Dr. Jones is a polarizing figure—both within New York University and in the psyches of his former students. He literally wrote the book on organic chemistry—a notoriously challenging subject that is a significant academic crucible for undergraduates. In many universities the outcome of a ‘weedout’ or ‘stumble’ course such as organic chemistry can serve as a significant division in life path for thousands of aspiring physicians.1
Following a distinguished career at Princeton University, Dr. Jones happily lived out a quasi-retirement punctuated by frequent contract opportunities to teach his specialty at NYU. He won awards, was lauded as a ‘cool’ professor, and remained respected by peers and students alike over a long and illustrious career. Many who studied under Dr. Jones appreciated his rigor, commitment to his subject, and capacity to bring out the best in his students.
Other former students describe Dr. Jones’s class as far too difficult. After repeated student complaints to administrators and a multi-year period of declining student test scores NYU offered some concessions to students demands. These concessions included grade reviews and a ‘one-time exemption’ offer to retroactively withdraw from the course. One university official defended such moves as necessary to “extend a gentle but firm hand to the students and those who pay the tuition bills.” Nevertheless, complaints about Dr. Jones’s difficulty piled up and eventually the University declined to renew Dr. Jones’ contract.
Dr. Jones noted that student test scores in his classes have been falling over the past decade, and that students have lost focus. The pandemic’s exacerbation of anxiety, disconnection, and increased mental health burdens on students prompted even further precipitous test score drops. Unstable internet connections and spotty in-person attendance at his lectures also didn’t help. Some students turned to cheating—in Dr. Jones’ classes and in those of his colleagues.
A colleague of Dr. Jones noted that, while Jones’ stuck with his long-established teaching style and methods, the expectations from students had changed considerably—to an expectation of far more support from faculty when students are finding course content challenging. In the current era of student sensitivity, faculty and university administrators are noticing a significant change in the student-professor relationship, from one where rigor was expected, to one where more of a ‘supportive, student-centered approach’ is demanded.
NYU’s dean for science alleged that Dr. Jones did not rise to the standards expected of teaching faculty, due to his “dismissiveness, unresponsiveness, condescension and opacity about grading.” Other professors in the department disagree with this characterization, and express support for rigorous instruction to prepare students for their chosen career. They note that swift action to dismiss professors, particularly those that are not tenured, sets a dangerous precedent that runs counter to the value of the rigorous instruction necessary to prepare students for the highly intellectually demanding medical profession.
- Saul, Stephanie “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” NY Times (Oct. 3, 2022). https://www.nytimes.com/2022/10/03/us/nyu-organic-chemistry-petition.ht…
© APPE 2023 Regional Ethics Bowl
Written and edited by: James Day, Rhiannon Dodds Funke, Michael Funke, Bernadine Guimary, Breeann MacDonald, Annemarie Spadafore, Tasneem Syeda, Becky White