Communication Preferences
Different professors have different expectations for how students should communicate with them. In order to help students keep track of the various requirements of each instructor, a syllabus is a great place to make things clear. It’s also helpful to indicate how you will respond to communications.
Below we've provided policy options, as well as rationale for using each of them—or not. Feel free to use the language below in your syllabus, and adapt as necessary.
Formal Communication
Informal Communication
Setting Boundaries
Formal Communication
The instructor expects communication from the student to meet formal and professional standards.
Sample Syllabus Policy: "Between class sessions, I will be most easily reached via email. In sending me an email, please consider this a formal interaction. Begin with “Dear Professor X,” articulate your question or other content in full, grammatical sentences, and end with a traditional close and your name. (See this writing resource for tips on writing formal communications.)"
| Rationale For | Rationale Against |
|---|---|
| Gives students practice with formal communication. Requires them to think through what they’re communicating. | May produce distance between instructor and student that can slow rapport-building. Complicates everyday communication. Could create additional pressure for students for whom English is a second language or for whom interacting with faculty members is already intimidating, unfamiliar, or difficult. |
Informal Communication
The instructor encourages polite but informal communication from the student.
Sample Syllabus Policy: "I’m eager to hear from you between class sessions if you have any questions or other things you want to communicate to me. Email will be the best way to reach me, and don’t worry about formality or titles or that kind of thing, as long as you’re polite—just be in touch!"
| Rationale For | Rationale Against |
| Makes faculty more approachable. Lowers the barrier to communication; encourages communication, which could be an asset to students for whom finding time to ask questions right before, during, or after class is a challenge. | Could invite fairly relaxed student language, which may not feel respectful to all faculty. May also result in more frequent communication, so clarity around expected response time may be needed. |
Setting Boundaries
The instructor encourages communication from the student and delineates specific response guidelines so the student knows what to expect and understands the communication-based boundaries.
Sample Syllabus Policies: "Like you, I have a full life beyond this course, and so may not always be able to respond to emails immediately. In general, I am only on my GU email account on weekdays from 9am-5pm. Not counting weekends, I will endeavor to respond to you within 48 hours. Please note that emailing me right before an exam or major assignment may not guarantee feedback or a response in time to impact your work, so please plan your time accordingly."
Note that this isn’t an alternative to the above policies but just an example for how to handle other aspects of the policy.
| Rationale For | Rationale Against |
|---|---|
| Models boundary setting. Gets ahead of student disappointment when communication is slow over the weekend. Helps faculty with work-life balance. | Can slow communication. May be a new experience for some students, so maintaining and reiterating boundaries may be necessary. |
