During the 1920s, members of the New York literati would meet for lunch at the Algonquin Hotel.  Known as the “Algonquin Round Table” or “The Vicious Circle,” they were known for their witty banter.  One day, when Dorothy Parker was given the word “horticulture” to use in a sentence, she responded, “You can lead a horticulture, but you can’t make her think;” an erudite way of expressing the common cliché, “You can lead a horse to water, but you can’t make him drink.”

I was thinking of horticulture and horses while meeting my students at School Daze, an event that combined enjoyable activities and information about the types of assistance which the college makes available to them.  I saw several of my students walk up to the event, sign the attendance sheet, and then walk away without taking advantage of the opportunity with which they had been presented. For them, it was an opportunity wasted.

Last week, I was talking to a frustrated colleague who had tried to work with a student who showed up for class every day but sat in the back of the room refusing to participate in team and other class activities.  He was present without being present.  My colleague can prepare engaging lessons, but can’t force students to engage.

Each day after class, I e-mail class notes to students that include a brief summary of the class, URLs that were cited during the lesson, a list of participation points, and a description of the homework.  Most students appreciate these updates. Yet I am amazed at the number of students who will miss class and then not consult the class notes in order to come prepared for the next class.  I can prepare the class notes, but I can’t force students to read them.

Recently, I had a student e-mail me an assignment he should have printed out for class and, as a result, did not receive credit for being prepared for the class activity built on the assignment.  He expressed his appreciation when I offered to print out the assignment for him after class and still give him credit for having the work done on time.  After class, he left campus without meeting with me.  I can offer to assist students, but I can’t force them to accept the assistance.

I refer students to Writing Fellows, the Learning Assistance Center, academic/personal counselors, and other contacts.  Whenever possible, I walk them to the office where they can get the assistance they require.  I can make referrals, but I can’t make students stay to utilize the service.

For dedicated faculty members like my colleague, it is frustrating when students don’t take advantage of the opportunities we offer to them.  But we need to remember that our efforts can greatly benefit students.

A couple of days ago, a student confessed that she had decided to attend School Daze only long enough to pick up a free hot dog and to sign the attendance sheet.  Her plans were foiled when she became engaged with the event.  She spent much longer at School Daze than intended and learned a great deal about college services.  She also had a good time.

Maybe we can’t force students to do more than sign the attendance sheet, but we can continue to provide possibilities.  Providing possibilities is part of our responsibility and one that we can’t take lightly—even when some students don’t do their parts.

–Steven L. Berg, PhD

Photo Caption: Dorothy Parker and other members of the Algonquin Circle.  Click on image for larger version.