Students often speak in superlatives.  You can be viewed as either the "best" or the "worst," the "brainiest" or incredibly stupid. That comes with the job.  But when you or any academic is sought out by a student seeking help, there are a few things I would encourage you to always keep in mind.

         1.  Be alert to the student who espouses that he or she has everything figured out including their retirement plans.  When something goes awry, they are going to need your advice, support and counsel (not to say possible consoling).  Probably all you will have to do is listen (and try not to laugh or smirk).  Most students know what they have to do but

they may seek your assurance that whatever corrective action they may take will be OK.

         2.  The titles of Doctor of Philosophy or Professor of Whatever sound almost magical to many students.  It can place you on apedestal which you didn't seek and shouldn't really want.  In your listening to students, be attuned to how they speak to you.  If, in their questioning they seem somewhat in awe of you or are awkward in their speech, assure them they are welcome and that, while you are proud of your achievements, that is not a reason for them to avoid seeking your help when they think it is necessary. You may find that many of them can be very interesting conversationlists.

 

         3.  On the other hand, students can be very demanding of your time, indeed they have voracious appetites for it.  You can asure them that seeking advice is wise, but you also have to tell them of your other obligations.  When delivered in a firm but friendly fashion, this message will, in the long run, be appreciated as honesty.

         4.  At the risk of sounding pedantic, keep your posted office hours and please have them at times when students would most likely be on the campus.  The old story of the professor who posted 6:00 to 7:00 am as his or her office hour may be apocryphal, but I can assure you some students will check to see if that professor just happens to be in.  If he or she is not, is it any wonder then, that students get upset?

         5.  Students frequently ask questions about university or college rules that you will be unable to answer.  In such cases, refer them to the appropriate agency or person.  In that way you are educating them to understand that the university has a "system" of support and that you, as one individual, are only one part of that support.  You are not giving a student "the run around" when you refer them elsewhere although it will help to explain to them the "why" of the referral.

        6.  There are times when you have to be "blunt" or direct and inform the student that he or she "screwed up."  Students, who find themselves in this situation, likely know they "goofed," but they often do not know why.  Use that opportunity to explore the "why" and how they can avoid similar mistakes in the future.

         7.  Keep in mind that a major part of any student's impression of the university is meeting and interacting with YOU.  Your willingness to commit to the student's academic welfare can mean that he or she will commit to the institution.  Therefore the intellectual interaction with you, not just in the classroom, but also outside of it will likely be the

most effective teaching you will ever do.

         8.  As you well know, students are concerned about "grades."  They may ask assinine questions in an attempt to find out what they need to do to "get that grade."  Irritating as this can be, it is also understandable. Therefore the advising office would urge you, even plead with you, to have a syllabus for each class explaining how you are going to evaluate their

performance.  Stil some students will challenge the requirements (usually those whose performance has been less than stellar) but, at least, they have a norm against which they can argue and you have a firm base for handling their challenge.  A frequent criticism heard by many advisors is one in which a student appealing the grade is confused over how they were

evaluated because the grading system was vague.

         9.  Keep anecdotal records whenever you think necessary. A short statement, an observation of unusual behavior or whatever can save much embarrassment later.  Even the most "normal" student can, when under extreme duress, act peculiar.  I would suggest keeping records on students who argue each rule, have an excuse for everything, refuse to make a

choice, or continually miss appointments and have to be tracked down.  You would also be wise to keep notes on students who are continually rude or who freely exhibit anger.

         10. Be patient with your charges.  Remember that the stuents in your introductory course have yet to understand the basic concepts of your discipline and you might be thinking and functioning at the graduate level. Teaching an introductory course as if you were giving a graduate seminar will literally "blow them away."  They need to understand what you are

saying in order to learn what is important and why it is important.

         11. Listen to how you lecture.  Students, like the rest of us, hear things in patterns.  If you speak rapidly, slow down and listen to how you are delivering your message.  If you want certain concepts in your discipline  mastered, they have to be heard to be understood.  Have yourself videotaped and you might see just how your audience perceives you.

It can be humbling.

         12. If you are cncerned about how you are perceived, keep a journal of what your advisees ask or talk about when in your office.  Ignoring the rush of add-drops, grade changes and withdrawal dates, students will often ask about things of concern to them that is quite revealing.  In doing so, they are exhibiting a trust factor that is complimentary to you.  If,

however, no student ever visits your office, you know how you rate.

         13. You are aware that some students are not likeable.  But all of them need some help and guidance at some point during their academic career. So even if those you would like to see little of seek your help, be supportive.  It is true that many students have some creative labels, even epithets for many of the faculty.  After all they do see you and your

colleagues as the people who control their access to future success.  No wonder many are frightened.  So help them whenever possible.  Remember their criticism of you simply comes with the territory.

         14. Remind yourself that while both you and the student speak English, your English can sound very foreign.  In other words, watch your jargon.  Students hear it and do not want to be thought of as stupid.  So they may not ask that pertinent question hoping you will clarfy just what you said and they made need that clarification.  By the same token students

are notoriously guilty of spouting jargonese thinking it sounds intelligent and you have to cut through it.

         15. Encourage your advisees to get to know two or more professors during their studies.  You and the staff are the people who will write those all important references for that career position or graduate school.  You shuld know more about the student than just their test scores or the fact they got a research paper in on time.  Take it as a compliment if a group

of students invite you out for a cup of coffee or stop by to chat about your subject.  They may even want to kow more about your "academic adventures" and why you selected to focus in your area.  A happy alum becomes the school's best supporter.

         16. Probably less than one out of fifty or even five hundred will ever seek a doctorate in your discipline.  Yet if yuo meet students who have that potential, let them know it.  If they respond with a bit of pride and wish to discuss it further, be sure to inform them of the time and intellectual commitment graduate studies will entail.  As long as they understand the reality of that commitment, it is not discouragement, it is academic honesty.  The converse is also true.  If a student questions you

about graduate work and you are convinced they really are not prepared or are just not graduate material, you must be judiciously honest.

         17.  Remember that students will tell you of their academic experiences (good or bad) in a manner that often slants reality.  A student's version of the truth can be quite creative.  So if you have a reason to think a student, who is seeking your help on an academic problem, is not telling the whole story, check on what you think is missing and inform the student that it is your intent to do so.  It is only fair to tell advisees that you cannot give advice or make promises until you know

more about the situation.  It can be embarrassing for a student to quote you to a colleague as the expert in a given area when in reality, the opposite may be true.

         18. Do not attempt to answer questions that treat areas outside of your purview.  If a question about financial aid is raised, send the to the appropriate agency.  If a student feels not quite altogether, the mental health office is the place to go.  Walk them there if necessary.  If the administration is holding up their registration, you cannot be of help.  If

they have "myriad" of personal problems, tell them the most you can do is listen sympathetically but that they must get help from other sources. They may not know what services are available.  Furthermore, and while this admonition would seem obvious, never accept a student's complaint against a colleague as being "gospel."

         19. Remind yourself that your responsibility is to teach, not provide entertainment.  Your lectures may be scintillating, erudite and mind expanding, and that is terrific as long as the subject matter is the focus.  But your political, social and personal views that are totally unrelated to the subject and which allow you to go off on tangential talks have little place in the classroom or lecture hall. Last Saturday's game, the peccadillo of President Clinton, President Bush's level of intellectual competence, the seemingly bizarre behavior of a popular actress or how cute your child acts are of little merit to the students.  Strange as it may sound, the students will begin to resent the professor who can never seem to stay on the class subject but later on feels free to zap the class with an onerous subject exam.  Anecdotal remarks are a great relief but a steady diet benefits no one.

        20.  It is your willingess to advise and treat the student as an individual of worth and potential that will make the collegiate experience both memorable and positive.

         Bear in mind, these are only suggestions.  I would ask that you consider them as you establish a working professional relationship with the student.  Yu may have some insights that would enhance these comments but remember, just like the students you serve, you too may need guidance.