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They should have some actual practice at this in their education.
For instance, if I wished to focus on the college's goal of instilling professionalism, and discourage an unwarranted sense of entitlement, I could say that the student had no right to control me, and so I was not required to give answers.
So, based on my experience, I would assume that the professor has no such requirement unless there is a (probably written) policy that imposes such a requirement on the professor.
There's not enough detail in the question to tell whether the nature of the particular activity is a case which is better fitted by requiring students to convincingly justify their answers as part of answering the question with no ideal solution to be provided, or whether it's better fitted by giving them solutions.
[Actually I think some of this kind of thing should come in much sooner, at least in the later part of undergraduate level work -- since many students who graduate and go into the workforce will be in a similar position of having to justify why their work is correct without there ever being "correct answers" available.
and, hopefully, students to learn why/how they're missing a/the mark.
Also, I did wish to demonstrate irrefutably that the issues I asked student to address could be easily, fluently, in-finite-time, no fudging, no weaseling, be answered from an expert viewpoint... :) It seems to me that implicit in the question is a sort of quasi-litiginous attitude, that there should be an objective standard [sic] against which students can compare the grading [sic] of their attempts, to possibly argue against loss of "points".If a student demanded answers, I could provide answers, if I wanted to.However, if I decided to do something different instead, I could.To a person to do a thing which is counted as 0 or negative in their "performance review" would be bizarre.If anything, spending time on course materials is viewed as a "loser" activity, low-status, etc. But that should not have really been the question, I think. There isn't just one standard that applies worldwide.Stack Exchange network consists of 175 Q&A communities including Stack Overflow, the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.Visit Stack Exchange For graduate school classes, if a professor writes his own homework questions and creates his own problem sets, is he required to provide solutions to the homework problems, after the homeworks have been turned in and graded by his teaching assistant(s)?I have also been told by colleagues both local and otherwise that putting good solutions-to/discussions-of the standard, iconic questions on-line "ruins things".My response is that there will certainly be faculty to spend their time creating good discussions? S., these days, where the main measure for salary raises each year has nothing to do with teaching, course notes, discussions/solutions, etc.Once you're beyond undergraduate level I think that (at least in many cases) there can be a solid argument for saying to students "If you can't convincingly justify why your answer is right, why should it be considered an answer at all? The student needs to progress beyond a secondary-school mindset at some point and actually move toward the world they're trying to prepare for -- one without a set of ideal solutions, where you have to convince people why what you did is correct.That's not so say there's less work for the person teaching them; some kind of in depth feedback about the suitability of the justification of the answers is needed; in an academic setting the work and the value of the justifications offered should be discussed, either verbally (analogous to the feedback from a presentation or seminar) or in writing (analogous to feedback on a paper), albeit at a somewhat lower level than those activities -- such feedback can come from peers and people in the role of mentors (the professor and any assistants for example) - one or the other or both, as suits the nature of the activity.