Case #6: John Lithcovich

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"I just can't take this any more," John said to his wife, Mary, over Friday dinner. His microbiology textbooks were stacked on a shelf behind him. He leaned over the white plastic kitchen table and took a bite of the casserole Mary had made.

Mary turned around to face him. She looked tired. It had been a long day of caring for three children. She was wearing a yellow apron and carrying their youngest daughter, Susan, on one hip. "You've got to stick with it," she said. "It's your dream. You've always wanted to go to nursing school. Don't give up now. You have to take this course."

"I know, honey," said John. "But there's no way I'm going to make the grade. I can never find time to meet with the other students in my group. They always want to meet in the evenings when I have to work. And there's another problem, too - after my shift, I'm too tired to keep up with the homework. I didn't realize how much work it is, being in college."

"Isn't there anything you could do to reduce your hours?" Mary asked. "Maybe you could take out another student loan."

"Daddy! I can't reach the butter!" said Nina, Susan's six-year-old sister.

"Here it is, honey," said John. He buttered a slice of bread for her, and she took a large bite.

"Now, what do you say?" John said patiently.

"Thank you," said Nina, with her mouth full.

"Good," said John. He turned back to Mary. "I know I could take out more loans, but they wouldn't be enough to cover our mortgage and bills, with neither of us working. I found that out when I talked with someone at the financial aid office, after I signed up for classes."

John paused and took another forkful. He was so angry that he could hardly taste it. "I don't want to come across like I'm blaming people. But everything would be all right if my professor understood that we don't all have time for this group work and extra projects. He calls it ‘student-centered teaching.' I don't want to talk to him, because I don't want to come off like I'm telling him what to do. Plus, I can't make it to office hours." John pushed his plate aside and stood up. "I tried talking to this guy at the beginning of the semester. I told him I hadn't taken biology since high school and I wanted to make sure I would do well in the course. He said it would be fine."

Mary set Susan down in a high chair and gave her some baby food. "Isn't there some kind of office for returning students at your college?" she said.

"I don't know," said John. He began pacing across the linoleum. "These 12-hour days - they don't design paramedic jobs around schooling, and they certainly don't design college for anyone who has to work." He paused. "I'll do the dishes tonight, okay? You've had a long day."

"Don't worry about it," Mary replied.

Worksheet

Link to PDF version of this worksheet

Before you read the sample analysis for this case, you may want to consider the following questions.

1. What issues does this case study raise?

2. What questions for group discussion come to mind as you read the case?

3. What could the instructor do in this situation? Generate several possible responses.

4. What might be the consequences of these responses?

An Example Case Analysis

Some Issues Raised By the Case:

Sometimes, students' goals for academic and financial success are difficult to achieve. In this case, John's goals may or may not be within his reach. Since he has not connected with appropriate advising at school, he does not know what his options are. The heavy work load may be due to the large volume of content in this course. Also, the professor may not have considered who his students are. He may be unaware that some of his students are supporting families. The nursing program may be overly time-intensive. John's low income, and the fact that he is married with children, also play a role, since child care is expensive.

Possible Discussion Questions:

  • How much outreach should be done by returning student resource centers?
  • Why might John feel uncomfortable approaching the professor? Are there ways the professor could be more approachable?
  • How could the professor have anticipated this issue? Could he have made a statement on his syllabus?
  • Is it the professor's responsibility to accommodate returning students, or is it the responsibility of the college to assist students with course selection and time management?
  • How could technology help with the logistics of the group project?
  • Many students have time commitments outside of school. Are the expectations for the course realistic?
  • Does this example point to a disadvantage of student-centered learning?
  • How can a course be designed to challenge students without taxing their schedules?
  • How can an instructor find out the needs of his or her students?
  • How might John's perception of the instructor be different from the instructor's perception of himself?
  • How can one balance accommodating individual needs with class goals?
  • If the university offered child care for returning students, how might that change John's situation?

A Possible Set of Responses and Their Consequences:

1. Response : The course could be modified to use the Internet to facilitate student collaboration and communication with faculty.

Consequences : This may make it easier for John to interact with the professor and the other students, if John owns a computer with Internet access. However, Web interactivity may not completely substitute for collaborative work time in study groups. Also, the group work may lose its value as a face-to-face interpersonal skill builder.

2. Response : The instructor could connect the student with the office that supports returning students for financial aid and advising.

Consequences : With a realistic work plan and better financial management, John will probably be more relaxed. This will improve his outlook, health, and academic achievement.

3. Response : The instructor could offer alternatives to group activities.

Consequences : Although John will not have the opportunity to connect with his peers and engage in collaborative learning, he will be able to fulfill the requirements for the course.

4. Response : The instructor could explain to students what the benefits of collaborative learning are.

Consequences : While this may eliminate some of the misunderstandings students may have, it will not address the scheduling issues. If John could meet with his study group, he would meet with them.

5. Response : John could contact the faculty member and explain his situation honestly.

Consequences : The faculty member may offer him improved accommodations or help connect him with resources.

6. Response : John could seek academic advising.

Consequences : An academic advisor may be able to assist John with acclimating to college culture and getting the help he needs to succeed.

7. Response : The faculty member could give his students a demographic questionnaire on the first day.

Consequences : This would alert the professor to students who might need accommodation.

8. Response : The faculty member could hold group work in class.

Consequences : This would reduce available lecture time. However, it would make the course more convenient for some students. It would also make it easier for the instructor to assess group progress and answer student questions.

9. Response : The instructor could set clearer expectations at the beginning of class, so that students know what they will need to do.

Consequences : Students will be able to judge whether the course fits their schedule. Also, they will be able to figure out early in the semester whether they need to ask for accommodations.

10. Response : The instructor could make a statement about accommodating students at the beginning of the course.

Consequences : This would make students such as John, who are reluctant to ask for help, more at ease about approaching the faculty member.

Useful Resources

Reaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM)

 

Diversity Institute Literature Review