For 36 years (ending in 2010) I went over these issues with my students. It was almost always a wasted effort, but I felt I had done my duty. I never said "cat videos." but I did assure them that since they weren't there nothing important was said. My career spanned the period from reading a newspaper in the back of the lecture hall to texting in the front row. I'm sure you've noticed that students think that while they can see you, you can't see them. Ah, well...have a great Fall Semester!

More of a minor point and perhaps off topic in this discussion, but concerned with the general topic of this blog: I'm having my qualms with the example in point 9. "Under"represented, depending on context, can really imply the *opinion* that e.g. women cannot be represented by men and vice versa. This is not necessarily the case: Every person has a diverse spectrum of interests, and political representation is often about representation of ideas and interests, not identities.

I trust that politicians who are lawyers or teachers by profession can represent my interests as a nurse or engineer. I also trust that male and female politicians can represent men as well as women even when there are political questions in some way specific to gender. Interests of small minorities can be represented well, even if no specific member of the minority in question is elected to a public office under discussion. Congress and the House of Representatives listen to interest groups -- they do not make uninformed decisions. I accept that much of this is debatable, but that is the point I am trying to make. The way the example is framed, it might preclude a fruitful debate depending on context.

Of course, I agree with point 9 as a whole, I just say that one might rightfully state that the example is more controversial than necessary because it lacks specific context.

Okay no way anyone can spot this dirty trick with the naked eye:

Let's say the entire paper's written on Arial 12.
Ctrl+f
Find: .
Replace: .
Formatting > font size 14

Then you do that one more time with the comma. Size 12 and size 14 periods and commas on Arial are identical, however size 14 creates slightly more spacing. I'd say for every two pages you get about half an extra page doing this.

"Professors and teaching assistants are the top 3% of students."

Is this a fact or an opinion?

Is this arrogant humor intended to appeal to other professors, or to alienate students who may be intimidated by the academic environment? If I was still a student, and not a new(ish) prof, I would find some of these statements entitled and insulting. What's missing here is a more balanced and empathetic view - such as what is normally used in this blog.

Better hope the student whose email you just published doesn't read this blog. Good points here but apart from the fact that tht particular message has nothing to do with the rest of the article, remember that 1, people have mental breakdowns for being exposed in the media, even when their names aren't published, and 2, as easy as it is to forget after a decade as a professional, that is NOT what a student is. Most likely, your guide never had a role like this before, there is no education, no guidelines, and all done is within an organization that balances between professional and informal already, most probably without pay. She may be wrong to treat a guest professor as you would a friend from out of town, but you are equally wrong to act as if she is failing as a student or as your personal secretary, because neiher of those is the role she's playing here!

Another thing that I always flag when reading students' papers is the phrase, "As we all know," and it's close relatives, "As is commonly known," and, "We know that." Sorry, unless you're going to provide a few examples of the widely held understanding of this piece of knowledge, then you shouldn't add the statement that "we all know" it. Instead, just state the fact that you are wanting to talk about, give it the citation(s) from the author(s) who wrote about it, and move on to discussing the implications of that fact in your study.

I liked your "peeves" article. Much of what you said was about good manners.
Which are not well understood. Manners are about egalitarian respect, which is very appropriate in adult interaction. Many students do not understand social etiquette, as "self expression" as a popular cultural value, as well as, "being real," have popularized coarse, narcissistic behavior and speech. Your article serves as a reminder to reinforce civility and honor some more traditional norms associated with the adult professional milieu. There is another aspect, however, that was not addressed, and it is an important one. Heirarchically based respect as it pertains to the professor-student relationship. Changes in the way education is being funded are degrading the status of professors to that of employee, making the students, particularly wealthy ones in privately funded institutions, the employers. Public funding elevates the commercial status of professors to that of public servants who have inherent authority, school teachers, fire fighters, and in some ways law enforcement personnel are obeyed and revered because they are employed by all of us and entrusted with authority over a valued public good. Enhanced and or intensified private funding devalues the professor to level of say, a personal trainer or vegan chef.
This can be a hidden cause of the degradation of respectful behavior toward faculty in higher education.

I admit I futzed with formatting, but it was to get around the page maximum, not to make it look longer. I had a lot of undergraduate paper assignments that were either 10 or 15 pages as a maximum limit. It is difficult to squeeze a well developed argument into 10 pages, so I'd often mess with the kerning and line spacing. 11.5 font is too obvious, although I could usually get away with smaller margins.

You missed "Cheating", particularly "plagiarising" and "sharing programming files"

Sorry, but as a professor I have to disagree with a couple of these. #2 - I'm astonished at how common this complaint is. How hypersensitive are we to how our students phrase questions? Of course students sometimes skip class for unwarranted reasons, but sometimes they honestly just want to know if an assignment was handed out that they want to get from you directly instead - which is responsible behavior that shouldn't be discouraged! I myself made the mistake of asking professors this question a couple times (when missing class for legitimate reasons) when I was an undergrad, and I always felt bad afterwards. Now, I'm bothered that I allowed my professors to make me feel bad for simply phrasing a question poorly. As for #7 - assign word lengths rather than page lengths. Simple. I tell my students I don't care how long a paper is physically as long as it's at least 2000 words (or whatever), and I have them turn the papers in electronically so I can check. Believe me, I have as many complaints about students as anyone else, but an awful lot of student "don't"s - including, yes, more serious offenses like plagiarism - simply stem from bad course design or miscommunication from the professor.

I double and a half spaced many a paper in college, with no ill effects. But this was the late 90's--perhaps before y'all caught on ;)

Student Pet Peeves:

1. You rant at us about not being late, or you give us dirty stares for being late, yet you persistently run 5 minutes over your class period, leaving us only five minutes to job across campus to our next class, where the odious "clicker" question occurs in the first minute of class.

2. When you assign work that is full of errors or incompleteable. I was taking a science class where the "labs" routinely involved working with excel to produce graphs and answer questions. Only, none of the TAs or professors used Excel (which was what we were using), and none of us -- instructors included -- could figure out how to make it work in Excel. Later we discovered the functionality they wanted us to get from Excel, was impossible. Ooops!

3. Being rude to students who ask "dumb" questions. We get it: it's frustrating when a student asks something that should be obvious, or should have been in the reading. But blatantly shaming a student who fails to meet your standards, only makes the rest of us wary about asking a question lest we ask something "dumb" too. If a student is being disruptive with their questions, use it as a chance to ask other students ("Can someone answer John's question?") or speak with them after class ("Just a reminder, but readings are essential for this class. I've noticed that perhaps you haven't been understanding them well because you didn't understand X...").

Another Professor pointed out a lot of problems "simply stem from bad course design or miscommunication from the professor". I would add to this: students are more likely to try to "trick" you if we feel like we cannot be honest with you, whether that be in asking for an extension or for help.

Huh, I had some pet peeves when I was a student as well. And the attitude displayed in number 3 is one of them. Sorry college professors, but you ARE NOT high school teachers, and your students, even if you think they're immature and stupid, are not children. Your students may be your students, and do owe you a pretty high level of respect for your time, but if students are constantly packing up as the minute hand is ticking past "the end of class," you are not doing a very good job at respecting their time. If Susie is late to Professor Sharp's class because Professor Wade yaps for 3 or 4 minutes after class is over, and their classrooms are at opposite end of the campus and has 10 minutes to get there in the best of circumstances, Professor Sharp isn't going to take that as an excuse. As adults, it's highly possible your students also have jobs, children, or tight commute schedules. A high schooler can whine his way out of being a minute late to class if it's the teacher's fault, but a college student can't ask the bus driver to hold the bus for them because sometimes their professor keeps talking after time is up, or their child in day care or their employer to "just deal" if they miss the bus that comes around every 15, 30, 60 minutes getting to them. Even students I know who lived on campus and didn't have jobs or children required careful schedule planning. I know dozens of people who dropped one class or another after a few sessions, even postponing graduation in some cases, because they could get from Required Class A to Required Class B in the 10 minutes they should have had, but Professor A didn't respect their time and Professor B didn't tolerate tardiness. The shortest university classes I ever knew were 50 minutes long, and nowadays all professors hand out syllabi on the first day and have access to both email and some kind of internet communication with their students. If you're absolutely unable to cram every relevant detail into an hour plus of class time (which almost always has a strong correlation with a professor being late to class themselves or feeling the need to share unimportant stories or go off on tangents during a lecture), then make sure it's on the syllabus, send out an email, or put it on the group discussion board.

The rest of it.....you can blame the American school system, not the student's inherent attitudes. I went to a state school that is considered fairly easy to get into for undergrad. Almost all of my peers considered themselves the "best and brightest" in their high schools. Tens of thousands of young adults, most of whom had never been told that they weren't as naturally clever and book smart as they thought, many of whom had never gotten any grade but an A before, many of whom were ranked in the top ten of their high school classes of hundreds, many of whom had never experienced being significantly corrected in their academic lives. And most of these kids who'd gone for 2 decades hearing about how clever, how bookish, how eloquent, how superior to those around them they are were probably at what I'd consider a 6th grade level academically in everything but math, but in many case even lower in writing. A lot of these high school valedictorians couldn't adequately locate many states on a giant pastel map, much less disprove the stereotype that "Americans couldn't even locate Iraq on a map and they want to bomb it." Some people have never written a proper research paper until their first or second year of college. At a certain point, kids who are naturally bright are no longer challenged by the school systems, which are rushing to get the struggling kids who've been passed with Ds for years up to an acceptable level, so the teachers don't bother to try with anyone who can turn in their homework once in a while and read without stumbling over two-syllable words. Their essays are readable, so it's an automatic A and a big pat on the head for being so extraordinary. Even the schools that are supposed to be the best in the country aren't bothering to challenge the students, unless you count "6 hours of unsubstantial homework" as a challenge, which it is, but it's a challenge of dedication, not a challenge of intellect. Which really screws it up for everyone once they enter college. The professors have to make a choice: do they teach at the level their students /should/ be at and let a bunch of kids who've never seen a B+ before fail out, or do they slow down and do a crash course in stuff their middle school teachers should have covered? Neither is a particularly good option.

While I understand the intention of point 8, I also think that "fluff" in an introduction or conclusion can be very hard to avoid. Here's where students are supposed to be making their most general statements and viewing the forest for the trees. It can be difficult, especially for a new student, to avoid overgeneralizations when generalizing. Let's not respond to this difficulty with a "duh" -- it's not outright rude or obvious, just not quite right. Instead, let's recognize the effort and gently nudge young thinkers in the right direction.

I really enjoyed reading this material.

This reminds me of the recent "#overlyhonestsyllabi" trending topic on Twitter (propagated by a number of the people thanked for their "ideas" for this) which was a bunch of instructors and professors venting, some quite obnoxiously, and which a bunch of (adult) students, including myself, pushed back on. That and this both seem shortsighted on the fact that each student is an individual with needs, strengths, concerns and shortcomings individual to them.

I'm curious if this site would be willing to publish a corollary list of student pet peeves about each of these issues. Somehow, I doubt it, even though there are strong responses to consider to at least 8 out of 10 of these "peeves."

I probably shouldn't say this but, hey I graduated. Re: #7 - there are font changes you haven't noticed. If I change the period size across the paper from a 12 to a 14 you won't notice and I'll get an extra half-page to a page in length. It's also ridiculously easy to do with find and replace on Word. Just give a word length, or say it's a range provided that the student has proved their point or completely answered the question. Some of us are just more precise in our writing than others. It helps avoid that fluff that you complain about in #8.

1) Agree to a degree. Bear in mind, prof, you're the hired help, so don't get too bossy.

2) Agree, unless they're basing the question on your past history of long-winded sidebars about nothing.

3) Agreed. We won't leave, or get ready to leave, early, as long as you show up on time to start the class. Deal?

4) True, as long as the syllabus is clear and well organized. Seen any exceptions?

5) Ha!

6) Glad to see you're keeping an open mind about the accuracy of your grading.

7) I've read long papers that were worthless, and short papers that were concise and brilliant. How about you just give the assignment, suggest a possible page range and leave it up to your students? Otherwise someone might mistake you for Salieri and Emperor Joe 2.

8) "I learned it from you, prof! I learned it from listening to you!"

9) Dead right!

10) translation: If you are uncomfortable in groups of people, petty professors will hold that against you. You need to stay on our "good side" because some of us play favorites.

11 (or are we up to 30?). Leaving cell phone ringers on during class.
I understand that it's hard to remember to turn off the ringer, so I
always put a gently worded reminder on the slide that's up as students
file in. But it still happens, and 200 other students have to wait while
the offender fumbles around in his or her bag to find the phone, and
for me to pick up my train of thought.

(I have, on occasion, very politely answered the students' phone and asked if I
could take a message for the caller. This is usually sufficient to prevent another in-class phone call for the rest of the semester.)

I LOVE YOU! (:-)... Seriously, thanks for the post. This is inspiring me to write a similar post in my own blog wiht an emphasis on graduate students...

"Your instructors are not your friends. Correspond with them as if you’re in a workplace, because you are"

How many proffessors have ever seen the inside of a genuine place of work for any meaningful amount of time?

I find there to be a lot of hypocrisy about a blog that tries to deal with inequality also giving advice so that we can help academics retain their professional privileges. I am a graduate student myself but I find it very disheartening when those more senior them myself try to hide behind their privilege, unable to understand their students.

I feel the need to address some of these in order

1. On Professionalism: Academia is not the workplace of students. Don't act angry when students don't treat you as a social better because you have a PhD. You are an expert in your field, but unless you also believe other forms of class and social inequality should be enshrined in our social etiquette don't expect to be treated better than your students (who are adults) treat other adults.

3. Ignores the fact that many students have other commitments that they must get to. I have never known a professor to be punished for talking too long, often I have witness undergraduates being punished for being late.

2, 4, 5 and 6: All these seem to be written from a professor or TA has been out of college for more then 5 years. Due to the job market's problems grades are more important then they have ever been, the difference between an A and an A- does determine futures. Students have as much right to be anxious about criticism as professors have to be upset over being denied tenure.
I also find the idea that it is too hard for professors to answer questions about class reading or assignments absurd. Many people learn better by hearing things from an authority figure, at other points professors assignments may be unclear. As a professor you are paid above a middle class wage precisely to write, research and teach students. Answering their good faith questions seems the least you could do.

10. So you want to condemn students for sitting in a fashion that does not please you on the same blog you discussed how the conventions around women's posture were problematic? I suppose if you really have no issue with that we could just grade our students on how middle class they present themselves as, that might save everyone a lot of trouble.

The end here seems to make clear the writers agenda. Professors and TA's are the top "3%" of students, so they are better then their students because they have earned it. Apparently privilege is bad except when we are speaking of the privilege of sociology professors, in that case we wouldn't want them bothered by minor inconveniences like students.

Professors are the worst at having professional email correspondence. Students are always expected to be professional, and they should be. But 90% of the emails I get back don't have salutation or or proper grammar. It's not like I mind though, i understand they are busy people. At most universities, teachers are only made to teach out of contract obligations. I am really grateful when professors actually want to help the students.

I just have one thing to say: the CNN example is wrong. This is not an opinion, this is a fact. In a representative democracy, in theory, a person is elected to represent the interests of a group, regardless of the race or gender of either of them. So just because there's only 16 women on the senate it doesn't mean women are underrepresented. I kept it short so I didn't bore anyone. Cheers!

"Don’t ask a question about the readings or assignments until checking the syllabus first."

Reader's pet peeve: professors should write in idiomatic English. This could be "without checking the syllabus first" or "until you've checked the syllabus" or "unless you've checked the syllabus first." But the way you've written this -- in boldface yet! -- isn't professional. I'm only taking a virtual red pencil to your text because I care, however.

So #3 -- realize that for a lot of colleges, if you want students on time to the next class you need to expect them to pack up at the end. As an undergrad, my required classes were often scheduled back to back, in rooms 10 minutes apart. If I'm not packing up before 5 minutes before the hour, I'm late for the next class.

What an astounding post.

The student is the paying customer of the professor. Professors with attitudes who can't handle that fact should get into another line of work...

This is my second week of college, and so I'm pretty new to this whole college thing. Reading this article was a great way to find out what to do, and what not to do. I'm not even going to lie, I'm guilty of packing up a few minutes before class, but now that I know most professors hate it I will definitely be mindful of it now. I found this article very informative, and I think all college students should take a look at it just to get some tips.

This is just a hypothesis drawn from the handful of professors I've been fortunate enough to learn from (n=7), but I think that the negative criticism can be more brutalizing when the professor is fresh from graduate school--a total institution, as I understand it--and has spent several recent years in the trenches, remorselessly decapitating arguments with relish.

I had one (really excellent) professor who always used the word "killed" to describe what new evidence did to discredited theories; their feedback was never as belligerent as it was insightful, but they almost "killed" me for cool pose a couple of times when I was just honestly confused, ignorant, and spacing out to try and catch up. It would be silly to say that professors should be more "nurturing," I guess, but it's important to realize that as well as agonism suits the research cycle, not every young person responds well to getting hit in the teeth.

I enjoyed this list very much, but I definitely would NOT want to hear / read, “I’m so sorry I missed class. I’m sure it was awesome."

hmm I wonder how these pet peeves fit in with notions of distribution of cultural capital, allodoxia, favouritism of the professorial class, reproduction of power structures. I must say I've been generally amazed how fairly reflexively cognizant academics tend not to apply the same to their relationships with their students.

So you intentionally surround yourself with people who have never been in the professional world, assign them (instead of office staff) tasks like "making sure that [you were] delivered to [your] hotel and knew where to go the next day," and then you complain about how unprofessional THEY are?
Am I the only hipster here who has seen some irony?

Yuck. This article makes me so happy that I am done with school and don't have to chance running into one of these types of completely arrogant, belittling professors.
To all the students reading this -- don't worry, most professors aren't this awful and huge-headed and actually enjoy interaction with their students! You will run into a couple of these types, but don't worry, just treat them like royalty, do the work the way they think is right, and you'll get through unscathed.

Very solid advise Dr Wade

I am a Sociologist (should that word be
capitalized?). NOTE: the theme of this blog is "Inspiring Sociological
Imagination". I was uninspired. Here is my response to the "Top
Ten Peeves." It is a privilege to be a professor. I have taught at a
community college, a state university, and the Ivy League. I teach undergrads,
grads, medical students, residents, postdocs, and even junior faculty.
Sometimes I even have the pleasure of teaching high schoolers that are involved
in a university internship. There is no antonym for pet peeve, but then again,
I am only a professor and I am sure a couple hundred people can correct me. I
wanted to list Ten Points of Happiness, Honor, and Gratification that comes
with being a professor because in the end nobody really cares about another’s
pet peeves. I think what bothered me most about this spew of negativity is that
my idealistic enthusiastic young son just left home for the university and
somebody posted this list on his website. So, Max, this is for you. Your
teachers are going to love you, you are going to learn so much. Keep your
enthusiasm and ambition and you will reach your goals and change this big world
for the best. Here is my top ten list:

1.
It touches my heart any time that I am teaching
a new concept or an issue that results in student “Inspiration”. How
amazing it is pull somebody’s trigger that makes them think they can do
something they did not know they could do or be somebody they did not know they
could be.

2.
“Brilliance” – It blows
my mind when one of my students can turn something around that I say, take a
new approach, and teach me something. I am always siphoning off little bits of my
student’s wisdom. Most memorable in my life was teaching a PhD level stats
course and a young woman came into office hours and demonstrated a proof she
developed. She was correct. I was in awe.

3.
“Gratitude” – I find students
who tell me “thank you for helping me solve that problem”, “I really enjoyed
your class”, “you are a good teacher” so sweet especially since I teach methods
and stats which students are trained to fear.

4.
“Launching” – I feel so proud
when I get to play a role in a student’s life like writing them a letter for
grad school or for a job - - and they
get it! I not only have the important role of tooling their skills up but
facilitating their transition.

5.
“Support” – Along those same
lines, I also feel my job as an academic is to help my students and faculty
“keep the faith” so that they don’t give up when they have a publication
rejection or don’t get that job they wanted. Academia can be brutal and
developing thick skin is one of those skills I teach.

6.
“Innovation” – In my role as
a professor, I am always learning new things. My job never gets boring.
Innovation comes to me two ways. First, I want my classes to be relative and
timely so I must stay up on current research and second, my students write
about topics or experiences that are new to me. My little brain is always
creating new neuron connections.

7.
“New Research Partners” –
when one of my students is launched - - it is bitter sweet. I become attached
to them but of course the whole goal is that they go on and begin their own
research careers. Just as I continue to work with faculty from my dissertation
committee from 15 years ago, I go on to work with former research assistants,
teaching assistants, and postdocs. I don’t lose touch and remain connected to
an ever-increasing pool of smart people who are interested in my research topic
at some level.

8.
“Novelty” – Every year brings
in a whole new cohort of individuals with new personalities, ideas, and
perspectives. My work environment is ever changing and it always has a special
new personality.

9.
“Perspective” – Not everybody
wants to go to graduate school or be an academic. That is ok! You still get a
degree with a C. College is not for everybody and many people struggle because
of learning disabilities, poor high school programs, lack of resources which
requires they work too much to study and sleep, or its just not their gig.
These students are still worth our time and I just hope they stay and
accomplish their goal of a degree. I worry dropping out of school causes
emotional harm and feelings of failure. A C is ok!!!!

10. “Mentoring”
– by far this is my most important role as an academic. How many careers allow
us to reach out and help somebody achieve their dreams? Sometimes it is in
selecting a graduate program, others it is a job or something as simple as
convincing a hysterical crying student that they can pass their stats class. I
even believe strongly in concordant mentoring whereby I talk to young women who
identify with me because I had children when I was in grad school and raised a
family when I was going up for tenure. I have lots of tricks that helped me
survive and if ever I can help, it is my privilege.

In #9 the statement "feminists believe" is accurate because someone can argue that, since women are significantly more likely to vote than men, the gender composition of a legislature is more likely to reflect the representational preferences of women. I disagree with that argument, and would say that if we had different structures in place more women would come forward for office and hopefully be elected, but that's my "opinion" not "fact." One of the most embarrassing things for a student is to have a Professor mark you down for what is actually a logic fail on their part.

From one graduate student who has also spent a considerable amount of time in school, a student pet peeve? Professors who spend a great deal of time lecturing on citizenship.

Many college professors should learn to respect the fact that students have an incredible amount of commitments on their time. School, jobs, internships, extracurriculars, etc. Allow students to miss class IF they can make up the work. End ON TIME, not five minutes later. Be flexible with deadlines if a student comes to you with a reasonable conflict at the time the assignment is given.

Many professors approach each student from day one like the student is trying to con them out of a degree with zero work. Some maybe are, but at least give the students who aren't some trust to lose.

My pet peeve as a student is #3 because when everybody starts slamming books, stuffing backpacks and chatting with each other those of us who care can't hear what the professor is trying to say. It's not just rude to the professor, it's rude to the other students too. Next is asking questions that are either clearly in the syllabus or assignment--you're wasting our time.

7: What if a teacher gives students a whole semester to write a paper that has to include: an intro, the history of the subject, research and schools of thought on the subject, the different facets of this subject, how it affects the lives of the people involved, how this subject is viewed in a different culture, how this information is relevant to our future jobs, a conclusion and bibliography... (said subject being as vast and complex as "the treatment of ptsd" or "what is schizophrenia" or "autism")
And then later says that all this should fit into 10 pages MAXIMUM of 12 point Times New Romans with double spacing?
My bibliography is already over 2 pages please excuse me while I reduce the margins to 0.1, delete all spaces and titles in the paper and turn it into one massive paragraph...

... looks like PhD comics is going to be doing a pet peeves series.

Here's the first:

http://www.phdcomics.com/comics/archive.php?comicid=1802

As a return to the discussion of the student email that inspired this "article," that kind of communication from another member of my generation that is in college is embarrassing. There should not be such a ridiculously wide range of ability as is being excused by students in these comments. People used to strive for a reasonable level of competency in all areas, but these days people do only their thing and flee at the mention of math, public speaking, whatever it might be. If it is possible to get into Yale etc. with this level of flibbertigibbetedness (insert your own Ph.D vocabulary for job security)...well, I'm glad I'm not paying to be in a sorority at Yale.

-Sincerely, a mediocre physics student at a small midwest private college, who has disappointed more than a few professors largely out of depression from thinking excessively about human nature and the endless gulf between arrogance and ignorance that few will ever bridge that has become college.

P.S. - Professor, if you went to the trouble to post this online I hope you took the time to inform the student tour guide of how untactful their email was so that they might learn something that day and not repeat their mistake. But I'm just a mediocre student and I wouldn't know. Also, I wish more note was taken of the Irish student's point about the possibilities of standardization in education that we ignore to our detriment in the U.S.

P.P.S. - Performing work for NASA to decrease the magnitude of the hopelessness of the space junk/satellite vulnerability situation that is basically the future of NASA should not bring about an arrogant or elitist attitude, but yet it does. A lot of brilliant people that are lauded posthumously for their work have caused a host of problems for our generation to figure out - but I'll never attend CalTech, what do I know.

You have a PhD and write "pretend like you do"? That doesn't seem like a student who was part of the top 3%.

Psssh I rather read about the peeves students have with college professors. Forget the professor's peeves, the students are the ones paying the money, that to me would make a better article.

All of what I read here makes so much sense to me, I will learn from it and make a difference.

Don't be afraid to ask questions and talk to your professors, even in large lecture classes. Chances are that someone else in that class also doesn't understand the same concept but are just as nervous to raise their hand in front of 300 students. You don't want to go into a midterm or final staring at the test blankly just because you were afraid to speak up. Say something if you don't understand an idea, it'll help you in the long run. And you'll certainly need it to do your science homework.

Really loved this article just absolutely mind blowned like can someone write more of this stuff like really how on earth.

Después de haber leído todos los puntos del decálogo, aparte de estar totalmente de acuerdo con ellos, quisiera que se tenga el volumen con el que se habla entre compañeros, es decir, que cuando el profesor se encuentre buscando información o resolviendo dudas particulares, los demás estudiantes mantengamos un cierto volumen bajo al hablar y de esta manera poder retomar el hilo de la clase mas fácilmente.

Por otro lado, quisiera que se tenga un poco de paciencia con respecto a las formas de hacer y presentar trabajos, entiendo que es la forma en que deben hacerse, pero podría tenerse un poco de paciencia, ya que son cosas que se aprenden y perfeccionan con la práctica.

I tend to agree things would be quite annoying to a professor and show a lack of discipline on the part of a student .

Retiring after 25 years of private industry experience and 28 years of community college teaching (business and computer courses, 15 years of those online) I found the article both nostalgic and humorous. Unfortunately, for those of us teaching online, it's somewhat outdated. The list needs to include facts related to online teaching, so here's my humble contribution.

My first assignment is a simple, but valuable, student survey. Among the dozen questions asked are experience with online classes, number of computers in the household with an emphasis on having backup plans (first rule of computing), and formal computer courses taken thus far. Others deal with software, type of Internet connections, and employment.

Later in the course when projects are due and excuses start arriving, this information comes in handy. Here's one: "Professor, my hard drive crashed last night and I couldn't finish your assignment."

Unlike 1981 when I purchased my first desktop computer for $3k, most households today have several desktops and laptops, not to mention mobile devices- tablets and cell phones. (The most any one student has reported having is eight in the household!) Cross checking the student's survey, I often find the individual writing having several computers- iOS (Apple) and Windows machines- in the household.

My follow-up question: "What happened to the three other computers in the household?" My questions frequently fail to get a response resulting in placing the responsibility back where it belongs- with the student.

I had no idea what Professors had to deal with it was an eye opener . I have a greater appreciation for instructors . Thank you .

1. No marxar d'una classe per la porta de davant, és a dir marxar per la porta de detràs per a no desconcentrar al professor que està donant classe.

2. Una de les conductes que els professors sempre haurien de fer és arribar puntual a les classes menys quan tenen algun acte puntual o no estan.

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Creo que un estudiante universitario no debería de faltarle el respeto a sus profesores y a sus compañeros. Ya sea estando con el teléfono visible o haciendo perder tiempo valioso de la clase, etc. Pienso que estás ahí y estás pagando por unos estudios que quieres y si no te interesa no molestes a los demás.
Una cosa que siento que no debería de hacer un profesor a un alumno, es que si un alumno necesita ayuda o tiene algún problema con alguna tarea, que el profesor le de ayuda. Con esto me refiero a que algunos profesores deben ayudar más a sus alumnos en momentos así y que no se desentiendan tan rápido de los problemas.

En mi opinión creo que un profesor nunca debe rechazar ayudar a un alumno a menos que este anteriormente, le haya faltado el respeto a dicho profesor y por tanto, el profesor esta en pleno derecho de no querer ayudarlo aunque es su obligación como profesor, la obligación de todos también es respetarnos entre todos.
Como alumno creo que lo que nunca se debería hacer es faltarle el respeto a algún profesor o incluso a alguno de sus compañeros porque deben haber unos valores mínimos en la aula para no repercutir en la enseñanza del profesor y el aprendizaje de los alumnos.
También creo que tanto el alumnado como el profesorado deben respetarse entre si para poder llevar a cabo adecuadamente la docencia y sobre todo en la universidad que es totalmente voluntaria.

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