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Jack...
I agree that for every single obnoxious request,
there are 2 or 3 really legitimate, heartfelt, conscientious attempts to get
guidance -- but I think most profs would agree that the e-mail mode of
communicating has bred not just familiarity -- which I don't mind at all -- but
a sort of entitlement to speedy attendance to needs the students can satisfy
themselves.
I e-mailed one student, boldly daring to ask where
her end of term project was, and she answered "I thought you knew I was
stressed" (!) But there are numerous students I keep in touch w/, after
semester's end, to discuss via e-mail: plans for grad school, jobs, even
divorce. And those communications, and others course-related, make
me glad to have been part of a student's life.
Sarah
----- Original Message -----
Sent: Tuesday, February 21, 2006 8:31
AM
Subject: TEACHSOC: Re: NY Times
Frankly, the article irritated the hell
out of me. It was titled "It's all about me" (meaning the students) but it
seemed to be more about the "needs" of the profs. In my experience, the few
somewhat over-reaching emails from students are extremely far between. And
even those can help me to understand the needs of the students I'm working
with. The article reminded me of those kinds of lists that sometimes come up
which illustrate how "uninformed" today's students are because someone has
managed to pull out examples of gross misinformation from the thousands and
thousands of papers that are written each year (many of which illustrate
really good strong thinking).
I think the profs cited in the article
need to examine why they're in this profession.
Jack Estes
BMCC/CUNY
----- Original Message -----
Sent: Tuesday, February 21, 2006 7:31
AM
Subject: TEACHSOC: NY Times
That front page article today had me
howling! One student of mine told me she was missing the first 6
classes of the semester (in a weekly course!) because she was traveling (not
for business, school, family emergency -- pleasure), and I said perhaps to
take a semester off. Well, all her other profs were accommodating her
needs, so I was left to decide to give her just about 1/2 my entire course a
month early (it was my first time teaching so, you guessed it, I did).
Another student this semester asked me to make copies for him of a page in
the book, because his used copy was missing a page. The list goes on
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