Since the CNN review was lacking, I have gone back to the original NY Times article pulling out the many salient points. Any things in parentheses are my thoughts.
Maitland Jones Jr. was a well-respected Princeton chemistry professor and author of a widely used text in its 5th edition who retired but took an adjunct teaching position at NYU in 2007. (note this year)
In the spring 82 of 350 organic chemistry students filed a complaint with the administration about his attitude and dissatisfaction with their grades. (This course is probably a service course with many premed students)
To try and pacify the students the administration offered the students to review their grades and permit them to withdraw retroactively. This appeasement was seen by one chemistry colleague as focusing on the bottom line of the institution so students would continue to say great things about the school helping to keep the rankings high.
Dr. Jones is noted for his instruction method of deemphasizing memorization in favor of problem-solving.
In about 2012 being interviewed, He said that he noticed a lack of focus among students also noting that more students were premed.
He wrote in a grievance to the university, protesting his termination.“Students were misreading exam questions at an astonishing rate,” Grades fell even as he reduced the difficulty of his exams.
The problem was exacerbated by the pandemic, he said. “In the last two years, they fell off a cliff,” he wrote. “We now see single-digit scores and even zeros.”.According to Jones COVID caused years of learning loss, resulting in students not seeming how to study.
During the pandemic, Jones with two other professors taped lectures. He paid over $5000 out of his pocket for videos that are still used by the university.
In 2020 30 students out of 475 filed a petition for more help. Jones noted that they were struggling, Noting poor internet coverage among other things. He tried to ease the students' concerns in an online town hall meeting. Cheating was also becoming a problem.
Grades fell because of egregious conduct (I do not know the significance of this statement). Jones said they protested saying “they were not given grades that would allow them to get into medical school.” Jones noted they weren't coming to class (I inferred that classes resumed), they weren't watching the videos, and couldn't answer the (test?) question
Students were allowed to choose between the traditional lecture and the problem-solving one. Students were known to share problems on GroupMe chat but began complaining about the class. This may have initiated the petition. “We are very concerned about our scores, and find that they are not an accurate reflection of the time and effort put into this class,” the petition said. They complained about a reduction in mid-term exams from three to two, the concealment of course averages, lack of extra credit, and the removal of his lectures from Zoom (?). They also complained of a "condescending and demanding" tone.
Of these accusations, Dr. Jones said in an interview; “that he reduced the number of exams because the university scheduled the first test date after six classes, which was too soon.
On the accusation that he concealed course averages, Dr. Jones said that they were impossible to provide because 25 percent of the grade relied on lab scores and a final lab test, but that students were otherwise aware of their grades.
As for Zoom access, he said the technology in the lecture hall made it impossible to record his whiteboard problems.”
The petition that the student filed included the following.
“We urge you to realize,” the petition said, “that a class with such a high percentage of withdrawals and low grades has failed to make students’ learning and well-being a priority and reflects poorly on the chemistry department as well as the institution as a whole.”
A former teaching assistant of Dr. Jones noted that he thought the petition was more about exam scores noting that many who complained did not use the available resources. A former student said that Dr. Jones was likable and inspiring. Other students said he was excited to help students who asked questions but was also "sarcastic and downbeat" about the class's performance.
A former chemistry department head admired his course content and teaching method but noted that his communication with students was "skeletal" and sometimes " harsh". He also noted that Dr. Jones's style or methods had not changed in many years but students have, "expecting more support(?) from faculty when they are struggling"
A university spokesman said that the university is evaluating what is known as "stumble courses”. which have a high percentage of D's and F's noting that organic chemistry is one of them. He also said “Do these courses really need to be punitive in order to be rigorous?” (Punitive?)
In his termination notice it was stated that his performance “did not rise to the standards we require from our teaching faculty.”
Faculty in the chemistry department have protested about “a precedent, completely lacking in due process, that could undermine faculty freedoms and correspondingly enfeeble proven pedagogic practices.” and may deter rigorous instruction, particularly noting the increasing tendency of the students to complain.
Dr. Jones said he did not want his job back since he was planning to retire.
