying to figure out what, if anything, I should do next.