I agree with your assessment, but I wonder if the same principles apply to us GenEd instructors. I find myseld faced with students who are difficult to engage in classes like basic English and speech, course which are required for the assicuates degrees. I find I spend more "coddling" time, per student, than my peers in program courses, mostly because I have to work a little harder to create the value for these students. Pharmacy Technicians have trouble understanding why the need basic English. So do Criminal Justice students, Paralegal students, medical assisting students, netowrk administration stuednts ... yoiu get my point. These students didn't signup to re-learn basic English; they signed up to learn a new career. So is it coddling to spend extra time creating that value? I think not ... it's just a more personal approach to instruction that's necessary. Another thought, is it coddling if you treat every student the same way? My understanding of coddling is based on perferential treatment for certain students who refuse to meet the deadlines and demands of a class (extending deadlines, accepting partially completed work, etc.) ... Working hard to make sure your students are successful is not coddling them; it's good teaching. John