What Professors Learned by Becoming Students: A Journey of Growth and Humility

Stepping into the Student's Shoes

The decision to become a student again is often motivated by a desire for personal growth, pedagogical innovation, or simply a rekindling of the passion for learning. Whatever the impetus, the transition from instructor to learner is a humbling one that requires professors to shed their authority and embrace a mindset of open-mindedness and curiosity.

For Professor Sarah Jones of Yale University, returning to the classroom as a student in her field of biostatistics was an eye-opening experience. "I was immediately struck by how much I had forgotten," she recalls. "The concepts and methodologies that I had once taught with confidence now seemed daunting and unfamiliar. It was a humbling reminder of the challenges that students face in grasping complex material."

Unveiling the Challenges of Learning

As professors-turned-students delve into their studies, they encounter firsthand the myriad challenges that students grapple with daily. From the pressure of deadlines and the anxiety of exams to the struggle to balance academic responsibilities with personal commitments, the student experience is a whirlwind of emotions and obstacles.

Professor Michael Smith of Harvard University, who enrolled in a course on African American history, was particularly struck by the emotional toll that learning can take. "I had never considered how deeply personal the act of learning could be," he says. "In this course, we were delving into the complexities of race and identity, and I found myself grappling with my own feelings and biases in ways that I had never done before."

Rediscovering the Rewards of Learning

Despite the challenges, the journey of becoming a student is also one of immense reward. Professors who embrace this experience find themselves reignited with a passion for learning that had perhaps waned over time. They discover the joy of exploring new ideas, the thrill of intellectual discovery, and the camaraderie of shared learning with fellow students.

Professor Emily Carter of Stanford University, who pursued a degree in creative writing, was surprised by how much her own creativity blossomed in the process. "I had always thought of myself as a scientist, but this experience showed me that I had a hidden talent for writing," she says. "It was a reminder that we are all capable of growth and change, regardless of our age or background."

Impact on Teaching and Research

The transformative experience of becoming a student has a profound impact on professors' teaching and research endeavors. By experiencing the challenges and rewards of learning from the student's perspective, professors gain an invaluable understanding of how to make their own teaching more effective and engaging.

Professor David Johnson of the University of California, Berkeley, believes that his time as a student in a philosophy course revolutionized his teaching approach. "I realized that students learn best when they are actively engaged in the material," he says. "Now, I incorporate more hands-on activities and group discussions into my lectures, and I see a significant improvement in student comprehension."

Reflective Practice and Curriculum Development

Becoming a student also fosters a spirit of reflective practice among professors. As they reflect on their own learning experiences, they gain insights into the effectiveness of different teaching methods, assessment techniques, and curriculum design.

Professor Lisa Williams of the University of Pennsylvania used her experience as a student in an online course to redesign her own online teaching module. "I realized that the asynchronous nature of online learning could be both a challenge and an opportunity," she says. "I incorporated more interactive elements and regular check-ins to ensure that students felt connected and supported."

The journey of becoming a student again is a transformative experience that enriches professors' lives both personally and professionally. By embracing the challenges, reveling in the rewards, and reflecting deeply on their own learning experiences, professors gain invaluable insights that empower them to become more effective educators, researchers, and mentors.

As Professor Sarah Jones aptly summarizes, "Becoming a student again was one of the most profound experiences of my career. It humbled me, challenged me, and ultimately made me a better teacher and a more empathetic human being. I encourage all professors to consider this journey, for it is one that has the power to ignite a renewed passion for learning and to transform our understanding of the complexities of education."