It takes two to tango: Fostering student-faculty relations

English professor William Howarth has spent his entire career of 36 years at the University. During that time, he has had ample opportunity to observe the quality of the University's professor-student relationships, reputed to rank among the closest in the world.

"When we try to recruit faculty from outside universities, they tell us, 'You teach too much at Princeton.' I think we do give an extraordinary amount of time to helping our students personally," he said in an e-mail.

"Over the years, I've seen my colleagues spend days dealing with such issues as readmissions, grades, standings, prizes and honors. The student names on our lists have faces and histories because the advising system encourages us to know them as individual people."

Many of Howarth's colleagues agree with this portrayal of student-faculty relations.

Director of the Program in Law and Public Affairs at the Wilson School Christopher Eisgruber '83 said, "Getting to know students is one of the best parts of being a professor. When I was a student here, I had a number of teachers who made a difference in my life, and it's a great opportunity to be able to do that for others. I think teaching is energizing; I like to share ideas that I find exciting; and I learn from my interactions with students."

Some undergraduates expressed gratitude for the opportunity to get to know their professors. Jonathan Meer '02 often eats at Cloister with his thesis advisor, economics professor Harvey Rosen, who is also fellow at the eating club.

Meer said, "Princeton is very unique in that professors actually care about undergrads. People complain about aloof professors from time to time, but I don't think they realize that at other schools, you're lucky if a senior professor will even talk to you."

However, as in any relationship, director of studies at Rockefeller College J.M. Spectar said in an e-mail, "It takes two to tango."

"To get the best of college, students should more proactively engage and interact with their professors."

"I encourage students to think about engaging professors from a 'consumer's point of view' — the students are paying my salary, they pay for my beautiful office; they should use me. Else they'd be shortchanging themselves and that would be a pity!" Spectar added.

Ian Lampl '02 agreed, "The circumstances that I have developed these relationships were normally from my own efforts, if I sought them out for some reason or another."

When asked why some professors are hesitant to get to know students, associate professor of art and archeology Anne-Marie Bouché said, "And vice-versa? Some students aren't interested in getting to know their professors, either."

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She enumerated other reasons why professors may hold back, "Others are insecure or shy, or painfully conscious that they must seem as old as the hills to their students."

"The newer faculty are desperately running the tenure race, while older ones have often started to have personal problems or health concerns that become preoccupying and leave fewer mental resources for other pursuits. And most of us are running like mad, trying to keep up with classes, advising, committee work, professional activities and our personal research and writing," she said.

Barriers also exist from the student's perspective. Sarah Kahan '02, who has not developed especially close relationships with any professors, said, "I'm not sure that it's a fault of Princeton. I think it's more a function of education in general. Students tend to look up to professors, rather than treat them as friends or as social equals. If students want to develop relationships with professors here, just as at other universities, they can put in the effort and do so."

John Ewalt '02 said that, despite the "consistent minority" of students who do attend office hours, overall a low percentage of students take advantage of such opportunities.

"Brilliance . . . is also intimidating; why visit a professor with a simple question, when he is tackling only the biggest and most difficult? These men and women are like floating brains pumping out theories and articles for other floating brains to argue against. How can you talk to a floating brain?"

Nevertheless, Ewalt has gotten to know his thesis advisor, medieval history professor William Jordan, quite well through the thesis advising program.

"He's a brilliant but accessible man," Ewalt said, describing his relationship with his thesis advisor as a unique combination of comradery and intellectual respect. "We make each other laugh," he explained.

"Our relationship changed when I realized he wasn't locked away in his ivory tower," he said.

"We've had conversations that run the range. I know that my weekly meetings with Jordan are half about my thesis and half about poetry, politics, religion, popular culture, family, writing, history outside the Middle Ages — all of which is part of an education that isn't about papers or exams, but about the daily test in how a person thinks and evaluates the world."

These valuable lessons have allowed Ewalt to come to a realization. "For the first time in my life I realize what effect a mentor can have," he said. To be a senior "about to burst into the real world" and be touched in this way by "the tenured brilliance of a Princeton professor" is an experience he calls "humbling but ultimately very rewarding."

Relationships formed can continue well past a student's undergrad career. Ivilisse Esguerra '01 stayed on this year as a research assistant for her former thesis advisor, Wilson School professor Kent Calder.

She first became acquainted with him when she took his course in Japanese politics in the spring of her junior year. After working as his senior commissioner in the fall of 2000, Esguerra took him up on an offer he mentioned in class and went with him to Japan to study military relationships.

Esguerra praised the role of WWS policy task forces in fostering relationships with professors. "You have the opportunity to work really closely with professors," she said.

Alexis Collins '02, who is majoring in art and archaeology, agreed, "It is great to work one on one with someone on a subject that you are beginning to learn more about. [My advisor] has been very supportive about my ideas and helping me to expand on them."

"Princeton is the type of environment that can foster close, solid relationships between professors and students because of professor's accessibility and the difference in class size from larger colleges and universities." However, she emphasized the student's role in this process.

"It really is what you make of it. There are plenty of students at Princeton who do not have personal relationships with any professors."

Collins conjectured that maybe the key is to get a head start even before being assigned a thesis advisor.

"I believe that if someone makes an effort with professors starting freshman year — I did not — then they are more likely to have closer relationships with future professors because they are comfortable and confident with them."