Professor Undercover

A Year in the Dorms

Like other freshmen, Cathy Small attended an on-campus orientation at Northern Arizona University before classes began. Unlike her classmates, however, she was far from unfamiliar with college life. In fact, she'd taught classes on that very campus only months before. Small was an undercover anthropology professor spending a year in an exotic land—the dorms.

Why would a woman over 50 subject herself to dorm life? In the first chapter of her book, My Freshman Year: What a Professor Learned by Becoming a Student (published under the pen name Rebekah Nathan), Small writes that she felt she no longer understood her students: Why did some of them eat in class? Why didn't they take notes? As an anthropologist, she knew that the best way to understand a different culture was to join it.

New Respect

Did Small's field study work? Did her understanding of students grow? In an interview, Small pointed out that as a professor, she "saw only a small piece of student life." Living with them, she saw—and experienced firsthand—the whirlwind that is their lives. Besides formidable academic and social lives, students juggle professional groups, volunteer work, and jobs. Small said, "I think seeing what students go through has made me a more compassionate and effective teacher." She is also "more respectful of students."

Two Cultures

Small discussed the contrasting priorities of students and their professors. For students, it's all about "fun, sociability, and practicality." The students she studied said they came to college to learn, but believed that the most valuable learning takes place outside the classroom.

At the same time, professors believe that academics are central to student life. Said Small, "Their culture emphasizes the joy of learning for learning's sake, making a difference in student lives, and getting students involved." With her own full load of classes, clubs, and more, she found herself taking shortcuts, just like many of her own students.

Culture Clash

These different beliefs can work at cross-purposes. Savvy students free time for both work and play by confining academics to set times. This college management, however, can keep them from the kind of deep involvement in course work that professors strive to inspire in their students.

Learning Curve

Of course, students change throughout their college career. While Small acknowledged that new experiences are a central aspect of college, she also said that "many freshmen drown in too many choices." Without parents setting limits, some drink too much, miss too many classes, and find themselves in academic trouble. Luckily, these students realize, sooner or later, that they're hurting themselves. "You may find it surprising," she added, "but upperclassmen drink much less than freshmen; they go to class more regularly; and they cheat less."

Role Play

Are students and professors two different animals? Not really, according to Small, who attributes the difference to the roles played by each. "Even at my age, and being a member of my generation, student culture made more sense (and I found myself doing many of the same things) when I was in the same circumstances." With her own full load of classes, clubs, and more, she found herself taking shortcuts, just like many of her own students.

Bridging the Gap

What can students do to make a true connection with their professors and get the most from their college years? They need to do more than manage their education—they need to dive right in. Small advises students to put themselves in a pair of faculty shoes. Imagine that no one comes to your office hours except to get extensions and offer excuses. Now picture a student who shows an interest in class that goes beyond due dates and grades. Small suggests approaching professors outside of class and starting a conversation about an intriguing class topic. "It may sound hard to do," she admits, "but I can tell you that most professors would respond in an extremely positive way."