I’ve been silent this past week, in part because I got sick, fell behind, prepared the house for weekend guests, planned my soon-to-be four-year old’s birthday party, partly because while I had a whole list of planned posts, I couldn’t concentrate on writing them. No, I was distracted by trying to come up with a way to write the following posts without impacting my own ethos as a writer and a teacher in higher education.
I received a number of emails from my students all at the same time that really, really got under my skin. Now, I am (still) a regular visitor to College Misery, and I talk to my colleagues, so I know that my students are not an anomaly and professors all over the country are dealing with emails from students that are…frustrating in any number of ways. What really bothered me was that we have just spent an entire semester talking about ethos in writing – how a writer is perceived and how students want to be perceived as writers, students, professionals. We are even doing a blog assignment so they can really start to think about how they are seen by people other than their professor.
But nonetheless, I think it’s important that students realize how their emails impact their ethos with their professors. This, of course, should be expanded to face-to-face meetings and any assignment, written or otherwise, handed in to their professor. And I tell them this. I had hoped that the lessons about ethos, even though not explicitly taught, had been applied by my students to other facets of their communications with me. Namely, their emails.
But I guess not. This troubles me not because their emails communicated to me that my class was indeed not a priority, but because they haven’t applied what they have learned beyond the classroom setting, beyond what they were “told.” And again, I can imagine an undergraduate reading this and complaining, I didn’t mean it that way. And I get that how a student understands the ethos they are (trying) to present versus what a professor may actually read and receive.
For example (and this is an example based on an email I received this week), a student emails explaining that he has an opportunity to go hunting but it would mean that he would miss two [out of three] of the classes this week. Would it be ok, and he promises he’d make up any work that he missed, especially if I let him know now, before he leaves.
Now, some additional context. They have a paper due next week, and the classes missed are peer review/writing workshop classes. This student is pretty good; not the best but also not the worst. I can imagine the student thinking that they were doing the right thing by a) letting me know they intended to miss class, b) not lying about why they were missing class, and c) showing initiative by proactively asking for the work to be missed.
For me, all I read is: your class, in fact, university, is not that important to me. And that may be true. But why, then, should I, someone with over 100 students all taking writing-intensive classes from me, make you a priority, or devote extra time to you? I also wonder about how serious a student he is when he claims he can keep up with the work while outdoors trying to shoot animals.
Critical thinking. We, as professors, want our students to develop the skill. Employers want employees with that skill. But my students can’t think critically about their own communications with their professor, the person, for better or for worse, who holds their future (through their grades) in their hands. It’s frustrating. I don’t care that the student doesn’t care about my class. I care that they don’t see what that might be a problem.
This email will become a unit on ethos, on digital communications, on email etiquette, and on why my students are even in college to begin with. I’m sure I’ve opened a can of worms by writing about it, but it’s been bothering me for a week, and I needed to get it off my chest.
What do you think? Why do students have such difficulty recognizing how their communications with their professors impacts their ethos?