A student today at my elite university admitted to me today that she took a class so she could work on reading for more than 20 minutes at a time. She can’t read. She mainly skims and summarizes, she says and still gets A’s.
This student is, by professional standards, illiterate. Gonna have high GPA when she graduates.
This conversation was had after 6 of 22 students dropped my course because the maximum reading per week in one week was over 100 pages.
What people aren’t grasping is that this is literally *dangerous*. These people are going to be come doctors, engineers, etc. They are — by any metric — vastly less capable than prior generations. These effects are cumulative over a lifetime.
This grade inflation is part of the problem, but not even close to the entirety. And the problem obviously starts in K-12.
Students don’t know history because, you can’t actually become historically literate on the advice of “never assign more than 30 pages a week”. You can’t develop any of the skills that came with literacy. This is, quite honestly, a civilizational catastrophe.
Another student who seemed really interested in history … confirmed he was … but doesn’t read. He watches Youtube …
… which explained how the conversation went after when I pressed further.
I coteach a class with a colleague … but I am lead … for the past 15 years. I was discussing complaints from students and he pointed out that we have reduced the difficulty and load every 3 years or so since the beginning, and we probably have to stop.
I agreed. But, the students were absolutely irate, and complained about how it left them no time to “reflect” … a load about 30% less than when the course started.
That is an objective decline in ability.
Honestly, I hadn’t even noticed until he pointed it out. It was just incremental.
Changed how I approach teaching.
A good colleague is worth a thousand teaching development seminars.
(quick note … most of those 6 dropped for this reason … not each one … there was a double booking or two)
I feel like I need to point out that the student in the original tweet is a model of *what to do*.
This student is the hero of my tale, but is overcoming something they should not have to, and that is disasterous if it is as widespread as it seems it may be, and they aren’t all similarly driven.
This student? The hero.
Not a dunk.
Another clarification:
I’m a small account here … Didn’t expect the affection.
The student is literate. Not a professional university level (or what it’s ever been).
It was hurried poor phrasing.
The student seems aware that their reading retention and scope is not what it should be … And is addressing it!
Summarizing:
The concern isn’t my (actually heroic) student, but the trend that student is tackling under her own steam …
I routinely here professors complaining about students who:
1.) Can’t or won’t read at levels we have never seen.
2.) When they do, their ability to connect between texts and evaluate is poor. Indeed, grasping the text is not great. It’s increasingly the norm, and it used to be the opposite.
3.) They struggle to reason, honestly.
4.) Most weirdly, we struggle to talk about “reflecting on ones ideas”. They often struggle to understand *what that means*. This suddenly started where students didn’t understand what this meant.
5.) They have declining writing skills.
6.) They have lower interest in ideas
7.) They are less sophisticated in their ability to manipulate ideas
8.) They are much worse on many of the metrics associated with high level reading ability.
At the same time
1.) Study times have declined.
2.) Assigned workloads have declined a great deal
2.) Hiring employer complaints about graduate quality has declined increased continually.
3.) Grades have remained the same or gone up.
… in the past decades, but particularly the last decade to an alarming degree. This is not about one student’s situation, or whether or not one should be “readmaxxing” in college, reading 500 pages plus.
… and just look at the examples cited in this thread.
We have a major issue to address here, folks. Civilizational level issues. And, I genuinely don’t feel we are having the conversation we need to be having yet.
