They have gotten truly bold in their quest for ignorance.


> As part of my course on "Business and the Public Policy Process," I take
> the class to Washington for a week to meet with government leaders,
> lobbyists, etc.  The days are filled from 8-6 with talks and in the
> evenings the students (presumably) study for an exam I give at the end
> of the week. This is the feedback received in the course evaluation last
> year from one student:
>
> "[There should be} no exam.  I felt my education/experience was deprived
> because of the time I used to study all week."
>
> -----Original Message-----
> From: Academy of Legal Studies in Business (ALSB) Talk
> [mailto:[log in to unmask]] On Behalf Of Mary-Kathryn Zachary
> Sent: Thursday, April 10, 2008 12:19 PM
> To: [log in to unmask]
> Subject: Re: Students and perceptions
>
> There are clearly some student processing problems.
>
> I asked my students a series of short answer, ethics and law-based
> questions
> related to Elliott Spitzer's situation on their last test.  One student
> wrote:
>
> "Well, the first thing he did wrong was hiring a protestant."
>
> Mary-Kathryn
>
> ----- Original Message -----
> From: "Miller, Carol J" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Wednesday, April 09, 2008 3:49 PM
> Subject: Students and perceptions
>
>
>> We worry that students are not grasping legal reasoning abilities.
>> Perhaps the perception problem is even greater than we first imagined.
>>
>> A student asks special permission to take my Thursday unit exam (which
>> takes the entire class period) on a different day because she has
> three
>> exams on Thursday.  Then I get this e-mail from the student:
>>
>> Professor Miller,
>>
>> Sorry to bother you again, but if I am not taking the exam until
> Friday
>> should I come to class on Thursday at the usual class time?
>>
>> student
>>
>>
>> --
>>
>>
>>
>


-- 
Suzy Rogers