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I hesitated to respond right away so the student could reflect on the situation, hoping that the inner drama involving interdependency, independency, and independency might surface. I gave this individual a few days to think about what was happening without prompting reflection. From my own perspective, the student had been functioning in this instance, just like all of the others previously, in an interdependent manner, albeit it with a high degree of dependency; however, this individual was in a state of denial, possibly feeling deprived of personal effectiveness, spirit, or force. The student had wanted to assert a level of independence in this situation that was misleading and simply inappropriate given the reality of the circumstances. I wondered if this individual had overly personalized the rule that the major professor is to be cc’d on all official correspondence—it was as though I was being perceived as controlling or unreasonable.

Another possibility is that I was being seen as equivalent to the school employees within this person’s charge. The use of plural first person perspective (i.e.,“our next steps”) surfacing in the student’s lexicon struck me as discordant—this may have simply been intended as nothing more than a polite gesture, but then again it may have been a strategy to motivate me to do this person’s thinking and work, which would have contradicted the assertion of independence made earlier.

Two days following the student’s email asking about our next step, I received a more demanding one asking if I had heard from the staff member in question. I wrote back what is for me a dispassionate message:“Since I was not cc’d, you will need to follow up with [XYZ] and let me know—communications pertaining to one’s degree program are generally the responsibility of the student.”A statement to this effect appears in the graduate student handbook. A few minutes later the student responded,

Thanks for the information. I understand your position and I will inquire from [XYZ] when I have the opportunity. Please note that you were not included on the request since I assumed that it was my responsibility alone. I hope that you were not offended by either the incident or the attempt at humor in the successive emails.

This communication did not ring true—each and every embedded claim can be unpacked. In response to“I understand your position and I will inquire from [XYZ] when I have the opportunity,”the student had always leaned on me to make inquiries on this individual’s behalf and, by way of extension, to conduct follow-up. I find that my students who work full-time as over-extended administrators often function in this way. This student had completed a degree program and thesis with me earlier. Whenever I had requested that this person follow up with staff or faculty members, this typically did not occur, leading to delays in the student’s progress and complications as I made follow up inquiries. Regarding“Please note that you were not included on the request since I assumed that it was my responsibility alone,”I felt baffled as this student knew the ground rule and that the reasons for it had been explained. Moreover, the student was not in fact taking responsibility for personal actions because of the dependency on me to explicate what to do and to communicate with others on this person’s behalf. Finally, the assertion“I hope that you were not offended by either the incident or the attempt at humor in the successive emails”evokes more thought—the claim involving independence in the earlier email message produced a barrier that could have been avoided. However, as it turned out, the reflective space that I had given the student combined with my personal distance and dispassionate tone seemed to have the desired effect: subsequent to these episodes I had been“cc’d”on all official correspondence. The student has since made the expected progress in the academic program whereas earlier there had been stymied activity only.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
what is the meaning
Dominic
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
Nêu ứng dụng, tác hại của lực điện động
NTQ Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, The handbook of doctoral programs: issues and challenges. OpenStax CNX. Dec 10, 2007 Download for free at http://cnx.org/content/col10427/1.3
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