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What Do Professors Expect From You?

By Katie Kretschmer

As a student, there are many people with whom you may interact: advisors, classmates, study group members, family, supervisors… and one that is oft left off the list: professors.

Those folks supply the information and expertise from which you’ll learn, and are amongst the most important for you to get to know. Though they can sometimes seem unapproachable or like they don’t have much time, engaging with instructors and finding out what they expect of you can really enhance your educational experience.

Be an ACTIVE Learner

Ben C., a student at Pulaski Technical College in North Little Rock, Arkansas, says, “In college, the responsibility is on you.” But a survey by Student Health 101 found that many students say they hardly speak to their teachers outside of class. Almost half say they rarely email them, and only 28 percent say they actively participate in class. In addition, 88 percent say it’s acceptable to send and receive text messages during class.

These habits may inhibit your ability to get ahead in school. David B. Damiano, associate professor of mathematics at the College of the Holy Cross in Worcester, Massachusetts, explains, “The most important skill, whatever the class format, is the ability to be attentive. If you’re looking at your smartphone under the desk, you’re not being mindful of what’s going on in class.”

Joan McLean, associate dean for first-year students and professor of politics and government at Ohio Wesleyan University in Delaware, echoes this thought. “You’ll have many professors who won’t mandate attendance or comment on your absence,” she says. “But they’ll expect you to complete and understand every assignment.”

The number-one piece of advice from college faculty is to ask questions. “I’m always surprised by how few questions students ask,” says Geoffrey Kurtz, assistant professor at the Borough of Manhattan Community College, at The City University of New York. “Students should ask about parts of the course material that they don’t understand [and] it’s just as important to ask about things they want to know more about.”

Ben feels his professors are readily available. “Technology makes it easy to contact your professors,” he says. “I believe it’s important to meet with [them] as much as you need in order to do your best.”

Communication Is KEY

Terza S. Lima-Neves, assistant professor of political science at Sewanee, The University of the South in Tennessee, understands that many students may feel shy about asking questions. She suggests that it may be easier to do so online, and so a conversation can begin via email. Some courses have discussions online, and these forums are a great place to speak up. “Students [can] start a conversation and encourage their classmates to join in,” she says.

Also remember that professors’ office hours aren’t exclusively for seeking help. “Students should come just to talk shop, not simply because an exam is imminent,” says Andrew Mertha, associate professor of government at Cornell University in Ithaca, New York. “That kind of interaction can lead to better, deeper dialogue down the road in the form of directed study, recommendation letters, or even future collaboration.”

Diana W., a junior at Temple University’s Fox School of Business in Philadelphia, Pennsylvania, makes use of office hours specifically for this reason. “I make a point to visit professors so that I get to know them and they get to know me,” she says.

CLEAR Expectations

Talking with instructors outside of class can help you in many ways. But also pay attention to what they offer to give you a head start: the course syllabus. This is the first place to look for a professor’s expectations.

Syllabi usually contain a course outline, the schedule for readings and assignments, and dates for exams. In addition you may find class policies and expectations, such as how to let the professor or teaching assistant (TA) know if you’ll miss class, or what to do if you need further support.

Mertha explains, “I put all the most important information on the syllabus, [but] students often ignore it after the first class. I was [once doing] research in Tibet when my cell phone rang. It was a student asking me a question for which the answer was on the syllabus.”

Julia Harryman, radiologic science clinical coordinator at El Centro College in Dallas, Texas, emphasizes that students need to completely review the syllabus at the start of a course, but also refer to it regularly to keep up with assignments and expectations.

SHOW Your Interest

Brian Miller, senior lecturer and area head of photography at Dartmouth College in Hanover, New Hampshire, says, “[Students] shouldn’t try to guess what I like. They should be unafraid of making mistakes, [which] lead to new ideas.”

Professors overall note that they don’t want students to simply parrot back information. Rather, they hope students will value corrections, comments, and “red pencil marks,” and want to know why they made mistakes, rather than just memorize the correct answer for next time.
Most professors not only hope that students leave their classes with new knowledge, but also that they learn on a broader level—whether it’s how to present an argument clearly, think critically, or solve problems.

Kristin Fraidenburgh, adjunct professor of textile and surface design at the Fashion Institute of Technology in New York City, says students who expect to be spoon-fed information miss out on a key step in learning. “They don’t fully explore a problem, and simply go with their first idea rather than working on several and figuring out which is the best.”

Professors expect that you’ll meet the basic requirements of a class, but also develop lifelong learning skills. Kurtz sums it up, saying, “I hope my students develop new practices, new habits, and new ways of thinking that will be valuable in and of [themselves]. I hope they learn to love reading difficult and mind-changing books, and that they think more carefully and gain some awareness of their place in history and society.”

Take Action!

• Take an active role in your learning. Ask questions, engage in discussions, and consult professors.
• Take advantage of instructor office hours.
• Talk with professors and TAs about class material as well as concepts you’d like to learn more about.
• Consult course syllabi for essential information about expectations and assignments.
• Join online class discussions whenever possible.
• Focus on learning required material, as well as how it applies to larger concepts.

KATIE KRETSCHMER is a freelance writer and graduate of Columbia University.

Tips on Teaching Assistants (TAs)

“TAs are graduate students, and are under as much or more pressure than other students. You’d be surprised at how generous and understanding most can be if students treat them with respect,” says professor Andrew Mertha, associate professor of government at Cornell University in Ithaca, New York.

Here’s his advice for consulting TAs:

• Do turn to TAs for help with course material, questions about assignments, tips on how to prepare for exams, explanation of grades, and clarifi cation of course policies.
• Don’t ask them to change or bend the rules. They are only enforcing the professor’s (or the school’s) policies.

Your Roadmaps to Success: Course Syllabi

Syllabi vary greatly, depending on the class, the professor, and the level of the course. Typically, technical and science classes with labs will be more rigidly structured than lectures and small seminars, but even the most general syllabus will give you clues about how to meet your professor’s expectations.

Syllabi provide:

• Contact information: How, where, and when your professor and/or TAs are available to answer questions or talk.
• Course outline: The topics, material, and skills to be covered in the class.
• Necessary materials: Bibliography (readings) and list of required materials or equipment. Consider this your “shopping list.”
• Policies: Grading and attendance guidelines. Sometimes these are dictated by the school and sometimes by the individual professor, but they are usually set in stone, so take note.

In addition you may find:

• Schedule: Lets you know what material or readings will be covered in each class, and any dates when the professor isn’t available, class won’t meet, or there will be an alternate activity.)
• Calendar of quizzes and exams: This will help you plan out your time.
• Assignments and due dates: If you will need to miss a class, plan ahead by speaking with the professor or a classmate.
• Course Web site: Refer to the site for updates, extra class information, and for optional (or required) discussions.
• Supplemental reading: Resources that can help you with research and assignments.

Find Out More or Get Help

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