While you’re
away on Spring Break, Dean Cahen weighs in on how to have productive conversations
with faculty members, both in person and via email.
1.) Be
Direct and Concise
Speak and write
in complete sentences. Ask questions in complete, thought-out sentences.
For example: Instead of saying, “I do not
understand” or asking, “How do you do this?” it is preferable to ask a specific
question of your faculty member.
Our time is
extremely valuable (as is yours!), so instead of approaching a conversation
with a broad question and spending five minutes trying to understand what the
question is about, come to a meeting after thinking out your goals and objectives. The more specific you can be in your
questioning, the better the chance of getting the answer for which you are
looking.
2.) Ask Yourself Before You Ask Your Professor
Never ask a question about a homework/test problem that you
have not tried to solve and have thought very little about. It becomes obvious very quickly that the
student has put little preparation into understanding the subject matter they
are having an issue with and once the student is given the answer, it is
unlikely that the level of learning by the student is what the teacher
wants. Learning is a two way activity!
The teacher presents the information and the student needs to put the
effort into getting the information understood and learned. This does require equal efforts on both the
part of the teacher and the student.
3.) Grade Comparisons
Do not discuss and compare grading of a fellow student’s
homework or test to yours (usually because you lost more points) with a faculty
member unless you are prepared to have the other student’s paper re-graded…..perhaps
to a lower grade! More often than not,
there were other reasons not noticed or understood that were responsible for
the lower grade.
4.) Multiple Graders
In large classes where there are multiple graders used for
different sections, realize that there will be variations in the sections’ grading. In most cases the faculty adjusts grades to
account for this variation. Please be
aware that this does happen, but efforts are made to minimize impact. Nasty comments do nothing to change or
correct this inevitable issue!
5.) Course Subject
Matter
At most Universities, faculty members design the courses
that the students take. I have seen some
students who assume that they know better about what subject matter should be
in a course. Keep in mind that considerations
are being taken into account that the students know very little about. Unfortunately, students frequently tell
faculty that they do not need some of the material taught in a class or that
something should not be taught…..you should avoid this mistake and respect the
experience and expertise of the SEAS faculty.
6.) Importance of Email
When as faculty member writes an email to students
pertaining to a class, the student should take the time and
carefully read the content and pay attention to the details that are included. Do not read this message on a small screen
while walking and perhaps talking with friends out in public where other
distractions will keep one from understanding the details of the message. Take the time to read the message preferably
on a large screen where there is little chance that some detail will be lost.
If you have any questions or comments, feel free to email Dean Cahen at glc@virginia.edu, but make sure that you've thought out your questions before you reach out to him!
Dean George L. Cahen is the Associate Dean for Undergraduate Programs and the Director for Experiential Programs and Engineering Outreach. He is a Professor in the Department of Materials Science & Engineering and the Department of Engineering & Society.
