When your student begins to take dual enrollment classes for college credit, they must, of course, interact with a college professor. For many, this can be a new and potentially frightening experience—professors seem so much more knowledgable and intimidating than the typical high school teacher! However, after over a year of college classes and more than twenty-five credits earned, I have some tips for you and your students as they begin their own dual enrollment experience.
In Person
Often, in-person dual enrollment classes are taken with full-time college students, which might make it more difficult for some homeschoolers to speak up in class. As someone with social anxiety, I always try to talk with or ask questions to professors after class. Usually, they are willing to take a few minutes to talk, but if not, I would encourage your teen to check their syllabus to see if any office hours are offered. Through asking thoughtful questions, being friendly, and always remembering to say thank you before I leave, I have had a lot of great conversations with my professors! What’s more, few others seem to take advantage of this. At my local community college, I’ve never seen more than a couple people stay after class to ask questions.
Especially if your teen struggles with thinking on the spot, pushing them to think of a specific question or two before they leave for their class might help to increase their confidence! Coming prepared also helps to make your student seem more engaged and interested in the class material.
Also, remember that conversations don’t have to relate specifically to class topics. In my past dual enrollment classes, for example, I’ve talked to my theatre professor about musicals she’d recommend and to my creative writing professor about college options and my planned major. Both were great and memorable experiences that I would never have had if I hadn’t stayed after class and made an effort!
As they begin to learn how to communicate in this new situation, try to scaffold your teen’s learning. For example, go over the syllabus with them to confirm how their professor would prefer to be addressed, discuss ways to start conversations and ask follow-up questions, and provide support if they seem hesitant. However, as their skills grow, provide them with the space they need to continue to learn and practice independently. The same applies when writing emails to college professors. For example, begin by sitting next to your student as they write and helping with wording when needed, then move to just reading their messages before they are sent, and eventually trust them to communicate kindly and coherently on their own.
Online
Talking to professors can often be challenging during asynchronous classes, but I would still advise your students to give it their best shot.
Many online students, at least at my local community colleges, seem as if they are only there to get through the class and move on with their lives. Therefore, just a little effort can go a long way to help your student to stand out among others participating!
For example, if your students’ online class includes a forum or provides the professor’s email address to ask questions, I would encourage them to make use of that space when possible. Clarifying information about the course material, requesting resources to learn about topics they found compelling, and asking for further explanation of any confusing course instructions (after double-checking the syllabus) are all great reasons for your student to reach out. They shouldn’t be scared to ask questions, but instead recognize the valuable resource that their professor can be.
If your student is participating in self-paced ASU Universal Learner Courses through the HS4CC portal, my advice would be a little different. I have taken a few of their asynchronous classes, and there is not much time or space to interact with the people teaching them. Since so many participate in each class, those teaching come across as very busy. While students are of course encouraged to email the professors with any questions or grading concerns, there is unfortunately little room for contact outside of those situations.
Pushing your teen to talk to their professors during dual enrollment classes may at first seem scary to them, but the benefits are enormous. After nine college classes, I have yet to see a professor who seems uninterested in talking to me because I’m a high schooler—if anything, they seem even more willing to give me help and advice!
On top of providing valuable information from a knowledgeable source, conversations like these can also help your student to feel more comfortable and confident in their college environment, whatever form it may take. Other great opportunities might also present themselves. At the end of my first dual enrollment class, for example, my professor offered unprompted to write me a letter of recommendation because she had seen how engaged I was both during and after class.
Starting with just a simple conversation, your student has so much to gain!
