Faculty complain that many students do not seem interested in or able to write well, lacking process, initiative and creativity in using local resources. Faculty often tell me that they feel they must entertain students to keep them interested. Also, students sometimes reject our guidance. Sitting in on a meeting last month with more than ten different overseas directors, I was both shocked and relieved to learn that other directors also are finding students less interested in attending course-related events. We sighed upon hearing about a political science student who returned from a tour of the Houses of Parliament flatly claiming that nothing was to be learned there.
Students also complain about the point of view articulated in class by their British instructors.
When I ask why students did not just argue their own position in class instead of writing me a letter of complaint, students often respond that it is not their role. When I respond that it is also their job to be a student, and perhaps they are not performing well, they find this strange. It may sound negative to say that students are uninterested in the open classroom approach, where students are taught in small classes and are expected to participate actively in the learning process. Yet, it is important to be aware that some students are increasingly resistant to this concept, accustomed as they are to sitting passively at home in huge classrooms, taking notes. Knowing that what you are doing is good and of value is the only way to struggle through this issue.