On the first day of class, Milton Soto-Ferrari, Ph.D., pauses before opening the classroom door.
Even after years of teaching, the associate professor in the School of Supply Chain, Logistics and Maritime Operations still feels a familiar sense of anticipation.
“There's a moment right before I walk into the classroom when I feel that familiar flutter, and I've come to welcome it,” he said. “The students on the other side of that door are having the same feeling. Once the conversation starts, it melts away for all of us.”
Faculty members say the beginning of each academic year still brings first-week nerves, whether they are wondering how students will respond to an updated course, preparing to meet a new group of learners or hoping to create an experience that matters.
For Terainer Brown, Ph.D., an assistant professor of higher education in the Darden College of Education and Professional Studies, the nerves have changed throughout her career.
“They’re no longer about whether I know the material and more about whether I’m creating an experience that truly matters for students,” she said. “With each new group, there is an opportunity to learn from their stories, nurture their strengths and inspire their aspirations.”
Dr. Brown said she still feels a responsibility to earn students’ trust and help them recognize possibilities they may not yet see in themselves.
That desire to reach students also fuels the “nervous excitement” Kathy Boone, Ph.D., experiences before a new semester. As an associate professor in the Batten College of Engineering and Technology, Dr. Boone continually updates her courses and wonders how those changes will be received.
“I really look forward to working with all our new students and am excited for them to start their engineering journey,” she said.
Elizabeth Brown, Ph.D., an assistant professor in the Joint School of Public Health, also readily admits to feeling nervous.
“I'm an introvert, so being in a large room or public spaces makes me nervous,” she said. “I usually calm down once I get in my groove and start talking about public health issues.”
Luis Becerra, MSN, RN, CEN, a lecturer in the Ellmer School of Nursing, part of Macon & Joan Brock Virginia Health Sciences at Old Dominion 91¶ĚĘÓƵ, describes the feeling less as nervousness and more as “excitement and anticipation.”
“Every semester gives me an opportunity to try new ideas, introduce different projects, update course content and find new ways to keep students engaged,” he said. “I enjoy seeing how students respond to those changes and learning what works best for each new group.”
Becerra said the beginning of a semester also brings a renewed energy as students arrive with different personalities, experiences and goals. “There is something refreshing about the beginning of a semester when everyone is motivated and ready for a new start,” he said.
Cathleen Rhodes, a master lecturer in the College of Arts and Letters’ Department of Women’s and Gender Studies, considers those first-day nerves a sign of deeply caring about teaching.
“They mean that I want to do my best and that I am actively thinking about how my work with students in the classroom can make a difference to them and through them outside the classroom,” Rhodes said. “I would be worried if I stopped being at least a little nervous.”
Learning in a Changing World
While the jitters remain familiar with each new academic term, faculty members have seen significant changes in how students learn and what they expect from their college experience.
Dr. Soto-Ferrari, who teaches statistics and analytics, said students increasingly want to learn by working directly with the tools, technology and information shaping their fields. “It's no longer enough to explain how statistics or analytics work,” he said. “They want to open the software, load real data and discover for themselves why it matters and how to apply it.”
Dr. Boone has seen artificial intelligence (AI) transform not only the tools available to students, but also what they need to learn to succeed in the workplace.
Dr. Brown pointed to a similar shift. Where students once turned primarily to textbooks or internet searches, they can now ask generative AI to explain subjects ranging from history and politics to religion and animal behavior. At the same time, she said, students are seeking experiential learning opportunities earlier in their education.
Lisa Morin, Ph.D., a lecturer in the Darden College of Education and Professional Studies, has observed changes in both how and where students learn. Many students prefer flexible, dynamic learning experiences over traditional weekly lectures, she said. Through Forward-Focused Digital Transformation, asynchronous courses allow students to balance their education with increasingly busy lives.
Dr. Brown said today’s students have faster access to more information than any previous generation, but they are also navigating tremendous complexity. “They’re balancing work, family responsibilities, financial pressures and a world of work that looks different from past generations,” she said. “They still want to know that someone believes in their potential and is invested in their success.”
You Don’t Need All the Answers
For freshmen, adjusting to college can come with questions about academic expectations, future careers and whether they will find a place where they belong.
Faculty members’ advice is clear: ask questions, seek new experiences and do not expect to have everything figured out immediately.
“The first semester is a new experience for everyone around you, too,” Dr. Soto-Ferrari said. “So, raise your hand and ask the question you think is too simple, because chances are you're not the only one wondering.”
Becerra offers similar advice, encouraging freshmen to “trust the process.”
“College is designed to build knowledge and skills over time,” he said. “You are not expected to know everything immediately, and sometimes the reason behind an assignment or course may not become completely clear until later in your program.”
He also encourages students to ask for help before small misunderstandings become larger problems. “Do not leave a classroom confused about something simply because you were hesitant to speak up,” he said. “Learning to ask for help early is a strength.”
Dr. Rhodes also wishes more students understood that learning is not about already having the answers. “It is about getting to answers,” she said. “No matter how much I know, a problem will always come up that requires me to think of a new way of doing or thinking about something. It can be intimidating to face that, but it is also fascinating.”
Kenneth FitzGerald, a professor in the College of Arts and Letters’ Department of Art, said it’s a balance. “It’s important to ask questions, but don’t be afraid to take initiative. I’m your advisor and here to help, but it’s important for students to take ownership of their college experience.”
Dr. Brown also urges students to build relationships with faculty members and seek professional opportunities early. Students do not have to wait until their senior year to pursue internships, fellowships or undergraduate research, she said. “Get to know your professors,” she said. “Ask them about their research interests. Ask them if they have projects you might be a good fit for or if they know someone looking for an undergraduate research assistant.”
Dr. Morin encourages students to view each lesson through the lens of their future careers. For the teacher candidates in her courses, that means looking beyond whether material will appear on an exam and asking how they will use it when standing in front of their own K-12 classrooms. “Connecting theory to real-world application from day one changes everything,” she said.
The Moments That Endure
Technology, teaching formats and student needs may continue to change, but faculty members say the most meaningful parts of education remain remarkably consistent.
For Dr. Soto-Ferrari, it is the moment understanding takes hold.
“The technological tools evolve, and the datasets grow larger every year, but that spark of discovery looks exactly the same as it did when I first stood in front of a class,” he said. “It remains, without question, the reason why I enjoy teaching.”
Dr. Brown sees the same enduring quality in students’ curiosity and their concern for others. “Even though we have different avenues to gain knowledge, students are still curious,” she said. “They still care about people and communities.”
FitzGerald said students continue to surprise him with the new ideas and perspectives they bring to the classroom, which keeps teaching interesting.
For Dr. Brown, the greatest joy continues to be watching students discover talents, develop confidence and form connections that can change the direction of their lives. “With so many shifting tides in higher education, one of the greatest joys is still watching students grow and develop as humans, learners, scholars and professionals.”
That growth begins again during the first few weeks of classes, amid the introductions, unanswered questions and familiar flutter of nerves shared by students and professors alike.