I am not sure if students are feeling more entitled, feeling less intimidated by authority, have less tolerance for BS, or are just plain ruder, but the number of unreasonable demands I am getting via email seems to be going up each year. It is not all of my students. In fact, I think the demanding students have just gotten more demanding, not that more and more students are being demanding, if that makes sense.
For example, grade grubbing is probably as old as grading. That said, this is the first year I received outright demands for higher course grades without an accompanying sob story or other justification, just the statement that they really want/feel like they deserve a better grade. Most of the sob stories were probably BS, or at least not a justification for a higher grade, but still, there is something much more off-putting and self-centered about "please raise my grade because I want a higher one."
More and more students (in fairly large courses) have been asking for individual meetings to discuss course material rather than attending office hours (which are often sparsely attended anyway, especially when far from exams). I always ask what other class they have during my office hours so I can consider the timing for my future scheduling, and many of them don't have a conflict, they just want to meet me one-on-one, and don't see why I shouldn't be able to accommodate them. If I press them, they just want to meet me alone, again with no justification other than that they want to.
Many students ask if my classes are recorded (which I really don't like doing), and get upset if the answer is no. I really dislike recording classes--attendance ends up much lower, people get very upset when there is a technical glitch that ruins the recording (often out of my hands), and a decent number of students end up binge watching the lectures a night or two before the exam, which does their education no service. But I've been hit in course evaluations about not caring about my students for not recording lectures, and I fear that this will be the new norm.
Students also don't seem to understand that prerequisites are required not just as hoops to jump through for a degree, but are in fact a guide to what knowledge they are expected to have before coming to a class. I teach a physical science (at the sophomore level right now), and I have had many students surprised that I expect some skill with math, even though calculus is a prereq for my course. I had a student tell me they don't integrate, and another tell me that it was so unfair that they lost points on an exam for not remembering how to manipulate exponents, since this is a class in science not in math. I've had many students tell me that expecting them to remember things from freshman science courses is unfair or unrealistic, never mind that my course builds on that material.
In addition to being demanding, I find that more students are falling on the disrespectful side of informal. I've been addressed as "Hey Prof", as "Yo!" and by my first name, all of which I find fairly disrespectful for an undergrad taking a class with me. I generally like the relationships I have had with students in my courses. The students who attend class, and come to office hours generally do well, and I have had good interactions and conversations with them. I am not super-formal with my students, but I am also clearly not their friend or peer. I am not the kind of person who demands respect for my authority, but quite frankly, disrespect like this won't translate well into the wider working world. This is one aspect I struggle with, since I also don't want to spend my teaching time teaching email and professional etiquette.
Notes from the Road
1 day ago