Ok, so I am stressed out. I pride myself on being that professor who is in tune with my students. When I see a student is struggling I find a way to help get them through the class (and often life). It’s physics class – it ain’t easy and this happens often. But I have really struggled with retention in my online physics classes the last two summers.

There isn’t enough time? There isn’t enough interaction? Or maybe everyone is just too busy? I am trying to be flexible with assignments and exams. I try to make myself available at all hours of the day. Its a lot of work for sure, but I really try to be flexible. Even to the point where other professors might squirm when I tell them some of my strategies.

There is a fundamental disconnect between how much time an online physics class takes to be successful and the amount of time students have available for the course. One student said this year something to effect of “I am sorry but with my full time job, organic chemistry class, and [history?] class I just don’t have the time to work on your homeworks and I have to drop your class.” The student was taking 11 credits (almost a full semester load) in summer one. and working a full time job. THAT IS JUST CRAZY!!! Why would someone do that to themselves?

Ok Ok, that’s just one student right? No! It’s happening over and over again. One student was working three jobs. Another student asked me three weeks into a five week class in what they needed to do to get an A in the class. They were finishing up their high school classes and hadn’t even begun any of the work in the summer physics class. I kindly recommended that they withdraw from the class.

When the classes were in person, the physical amount of time someone had to be in class prevented students from trying this too often. It, of course, happened, but it was usually one or two students a summer. And it happened in jobs such as being a security guard that took place at night and during the weekend.

I like to listen to Gary Vee (https://www.garyvaynerchuk.com/). He is many things but here I will call him a social media influencer. He has often made the argument that students should not go to college. Its all about Return on Investment – ROI. He suggests that young adults should take other more profitable paths through life because folks might have a better return on investment if they don’t go to college. Obviously I don’t agree with him. College is an excellent way to move up the social-economic ladder – of course for those students that both buy into the system and have success.

Students are LOSING BIG TIME AMOUNTS of MONEY when they DO THIS! The ROI is terrible in that situation. The student pays a shit ton of money to the University and they get zero in return. ZERO!

A full time job: $20 / hr * 40 hrs / wk * 5 wks * (0.85 – 15% tax rate) = $3,400

Tuition for a 4-credit summer class at Adelphi = $3,200

If you are working a full time job and you withdraw from your summer class you aren’t netting anything for the entire five weeks. Imagine if that person was taking 11 credits and had to withdraw.

If you are using financial aid to take summer classes that is a good thing. But please think about the big picture. Include in your schedule time to work on your classes, time to work, and yes time to relax. I know that is next to impossible for some people. When that situation is you, please talk to your adviser about it directly or come to talk me. (Just not in June! NOW IS CRAZY TIMES)

The University doesn’t want this either. The University wants their students to have successful positive experiences so you continue your education happy.

I think we need to add “Risk” into the discussion. There needs to be a way to calculate the risk of withdrawal from a class, so the students can make a financially informed discussion about their situation.

That’s just my thought for today. Ok back to the grind.

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Cosmic Pathways, Lab for Kids, and many of the other research activities discussed on this website is supported by the National Science Foundation and the Physics Teacher Education Coalition (PhysTEC) under grant no. 2325980. Any opinions, findings, and conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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