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"You are the expert: teach us" seems to be the implicit contract that students expect instructors to uphold.
Similarly, we would expect instructors to feel that there was not enough time for their students to understand difficult ideas when there is strong external framing.
For example, students may expect instructors to be more engaging in smaller laboratory settings than in lecture settings; therefore, engaging lecture instructors may more easily meet or exceed student expectations.
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To help students understand what counts as academic misconduct pertaining to coursework, the Physics Department expects instructors to clarify their expectations.
Expecting instructors to enter a new classroom without any support learning to teach in the new environment is less likely to lead to a successful outcome.
Students expected instructor-led learning.
Through researching student perceptions, instructors and professional development coordinators can better understand what undergraduates expect from instructors, and how this relates to student perceptions of teaching effectiveness and learning in their courses.
One would expect that instructors who report a lower percentage of expected student success would also report negative experiences with OTL.
A recent study reported that many students expect their instructors to use a variety of innovative ICT, including Web 2.0 tools within the learning environment (Buzzard, Crittenden, Crittenden, & McCarty, 2011).
This leads us to expect that instructors without this knowledge may not have the same success implementing these strategies.
Please do not expect your instructor to telephone you or meet with you in person.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com