My professor is NT and she uses exaggeration in her lectures, and the type of facial expressions (like nodding) that encourage listeners to believe the topic of the lecture (it's chem--it shouldn't require selling!). But, more seriously, she has informed the class that she will lower any person's grade by ~3.33% if they don't seem to have the right attitude about the class. She is calling this 'attitude points'. I have no idea what the right attitude is and how on Earth I could go about communicating that attitude, nor would I do that even if I could because no one has the right to tell me what my attitude toward the material has to be in order to ace a class. This is unfair, and discriminatory, but she is NT and we do not yet have a repoire, and honestly I have no idea how to approach her about the subject. All of my previous professors have made it clear that there is no 'special treatment' in science, or at least in their department, and people with physical disabilities are discouraged by the policy that will not provide accessibility.
What would she consider a better attitude--what looks like grim determination, though is uncommunicated love of the subject, and never missing the class, or good-natured bantering with fellow classmates while one is supposed to be rigging lab equipment? I cannot speak and work at the same time. Also, people tell me that I look miserable in class because I frown at my desk, even if I'm just figuring out the material. And I would never try to fake perkiness to get a grade, nor would I be convincing.
I am going to ask her to be more specific about her requirements and hope that she doesn't read it as 'bad attitude,' explain about AS, and hope that she doesn't think I'm asking for special treatment, has always in the past been what has been assumed and quite harmful to the professor/student relationship. Any advice on how I would approach the subject with this professor?
I don't know if this might cause more harm than good. I'd explain Asperger's Syndrome to the professor. Then explain that you've been doing extremely well in the material with the class, and that really education shouldn't be graded on social skills. It's supposed to be about learning.
If the professor doesn't understand then, explain it's on the Autistic spectrum. Also explain that if you had a visable disorder like, being wheelchair bound, she wouldn't be able to complain about that alone legally. Therfore she shouldn't be able to complain about your Asperger's if you're doing an otherwise good job in the class.
No need to explain about AS. I'm pretty sure your professor just means you should always turn up on time, hand your work in on time and to a good standard, go to all the classes, do extra work and reading if it helps you, take good notes etc. In other words, take the class seriously and put the effort in while showing courtesy. She isn' t expecting you to become fabulously witty. Thats just not what college professors care about.
No need to explain about AS. I'm pretty sure your professor just means you should always turn up on time, hand your work in on time and to a good standard, go to all the classes, do extra work and reading if it helps you, take good notes etc. In other words, take the class seriously and put the effort in while showing courtesy. She isn' t expecting you to become fabulously witty. Thats just not what college professors care about.
I thank you both for your advice. Unfortunately, she has made it clear that high marks are not what she cares about; she is not concerned with her students earning A's, though I am sure that good attendance is one of the things she will be looking at. I just don't want to have holes punched in my GPA because she sees me frowning and not socializing when everyone else is doing the opposite. One's attitude is not always easy to determine from the outside, and I have been discriminated against in the past for the very same reason.
Well, the best advice I can give you is to be as helpful as you can to the other students. Help anyone who is struggling, help if someone needs to set up equipment or if someone needs to borrow something. This shows you are doing your best to contribute to the atmosphere of the class with specific actions and doesn't rely on your facial expressions/body language/tone of voice. You could suggest a system where people write 'thankyou notes' to people for helping them out and put them in an envelope to be counted. A lot of companies do this if it is important that their staff are 'team players'.
I thank you both for your advice. Unfortunately, she has made it clear that high marks are not what she cares about; she is not concerned with her students earning A's, though I am sure that good attendance is one of the things she will be looking at. I just don't want to have holes punched in my GPA because she sees me frowning and not socializing when everyone else is doing the opposite. One's attitude is not always easy to determine from the outside, and I have been discriminated against in the past for the very same reason.
Explain things like that to her. If she persists in sabotaging your academic performance for extraneous crap like "sociability" in a chemistry course, get hold of some advocates who work with Americans with Disabilities Act issues (presuming you're in the USA) and sic them on the school's administration.
This professor sounds like a prize fool.
B"H
Personally, participation points are better when they are about contributing to the subject, not "the right attitude." You have very right to note this form of non-academic grading on the teacher evaluations.
I think you're right to ask for clarification of what she's looking for in terms of the right attitude. If grades may be affected by this then she should be explicit in what she's looking for. I'd get an idea of what she's looking for first before mentioning AS as it may turn out not to be relevant. I'm a student myself and two of my, American, tutors were very specific at the start of term that they expected people 1.to turn up to class 2.having done the reading and 3. prepared to participate in class discussions.
All the best with her, and the course!
While I think Louise is probably right about how the teacher intends to define "attitude," I don't think it would hurt to gently approach the professor and say something to the point, like "I have trouble with social skills and am worried that my attitude in this class could easily be misinterpreted. Could you please explain to me what actions you will be looking at to determine the attitude portion of my grade?"
Keep it phrased as a simple question, not a long discussion or debate, since the later can come across as combative.
Once you have the list, say a simple, "thank you, I will think about it and let you know if I have any additional questions or concerns."
If she can't be specific, waxing on about how attitude is a sense or intangible - which I actually consider unlikely - you can say, "this is what worries me, attitude is difficult to define, and I don't project emotions the way other people do. I worry about ending up in a situation where I have done my absolute best, but have been downgraded because of a social concept I have difficulty understanding."
Hopefully it really is about showing up, paying attention, and not sniggering at the teacher. All those are things I am sure you can do quite well.