单选题
One student skipped class and then sent the professor an e-mail 16 for copies of her teaching notes.
Another 17 that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US, e-mail has made professors more approachable (平易近人). But many say it has made them too accessible, 18 boundaries that traditionally kept students at a healthy distance.
These days, professors say, students seem to view them as available 19 the clock, sending a steady stream of informal e-mails.
"The tone that they take in e-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They"ll 20 you to help. "I need to know this.""
"There"s a fine 21 between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an 22 who is in charge."
Christopher Dede, a professor at the Harvard Graduate School of Education, said 23 show that students no longer defer to (听从) their professors, perhaps because they realize that professors" 24 could rapidly become outdated.
"The deference was driven by the 25 that professors were all-knowing sources of deep knowledge," Dede said, and that notion has 26 .
For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to 27 . Their job prospects, they realize, may rest in part on student evaluations of their accessibility.
College students say e-mail makes 28 easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects 29 them, said Alexandra Lahav, and associate professor of Law at the University of Connecticut.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond.
"Such e-mails can have consequences," she said. "Students don"t understand that 30 they say in e-mail can make them seem unprofessional, and could result in a bad impression."