2006年11月, 也就是周序申申请续约的时候, 纽约州立大学技术学院（SUNY IT）的学生出版物 (Factory Times) 发表了一名大四学生的文章 ---哦，你上SUNY IT？你一定是懒惰的垃圾 (oh, you go to SUNYIT? You must be lazy and worthless)。
大四学生凯文 Bertholf 写道:
“关于这所学校如果有一件事是真的，就是它很善于培养绝对没有知识的毕业生。这里的原因是，你上任何课，你总是可以找到会让你过的教授。不做任何努力结果一无所获，这就是SUNY IT。但这不是教授的错，因为通常情况下，如果他们荡掉成绩差不合格的懒惰学生，懒惰的学生就会投诉，教授就会失去工作。”
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Academic Portfolio Summary
Jason Zhou
I constantly learn from my students and find the ways to help them. This week, for example, I learned from one student that what I taught in class using equation (2) below confused many students including her, because they always do the things using the way of (3) to get (4). They have never seen (2) before. I explained in class that if both sides of the equation add, deduct, or multiple the same amount, the equation should hold, just like a balanced scale. That is why I write like (2). After hearing my explanation again in my office, the student still think (3) is more comfortable than (2). So I will use (3) in the future, but do my explanation at the same time.
10.5 = 5.3 + 2.5*X (1)
10.5 – 5.3 = 5.3 + 2.5*X – 5.3 (2)
10.5 = 5.3 + 2.5*X (1)
-5.3 -5.3 (3)
5.2 = 2.5*X (4)
I am good at using real world examples to explain math problems, but I have to learn when to use them. When students in both sessions of FIN 302 asked the same question: why 0.5X + X equals 1.5X, I said that if you have one half pizza and bought another pizza, you will have one and half pizza. They were very comfortable with my answers. So now I know when to use those pizza examples.
