Answering the simple questions can build trust

The beginning of the semester is always a time of excitement and anxiety. This year, prior to the start of classes, I volunteered to be a part of our campus orientation. Seeing the freshmen line up, equal parts nervous and happy, brought back a lot of memories.

Students often forget that their professors get it, especially the professors who teach in the core curriculum and often work directly with first-year students.

I remember heading into my college dorm for the first time. I remember my parents hauling everything in, hanging things on the walls, stocking up my favorite snacks. I remember the moments of drop off, and I relive those moments each August as I watch the students saying their goodbyes.

The feeling of not wanting to cry and holding back tears, only to head into the room and look around in silence before breaking down. The feeling of thankfulness for independence and anxiety over the cinder-blocked room and twin bed that seemed all too isolated.

As I introduced myself to a group of students, they seemed a little surprised. Why was a professor coming to talk to them? And that’s just it – we care not just about success in the classroom and whether students have done their reading. We genuinely want them to succeed.

When those same freshmen walk into my classroom, relieved that they simply found the building and the right room, I recognize the same mix of emotions that they’ve likely felt all weekend and will continue to feel that first week. So, instead of the dreaded icebreaker that freezes everyone up, we begin with simple questions: What campus questions do you have? What aspects of student life are you worried about?

To my relief, the No. 1 question remains: Where can I do my laundry? At least I know they have their priorities straight.
But starting off their literature classes or composition classes in this way also sends a signal – my office is open, and I’m approachable.

Because, at the end of the day, while I may want all my students to complete their readings and assignments on time, I also recognize that life happens. And the majority of my students are just trying to figure out what to do and how to do it. Too often, we assume that college students embark on their college adventure with all the tools to be successful. But no one has taught them time management; how to balance school, work and personal life; how to navigate the stresses of independence.

So, while the rest of the world is worrying about AI usage in the college classroom, I’ll focus my time and attention on the student. Because, ultimately, once we know our students better and get them to trust us, the classroom experience is one that’s engaging, exciting and a true relationship.

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