When you pleaded to enroll in my already-full online general education course last year, I welcomed you and walked you through the late registration process. When I noticed a few days later that you still hadn’t done the required preliminary assignments — a syllabus quiz and a personal goals inventory — I sent you a concerned note, reiterating key policy about due dates and grades. Your reply came yet a few more days later, explaining how overwhelmed you were by work and school, but assuring me in the strongest terms that you had found a way forward.
It never happened. For the next month or so you occasionally posted to the discussion board or hurriedly completed a quiz. Your work was so sporadic and haphazard that you barely earned any points. When I reached out to you again, pointing out your poor record and encouraging you to talk to an undergrad advisor to determine a realistic path to graduation, you assured me you would. You said you would do everything possible to earn a passing grade in my class despite your admittedly ragged start. But you didn’t. You made a few more fly-by contributions and sent another pleading note just before the final project was due — there’s nothing I can do at this point, I replied — but still nothing changed. I was haunted by your name on my roster, like the odor from last night’s fish dinner, but you were gone.
I don’t write this letter to make you feel bad, Lenore. As I told you more than once, I know what it’s like to both work and be a full time student. And I meant it when I said there’s no shame in failure, and that the critical point is for you to meet your own goals and not my expectations. In most ways, you are not even that unusual. Every semester a couple of students almost immediately begin to fade away. It’s not even the apparent earnestness of each of your epiphanies, the passion of each new promise, that keeps you foremost in my mind. I’ve known plenty of other silver-tongued, well-intentioned students who failed almost before they began.
What makes you special, Lenore, is that you returned to my same class the very next semester and gave a repeat performance. The very same one. The late enrollment, the late work, the heartfelt apologies and promises. In each message, you were newly reformed. “This time will be different!” you actually said more than once. And I replied with the same urgent missives, expressing concern and restating policy — some emails actually recycled from the previous term — wincing when I saw all your growing line of zeros in my grade book.
Understand, it’s not that I’m angry with you. I was, certainly, irritated at times, but also amused as one gets in the punch drunk hours of a very long flight. It’s not merely that I was disappointed in you either, though, of course, I was. Rather, you proved your power to buy your way into a pedagogical relationship with me — the university will apparently continue take your money — despite your repeatedly erratic, self-destructive performances. I may be the professor, but you remind me of how little control I really have. You may lie to me, string me along, and for some stretch that will always feel too long, I’ll come along for the ride. I’ll do it partly because it’s my job, but also because I still long to believe your pretty promises and to be part of the catalyst that leads you to change your ways.
Instead of saying goodbye, then, Lenore, which is what I’d planned when I began this letter, I’ll stop pretending. I’ll close my letter honestly, in a way that most likely reflects the reality that actually informs both our lives: See you next semester.