Classroom discussions are often uncomfortable. Without enthusiastic participation, professors usually turn to cold-calling to encourage dialogue.
While cold-calling may seem perfectly acceptable or necessary to flow through a lesson plan, it can negatively affect students who suffer from social anxiety or other related disorders. Professors should outline cold-calling policies on their syllabi so students are aware of classroom environments before the first day.
Christabel Ugwuoke, public relations officer of the National Alliance on Mental Illness at UT, explained the potential benefits of specifically outlining participation policies.
Ugwuoke said the practice could yield greater input in discussion-based classes. She also emphasized the importance of professors providing alternative assignments. These assignments substitute in-class participation grades and accommodate students who speak less due to anxiety.
“I definitely think that alternatives should be given, and they should not be seen as … lesser than, or they should not be requiring more effort than (a regular assignment) because it wouldn’t be fair,” Ugwuoke said.
Explicit cold-calling policies would clearly inform students about their responsibilities for a class. This transparency could allow them to better visualize class dynamics and evaluate whether a professor’s participation policy is compatible with their learning style.
Additionally, students who view cold-calling policies in advance could sign up for smaller discussion-style classes they may not have previously considered.
Joseph Dunsmoor, assistant professor in the Department of Psychiatry and Behavioral Sciences at Dell Medical School, does not practice cold-calling in his classroom.
“Putting an environment where students would feel intimidated or uncomfortable, not included, is always going to lead to probably poor outcomes in the end, versus something that’s a little bit more fun … is probably going to lead … to better performance,” Dunsmoor said.
This approach can increase comfort for students and allow them to learn more effectively in classes. When students are stressed about the possibility of being randomly called on in class, they are more distracted and less likely to fully engage with the lecture content.
Placing students in learning environments that disregard their personal boundaries and social comfort jeopardizes learning and academic progress.
If professors choose not to outline their participation policies, student learning would suffer since many might see discussion-oriented classes as an infeasible option. By increasing clarity on syllabi, professors can create a more welcoming academic experience for all Longhorns while promoting an environment that encourages effective learning.
To prioritize the diverse needs of UT’s student body, professors should practice transparency with their participation policies, so students can decide for themselves whether their mental health needs align with specific class sessions.
Lam is a government sophomore from Round Rock, Texas.
