This is why I do not teach on graduate level. There is only so much I’m willing to do to drag some damn sod kicking and screaming through the content. There is

This is why I do not teach on graduate level. There is only so much I’m willing to do to drag some damn sod kicking and screaming through the content. There is only so much effort I’m willing to put into engaging people who actively do not want to be engaged. Also, I have a trauma from a calculus exam back in my day. Writen exam, physcial classroom, first year students. The professor hands out the exam, then proceeds to smile, go “i’m gonna get a coffee” and leave. Yay, let’s look things up! In about 3 minutes all of us realized there is nothing to look up. The questions were constructed in a fashion that you could only answer them if you understood the material. Also, any plagiarism would have been obvious. Besides, none of the questions seemed to have _a_ correct answer. I cannot compose such exams. Therefore I keep an eye out for obvious things but generally assume my students either are motivated enough or are not worth the time to chase after them. I do my best to keep them interested, though. As to grading, I do oral exams over video calls. Takes about 8 min per person and this is where they can’t cheat. They either understand or it’s obvious they don’t.