A few weeks ago, I interviewed my Latin American Geography professor to write a profile on him. It was an assignment from my news editing class, but I took it as an opportunity to learn more about his story.
I led the interview with questions about his immigrant experience, professional work and his role as an educator. His answers all helped paint a picture of who he is, but I only learned something surprising when I asked about his interests.
The question prompted stories about his interest in music and desire to play the saxophone; it revealed how he enjoys swimming, something he learned recently. These bits of information helped me write a convincing profile and allowed me to see him through a multidimensional lens. Once I learned about his aspirations, he became more than my geography professor.
Confusion is a hurdle for him. Not knowing the difference between the types of saxophones keeps him from picking up the instrument. As a drummer, I am familiar with the joy of writing, playing and improvising music with others, so I encouraged him to try.
The knowledge I gained from that part of our conversation made me feel more comfortable interacting with him in class. Now I know my professor and I have more in common than I thought, specifically our mutual musical inclination.
We are both students in a way. I now recognize we belong to a larger community of learners, not just students and teachers.
In the interview, I waited until later to pose this question, but asking someone about their interests is an effective icebreaker. By leading with that, you immediately let the other person know you are interested in their personality beyond the surface.
If you notice someone is always walking around wearing headphones or they’re always on their bike, you can make a safe guess that they like listening to music or staying active. However, neither of those things could reveal if they like cooking, reading romance novels or learning everything about “Star Wars.”
Sometimes we might not feel comfortable asking this of people we just met. Other times, we already know about a person’s hobbies, in which case you can try to learn more. Some people light up when they get to explain what they’re passionate about.
A few weeks ago, a friend of mine was explaining titration, a process she learned about in her chemistry lab. Then the conversation shifted to topics on her major: speech, language and hearing sciences. As people began asking more questions about auditory and speech processes, she quickly acknowledged how much she enjoys talking about them.
I already knew she was keen on these topics, but her excited demeanor helped me understand more about her enthusiasm and vocation.
Curiosity constructs connections that can break down the student-teacher barrier. It replaces the barrier with something more relatable, exposing common ground and strengthening bonds. With friends, it works in a similar way, building on the existing foundation and nurturing a deeper understanding of each other.
An important part of college is developing community through interpersonal relationships. Learning goes beyond lectures, textbooks and exams; it includes engaging in conversations that can transform our views of others and enrich perspectives. The reward can be mutual, because you learn something new, and the other person gets a chance to share their passions and aspirations.
People are made of stories, and they feel more inclined to share them if you show how much you care. Asking about interests is a great starting point, but building connections goes beyond that. You must demonstrate a willingness to see people in their entirety, behind their traditional roles and routines.
Joaquin Baerga (he/him) is a sophomore studying journalism.
