The Impact of Authenticity in Higher Education: Letting Students See the Real You
In today's changing landscape of higher education, the relationship between educators and students plays a pivotal role in the learning process. A growing body of research suggests that instructor authenticity—the genuine expression of one’s true self in the teaching environment—can significantly enhance student engagement, motivation, and learning outcomes.
The Importance of Authenticity
The concept of authenticity in education draws from the broader psychological understanding of the term, which refers to the degree to which one's actions are congruent with one’s beliefs and desires, despite external pressures (Kernis & Goldman, 2006). In the context of teaching, authenticity involves educators presenting their genuine personalities, interests, and values to their students, rather than adopting a persona they believe is more suitable for teaching.
The significance of authenticity is underscored by research indicating that students are more likely to engage with material when they perceive their instructor as authentic. A study by Kreber et al. (2010) found that instructor authenticity was positively correlated with student engagement and intrinsic motivation, suggesting that when educators express their true selves, it fosters a more inviting and stimulating learning environment.
Strategies for Demonstrating Authenticity
Share Personal Anecdotes and Interests: Integrating personal stories and hobbies into the curriculum can help students see their instructors as relatable individuals. This practice not only humanizes the educator but also can make the learning content more engaging and memorable.
Be Transparent About Emotions and Vulnerabilities: Discussing feelings about the course material or acknowledging when something is challenging can validate students' own experiences and encourage a supportive classroom culture. As Brené Brown discusses in her work on vulnerability (Brown, 2012), showing vulnerability can strengthen connections between individuals.
Involve Students in the Learning Process: Allowing students to have a say in course topics, assignments, and assessment methods can demonstrate respect for their voices and contribute to a more personalized and meaningful learning experience (Weimer, 2013).
Express Passion and Enthusiasm: Enthusiasm is contagious. When educators express genuine passion for the subject matter, it can inspire students and increase their interest in the material.
The Impact of Authenticity on Students
The benefits of educator authenticity extend beyond student engagement. Authenticity can also have a profound impact on the psychological well-being of students, the development of critical thinking skills, and overall learning outcomes.
Enhanced Psychological Well-Being: A classroom environment that values authenticity can contribute to a sense of belonging and acceptance among students. This supportive atmosphere can reduce anxiety and improve students’ mental health, making them more receptive to learning (Struthers, 2015).
Improved Critical Thinking: Authentic interactions can stimulate more open and honest discussions, encouraging students to critically engage with course content and explore diverse perspectives (Henderson & Dancy, 2007).
Increased Learning Outcomes: Authentic teaching practices that connect course material to real-world contexts and personal experiences can enhance students’ understanding and retention of information (Lombardi, 2007).
Conclusion
The move toward authenticity in higher education reflects a broader understanding of the complexities of teaching and learning. Educators are not merely conveyors of knowledge but play a crucial role in facilitating a learning environment where students feel valued, engaged, and motivated. By embracing and expressing their authentic selves, educators can create a more inclusive, dynamic, and effective educational experience.
References
Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham Books.
Henderson, C., & Dancy, M. H. (2007). Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations. American Journal of Physics, 76(1), 79-91.
Kernis, M. H., & Goldman, B. M. (2006). A Multicomponent Conceptualization of Authenticity: Theory and Research. Advances in Experimental Social Psychology, 38, 283-357.
Kreber, C., Klampfleitner, M., McCune, V., Bayne, S., & Knottenbelt, M. (2010). What Do You Mean by “Authentic”? A Comparative Review of the Literature on Conceptions of Authenticity in Teaching. Adult Education Quarterly, 60(2), 133-154.
Lombardi, M. M. (2007). Authentic Learning for the 21st Century: An Overview. Educause Learning Initiative, 1(2007), 1-12.
Struthers, C. W. (2015). The Role of Teacher Authenticity in Middle School Students’ Perceptions and Engagement. The Journal of Experimental Education, 83(4), 537-549.
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.