Responsibilities of Professors in Modern Classrooms

𝗧𝗵𝗲 𝗜𝗻𝗱𝗶𝗮𝗻 𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗼𝗿: 𝗧𝗲𝗮𝗰𝗵𝗲𝗿, 𝗖𝗹𝗲𝗿𝗸, 𝗘𝘃𝗲𝗻𝘁 𝗠𝗮𝗻𝗮𝗴𝗲𝗿, 𝗙𝘂𝗻𝗱𝗿𝗮𝗶𝘀𝗲𝗿… 𝗮𝗻𝗱 𝗦𝗼𝗺𝗲𝗵𝗼𝘄 𝗦𝘁𝗶𝗹𝗹 𝗘𝘅𝗽𝗲𝗰𝘁𝗲𝗱 𝘁𝗼 𝗯𝗲 𝗮 𝗦𝗰𝗵𝗼𝗹𝗮𝗿 We often ask a simple question: Why is the quality of higher education declining? But we rarely ask a more uncomfortable one: What exactly have we turned a teacher into? In many institutions today, a faculty member is not just teaching 22+ hours a week. That’s only the visible part. Behind it lies a silent checklist: – Write research papers (or perish) – Bring grants (or stagnate) – Manage Institutional Innovation Councils – Sit on endless committees – Organise fests, seminars, rankings visits – Anchor university events – Handle admissions and chase fee defaulters – Prepare for inspections, accreditations, audits And after all this… we ask: Why is research poor? Why are classrooms uninspiring? Let’s bring in some data. A 2024 study in Tamil Nadu found faculty already spend ~18.5 hours/week on teaching, plus 8+ hours on research and 6–7 hours on administration — a structured workload of over 33 hours before adding informal duties. Globally, academic workload averages ~57 hours per week, with teaching only one component among many. In India, surveys show over 50% of faculty experience burnout, largely due to non-academic tasks and compliance burdens. And in schools, teachers are burdened with 100+ non-teaching duties consuming up to 110 academic days a year. Now ask yourself honestly: Is this a teaching profession… or a multi-role administrative contract disguised as academia? We have built a system where: – Teaching excellence is expected without time to prepare – Research is demanded without time to think – Innovation is celebrated without space to fail And then we measure performance as if these contradictions don’t exist. The deeper problem is philosophical. We no longer define a teacher by intellectual contribution. We define them by compliance capacity. The more forms you fill, the more committees you attend, the more “visible engagement” you show… the more valuable you become. Not the one who transforms minds. The system hasn’t failed. It has simply redefined success. And in that redefinition, the teacher quietly disappeared. #HigherEducation #IndianEducation #FacultyLife #AcademicBurnout #EducationPolicy #NAAC #UGC #UniversityLife #TeachingCrisis #EdLeadership #EducationReform #ResearchCulture #Academia #TeacherLife #InstitutionalReality #PolicyFailure #EdTech #InnovationInEducation #LeadershipMatters #SystemicChange

* Building Relationships: Take the time to get to know students individually. Learn about their interests, hobbies, and what motivates them. For example, a teacher might start the year with a survey asking students about their favorite things or spend a few minutes each day chatting with individual students about their lives outside of school. * Showing Empathy and Understanding: Recognize that students' behavior is often a reflection of their experiences and challenges. Be patient and understanding, and try to see things from their perspective. For example, if a student is consistently late to class, a teacher might ask them privately if everything is okay at home rather than immediately punishing them. * Creating a Safe and Supportive Classroom: Establish a classroom environment where students feel safe to take risks, make mistakes, and express themselves. This can be achieved through clear expectations, consistent routines, and a focus on positive reinforcement. For example, a teacher might create a classroom agreement with students outlining expectations for behavior and communication. * Providing Opportunities for Success: Offer students opportunities to shine and experience success, regardless of their academic abilities. This can be achieved through differentiated instruction, flexible grouping, and a focus on individual growth. For example, a teacher might allow students to choose their own projects or assignments based on their interests and strengths. * Celebrating Diversity: Create a classroom environment where diversity is celebrated and all students feel valued and respected. This can be achieved through inclusive curriculum, culturally responsive teaching practices, and opportunities for students to share their unique perspectives. For example, a teacher might incorporate diverse texts and perspectives into their lessons or invite guest speakers from different cultural backgrounds. * Using Positive Language and Reinforcement: Focus on praising effort and progress rather than just achievement. Use positive language to encourage students and build their confidence. For example, instead of saying "That's wrong," a teacher might say "That's a good start, let's try it this way." * Being a Role Model: Model the behaviors and attitudes you want to see in your students. Be respectful, compassionate, and enthusiastic about learning. For example, a teacher might share their own struggles and successes with students to show them that it's okay to make mistakes and that learning is a lifelong process.

Professors have a role in helping students develop conscious awareness of how AI affects their learning. I know this sounds obvious and feels like well-trodden ground, but bear with me because our research on the human experience of AI has something new to add. Our research identifies three psychological patterns that shape how students relate to AI: how easily AI responses blend into their thinking (Cognitive Permeability), how closely their identity becomes tied to AI performance (Identity Coupling), and their ability to shift the meaning of things in new contexts (Symbolic Plasticity). These patterns influence the roles students assign AI: Creator (sparks ideas they develop), Catalyst (exposes thinking gaps), Partner (true collaboration), Builder (strengthens frameworks), Framer (shapes understanding), Doer (handles grunt work), Co-Author (blended thinking), or Outsourcer (does their thinking entirely). When students automatically assign AI the Outsourcer role for developmental tasks, they miss the intellectual struggle that creates genuine capability. They may feel successful while their reasoning skills stagnate, creating false confidence that academic grades don't reveal. 1. Have Students Name AI's Role - Before AI-assisted assignments, require: "What role am I putting AI in?" Will it spark ideas you develop? Handle mechanical work? Do your thinking entirely? 2. Check Identity Investment - Help students notice when confidence ties to AI performance rather than genuine capability. Ask: "How would you feel sharing this if everyone knew AI's contribution?" "Would you feel confident without AI tomorrow?" 3. Track Cognitive Contribution - Students lose track of their intellectual input during AI collaboration. Ask: "What parts came from your reasoning?" "Could you recreate this logic next week?" "What did you contribute that AI couldn't?" 4. Designate Conscious AI-Free Zones - Reserve activities for independent work when building foundational skills. Frame as cognitive development, not prohibition. Examples: In-class problem solving, timed writing, verbal explanations requiring step-by-step thinking. 5. Prepare for Hybrid Intelligence - Frame AI integration as evolution in how intelligence works. Help students understand we're preparing for a future where humans and AI learn from each other. Have them consider: "How might your field evolve with hybrid intelligence?" "What human contributions become more valuable?" "How can you maintain agency while participating in collaborative thinking systems?" More here in our ideas on the AI course every university should teach, which is our response to the recent data and studies on graduate unemployment rates. https://lnkd.in/gVcjiey8

Professors: We need to share teaching tips about AI. The teaching landscape is evolving rapidly; new strategies are emerging just as quickly. Here are lessons I took away from teaching this semester. 1. General Awareness - Students are accustomed to instant digital information, and often lack training in using library books and academic sources. - Many students struggle to assess what information is reliable. - Students who face language barriers may rely heavily on AI without fully understanding ethical boundaries. - Do not assume students have been taught how to research or write well. These skills require explicit instruction and practice, in EVERY course. 2. Designing Course Evaluation in the Age of AI - Traditional take-home written assignments are especially vulnerable to AI misuse; the old essay model no longer works. - Assume most students are using AI and that some will paste your instructions directly into it. - Run your prompts through AI and revise them to emphasize higher-order thinking or sources AI cannot access (e.g., print materials). - Assign readings on AI’s strengths and weaknesses so students understand both its usefulness and its tendency to hallucinate. - Pivoting entirely to tests and exams is not the solution; we still need to teach university-level research and writing. - Include reflective components where students explain their research and writing process in their own voice, without AI assistance. - Require photos of library books consulted for research assignments. (Works well!) 3. Teaching Classes in the Age of AI - Dedicate class time to teaching research, writing, and critical thinking. - Help students understand why books provide depth and context that AI cannot replicate. - Get students into the library (e.g., scavenger hunts, group tasks). You might be surprised how limited their experience is with physical books. - Analyze AI-generated essays in class, and have students identify weaknesses. - Start classes with short group discussions and end classes with brief written reflections. 4. Academic Integrity and Plagiarism - Clearly define responsible AI use in your syllabus and reinforce it before each assignment. - Avoid blanket bans without guidance. - Require precise citations with page numbers, which AI-generated generalities rarely provide. (Highly recommend!) - When inappropriate AI use is suspected, assign a zero and invite the student to discuss their work. Comprehension or lack thereof becomes clear quickly. - Department heads are overwhelmed with integrity cases. Strong assignment design helps prevent this. Takeaways AI has pushed many of us toward tests and exams, but it is more important than ever to strengthen students’ abilities to research, write, and think critically – and to help them see that these are skills that AI cannot replace. Other tips? 🎓

Years ago, I remember one particular lecture where I thought I had delivered brilliantly. Strong slides. Structured arguments. Clean theory. But halfway through, I noticed the energy dropping. Eyes drifting. Passive nods. Minimal engagement. Not because they were “bad students.” But because I was teaching the way I had been taught, not the way this generation learns. That day reshaped how I teach as a UK lecturer. Here are five lessons that transformed my classroom: 1. Attention is earned, not assumed. Students don’t really have long attention spans anymore, especially in a world of TikTok, reels, and constant notifications. Students today process information differently. Long monologues lose them. So I now break lectures into short teaching bursts followed by quick activities, pair discussions, case scenarios, live questions, short reflections. Even 3–5 minutes of interaction resets the room and sharpens focus. 2. Slides are guides, not scripts. Reading from slides kills momentum. Students can read on their own. What they pay for is interpretation, depth and clarity. I now expand beyond the bullet points, explaining context, adding insight, challenging ideas. The slides point the way; my delivery brings it to life. 3. Real-world application is everything. Recycling outdated case studies disconnects learners. I intentionally update examples, current policy debates, live organisational issues, recent industry shifts. When theory meets today’s world, engagement increases immediately. If we are discussing global health, I reference COVID recovery policies. If we are discussing AI, I reference ChatGPT debates, NHS AI pilots, current ethical concerns. If we are discussing leadership, I bring in current organisational crises. 4. Link teaching to assessment clearly. Students care deeply about their grades. So I make learning outcomes, marking rubrics and expectations explicit. I break down assessment briefs and explain what distinction-level work looks like. When clarity increases, anxiety decreases, and participation improves. 5. Respect and respond to questions. Students remember how you handle their uncertainty. If I know the answer, I explain thoroughly. If I don’t, I say so, and I follow up after researching. Credibility comes from honesty and follow-through. Teaching isn’t just about content delivery. It’s about managing energy, creating relevance, and building trust. Comment on any of the lessons you found helpful or additions lessons from your experience, I will like to learn from you too.😇

💪 Isabelle! I want to become a Professor because I love research and teaching! Is this a good idea? 💪 As you can imagine, I always like to ask my students what they would like to do after their study or PhD. Sometimes, I hear the following answer: 👀 I want to be a Professor! When I ask them what they mean by "being a Professor", their answer often sounds like this: 👀 I want to be a Professor because I love research! or/and 👀 I want to be a Professor because I love teaching! The thing is, being a professor involves far more than researching and teaching. Being a professor also involves the following tasks: 🔸 Supervision of PhD students and Postdocs 🔸 Curriculum development and evaluation 🔸 Research funding strategy 🔸 Governance and strategic planning 🔸 Manuscript editing and supervision 🔸 Participation to conferences 🔸 Committee involvement (exam committee, program director, member of a scientific board, etc,) 🔸 Peer review and editorial work 🔸 Outreach and community engagement 🔸 Seek and establish international collaboration and partnerships 🔸 Technology transfer and commercialization 🔸 Administrative tasks (emails, meetings, bureaucratic processes, etc.) One day, a student asked me why professors took so long to answer their emails. The student said: "but they're paid to do teaching, aren't they? So why is it so complicated to answer a simple email?". This made me laugh and cry at the same time. I wish students would see the number of emails that land every day in our inbox and the number of tasks we're supposed to achieve. 💡 There are a lot of tasks that a professor needs to take on, leaving very little time for the actual research that many early career researchers interested in a professorship really want to do. 💡 This can lead to frustration and the feeling that we can never find the time to focus on research-related tasks. It often feels like research is something you should do in your free time (i.e., evenings or weekends). 💡 Be aware of this if you consider this path; that will help you better managing potential frustration and planning your tasks carefully! 💡 On the other hand, it also means that being a professor is never boring: there are so many different tasks that every day is completely different. 💝 Now I also hope that (PhD) students can better understand why professors always take so long to reply to a simple email or give feedback on a manuscript! ---   👋 Hi, I'm Isabelle, Captain at NextMinds, which provides tools to early-career scientists to help them navigate through #academia 💌 Interested in getting some of these tools directly in your inbox? Go to the "Featured" section of my profile!