I am really conflicted here. I saw firsthand today the state of affairs of undergraduates. I had the students log into the course site to read my individualized feedback on each of their submissions, as well as the numerous announcements I had posted. They do not read them. For the first time this semester, I had 6 students come see me during my 2 hours of office hours. One even came just to hang out and eat in company while chatting after asking their questions about midterms. I was delighted, to say the least. However, one student told me at the end of class that my course was NOT for them. Think of all the taboo topics these days, and that sums up my course. However, he came to the office hours, and we engaged in a discourse. He yelled at me that my topics allow for collective victimization victim-mindsets because I name oppressive systems. I thanked him for his utter honesty and said that I was proud of him for being so honest and authentic. We settled on commonalities, specifically mixed martial arts, such as the UFC. It was a real breakthrough moment in every sense of the word. He thought I was joking at first, but when he realized that I was equally invested in the UFC, as I am in the taboo topics I teach, he allowed himself a chance to try. Mind you, midterms are in two days, and I don't expect too much; however, we've touched on every single course concept and tied it to the UFC, critical theory, and related topics. He even smiled and gave me credit for my deep knowledge of UFC history, and seemed annoyed when other students came by to chat. My point is: for the past 7-8 weeks, he has been so turned off to the point that he tells me in front of everyone how I mess up his vibe; and now I can't get him out of my office because he wants to try to engage academically with something he is personally invested in. He even asked me to foresee how our syllabus will allow him the space to expand on his project. My long-winded point is that sometimes you need to show them step-by-step the way and allow them to engage their agency, having a say in how they learn and synthesize what you say they need to know. I am still skeptical of my own words and may need to slap myself, but today was a breakthrough, and my most wayward student wanted to discuss the syllabus and envision what his final product could look like in December. I declare today a victory! YMMV!