> Then I’d send ‘em to my advisor Dan, and he would unpack them in 10 seconds flat. “I do this,” he would say, miming typing on a keyboard, “And I do this,” he would add, gesturing to the student and himself. “I write research papers and I talk to students. Would you like to do those things?”

> Most of those students would go, “Oh, no I would not like to do those things.” The actual content of a professor’s life had never occurred to them. If you could pop the tops of their skulls and see what they thought being a professor was like, you’d probably find some low-res cartoon version of themselves walking around campus in a tweed jacket going, “I’m a professor, that’s me! Professor here!” and everyone waving back to them going, “Hi professor!”

I don’t know if there’s something wrong with me, but as a grad student I hated walking around at the front of class going “I’m a lecturer here” and having the students say “hi lecturer!” It was the least satisfying part of the job. Maybe it feels better if you have the real title.

Office hours were great, though. It’s is like debugging a program, you start at the symptoms and then try to trace your way up to the root cause. Except you have a conversation instead of a stack trace. Just like debugging, it can be really frustrating in the moment, but the end result is really satisfying.

Also, grading was fun, just because you can be an unusually good grader by doing the barest-minimum and including, like, any notes at all (the students just want to know that you actually understood why you took their points away).

It strikes me that those are two spots that seem hardest to automate away, and involve satisfying the customer the most. But they don’t really seem to be central to the professor’ actual identities, or to the general perception of them.