Higher education in America is in a serious identity crisis. The idea of the "well-rounded student" still persists, and so we have all of these extra courses that have nothing to do with your chosen field of study. Our specific complaint is that lots of students getting degrees that have nothing to do with math at all are nonetheless required to take at least one math course, and sometimes more. That's why we offer the online math help that we do.
What's strange is that although everyone is ready to pile responsibilities on students to complete their work without illicit assistance, no one is talking about the responsibility incumbent on the institutions of higher learning that hold the keys to the middle class. These universities insult their students' intelligence by insisting - contrary to unanimous experience - that extradisciplinary math courses somehow prepare the students for their chosen careers. It just ain't so. No one uses the stuff they learned in Business Calculus. Any job you get with your Literature degree will not - I repeat, not - use anything from your Algebra course.
We absolutely do not mean to demean the laudable work that hard-working individuals like you do every day. To the contrary, we applaud you. The only thing that we cannot support in good conscience is the system that requires students to take math classes irrelevant to their majors in order to graduate. If our ideal circumstance were to occur - i.e., if all math classes for non-technical majors were strictly useful "everyday" math, and all math classes for technical majors were made more serious and demanding - we guarantee you'd be more satisfied with your job. You'd be working with smaller, more engaged classes. With their ambitions of attaining a technical degree, your students would have some pre-existing proficiency, or at least affinity, for math - making your job of keeping the class focused and motivated much easier.
Just imagine sitting in front of a room of students enthusiastic about learning, because they were all choosing to be there. That's what we want to happen. The way it happens now is just plain unfair. Everybody loses: the professors need to teach unmotivated classes with no prior demonstration of aptitude for abstract mathematics, and the students need to take classes that they can tell have nothing to do with their desired career.