Scope: This article provides guidance for university faculty and advisors who become aware of unconventional grading requirements—specifically physical activity in a non-physical education course—imposed by a colleague in a different department.
It is a jarring experience when a student mentions, almost in passing, that their microbiology grade depends on running laps around the track. As an advisor, you are positioned at a unique intersection: you have a professional relationship with the faculty member, but your primary duty in these meetings is the success and well-being of the students. When a pedagogical choice seems disconnected from the course objectives, it creates a tension between respecting a colleague's academic freedom and protecting students from potentially arbitrary or unsafe requirements.
The Tension Between Academic Freedom and Course Objectives
Most universities uphold the principle of academic freedom, which generally allows professors to determine how they deliver their curriculum and assess student learning. However, this freedom is typically balanced against the university's stated learning objectives for a specific course. The core question is whether the activity—in this case, physical exertion—serves a legitimate pedagogical purpose related to microbiology.
Verified Institutional Standards
In most academic settings, the following are generally true:
- Course syllabi serve as the primary contract between the instructor and the student, outlining the requirements for a grade.
- University accessibility policies usually require that any physical requirement be adaptable for students with disabilities.
- Departmental chairs or dean's offices typically oversee the alignment of course assessments with the approved curriculum.
Possibilities and Variables
Because every institution operates under different bylaws, several possibilities exist regarding the legitimacy of this practice:
- The professor may have a documented, innovative pedagogical reason for the activity (e.g., a specific study on aerobic activity and cognitive function) that has been approved by their department.
- The requirement might be an informal "challenge" that students perceive as a grade requirement, but is actually optional.
- The practice may be in violation of university health and safety protocols or the Americans with Disabilities Act (ADA) or similar regional accessibility laws.
Evaluating Your Role as an Advisor
As an advisor, you are not the instructor of record, nor are you the supervisor of the colleague in question. Intervening directly in another department's grading practices can be a complex professional maneuver. Your role is primarily to support the student's progress and ensure they have the resources to succeed.
Evidence Preservation and Escalation
If the situation appears to be a violation of university policy or poses a risk to student safety, a structured approach to escalation is necessary. Rules regarding grievances and faculty conduct vary significantly by jurisdiction and institutional contract.
To protect all parties involved, consider the following steps for documentation:
- Document Student Reports: Maintain a factual log of what the students reported, including the date of the meeting and the specific nature of the requirement.
- Review the Syllabus: If possible, obtain a copy of the course syllabus to see if the physical activity is an official part of the grading rubric.
- Avoid Speculation: When reporting, stick to observed facts and student testimony rather than interpreting the colleague's motives.
Escalation should typically follow the institutional chain of command. This usually begins with a confidential inquiry to a department head or a university ombudsman. An ombudsman is often the best first stop, as they provide a neutral, confidential environment to discuss whether a practice is standard or requires formal intervention.
Professional Consultation
Because employment law, student rights, and academic tenure vary by state, province, and country, you should not rely solely on peer advice. Depending on the severity of the situation, the following professionals are recommended:
- University Ombudsman: For confidential guidance on university policy and conflict resolution.
- Dean of Students or Student Affairs: To determine if student welfare or accessibility rights are being compromised.
- Faculty Senate or Union Representative: To understand the boundaries of academic freedom and the risks associated with intervening in a colleague's course.
- Legal Counsel: If there are concerns regarding liability, safety, or statutory violations of disability law.
Takeaway: Your primary responsibility as an advisor is the student's path to graduation. While academic freedom is broad, it is not a shield for requirements that are unsafe or entirely unrelated to the course's academic goals. Focus on documenting the students' experiences and consulting neutral university authorities before taking direct action against a colleague.