Arrogant Professors at Dickinson?
Let me begin with the premise that this article is meant to invite professors to reflect on their attitude rather than criticize them. The motivation that drove me to write this short piece is straightforward – the arrogance and snobbish attitude of some professors here at Dickinson. This judgement is based not only on my own experience but that of several other students who have shared their feelings with me. My initial thought was to call out those professors who are blatantly rude to their students (for reasons I’ll address later), but I was advised against doing so, as this could create negative tension and influence other students (although this was part of my intention).
As I mentioned before, there are some professors who carry themselves with a particular air, a snobby attitude, a sense that they’re something superior – untouchable intellectuals, perhaps. Maybe it’s because they’re too afraid of being challenged or simply that they genuinely think they’re better. This insufferable, self-righteous attitude all too often becomes painfully evident, and the consequences are severely detrimental to the learning process. Often times, a student that makes an argument contrary to the professor’s viewpoint will receive a lower grade or, a passive-aggressive form of humiliation towards the student in front of his peers. Although I believe knowledge and power go hand in hand, I also believe that the combination can lead to arrogance.
Of course, this does not apply to most academics and I want to emphasize the fact that most Dickinson professors are cordial, friendly and open to productive, high-quality debates. In this camp are Ed Webb and Toby Reiner, who apply some of the best exchange-of-thoughts systems in their classes. Others, however, seem to be more hesitant and close-minded, consistently rejecting all opposing viewpoints outright.
What then, is the reason for the rude ones? I believe that the case is more practical than philosophical. The job of an academic is to defending his/her own ideas while engaging with, critiquing and possibly adopting new ideas. Professor Webb for instance, lectures in a way that allows his students to shape their own argument and at the same time seeks students’ input to further analyze the subject of his lecture. Professor Wolff’s classes are a constant back and forth with students, inviting them to think on their own and welcoming their criticism as constructive dialogue. But some professors don’t see it that way, and they look at your intelligence as a threat to their academic work and actively seek to take you down.
While many students may be intimidated by the tone of the professor or see their grade decline, I invite my peers to challenge these professors and call them out. Thicken your blood, make eye-to-eye contact and unapologetically express your critique. Silence and lowered heads lead to defeat and allow these professors to further pump up their own egos. I will never forget what it feels like when a professor looks down on you with distaste if you so much as dare to question his/her view on a particular subject.
Again, I would like to stress that this sort of behavior is the exception rather than the rule. Professor Van Fleet is another exceptional instructor when it comes to student-faculty class engagement. I have witnessed her dealing with the most contradictory and absurd ideas in her classes, yet she’s always welcomed and accepted student input as valid arguments while providing the necessary knowledge to challenge their own opinion.
Unfortunately, this isn’t the case for all. Some like to continuously bring their Ph.D.s into class, as a way of implying that I, as a student, am not competent enough to build an argument and it is imperative that I must unconditionally accept the professor’s opinion. They try to make you feel that if you don’t have a Ph.D., you are automatically some inferior human being. This is particularly the case if you’re foreign. I cannot count the times foreign students are informed in front of their peers that they must visit the Writing Center, as if they aren’t already painfully aware of this. But this is a simple way of telling the student to shut up.
Dear rude professors (this is coming from a rude student), if you want respect, give respect. As a student, I understand that your knowledge base is far greater than mine (students know what a Ph.D. is) but this does not mean that your opinions are inherently superior or that your truth is any better than mine, professor. If you refuse to employ basic human communication skills with your students, I suggest you take your degree and burn it, as it serves no use to you or anyone else. The inability to consider or even acknowledge a different viewpoint runs counter to the entire and purpose of academia. At the end of the day, you shouldn’t be surprised if you don’t see any students come back. We know who you are and if we take your class, it means that we don’t really have a choice.
David Ndreca • May 25, 2018 at 2:12 pm
Dear Director of the Norman M. Eberly Multilingual Writing Center,
First, my apologies for this late response. I was just notified of your comment and I would like to say a few things before you come to any particular conclusion.
Let me begin by re-affirming the statement that you found concerning. I cannot count the times foreign students are informed in front of their peers that they must visit the Writing Center, as they (myself included) aren’t already painfully aware of this. “Painfully” is not meant to undermine the valuable use of the writing center but rather, acknowledge that, as foreign students, we are aware we have more difficulties than our fellow American peers. And I am confident in telling you and your fellow directors and faculty that there are certain colleagues of yours that, openly, during class sessions, call out foreign students on their writing abilities and tell them that they must seek help from the writing center. Would you like me to give you names? I will gladly do so, as I have done in the past but, unfortunately, the Dickinsonian, just like any other “open” channel at Dickinson, limit your ability to express freely and, were I to give you names, I would probably end up in trouble, as I have in the past.
Secondly, you being “deeply impressed” by the intellectual abilities these students bring to class is beside the point. Many professors would agree with you. However, students care about the approach a professor has toward the writing ability of a student and the way it is addressed in class. Such behavior has an impact not only on the directed student but also his/her peers who automatically assume their classmate is of less value. There is plenty of research on this; however, I am sure you are aware since you have been appointed director.
Third, your whole comment was about defending the Writing Center. By no means was it my intention to discredit the resourceful, use of the Writing Center. It would be foolish to claim otherwise. It is my belief that you misinterpreted the message of my point. In that particular passage, I wanted to address those American-born readers, particularly professors, and explain to them that foreign students are fully aware of the linguistic challenges that come along when enrolling in an American university.
Once again, I would be enormously happy to share my personal experience and those of many other students. The article I published represents collective thoughts and not simply my own. The opinion of one student may not matter but that of twenty should cause faculty to reflect, I believe you’re failing to understand that. I have attempted, multiple times, to call out professors by name when injustices occur, but such action cannot be taken in the American academic society, or you’ll get in trouble, and your grades, for some reason, start declining.
Everyone seems to personalize everything and make it their own. That is the wrong approach. As director and provost, you should be working on fixing the complex environment around these issues and not respond to a student from an individual perspective. Again, in this article, I didn’t bring my personal experience but that of a collective body of students. The overall article was intended for arrogant professors as a whole not simply those you mentioned in your comment.
Looking forward to talking to you soon.
Regards,
David
David Ndreca • May 25, 2018 at 2:12 pm
Dear Director of the Norman M. Eberly Multilingual Writing Center,
First, my apologies for this late response. I was just notified of your comment and I would like to say a few things before you come to any particular conclusion.
Let me begin by re-affirming the statement that you found concerning. I cannot count the times foreign students are informed in front of their peers that they must visit the Writing Center, as they (myself included) aren’t already painfully aware of this. “Painfully” is not meant to undermine the valuable use of the writing center but rather, acknowledge that, as foreign students, we are aware we have more difficulties than our fellow American peers. And I am confident in telling you and your fellow directors and faculty that there are certain colleagues of yours that, openly, during class sessions, call out foreign students on their writing abilities and tell them that they must seek help from the writing center. Would you like me to give you names? I will gladly do so, as I have done in the past but, unfortunately, the Dickinsonian, just like any other “open” channel at Dickinson, limit your ability to express freely and, were I to give you names, I would probably end up in trouble, as I have in the past.
Secondly, you being “deeply impressed” by the intellectual abilities these students bring to class is beside the point. Many professors would agree with you. However, students care about the approach a professor has toward the writing ability of a student and the way it is addressed in class. Such behavior has an impact not only on the directed student but also his/her peers who automatically assume their classmate is of less value. There is plenty of research on this; however, I am sure you are aware since you have been appointed director.
Third, your whole comment was about defending the Writing Center. By no means was it my intention to discredit the resourceful, use of the Writing Center. It would be foolish to claim otherwise. It is my belief that you misinterpreted the message of my point. In that particular passage, I wanted to address those American-born readers, particularly professors, and explain to them that foreign students are fully aware of the linguistic challenges that come along when enrolling in an American university.
Once again, I would be enormously happy to share my personal experience and those of many other students. The article I published represents collective thoughts and not simply my own. The opinion of one student may not matter but that of twenty should cause faculty to reflect, I believe you’re failing to understand that. I have attempted, multiple times, to call out professors by name when injustices occur, but such action cannot be taken in the American academic society, or you’ll get in trouble, and your grades, for some reason, start declining.
Everyone seems to personalize everything and make it their own. That is the wrong approach. As director and provost, you should be working on fixing the complex environment around these issues and not respond to a student from an individual perspective. Again, in this article, I didn’t bring my personal experience but that of a collective body of students. The overall article was intended for arrogant professors as a whole not simply those you mentioned in your comment.
Looking forward to talking to you soon.
Regards,
David
Noreen Lape • Apr 6, 2018 at 10:53 am
Dear Editor,
As Director of the Norman M. Eberly Multilingual Writing Center at Dickinson, I feel the need to respond to “Arrogant Professors at Dickinson?” In particular, I am concerned about the following comment: “I cannot count the times foreign students are informed in front of their peers that they must visit the Writing Center, as if they aren’t already painfully aware of this.”
First, I hope that our English Language Learners are not being publicly shamed for their writing skills. As someone who has taught WRPG 101, our writing course for international students, I am deeply impressed not only by their intellectual abilities but also by their bravery as many of them travel thousands of miles to seek a degree in another language and culture. They are role models of intellectual risk-taking and intercultural competence that all Dickinson students would do well to emulate.
Second, there is nothing “painful” about the Multilingual Writing Center. The writing tutors are trained, professional, and committed to supporting student learning and achievement. In addition, all of the writing tutors are second language learners given Dickinson’s foreign language graduation requirement, which involves learning to write. Instead, the Multilingual Writing Center is the heart of the writing culture at Dickinson and a place where all writers can receive the feedback that all writers need to revise — and, as we know, revision is the most essential stage of the writing process. If you need more proof that it is not a “painful” place, you can ask the International Fellows at the Army War College — English Language Learners who also happen to the colonels and generals — who routinely bring their graduate work to the tutors.
Finally, I have been assessing the Multilingual Writing Center for nine years now, and I am proud of the fact that the excellent staff attracts writers of all levels and abilities. In fact, 50% of the student body make at least one visit to the Multilingual Writing Center each year. In addition, the writing tutors frequently make appointments with each other because we all need feedback to revise.
Sincerely,
Noreen Lape
Associate Provost of Academic Affairs and Director of the Writing Program