I regularly get emails from high school students that I have never met, typically asking for help for an assignment where they are supposed to interview an “expert” about a topic of their choosing. The emails often contain a long list of questions that I cannot respond to due to time constraints.
I realize that these students have no control over the assignments that their teachers give them—although I have sometimes wondered if the emailed questions are meant to avoid actually doing some reading—and I can easily gripe about how those of us from the twentieth century never had this option, short of writing a letter if we could somehow find an address.
But the more I think about these kinds of emails, the more I think about the problems with assignment itself. Asking an “expert” is a poor way to learn about social science, which is based on examination of empirical evidence, not from the pronouncements of experts. Unless the students are taking a journalism class, interviewing someone seems like a missed opportunity to learn more about research.