Harvard Faculty Criticizes Student Engagement and Grade Inflation
A group of faculty at Harvard University has expressed concerns over the level of student engagement on campus. Many students, they say, are not attending classes, ignoring reading assignments, and are generally disengaged from tough conversations, relying instead on grade inflation to graduate.
The Classroom Social Compact Committee, which comprises seven Harvard faculty members, released a report indicating that students are now taking fewer jobs while completing their degrees. A recent article in The New York Times noted that many students are disconnected during classes, often preoccupied with their devices when they do show up.
The report also highlighted how rampant grade inflation has made it easier for students to succeed without fully engaging in their education. “Rampant grade inflation allows them to run anyway,” the report noted.
As part of their findings, the committee pointed out that students appear less inclined to interact with both their teachers and peers, largely due to the decreasing necessity of doing so to achieve good grades.
This situation unfolding at prestigious institutions such as Harvard and Columbia has attracted scrutiny from the federal government, particularly concerning allegations of liberal bias and a lack of action against anti-Semitism on campus. Earlier this year, the Trump administration suspended $2.2 billion in funding for Harvard, threatening to remove its tax-exempt status due to the alleged failure to adequately address anti-Semitism.
One student, identified as Omosefe Noruwa, commented, “If they can get good grades without attending class, they will stop.” This problem of grade inflation had already been a concern during the pandemic, but it has dramatically increased since then. According to Amanda Claybaugh, Harvard’s dean of undergraduate education, A’s now make up 60% of grades, up from 40%.
David Laibson, an economics professor and committee co-chair, remarked that issues related to learning at Harvard have persisted since the 1980s, citing procrastination and scheduling issues. He also pointed to smartphones as a significant barrier to effective learning, emphasizing the distraction they pose in classrooms.
Hopi Hoekstra, the Dean of Arts and Sciences, acknowledged the committee’s report as providing faculty and staff “some hard truths about learning culture.” In a recent move to improve classroom engagement, professors will now require that electronic devices be put away during class sessions.
Additionally, Harvard has introduced a new essay prompt for its application process, asking prospective students to discuss a time they disagreed with someone. The idea, reportedly, is to foster a culture of open dialogue, something many students feel is currently lacking.
A request for comment from a Harvard University spokesperson went unanswered.
