April Heaney
One common misperception underserved students face in their early college years is the notion that they are “the only one” feeling insecure, overwhelmed, and unable to excel. As they sink further into isolation, students seek ways to give up or look for a route to escape. In many first-year students’ minds (not just underserved!), they believe most of the students in their classes are smarter and more on the ball than them, their professors are a rare breed of human who never struggled with academics or career paths, and they will at some point be exposed for the imposter they feel they are.
Understanding that many of the first-year faces in our classes are hiding keen imposter syndrome can help us experiment with small approaches to address this problem. The following three ideas provide a helpful start, and take hardly any time from the week’s core curriculum.
Tell your own story
In my college years, I never heard a professor share their story of getting through college, graduate school, and the anxiety of landing a job. As far as I could tell, my kind-hearted, elderly 18th century literature professor wore the same dark blazer and carried books under his arms as a child. It never entered my mind that my geology instructor might have started college as a performing arts major, or that my math instructor dropped out for failing grades and returned several years later. My university colleagues will openly talk with each other about obstacles they faced in college—the esteemed philosophy prof who barely made it through remedial writing, the theater professor who overcame (and still manages) crippling anxiety to become a beloved teacher and mentor.
College instructors believe they must maintain a veneer of a poised, knowledgeable expert to keep their students’ respect. However, underserved students need to understand that the professor who sailed through school and straight into a career without a single hiccup doesn’t exist. (Please message me if you know such a creature). According to your comfort level, be open to sharing your own college coming-of-age stories—the good, the bad, and ugly—as the moments come up during the semester. You will find your students’ anxiety relaxes and their trust in you (and each other) is bolstered in big ways.
Continue the ice breakers (and make them count)
Many instructors use ice-breakers in the first week to help students build community and know something about each other. Then, the ice breakers go away and “content” reigns. Students appreciate continuing these opportunities to touch base with each other as humans and compatriots in a trying time. A few minutes a week can work magic in helping students feel less isolated, and (as a bonus) more energized to attend class on days when their motivation is low.
In planning ice breakers, find some that address isolation and increase students’ awareness of the diversity and similarities among their classmates. Starting the semester by asking students to complete an experiences poll is a good way to start. This poll allows students to share some of their own characteristics and experiences—but without ever revealing who they are.
Through the activity, students recognize that they are far from alone in some of the experiences they might have thought were unique to them. (Thank you to Alyssa Konesko at the University of Wyoming for sharing this exercise!) First, set up the poll using an app such as Poll Everywhere or a survey/polling software familiar to you. Ask students to login and complete the questionnaire using their phone or laptop.
When they are finished, display the results on an overhead projector for all to see. As you display each question, students can see how many others answered in the same way they did—but they don’t need to reveal their response if they aren’t comfortable. Try including both fun and more significant, identity and diversity-related questions. I often stop to ask if anyone is willing to share their experiences with more safe questions—being sure to tell students they do not need to raise a hand if they don’t feel comfortable.
Sample questions can include
I speak two or more languages · I’m from a very small town · I am an only child · I am the youngest/oldest in my family · I have felt discriminated against because of my (religion/race/gender) · I have been on a theme park ride that broke down · English is not my first language · I will be the first in my immediate family to earn a Bachelor’s degree · I consider pineapple a valid pizza topping · I have felt stress because of my family’s income · I identify as LGBTQ+ · I have experienced rude/bullying comments about my physical appearance · I have traveled to more than three countries · My parents are divorced · I’ve met a celebrity · I identify as something other than cisgender · I eat ketchup on hot dogs · I am a Jurassic Park survivor
Take the wellness temperature of your class
Every couple weeks, ask your students to share their wellness temperature (how they are doing academically, socially, physically, and mentally). You can take the temperature using a polling/survey app, or with note cards, or simply with a show of hands for 1 (poor) up to 5 (just peachy). Use these temperature checks to spark discussions of key habits, stress, time management, and other challenges students feel at the moment. Share your own tips, but allow students to compile approaches they are identifying as useful strategies.
In all of these activities, pay attention to ways you can use the conversations to invite in campus resource representatives to share their services and skills (or take your students to them). I have discovered that my students wanted to know more about the student attorney, the financial wellness team, the Counseling Center, and tutoring services through these activities. Students are much more eager to learn from resources that they have requested through discussion…instead of having them simply arise in the syllabus as part of the instructors’ agenda.