Calculus sequence: first year students, a big adjustment to college. Many feel traumatized by the experience; showing students that they can do this is not just a sign that they can do calculus it is often a sign that they will succeed at Penn.
- Think about your own mentors and then dind a way to authentically be yourself in the classroom
- You can base things off of your own experiences, but you can't be someone else. Take the examples you have, but make it your own.
- Try to see where students are coming from and why they may think they don't belong
Use previous student quotes and examples they can see themselves
Explicitly address imposter syndrome. It's normal to worry about if you can do this!
- Focus on helping students see that they are part of a community, and that you as an instructor are part of that community. Connection to peers is key! It's not just about your belief. Collaborative process
Not just cheerleading, support!
- Use a research paper as a central part of each seminar. Tell students that you'd like to learn something new from the paper, ownership
- Promote skills and concrete tips that students can follow; communicates that you are invested in their progress
- Provide helpful steps and tips that help students understand how the field and publishing works, make the invisible visible (show students journals they might be published in, show them how to write an email to an editor, explain what to do when you get rejected (because we all do))
- Help students connect with previous students: show examples of published work, invite guests from prior semesters. Include published student papers on the reading list.
- Communicating faith in their development requires continuous support and relationship building: help students choose topics that they find interesting, confirm that their ideas are valuable
- Share own vulnerability; share failures as well as successes
- Show them examples
- Alert them to possibilities
- Be invested in the outcomes, follow up
Key: This kind of student work and this kind of work with students makes teaching energizing.