This summer I bought my son a book to prepare him for college: Say This, NOT That to Your Professor: 36 Talking Tips for College Success. He read most of it, and found it to be reasonably well-written, somewhat poorly copy edited, and worth reading once. Most of the advice in the book he felt was just common sense, but that only means that he has been raised in an academic culture. What the child of a professor sees as common sense in dealing with professors may seem arcane for someone coming from a different culture—perhaps the first in their family to go to college.
For the past 3 years, over half of our admitted students are first in their family to go to college. So what my son finds “common sense” may be the cultural knowledge of academia that many of the students at UCSC are missing.
After my son left for college, I decided to read the book for myself, to see if it was worth recommending to students at UCSC.
The author, Ellen Bremen, apparently teaches communication at a two-year college (Highline Community College in Des Moines, WA, about an hour and a half south of University of Washington by public transit), and some of the advice she gives seems to be more directed at two-year college students than research university students. For example, she provides no advice on how to ask a faculty member if you can join their research group, because most 2-year college faculty have no time to do research, but she provides a lot of information about what to do when you miss half a quarter’s classes.
Her example students also seem to be a bit more clueless than the students I see at the University of California. Perhaps this is because of the stricter admission criteria to UC, or perhaps she has selected the most extreme cases to use as illustrations. Or maybe I just haven’t dealt with enough freshmen—I generally see students in their sophomore through senior years, after they’ve had a chance to get acculturated to academia.
About 3/4 of Bremen’s book is dedicated to what students do wrong, and the last quarter to how students can deal with professors who screw up—about the right ratio for a book like this. Although the actual incidence of student mistakes and faculty mistakes is a larger ratio (more like 10:1 or 20:1), the student mistakes tend to fall into the same sorts of things over and over, with only the players changing names, so a 3:1 ratio is reasonable.
The advice she gives is generally good, though she recognizes only the teaching role for faculty, and assumes that all faculty have as much time and desire to meet one-on-one with students as she does. At UC, many of the professors see their research role as more important than their teaching role (and the promotion process, summer salary, and publicity about faculty activity clearly favor this belief), so faculty are a little less willing to dedicate 10 hours a week to office hours or meet with students at random times outside office hours. I’m doing a lot of additional appointments this quarter, and it really does break up the day so that I can’t carve out a chunk of time for writing papers or programming. In previous years I’ve kept one day a week free for working from home, free from student interruptions and meetings all over campus, but this quarter I’ve not been able to do that, so my research time and book-writing time has dropped to almost nothing. Just coping with the pile of email from students every few hours eats up my day. I find that a lot of student requests can be handled more efficiently by e-mail than by scheduling meetings—the extra non-verbal communication that Ellen Bremen is so fond of often gets in the way of the actual business that needs to be transacted.
Overall, I think that Bremen’s book is a good one, even if some of the advice is slightly different from I would give. I think that she would do well to work with a second author (from a research university) for a subsequent edition, to cover those situations that don’t come up much at 2-year colleges. Despite those holes, I still recommend the book for UC students, particularly first-in-family students.