Chris S. Dula
Virginia Tech
(This article was first published in the Winter 2002 issue
of the APAGS Newsletter.)
I hope this article stimulates thought on the standardization of professional
behavior at all levels, and isn’t taken as a personal criticism of any of my
colleagues. In fact, this is a set of observations and an opinionated response
to the apparent current state of affairs. I completed one psychology graduate
program and I am on my way through another. Over the past few years I have heard
many complaints from students about certain professors, how hard some are on
grading, the lack of stature of graduate students, and the amount of work
required. In a couple of cases, I’ve seen professors characterized as though
they have a personal vendetta against students, only to find out later that they
cared tremendously for their students’ professional growth.
I’ve only known a few students to skip classes regularly and those didn’t
make it through the programs. However, we (myself included) sometimes come to
class unprepared for discussion. Many of us dress down for classes, yet I’ve
observed graduate student teachers that were indistinguishable from their
students except that they were the ones addressing the class. On the other hand,
I have watched some graduate students make genuinely thoughtful contributions in
class, only to be verbally cut down by a professor with a conflicting opinion. I
also know a few graduate students who were expected to work for their mentor or
assistantship, far beyond their original agreement and who felt there was
nothing that could be done about it. This leads me to think there isn’t a
clear distinction for what type of treatment should be expected from professors
or an understanding of what behavior should be expected of us.
Issues of how to behave toward professors and expectations for our own
treatment are common quandaries for many graduate students. Shifting from
undergraduate to graduate means we are committing to a career and graduate
school is intended to function as a professional training ground. However, it
seems at times as though we are treated less as professionals than as indentured
servants. It is my position that we are to be considered junior colleagues and
treated accordingly. This position is not an entitlement however; it’s a
privilege.
With privilege comes responsibility. So, what are our responsibilities as
junior colleagues? Really, there’s only one: showing respect for our
higher-ranking colleagues. They’ve come to their positions through hard work,
which included servitude to their superiors earlier on. The respect due them was
earned before we arrived and the respect we give now is the same we should come
to expect when we’re peer colleagues.
There are myriad ways we can show such respect. Coming to class prepared,
asking thoughtful questions, contributing to discussions, knowing and practicing
ethical principles, and staying within projected timelines for achievement
milestones, are just a few behaviors that acknowledge our professors’
legitimate authority and show we’re ready to become professionals. Another is
dressing suitably whenever we teach or represent our departments, which shows we
care about what we do.
As junior colleagues we are assuming a moderated stature of similarity. So,
we may be on friendlier terms with our teachers than we were as undergraduates.
In general, the use of titles and last names conveys a sense of respect, while
the use of first names denotes similitude and solidarity. Still there are times
when "Doctor" is the always the appropriate term to use, such as
introductions, when in the presence of undergraduates or clients, or in
attending official meetings or presentations.
Thus, we come to students’ expectations for professors. These encompass
many aspects of behavior and attitude. In exchange for our respect and hard
work, we’ve justifiable privileges due us. We expect to be treated with
respect and not to be disparaged at any time, especially in class. We expect
sincere guidance from senior colleagues so we are truly prepared to enter the
workplace upon graduation. Accordingly, we expect our mentors to devote a
reasonable portion of their time to our individual development. We expect our
personal lives to be acknowledged and appreciated. Thus, we expect our time
commitments to be honored and not to be abused with extraordinary demands. We
expect our contributions to research or other projects to be duly recognized and
officially noted. We expect occasional outward demonstrations of appreciation
for us as people. We expect, in short, the same treatment we should give to our
future junior colleagues. At least, those are my expectations.
