The Under-Prepared Student
Part 1
After the third week of fall classes, Jim Shipmann, a junior
majoring in chemistry, goes to the office hours of the professor
who is teaching his class, Quantitative Analysis 340.
"Hi, Dr. Franklin. I am having a lot of trouble trying to figure
out Problem 3 in the homework for this week. I basically understand
how to do the problem, but I can't get the answer in the back of
the book, " Jim says. Franklin answers, "Let me see what you have,
and we can work through an example together." After spending 45
minutes with Jim, it becomes clear to Franklin that Jim has some
fundamental problems with algebra that are interfering with his
mastering the chemistry involving complex equilibria.
After the meeting, Franklin checks Jim's records to see whether
he has completed the required prerequisite calculus classes
normally taken by chemistry majors in their first two years. To his
surprise, Jim took the normal four-semester sequence and received
above average grades.
The following week, Jim comes to Franklin's office hours with
more questions. His difficulties hinge on basic algebra problems
that are interfering with his fully understanding the relevant
chemistry. After the second marathon meeting with Jim, Franklin
realizes that although he probably will be able to pass the class
despite his lack of math skills, Jim certainly will not come out of
the course with the level of understanding that would be expected
of a chemistry major. Furthermore, Franklin has not been able to
help other students who have come by during the office hours,
waited, and then left without asking their questions because he has
spent so much time working with Jim.
Discussion Questions:
- What are Franklin's responsibilities to Jim and the other
students in the course?
- What are possible courses of action that Franklin could take to
address Jim's situation?
- Does it matter whether or not Jim is a chemistry major?
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Part 2
After considering Jim's situation for a couple of days, Franklin
decides to talk with his colleague, Dr. Sarah Winters, about what
he should do regarding Jim's lack of basic math skill. "I have a
student in my class who is working hard," Franklin says, "but he
has little understanding of basic algebra. He will probably pass
the course, but he will not understand the chemistry we are
learning, I am thinking about suggesting that he drop the class and
take a remedial math course." After discussing the possibilities,
Franklin and Winters agree that Jim must be told that he is lacking
some fundamental math skills. They come up with three alternate
plans to remedy the deficiency. Franklin then requests a meeting
with Jim.
Franklin opens by saying, "Jim, the reason I asked you to come
for this meeting is that we need to discuss a problem that I think
you have with math. I think you have the potential to be a great
chemist, but you seem to be having some trouble with basic algebra
manipulations that is really interfering with your chemistry".
Franklin goes on to tell Jim that there are at least three
reasonable scenarios that could take care of the problem: 1) Jim
could drop the quantitative analysis class and take another math
course, and then re-enroll in 340 the following term. 2) Jim could
get an algebra book and teach himself math. 3) Jim could hire a
tutor to help him with algebra.
Franklin says, "It is your decision. I will help you however I
can. My suggestion is that you go to the library and see what you
can find that would serve as a crash course in algebra. This will
be a lot of extra work for you, but it will really pay off for the
second half of the semester. There are still two weeks left before
the final course drop day. Think about it, and let's talk again
next week "
Discussion Questions:
- Does Franklin have an obligation to tell Jim that he has a
fundamental gap in his understanding of math?
- Whose responsibility is it to teach Jim, a junior in college,
basic algebra? Should Franklin offer to teach Jim basic
algebra?
- Is it appropriate for Franklin to talk to Winters about Jim's
situation? Should Franklin tell Winters the name of the student
they are discussing?
- Should expectations for understanding differ for students who
are chemistry majors rather than nonmajors (i.e., is simply passing
the class sufficient)?
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Participant Commentary: The Under-Prepared Student
Participant's commentary on the policies and procedures of viewing student records. Different institutions undoubtedly have specific policies about obtaining this kind of information while maintaining student privacy.
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Commentary: The Under-Prepared Student
Michael S. Pritchard''s commentary on policies and procedures of viewing student records. Different institutions undoubtedly have specific policies about obtaining this kind information while maintaining student privacy.