I’ve taught physics and astronomy courses both for majors and non-majors. I enjoy teaching at both levels, but the problems and frustrations are very different for the two. The non-majors tend to lack confidence in their abilities to do science. This is not a problem; that’s the reason these courses exist – to familiarize students with the various sciences and the scientific method. What troubles me are the students who are willing to admit that their abilities are weak, but somehow think that they shouldn’t be held accountable.

The following is a comment from a young woman taking a general course in physical science.

I’m, like, totally scientifically illiterate, so this class is going to be hard for me. Do you think you could grade me easier?

I looked at her in dismay and muttered something about how the purpose of the course was to help her get over her scientific illiteracy. This occurred when I was a relatively inexperienced TA, and I was shocked that this student had the audacity to even ask such a thing. I’m no longer shocked.

The following question is from a young woman who was troubled by a short essay question on an astronomy exam.

I don’t know the answer to this question. Do you think you could ask me a question that I DO know?

I, of course, responded quite gravely and politely in a negative fashion. She then said, “Well, it didn’t hurt to ask.” True, but I always remembered she asked.

And here is some of the text of an email from an astronomy lab student:

I have problems with everything. I'm mathematically challenged, I'm not very observant and no matter how much time I spend on a lab I always get a poor grade. I don't want to be a scientist but I have to get an A in this course...The part I find hardest about this lab is the questions.

It seems like this student was saying, “I’m not that bright. What are YOU going to do about it so that I can get an ‘A’?” Sadly, she only came to me once for help. I cleared up some issues with her, and her grade improved, but never to the “A” she wanted.

Don’t get me wrong. I love taking a student with math and/or science phobias and helping them succeed. It’s the truly satisfying aspect of the job. But some students don’t want to put in effort, and that’s a shame. Still, I forge on.