OnlineProfessor

You ever wonder why an instructor doesn’t just give you a point to push you to the next grade? What would it hurt to give you a point that moves you from a C+ to a B-? Well, here’s why instructors often do not budge when it comes to giving away even the smallest fraction of points.

• Instructors like to keep things fair. As the saying goes, if a instructor gives you a point then, to be fair, the instructor needs to give a point to everyone. Few people are willing to do that.
• You should get what you earned. Quite often when a student asks me to “give them” a point to help them pass, I look over their assignments and find that almost always, they neglected to complete all the assignments. So if they are missing a point to pass, they should understand that they squandered that opportunity on their own earlier in the term. It’s not the instructor’s responsibility to give you points. It’s the student’s responsibility to earn every point.
• Academic institutions frown upon this practice. Honestly, instructors can get into trouble with the Deans or Academic Directors for giving points away just to help a student pass. This is an ethical issue, and it’s taken very seriously by the administration. Instructors these days need to account for every point, and they can be questioned at any time about their grading practices. So most instructors, even if they want to give you that point, will not risk damaging their reputation with the school to do so.
• Academic integrity makes your diploma mean something. If a school gains the reputation for lenient grading practices, over time, this means your diploma won’t carry as much weight. The value of getting your degree is that you survived and conquered the toils of higher education. If the school you attended becomes known for grade inflation, this tarnishes your diploma and your own reputation.

Of course, if there was a grading error, instructors will often be happy to make that correction and add the missing points. However, this is a justified point adjustment that is not deemed arbitrary by the school’s administration. So it’s a little different in that case.

The important element is to complete all your assignments, no matter how small, because you never know if you might need those points later on down the line.

Imagine this: it’s the last week of the term, and you’ve realized that you’re on the verge of failing because you skipped some of the major assignments earlier in the class. So, you ask your instructor if you could just submit them all now. The professor says no. Why?

Here’s what such a last-minute request looks like from the instructor’s perspective:

• This student has got to be kidding. Think about this. Imagine that you’re part of a group project and you’ve done all your work on time. But some procrastinating team member waits until the last minute and creates a stressful situation for everyone else in the group. Well, that’s how it appears to the instructor. Your professor has been doing his or her part the entire term, and for a student to come along during the last week and expect the instructor to stay up late and grade several assignments at the last minute is, quite honestly, rude.
• There is too little time. Instructors get an astonishingly short period of time at the end of every term to tabulate and submit final grades. It is the worst time of the term for every instructor because the workload quadruples and the deadlines are halved. They barely have enough time to grade the timely final projects, and there is hardly time to eat.
• This isn’t fair to the other students. Most instructors keep fairness at the top of their minds. They know that if they accept one student’s late work, they should really accept the entire class’ late work, at least for that particular project. And so, if they say no to you, they’re really saying no to at least a dozen others just like you waiting in the wings.
• The late work will probably be very poor in quality. Experience shows that late work submitted by students at the last minute is usually, to be blunt, total junk. The student is rushing through many final assignments for several classes, trying desperately to get some points. And late work handed in at this stage is usually a haphazard, incomplete, disjointed mess. And such incoherent projects always take longer to grade than the polished, stronger student submissions. And so it’s a double whammy for instructors. And so, the experienced ones avoid such abuse by simply saying no.

Contrary to many students’ beliefs, instructors do not take joy in declining student requests. It’s simply a matter of limited resources. There is only one instructor and several dozen (sometimes several hundred) students. If you’re lucky, you have a graduate student helper, but that’s about it.

So, get your work done on time throughout the term, and know that you’ll get a better overall experience from it.

Plagiarism is a huge issue in academics. And it’s also widely misunderstood by students. Plagiarism basically occurs when students intentionally or unintentionally fail to give proper credit to their sources.

The key word here is “unintentionally.” More often than not, plagiarism happens unintentionally. And while the consequences are the same, the fact that it can happen by accident due to a lack of knowledge or technique, make it unlikely that instructors and professors will automatically regard those particular students as cheaters.

The important thing is to learn from your first mistake and to never repeat it again. Get a tutor and do what it takes to really learn how to cite your sources properly and use information responsibly. The sidebar of this blog has a couple of good resources to brush up on your plagiarism knowledge.

Plagiarism avoidance tip list:

• Use quotation marks and in-text citations properly. If you do not quote your sources or cite them in the text correctly, even if you have a Bibliography or Works Cited page at the end, you can be noted for plagiarism.
• Are you including some data or statistics? Cite them. A clear signal that something is plagiarized is when seemingly random knowledge appears in a paper without any reference to a source.
• Provide proper balance. Is more than 30% of your essay coming from an outside source? That’s a warning sign that your essay is imbalanced and you might be letting another source speak for you. While this isn’t necessarily plagiarism, it can lead to other issues that result in major losses in points for the assignment.
• Beware of overly relying on “common knowledge”. Brush up on what it means to include “common knowledge.” There are actually very few pieces of information that can be incorporated as “common knowledge” without citing your source. Knowledge is not as common as you think, and just because you know it doesn’t mean everyone else knows it.
• Get a tutor. There is a stigma attached to getting a tutor, and it’s one of the silliest things that sets students back. A tutor can be used by anyone – weak and strong students – just to gain another perspective and even provide a “study partner.” Use all your resources to get the most out of your education.
• Your instructor is not out to get you. When professors check for plagiarism, they are doing their duty to the school and to the broader academic world. It is not a personal vendetta.
• Your instructor does not “hate” you now. Professors should not and do not attach personal judgments toward students. It’s a business relationship. So do not disappear or shrink away if you make the plagiarism mistake. Work with your instructor, tutors and advisors to make sure you understand what went wrong and how to avoid it in the future. Everyone is on the same page when it comes to the desire to make sure it doesn’t happen again.

It still amazes me how many students forget to put their names on their assignments. So, it’s worth taking the time to review this important element.

Name reminders:

• The message boards spoil students. The message boards (or threaded discussion areas) are the only places that automatically stamp your name by your entry. For the most part, other areas of the class will require you to put your name clearly on your documents/submissions.
• Hiding your name. When students do include their names, they often place them in difficult places like the very end or in the header only. Be clear with where you put your name. Usually, the top, left corner is just fine.
• Document and file names. It’s great to put your name as part of the file name; however, don’t stop there. Remember to put your name at the top of the document itself. Once opened, an instructor usually wants to see it all laid out clearly and professionally within the document.

Instructors might have specific format requirements that are particular to the class. So be sure to follow those closely. But these general guidelines will keep you from wasting your instructor’s time and draining his/her patience. Properly identifying yourself and your documents are simple ways to show that you’re a top-notch professional in all that you do.

Questions to Ask Before Withdrawing from a Class

At the middle of every term, some students find that one of their classes is too overwhelming for them. And if they are failing the course by midterm, they need to make some tough decisions about withdrawing. Here are some questions to consider before you make up your mind.

Title of tip list:

• How badly are you failing? Look at the syllabus and do the math. If you need to make perfect scores on every future assignment just to pass, the logical assumption is that it might not be a realistic endeavor.
• Does the instructor accept late work or extra credit? If you missed a major assignment recently, and know you can make it up, discuss it with the instructor. Sometimes a key assignment can get you back in the game. However, not every instructor accepts late work or extra credit. So do not assume that they do.
• Do I lose any financial aid in the future for withdrawing? Ask your advisor and financial aid counselor about the impact of changing your schedule in the middle of the term.
• Did you discuss all your options with your advisor? Make sure you know all your options by speaking with your advisor. Be informed and take control of your education.

Remember, you are not a failure for withdrawing from a class. Plenty of students need to retake a college class that was particularly challenging. Assess what you will do differently the next term to avoid repeating errors, and simply push forward with a better strategy the next time around. Good luck!

Quite often, online courses will require you to submit documents in a specific format. Some platforms will be comfortable for you; others will be very new. If you are using software or programs that are less familiar to you, make sure you take them for a test drive. Here are a few ways to consider.

Assignment Test Drive Tips:

• E-mail the document to several friends. If one or some of them cannot open your file, you have a problem. This will help you troubleshoot your file format to make sure your instructor will get a version that’s readable.
• Send a test draft to the instructor. There is nothing wrong with submitting a draft of your work early, just to make sure the instructor can take a peek to see if there is anything major wrong with it. Most instructors will appreciate that you’re thinking ahead. Just give the instructor at least 4 business days to review. You’re not the only student or class they teach; so it’s good to extend that courtesy whenever possible.
• E-mail yourself. If you’re short on time, e-mail documents to yourself to see if they look right once they are sent over the digital lines. This is not only a good test run; it’s also a nice way to backup your files in case your computer decides to die on you.

All Exams Are Not the Same

For online classes, there are a number of ways quizzes and tests are administered. There are untimed and timed exams, and there are also one-time and unlimited exams. It’s very important to know the type of quiz/test you’re taking.

Test/Quiz Tip List:

• Untimed Tests/Quizzes: These types of exams give you as much time as you want to take them. You go in once, and then you can sit there for days, if you wanted. You just need to remember to save often and make sure you have steady, uninterrupted internet access.
• Timed Tests/Quizzes: There is a time limit to these exams. So you need to read the instructions carefully so you know how much time you’re going to get.
• Unlimited Tests/Quizzes: For these exams, you can take them an unlimited number of times. That means you can open the exam, take it once. Then later, before the cut-off deadline, you can go back and re-take it to try to get a better score. Again, the instructions will state whether the particular exam is unlimited.
• One-time Tests/Quizzes: Most exams are one-time only. That means you open it once, you take it once, and then it’s closed.

The instructions should always state the parameters and details of the exams; so carefully read through this information. Ask questions before taking the exam if you’re unsure about something.

Life is unpredictable, and there often comes a time when a personal emergency causes a student to be absent for one or more classes. While various instructors’ policies may vary when it comes to how they’ll deal with accepting late work, there are some simple tips that help you cope with school during your emergency.

Action List for Student Emergency Absences:

• Notify your advisor and/or instructors immediately. If it’s a hectic emergency, and time is short, just call your advisor and give them a brief outline of your emergency situation. Mention that you will not likely be able to reach your instructors individually. Remember to also leave a contact number where you will receive messages. While your advisor will not likely hassle you during a personal emergency, if there is something you need to know, they’ll need a place to leave you messages.
• Get documentation. Think ahead and gather documentation of your emergency for your student file. Some instructors will need the documentation before they accept your late work.
• Once the crisis phase has passed, be sure to connect with instructors individually. Even if your advisor has notified your instructors, it’s best to take an opportune moment to communicate with instructors to begin re-integrated into the class.
• Be aware of time. Do not let more than a week go by without re-connecting with your advisor and instructors. The more time goes by, the less chance you have to catch up. You want to take notes about how you will proceed, and your instructors will want to gain a better idea of when you can be expected back in class.
• Prioritize. Sometimes a personal emergency is so devastating that it’s best to take a term/semester off to focus on the important things. It’s better to delay your graduation than to fail a number of classes. Students should not feel ashamed for taking needed time off. Sometimes, you need to focus on things one at a time, and be prepared to come back to school the following term without monumental distractions getting in the way.

Remember, if you do not keep your school informed of your situation and simply disappear, you are severely limiting your options once you return. It’s a professional courtesy to inform your work place and your school if you will not be in attendance, particularly if it’s for more than one class. They don’t need the big, long story and all the painful details, but a professional explanation of the seriousness of the situation is definitely expected.

At least once per term, I get a mysterious student voicemail message that is barely understandable. I want to help the student and provide the information he or she needs, but my hands are tied if the student doesn’t even provide a name. So here are some tips to keep in mind if you must call one of your professors.

Voicemail message tip list:

• Leave your name and contact information at the beginning and at the end. It is a best practice for school and in business to learn voicemail etiquette. It’s efficient to leave your full name and contact information at the start and end of each message. I can’t tell you how many students completely forget to leave their name and contact information. This makes it difficult or impossible to get back to a student.
• Provide your course name and number. Remember that teachers often teach multiple classes. Be professional and provide instructors with your class information, and this helps them respond to you more promptly.
• Beware of cell phone reception woes. It you simply must use your cell phone to call your instructor, go to a quiet place without background noise, and be sure you’re in a spot with solid reception. Instructors often receive messages that sound like static-riddled messages from the afterworld. And it is tough to discern the content of those messages.
• Be specific. Avoid simply stating your name and asking the instructor to call you back. Provide a little information about the reason for your call. This way, an instructor can prepare resources and get back to you with a more productive and focused reply.
• Jot down notes. Keep your messages short and focused, and be clear on what you’re going to say in one message. Avoid calling an instructor three times in a row because you “forgot something.”

Why Your Professors Need Proof

The late work policy for each of your classes can vary. Some instructors accept late work with point deductions applied. Other instructors hardly ever accept work, barring documented medical or sometimes military reasons. If an instructor accepts late work at all, they will often ask for proof of your excuse – a doctor’s note, a military duty sheet, etc.

It’s not about trust
Many students feel offended that they are asked for proof because they feel the professor is questioning their integrity. In essence the request for proof is not really a personal issue at all. It’s about showing students that there is a uniform application of class policies.

Why is proof so important?
Consistency. Instructors want to be fair to all students; so they often make rules and policies that apply to the entire class. Instead of picking and choosing which late work excuse makes more sense to accept, an instructor might choose to simply say that those who can provide acceptable documentation get extensions.

This way, no student could say that an instructor showed any favoritism in the way they applied rules. The paperwork is the great equalizer.