Monday, May 4, 1998
The University Daily Kansan
Section A · Page 7
Faculty complains about ill-mannered students
Continued from page 1A
pletted faculty interviews in 1997 and has spent this year compiling the results.
He surveyed 200 students and 200 faculty members, gathering information on what people on both sides of the lectern deemed civil classroom behavior. Participants filled out a survey and a form asking for anecdotes.
"We asked students to think of a faculty member who clearly respected them and another faculty member who had disrespected them," Friedman said. "We asked them to describe the behavior that led to these conclusions. Faculty members answered the same questions referring to students."
Faculty and staff responses fell into two main categories, he said.
"The first dealt with an indication of respect for their status," Friedman said. "For example, if students addressed them by their first name or by their titles. If students presumed more familiarity without asking first, faculty felt disrespected."
Some professors also felt that students who wore baseball caps or sunglasses in class were not treating the classroom as a place of dignity and learning.
The second category dealt with academics. He said when students did not attend classes, pay attention or make a real effort, it made teachers feel as if students were just focusing on a grade, instead of learning, and showing disrespect. When students used class evaluations for personal attacks, rather than a forum for constructive criticism, that showed incivility as well. Friedman said.
William Arnold, associate professor of sociology, said that in his 30 years at the University he only has had one major problem.
"Before an exam a student threatened to kill me if I showed up," Arnold said. "I called the police and one of my colleagues showed up to give the exam. They never identified the student."
Arnold said nothing like that ever had happened again and the isolated incident did not affect his thoughts on students at the University.
Shirley Harkess, professor of sociology said most students are well-behaved.
"The only problem I have is when students leave 15 to 20 minutes early in a 50-minute class, but other than that, I don't have any major problems," she said.
Some professors thought outside influences could affect student's classroom behavior.
Harkess said that student life had changed over the past few years. She said that could be part of what professors see as uncivil behavior.
"Students lives are busier with jobs, and
school work is not the only focus anymore," she said. "The class students have at 10:30 on Monday, Wednesday, Friday isn't the only thing on their minds anymore."
Phil McKnight, professor of teaching and leadership, agreed
He said students had different lifestyles today and some student obligations could create problems.
"There have always been some students who are very courteous and some who tend
to be rebellious," he said. "Students are more preoccupied now with other things and that translates to behaviors towards classes, but that doesn't imply rudeness. For example, if a student is late to class it could be due to a number of things, such as commuting from jobs or dropping off a child at daycare."
Jeannette Johnson, assistant to the provost, said there was no central policy on civility in the classroom. Teachers are, in the end, absolute rulers once they close
the classroom door.
Josh Cooper, Omaha, Neb., junior, said that maturity was a major factor in civility problems at the University.
"I was kicked out of a class once my freshman year because I questioned my teacher's ability," he said. "But I have done a complete turnaround. Now that I'm in upper level classes, you just don't see it as much. The older you get the more focused you become."
Friedman also surveyed what students did not like about faculty manners.
"Students said it mattered if the professor treated everyone equally or played favorites," Friedman said. "Students also said the amount of time and effort teachers put into dealing with the students indicated respect."
Friedman said students appreciated teachers who took student comments and questions seriously, who answered questions with courtesy and integrity and who refrained from disparaging students in class.
Teachers who were aware of students' emotional sensibilities were regarded highly as well, Friedman said.
"Teachers who respected students gave criticism in a polite way in private, where teachers that didn't respect students would do it in front of whole class," Friedman said. "Students also deemed teachers respectful if they were empathetic to emotional events outside of classes. The teachers, who students said didn't respect them, seemed to think that course work was more important than anything happening outside of the classroom."
Jessa Hall, Alpine, Utah, sophomore, said that while most of her teachers had been very civil, she had experienced several impolite professors at the University.
Friedman said students respected teachers who gave them a fair hearing and heard them out in situations of academic misconduct, rather than concluding the worst.
"Sometimes professors do act like questions asked in class are kind of stupid," she said. "Kind of like the 'I'm right because I'm a professor, your wrong,' kind of thing."
David Holmes, psychology professor, said class size was a large part of the civility problem and that one classroom in particular posed difficulties.
"Apparently Budig 120 has created problems and it appears to be specific to that auditorium," he said. "I've been told that some students talk in the back of the class and will be rather casual when they sit in the balcony. That auditorium seats 1,000 students and I can't really see them in the back."
Holmes, who claims to be a passionate lecturer and a teacher who tries to include all his hundreds of students, said the room
"I was kicked out of a class once my freshman year because I questioned my teacher's ability."
Josh Cooper Omaha, Neb., junior
promotes a loose atmosphere.
Students, like Cooper, agreed.
"I don't think they get the feeling of involvement," Holmes said. "Students describe it a being in an audience. They see it as a theater and treat it that way. Students walk out of the classroom because you can walk out of a theater."
"In big classes, students don't care because they don't think the teacher knows them or notices much because the class is so big," he said. "They think they can get away with more."
Friedman said GTAs often have more problems than professors.
"According to the anecdotal responses, the GTAs have the hardest time because they are dealing with beginning students in required courses that they don't really want to take," Friedman said. "The students also see the slightly lower prestige of the GTAs."
However, Jeanne Moyer, a GTA in western civilization and philosophy, said students usually were very civil in her classrooms.
"I think the classes I teach are relatively small, so students feel relatively watched," she said. "I have never had any disciplinary problems."
Friedman said the manners pamphlet would need to be approved by the Human Relations Committee before distribution and would highlight the main respect indicators from both sides. He said plans for the pamphlet were still in progress.
Friedman said the pamphlet would be a quick reminder of the implicit expectations each group has for each other and that, while no pamphlet could speak for everyone, it could at least cover some of the bases and people could fill in their own individual differences.
Holmes said he thought the pamphlet was a nice idea but said he doubted if it would have much impact.
Friedman said he thought it would make some people think about their actions.
"I hope that it makes a little difference and that difference will have a ripple effect," he said. "It will affect some people's behavior and their behavior will affect others indirectly."
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