Is it just me, or are we witnessing an epidemic of familiarity among undergraduates?
They’re all calling me by my first name. Is this happening in your classroom too?
I’m not that much older than a lot of my students, generationally (I’m apparently just on the cusp between being an echo-boomer and a millennial, for those who keep track -- but old enough I don’t think they’re mistaking me for a fellow undergrad). However, I feel like their grandmother when I receive their emails, and clutch my pearls when I get a message addressed to “Hi Katrina” (or just “hi”) from students I haven’t even met.
Perhaps this has struck me particularly as I went from living in Germany, where even to colleagues I was “Frau Gulliver,” to teaching in Australia where students seem surprised I even have a last name.
As an undergraduate I never addressed my teachers by their first names (and I walked 10 miles a day, neck deep in snow ... believe me, I KNOW how fogeyish this all sounds); for me becoming a grad student and getting onto first names with my adviser was a big step. I’ve felt it sends a message to graduate students that they are more like colleagues than undergraduates.
I address my undergraduates as Ms. or Mr., in the classroom and when I reply to their emails. Some get the hint but many are apparently oblivious. I’ve tried joking about it when students use my first name in class, or writing in emails that I do not do first names with undergrads. It’s hard not to come off as uptight, and some students seem genuinely surprised. Other times it’s clearly an attempt to rile me with some disrespect (typically coming from male students who like to undermine female authority).
But I understand that students are often confused about how to approach their teachers at university. The world of academic ranks is all pretty confusing to anyone outside it, and the various titles on people’s doors doesn’t really help (Do any associate professors and vice presidents people get emails addressed to “Dear Associate” or “Dear Vice”?).
Add to that the fact that many undergraduates will be in classes led by T.A.s who tend to go by first names (and are themselves graduate students). I think this is where part of the confusion starts for undergraduates. They’re not clear on all of the respective statuses of the teachers they encounter.
Into this mix too there is of course a gender dimension. I’m often addressed in class as “Miss.” I recently asked students about this, and I was told it was a habit from high school, where they were used to addressing their teachers in high school as “Miss” or “Sir.” I pointed out that these terms are hardly equal, and that they are quite welcome to call me Sir (nobody took me up on that one).
I’ve always been of the view that I don’t want to undermine my own authority in the classroom by dressing like the students, inviting them to use my first name, or making any other gestures towards “being down with the kids.” I find many other female academics also take this approach.
To add to the confusion, in most departments there is the species of (white) male professor, who wants to be seen as “cool” (you know the one, who shows up dressed like he’s come to mow the lawn), who invites all the youngsters to “call me Dave,” resting safely in the comfort of assumed male authority. If you’re one of these guys: you are not helping the rest of us.
(For those who are going to slam me for being uptight, watch your privilege).
I also feel it’s our job to teach students how to behave in a professional setting, and not sending the kind of emails that are all lower-case is part of it. (Lisa Wade quoted the hilariously awful email she received from a student when she was visiting another university to give a talk -- read it here.) Addressing someone you don’t know by their first name is also something that won’t always win you any prizes in the real world.
So I’ll keep insisting on formality from my students, even if they make comments about my being pedantic or bossy on their student evaluations. And I thank goodness I’m not the friend of mine who received an email from a student that started “hello kitten.”
Katrina Gulliver teaches at the University of New South Wales.
When I was a graduate student at the University of Texas at Austin, the university built a posh outdoor swimming pool next to the campus’s main recreational facility. But it wasn’t a lap pool or an Olympic-style pool. It wasn’t built primarily for exercise. It was a lounging pool, with serpentine borders, tons of deck chairs, shady palms, and a snack bar. It looked in every way like something that you might see at a fancy resort, minus the booze. That pool, built purely for the purposes of coeducational sunning and fraternizing, represents an investment that UT-Austin made into the social experiences of students, arguably a distant remove from the university’s academic mission.
I suspect that when you have a high-end and highly identifiable brand, as UT-Austin does, that such amenities help to further “sell” the university to well-heeled undergrads. For better or worse, universities can and will maintain enrollments, at least for a time, not by (or not only by) improving academic experiences, but by improving students’ material surroundings and social experiences. The logic of such expenditures — which are common and ongoing on different scales at many campuses nationally — makes sense only if we view students as customers, as payers of tuition that colleges need to rope in with sweeter and sweeter deals.
We are undeniably in an era where the governing model of education is one that conceives of students as customers. In fact, this cognitive model of how colleges and students relate to one another, that of a business selling to customer, is currently so deeply rooted in how we see and discuss higher education that it can be difficult to even imagine other frames or metaphors for the relationship between educators and those who access that education. In our era of economic survivalism, students are not only customers, but, insidiously, are becoming marks, the unwitting victims propping up an unsustainable model of education.
Here are some of the symptoms of the corrosiveness of the student-as-customer model:
We woo students with slick advertising. Some people feel that, as an industry, higher education over-recruits students. I’m not sure that we do or don’t. Yet, instead of asking the question of whether or not we over-recruit, we simply invest more and more in advertising and public relations endeavors designed to recruit more and more students, perhaps unsustainably so. The fundamental thinking, writing, and analytical development that takes place within the core of liberal studies education (while atrophying, still the core collegiate experience that connects students of all majors at most colleges and universities) benefits all students of all majors, and even students in two-year degree programs. Instead of investing in the liberal studies or general education elements of curricular experience, we recruit, recruit, recruit. Our institutions focus on the point of sale, often to the neglect of the delivery of the educational product.
We extend these student-customers an astounding amount of easy credit. If students are customers, they need money to spend. The student-as-customer model allows us to rationalize (actually, rationalizes for us) the cycles of student-loan debt that increasingly appear to mortgage many young graduates’ futures. Such logic also allows us to write off as unwise those students who accumulate large debts on seemingly “impractical” degrees, without acknowledging the larger cycle of recruitment and easy-credit through which such students are convinced to buy into, literally, their university in the first place.The burden of debt has been shifted onto students in the first place, because state legislatures appear to be less and less inclined to subsidize education, despite it demonstrated long-term benefits, on the very logic that students are “customers” and that we ought not underwrite individual purchases. Not even educational ones that benefit the culture and state at large.
We turn universities into brands. Marquee universities (think state flagships and famous private universities) trade primarily on their brand names. This allows universities to sell the perception of what the university achieves, rather than focusing attention and resources on academics. It also justifies potentially corrupt and exploitative athletic programs in the name of brand recognition and alumni contentment. The impulse to protect the brand also frequently compels universities to shirk responsibility when missteps or scandals occur, rather than immediately taking responsibility and corrective action.
We focus on growth for growth’s sake. There are plenty of legitimate reasons to grow academic programs and colleges and universities. But too many institutions grow for the sake of growing itself, because it is the only way to increase revenue. Such growth is unsustainable, on a variety of fronts. For example, in my state of North Carolina, state funding is tied in part to enrollment growth, and in an era where the state legislature has cut budgets to the bone, one of the few ways for universities to see increased funding is to increase the numbers of students on their campuses, with predictable complications.
We vocationalize higher education. In the student-as-customer model, students and their parents both begin to ask a “what am I buying?” question. A postsecondary education is not a guarantee of success. It is not the straight-forward purchase of a better future. It never has been. But when the entire educational system conceives of students as customers, a burden of responsibility shifts. It shifts from the student, whose responsibility might once have been to go out and put the education to use, to the university, which is increasingly seen as a half-way house to employment. Students, and those who “assess university success,” become fixated on their perception of the end product, a student seated in an office chair, and forget that education is a process, and one that students ought to continue on their own post-graduation. All sorts of higher order thinking is marginalized when we become exclusively fixated on getting students jobs. It is a prime example of privileging short term priorities over long term ones.
The student-as-customer model, because it is premised upon unsustainable growth and unsecured debt, and government abandonment of its responsibilities, is the human equivalent of strip-mining. It is a wholesale mortgage of the future in exchange for fleeting short terms gains. The problem is not even necessarily in having a student-as-customer model, but in assuming that growth, rather than sustainability and equilibrium, is the only forward motion available to higher education.
We know that within the cliché-driven logic of our culture that if students are customers, then the old main street American, folksy business mantra that “the customer is always right” can’t be too far behind. We see the manifestation of the “always right student-customer” everywhere in academe: in grade inflation (who’s going to pay top dollar for Cs and Ds?), in the resort-ification of campuses (come check out our 90-foot climbing wall and palm-shaded socializing pool); in the hesitance to hold students accountable for their behavior (pick your high-profile college athlete crime example, or laughable university honor code); and in the near-pathological zeal with which higher education seeks to turn elements of the curriculum into swappable commodities (think of states’ efforts to create universally transferrable courses or blocks of “general education” or “liberal studies” credits, essentially an exercise in reduction to the lowest common educational denominator).
On campus, the trite but powerful idea that the customer is never wrong also confuses the mission of our universities. In the language of business, the metaphor enables us to forget what our product is. The university itself becomes the product, rather than the education that the university provides. At one of my sister campuses, the University of North Carolina at Greensboro, students have begun to speak out against a lavish new recreation center, arguing that it is an unnecessary cost and a distraction from the university’s primary mission.
Off campus, the same logic of student-as-customer cultivates another set of similarly alarming impulses. The mentality treats academic coursework as standardized parts within a Fordian, standardized academic assembly line. The metaphor drives legislation that treats universities as wayward corporations, rather than as the public infrastructure necessary to sustain a vital democracy.
If there’s an upside to thinking of students as customers, I think it is that the model reminds us that we and our universities are directly accountable to students. Ours is a role of service, direct service to the students we enroll, and indirect service to the society those students will populate and some day run. We are accountable to manage university resources — human, financial, and other — around the primary mission of providing education. We are and ought to be accountable to students and to taxpayers. But the student-as-customer model makes us accountable to the wrong values, to purely financial motives, and at the neglect of the many idealistic, ethical, and democratic motives for expanding access to higher education.
Nate Kreuter is an assistant professor of English at Western Carolina University and a career advice columnist for Inside Higher Ed.
As Inside Higher Edreported last week, the newest round of curricular mayhem instigated by Bruce H. Leslie, the chancellor of the Alamo Colleges, is to replace his district’s second three-credit humanities course requirement with a class based on The 7Habits of Highly Effective People. (Leslie might have suggested Machiavelli’s The Prince, which seems closer to his style of governance.
The FranklinCovey Company plans to release a textbook specifically for EDUC 1300, Learning Framework, which will be required for every student taking the course. Perhaps Leslie read the 2013 version from Save Time Summaries, whose motto is “Save Time and Understand More”! The lengthy list of short takes in the Save Times Summaries series includes Malcolm Gladwell’s David and Goliath: Underdogs, Misfits, and the Art of Battling Giants, Tim Rath’s StrengthsFinder 2.0, and, most puzzling of all, Proof of Heaven, by Eben Alexander III (surely, reading this proof doesn’t require saving time -- presumably we have all of eternity). All that remains, for some enterprising individual, is a proposal for “7 Effective Habits for Dummies.”
And the new core course can’t be too intense; work place seminars on the book generally run around two days, and after all, as Colleen Flaherty reported for Inside Higher Ed, Leslie’s inspiration was a kindergarten class that he visited, where one young scholar shook his hand. Chancellor Leslie, in fact, seems fixated on the handshake, something even my mother’s succession of poodles has mastered.
It came up again in his rationale for revising the core: According to Flaherty, “Leslie said the proposed course is a measured response to calls ... to ensure that students graduate with ‘soft skills’ -- leadership, knowing how to shake a hand, how to manage time effectively -- and from his own personal experience. Several years ago, Leslie realized that some graduates hardly looked him in the eye or knew how to shake his hand... .” Perhaps they just weren’t all that into him.
As for eye contact, that can happen just as easily in a humanities course as in a class centered on a self-help book. I’ve encountered it hundreds of times: maybe it’s sparked by a line from a Seamus Heaney poem, or the final chapter of a novel by Zadie Smith, or a passage from Narrative of the Life of Frederick Douglass, a Slave: it’s the look of learning, the look that says, “I get it.”
Perhaps in the chancellor’s dream course there will still be time for a short poem or a snippet from history or a mini lesson in how to say “Hello!” in different languages -- in weekly “Show and Tell” sessions, scheduled in between nap and snack times.
And there may be additional reading. While the logical companion text would seem to be All I Really Need to Know I Learned in Kindergarten, other equally frightening supplemental possibilities include WhoMoved My Cheese? and Fish! My recommendation is Napoleon Hill’s Think and Grow Rich, if only because it includes the word Think in the title.
Instructors at the Alamo Colleges are limited in terms of selecting their own texts, but they might also want to sneak in Ben Franklin’s Autobiography and F. Scott Fitzgerald’s Great Gatsby, if only for Gatsby’s Franklin-like self-improvement list, or what the little boy who so inspired Leslie on his fateful visit to that kindergarten class called his “data book.”
Time permitting, students might also benefit from reading Langston Hughes’s “I, Too,” a concise and precise lesson in perception; Shakespeare’s Hamlet, a reminder of the dangers of procrastination, and Kurt Vonnegut Jr.’s God Bless you, Mr. Rosewater, a reminder of what highly effective people know: “Be kind.” Or, as Mr. Rosewater actually said, “There’s only one rule that I know of, babies -- God damn it, you’ve got to be kind.”
The Save Time Summaries version of 7 Habits cut the original accompanying anecdotes, in the interests of time and space; this isn’t surprising, coming from a venture that also includes Jodi Picoult’s The Storyteller on its list, with the promise of “From Start to Finish -- 20 minutes!”
Now Chancellor Leslie’s lose/lose plan (see the discussion of Habit #4 of highly successful people) will do something similar for the students in his district. They’ll just have to wait for grad school curriculums in medicine, law, and business to find another course on the value of storytelling.
Planners of those programs have recognized that storytelling -- both the telling and the listening -- are important. Narratives convey information and facilitate learning. Besides, it’s helpful to have a good tale to go along with that firm handshake.
But you don’t have to take the word of curriculum planners at Columbia University or Saint Louis University or Penn State University on the significance of storytelling -- just ask any five-year-old.
Carolyn Foster Segal is professor emerita of English at Cedar Crest College. She currently teaches at Muhlenberg College.
Reuter talks with Rodney B. Murray, host of The Pulse, about how colleges and universities are using Pruvalu for such purposes as institutional accreditation, assessment of student learning and faculty development.
Of the litany of offenses commonly attributable to for-profit education, MOOCs, and other forms of distance education, one of the most incendiary is the thoughtless “unbundling” of the faculty role from the holy trinity of teaching, research, and service. This unbundling, a corporate approach to education, is blasted as a blasphemous affront to the core values that all educators share about teaching and learning. But as a recent presentation at the Association for the Study of Higher Education demonstrated, faculty unbundling has been happening for centuries.
Ever since the good ol’ days when Harvard University’s president was also the chief faculty member, admissions officer, and resident director, the faculty role has continually moved toward narrow specialization. As Sean Gehrke and Adrianna Kezar demonstrated in their paper “Unbundling the Faculty Role in Higher Education: A Theoretical Review,” events such as the formation of the student affairs profession in the late 1800s simply made official a trend that had been informally occurring for many years. The wholesale transition at many large research institutions to formalizing graduate assistants as the primary instructors in many courses unbundled the faculty role even more, enabling tenured professors to focus more on highly-valued research. But never in higher education have we seen such clean distinctions as we do now in the distance education sector.
At some of these institutions, one faculty member will design a course, another will provide the content, and still another will lead discussion and grade assignments. This approach is not a distinctly for-profit invention however, as some of the leading non-profits use this same strategy with their MOOCs. To listen to more traditional educators, this commodification of education is an atrocity. I would argue, however, that the current state in most colleges is actually more heinous. By forcing most faculty into a one-size-fits-all job description, we are not only using faculty resources poorly but diminishing educational quality in the process.
For example, consider Professors Smith and Wesson. Professor Smith loves the classroom and has a knack for it. He dedicates significant time to class preparation and student feedback. He’s beloved by his students, but not quite respected by his colleagues because of his relative absence of peer-reviewed publications. Professor Smith has a weak research agenda and will be denied tenure next year because of this lack of productivity — a looming reality that distracts him away from what he does best.
Professor Wesson has no such problems. An able researcher and writer, she publishes prolifically and received tenure last year. Her research draws significant attention and funding to her department. But because she can’t quite buy out all of her courses, her students are annually afflicted by her dry lectures and perplexing tests. She is unresponsive and openly disinterested in anyone but her graduate assistants. Her advisees often leave her supervision and instead work with Professor Smith, conveniently freeing Professor Wesson to focus more on her research agenda and graduate students.
To be fair, this could be a bit of a caricature. But like any good caricature, this picture draws attention to the dominant characteristics of the subject. What it reveals is that a one-size-fits-all model ends up rewarding research, penalizing teaching, and poorly serving students.
This approach stands far and away from what we know about effective organizations. Gallup, publishers of the StrengthsFinder assessment, shows again and again how organizations that utilize their employees’ strengths are more productive and have a more satisfied workforce. That means that if an institution were to adopt an approach that enabled each faculty member to specialize in his or her areas of strength and interest, faculty members would be happier, students would be better served, and the organization overall would be much more effective.
On paper, the shift is simple. Instead of hiring three faculty to each teach two classes a year, advise 10 students, secure a few grants, and write two peer-reviewed articles, each faculty member would specialize in (or carry a higher volume of) one of the areas for the whole department. A researcher could, dare I say, just do research and advise the few students who shared that agenda. A teacher could focus on understanding and honing the classroom craft and spend less time on committee work. Each department would tweak its balance according to the unique strengths and interests of its faculty and could use new hires to recalibrate that balance as time went on and interests or personnel shifted. In sum, excellence in research would not be valued at greater or lesser levels than excellence in teaching or service. Instead, excellence would be valued in every area. If what Gallup says is true, this strengths-based department would outperform a traditionally-oriented one by leaps and bounds in terms of total research output and teaching quality. After all, what faculty would honestly argue with getting to spend more of its time doing what it wanted to do while simultaneously benefiting its institution?
The reality is much more complicated, though. Teaching, even at many liberal arts institutions, is at best a second-rate cousin to research production, and quality of advising or service may not even be truly considered in the tenure and promotion process. Thus, many colleges have backed themselves into a corner by espousing the equal values of teaching, research, and service while only truly rewarding research.
This discrepancy between an institution’s mission and its rewards structure is most apparent at universities that already seem to take this diverse approach by designating certain faculty members as lecturers (teaching), research associates (research), or coordinators (service). Experience shows that these roles do not command nearly the same level of prestige or job security that a traditional faculty member experiences. Consequently, a shift toward a true strengths-based approach would necessitate a concurrent shift in policies, and more importantly, institutional culture. And since a cultural movement of this caliber would directly conflict with the values cultivated by the research universities that grant most faculty members’ doctorates, these changes are no insignificant matter.
I don’t pretend to have any magic solutions to make those shifts happen. I can say with some assurance that it would need to start with strong senior leadership and a willing (or at least adequately dissatisfied) faculty. But if these changes are worth making, then the conversation is also worth having. Perhaps rather than denouncing for-profits or MOOCs for unbundling the sacred faculty role, faculty members should welcome the challenge and propose their own ways to do so.
Josh Wymore is a doctoral student in the higher education program at Pennsylvania State University.