Introducing yourself to students for the first time is more than just a formality – it sets the tone for an entire course. At Xi’an Jiaotong-Liverpool University (XJTLU), where I teach entrepreneurship and innovation, mastering this skill is especially crucial. Faculty members here are often tasked with introducing themselves to large groups of students at once. To give you an idea, in my first semester alone I introduced myself to a crowd of 350 eager students.
My aim is to deliver an introduction that not only captures curiosity but also lays the foundation for an enjoyable course experience. Rather than sticking to the traditional formula of sharing titles, qualifications and information about the syllabus, I aim for something more personal and unexpected, something that breaks the mould. I aim to create a connection and to intrigue my students right from the beginning, especially in large classrooms where engagement can quickly wane.
Here are three compelling and innovative methods I use to introduce myself. With a bit of practice and courage, these approaches can be easily adapted by faculty in any university setting.
Trust your inner self
Can you imagine taking off your shoes during your first introduction? No? Well, that’s exactly what I did during my tenure in Finland. And guess what? It worked. How did I come up with such a crazy idea? I simply trusted my inner self. You might call it your intuition, your gut or your heart. I love this technique because it always takes me to unexplored territories.
The key is simple yet challenging: when you’re about to introduce yourself, just relax. If you relax enough, the right idea will come. And when it does, you’ll need bravery to act on it. In my case, I used taking off my shoes as a metaphor for an entrepreneurial mindset as it shows a willingness to step out of my comfort zone and embrace the unexpected. This is relevant to what students learn in my entrepreneurship courses. Once you come up with an idea, make sure it is aligned with your pedagogical beliefs or a key element of your course.
- Resource collection: enhance student engagement
- Teach and talk: encouraging student dialogue in class
- Do you speak Gen Z or are you a noob?
One thing you should know about me is…
Instead of simply listing my credentials, I find it more meaningful to share something personal that gives my students a true sense of who I am. For example, I might say: “One thing you should know about me is that I deeply value curiosity. To me, childlike curiosity is a powerful force that fuels both innovation and personal growth.” I then follow up with: “Throughout this course, I’ll encourage you to ask bold questions and challenge the status quo.”
I like to bring this sense of wonder into my teaching and, by revealing this side of myself, my goal is to foster an environment where curiosity thrives and where students look forward to exploring new ideas together.
Make students part of the process
Just before the start of one of my courses, a student I had previously taught smiled and exchanged pleasantries with me. As I prepared for my introduction, I was struck by inspiration. When I introduced myself to the class, I expressed my excitement about being in the presence of a vibrant group of young minds. Then I shone a spotlight on John by saying: “I’m thrilled to have a great friend among you”, and as I approached him, I added: “Let me introduce him.” When I reached John, I said: “Hey, everyone, this is John. Feel free to chat with him if you want to learn more about how we teach entrepreneurship here.” The other students responded enthusiastically. I then mingled, shaking hands and engaging with them individually. By the time I returned to the front of the classroom, students had made genuine connections. It might seem simple, but it takes courage, practice and a willingness to improvise.
Introducing yourself creatively to a class of students goes beyond merely stating facts; it’s about making a meaningful first impression that reflects your teaching philosophy and aligns with the goals of your course. By making your introduction spontaneous and original, you can capture students’ attention from the very beginning and set the stage for a fulfilling learning experience. I’m confident that the three strategies I’ve shared will not only enhance engagement, but also provide you with new avenues to infuse innovation into your teaching.
The key is to move beyond traditional, formulaic introductions and explore creative methods to establish a natural rapport with students. As Maya Angelou famously said: “People will forget what you said, but they will never forget how you made them feel.”
Vik Perez is an associate professor at the Entrepreneurship and Enterprise Hub at Xi’an Jiaotong-Liverpool University in China, and the author of Neuroscience and Entrepreneurship Research: Researching Brain-driven Entrepreneurship (Routledge, 2023).
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment