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  Topic: Uncommonly Dense Thread 4, Fostering a Greater Understanding of IDC< Next Oldest | Next Newest >  
Wesley R. Elsberry



Posts: 4991
Joined: May 2002

(Permalink) Posted: June 17 2012,05:52   

Quote (Dr.GH @ June 16 2012,23:21)
Quote (CeilingCat @ June 14 2012,22:29)
And I'm going to have to agree with you.  Although it's possible for such a relationship to be non-exploitive, it's far more likely to be so.

Except maybe at Faber College.  "Knowledge is Good."

I really enjoyed teaching in community colleges. I did have young (and not young) women come for an office visit and explain they "Just have to have a good grade for my graduate school application. I would do anything for an "A."

I would pull out my grade book. Mostly, the dear young virginal darling was turning in about 1/3 of their homework assignments, and had just tanked the first of three exams. I always set final grades as 50% home work, 15% for two sectional exams, and 20% for the comprehensive final exam. Homework was dropped 1/2, or 2.5% of total, if turned in late. "Late" was not turned in during the week it was due, since I graded homework on Sunday. (I taught all day every Saturday).

I next suggested the sweet, innocent sacred virgin turn in the missing homework for +8%, study for the next test, and if absolutely desperate, she could take advantage of the +10% extra credit "research" paper option.

That usually earned a disdainful stare, and one "darling" asked if I was a queer.

I had colleagues who could have added to their syllabus,

A's are for Ass, B's are for Blowjobs, I don't give C's for sex.

They were scum, and often Department Heads.

I think I know what Sal C. will quote you as saying next.

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"You can't teach an old dogma new tricks." - Dorothy Parker

    
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