In the American education system, the primary goal of universities and colleges is to provide students with the necessary skills and knowledge to succeed in their chosen fields. Professors, in particular, play a central role in this process, as they are entrusted with the task of not only teaching but also guiding students toward understanding complex concepts, preparing them for exams, and offering academic support. However, what happens when a professor fails at these core duties? Worse yet, what happens when an institution continues to employ a professor who cannot or will not meet these responsibilities? The effects of such a scenario can be profound, especially when it involves vulnerable students—those who are disabled, those who need extra academic support, and those who rely on their education for the stability of their futures.
There are consequences of employing a professor who is clearly unqualified to teach, using the example of a fictional community college English professor whose incompetence causes significant harm to his students. This situation raises important questions about how universities and colleges screen and assess their faculty. It is not enough for a professor to hold a degree; they must also possess the skills, empathy, and teaching ability to effectively support their students.
The Invisible Professor: An Introduction
Lena sat at her computer, nervously scanning the course registration page. As a full-time student at a community college, she needed to make sure she enrolled in enough credits to stay on her parents’ health insurance. If she dropped below full-time status, she would lose coverage, and her parents could not afford to pay for her insurance themselves. As she searched for English 101, her required course, Lena noticed something odd. Normally, the professor’s name would be listed under the course number. However, this time, the space was blank, and in its place, the term “TBA” appeared. Lena wasn’t sure what to make of it, so she texted her friend Oliver, who had already registered for the course.
“They’re hiding his name again,” Oliver texted back. “You’ll see. Just wait until the first day.”
Lena was confused. Oliver’s response made no sense. Why would the college hide the name of a professor? She dismissed it as a minor glitch, assuming it would be sorted out soon. But when the first day of class arrived, Lena realized just how bad things had become.
As students filed into the classroom, they were greeted by a professor who appeared disheveled, indifferent, and completely disengaged from the class. There was no greeting, no introduction, no attempt at building rapport with the students. The professor, whom the syllabus listed as “Professor TBA,” simply walked in, threw his belongings on the desk, and immediately began reading from a piece of paper. His lecture was lackluster, devoid of any enthusiasm or clarity, and students were left to wonder what exactly they were supposed to be learning.
Lena was struck by how unprepared and uninterested the professor seemed. His essay prompts, posted on the course website, were vague to the point of being incomprehensible. It wasn’t clear what he wanted from students, and when they tried to ask him for clarification, he either ignored them or gave them a curt, dismissive response. It quickly became apparent that the professor was not interested in engaging with his students or providing any guidance. The quality of the class was abysmal, but Lena, like many others, was trapped. She could not drop the class without jeopardizing her full-time status, which was necessary for her health insurance.
The Struggles of Disabled Students: The Case of Max
Max, another student in the class, had a similar experience. As a student with a disability, he relied heavily on the support of his professors to succeed academically. Max was enrolled in several courses that semester, but English 101 was crucial to maintaining his financial aid. If he failed this class, he would lose his eligibility for assistance, which meant he wouldn’t be able to afford his education or, more critically, his medical care.
Max had hoped that the professor would offer the extra support he needed to succeed in the course. Unfortunately, that hope was dashed early in the semester. The professor was consistently unresponsive to emails, and when Max tried to reach out for clarification on assignments or to request accommodations for his disability, he was met with silence. After multiple attempts to contact him without success, Max decided to take a different route. He reached out to the English department, explaining his situation and asking for help.
The department’s response was less than helpful. They told him that it was ultimately his responsibility to seek out assistance from his professor and that they couldn’t intervene unless there was a more serious issue. Feeling both helpless and desperate, Max did not give up. He decided to email the professor once more, this time outlining his specific concerns and requesting guidance.
When the professor finally responded, it was not to provide help, but to reprimand Max for contacting the English department. “Don’t go over my head again,” the professor wrote curtly. “You should have figured it out on your own.”
Max felt abandoned. He had reached out for help multiple times, and instead of receiving the support he desperately needed, he had been told that it was his fault for seeking assistance from others. This lack of support, combined with the professor’s indifference, left Max feeling hopeless. He was failing the class, and without intervention, he would lose both his financial aid and his health insurance.
The Institutional Failure: The College’s Role
Lena and Max were not alone in their frustration. Many students in the class felt similarly abandoned by the professor, yet they were all stuck in the same predicament. They needed to stay full-time students to maintain their benefits, but with a professor who refused to engage or provide meaningful support, it seemed impossible to succeed. What was worse, the college seemed to have no accountability for the professor’s behavior. The institution had allowed this man to continue teaching despite his inability to meet even the most basic expectations of a college professor.
The college’s decision to hire and retain such a professor raises serious questions about the institution’s responsibility to its students. While universities and community colleges often prioritize hiring professors with advanced degrees, they rarely focus on the essential qualities that make a good teacher: the ability to communicate clearly, to engage with students, and to offer the necessary support to help students succeed. As seen in this case, it is not enough for a professor to hold a degree—they must also be competent in the classroom and show empathy toward students who may struggle with the material.
It is clear that universities need to take more responsibility for screening their faculty. A degree alone is not sufficient to ensure that someone is qualified to teach. Professors must demonstrate a commitment to their students’ success and have the skills to effectively communicate and support students who may need additional help. The failure of the college to address the issues surrounding this professor’s performance is a systemic problem that could have long-term consequences for students, particularly those who are already at a disadvantage.
The Consequences of Incompetent Teaching
Incompetent teaching has wide-reaching consequences for students. In the case of Lena, Max, and others, the lack of adequate support could mean the difference between passing and failing a class, between maintaining or losing financial aid, and between having access to essential health insurance or not. For disabled students, the stakes are even higher, as they often rely on accommodations and extra support to succeed in their coursework.
The failure of the institution to intervene and provide a better solution perpetuates an environment where students are left to fend for themselves, without the guidance or resources they need to succeed. This kind of academic neglect can cause students to become disillusioned with the educational system, and in some cases, it can lead to students dropping out or failing out of college altogether. For those who struggle with mental health or financial challenges, the effects of such a scenario can be devastating.
The Need for Change
The story of Lena, Max, and their classmates highlights the urgent need for universities to reassess their hiring practices and support systems. It is not enough to simply hire professors based on academic credentials; universities must ensure that their faculty members have the skills, dedication, and empathy required to effectively teach and support students. This means conducting more thorough evaluations of professors’ teaching abilities, providing regular feedback from students, and holding faculty members accountable when they fail to meet basic standards.
Moreover, universities must establish better systems for supporting students who are struggling in their courses, particularly those who face additional challenges, such as disabilities. Professors must be equipped with the tools and resources to help these students, and institutions must provide clear avenues for students to seek help when they are not receiving the support they need.
While holding a degree is important, it is not the only measure of a professor’s qualifications. A university’s responsibility to its students extends beyond hiring faculty members with the necessary academic credentials. It is critical that colleges and universities screen their faculty not only for their academic qualifications but also for their ability to teach, communicate, and provide the necessary support for all students to succeed. Without these qualities, students like Lena and Max will continue to be left behind, struggling to navigate an academic system that fails to meet their needs.
