The Social Fabric of Teaching: Developing an Authentic Academic Presence

Introduction

In today’s diverse and evolving higher education landscape, developing an authentic academic presence has become increasingly important for instructors, researchers, and academics (Rodgers & Raider-Roth, 2006). This blog post explores how educators can cultivate a teaching presence that resonates with students while aligning with their own values and disciplinary contexts. By understanding the relationship between personal identity and professional expression, we can create more inclusive and effective learning environments that benefit both students and faculty.

The Power of Academic Presence

Academic presence encompasses how we present ourselves—through attire, communication style, office environment, and interpersonal interactions—and significantly influences student perception and engagement.  Research consistently demonstrates that self-presentation remains meaningful in educational contexts. Ambady and Rosenthal’s (1993) formative work on “thin slices” of behavior showed that students form judgments about instructor competence within seconds. Studies by Lightstone et al. (2011) and Carr et al. (2011) confirm that such impressions significantly influence student perception of instructor credibility.

Importantly, Lavin et al. (2010) found that this sense of credibility positively correlates with student engagement, respect, effort, and students’ end-of-semester evaluations of instructors. These findings underscore the enduring influence of self-presentation on classroom dynamics and highlight why thoughtful consideration of our academic presence matters.

Toward an Authentic Academic Presence

Drawing on Katie Manthey’s (2017) concept of “profesh”—a rhetorically aware approach to professional presentation that considers audience, purpose, and context—we can develop what we term an “authentic academic presence.” This approach recognizes that effective self-presentation varies significantly across academic contexts and empowers faculty to cultivate a presence that harmoniously aligns personal values with professional identity.

Understanding Disciplinary Contexts

Academic disciplines maintain distinct cultures that influence expectations around presence and professional expression (Austin, 1990; Anderson, 1994; Thompson, 2020). Some fields, such as business and law, tend to follow more structured professional standards, while in the arts, humanities, and social sciences, there is generally more flexibility in self-expression through appearance and communication style.

Recognizing these disciplinary nuances is essential for developing an authentic and strategic academic presence—one that aligns with both personal values and the expectations of your academic community. This awareness allows educators to make intentional choices about how they present themselves in various professional contexts.

Practical Strategies for Developing and Cultivating and Authentic Academic Presence

There are practical strategies that can help you develop a strong professional identity while maintaining authenticity within your discipline. The following tips offer guidance for creating an academic presence that is both genuine and impactful:

• Reflect on Disciplinary Context

  • Understand the explicit and implicit expectations within your field while identifying opportunities for authentic expression. For instance, a psychology professor at a research-intensive university may recognize that their field values a balance of approachability and professionalism. While lecturing or attending conferences, they opt for tailored blazers and polished footwear—meeting the field’s implicit expectations—while incorporating elements of personal style, like a statement necklace or a notebook featuring original art, to express their personality in a way that still aligns with disciplinary norms.

• Consider Pedagogical Impact

  • Instructor self-presentation influences student perceptions of accessibility. Intentional choices about attire, office decoration, and communication style can support teaching goals (Manthey & Windsor, 2017). For example, a first-year composition instructor who wants to foster a welcoming, student-centered classroom might choose to dress in an approachable-yet-kempt style, such as cardigans and tailored slacks, and decorate their office with cozy lighting, student artwork, and books on diverse topics. They may also adopt a warm, conversational tone in emails and feedback, all of which help students perceive them as welcoming and supportive, reinforcing the instructor’s goal of building trust and encouraging engagement.
  • Beyond visual presentation, consider how your multisensory presence—including tone of voice, body language, and even scent—contributes to the classroom environment. Arshamian et al. (2022) found that human sensory perception is both culturally and personally developed, reminding us to be mindful of how we present ourselves in shared spaces.

• Cultivate Consistent Elements

  • While effective academic presence evolves as careers progress, consistency in your personal branding helps build trust and recognition. Senior scholars often demonstrate greater freedom to express individuality than early-career academics (Manthey & Windsor, 2017), but establishing recognizable elements early on—whether a signature accessory, color palette, or communication style—creates memorability and helps students and colleagues understand what to expect from you.
  • Successful academic personal brands often feature distinctive elements that create a sense of continuity without requiring conformity to restrictive norms. Remember that authenticity matters most—your personal brand should reflect who you truly are rather than an imposed persona.

• Develop a Thoughtful Digital Presence

  • The migration of academic activities to digital platforms has created new opportunities for expressing professional identity through videoconferencing, social media, and digital portfolios. In these environments, consider how to translate your authentic presence to virtual spaces in ways that feel genuine while maintaining context-appropriate presentation.
  • When creating your digital identity, incorporate elements reflecting your authentic self while maintaining professional standards—thoughtfully chosen background items that spark conversation about research interests, accessories that communicate personal style, or headshots with settings that complement your appearance rather than defaulting to conventional backgrounds.

Building a Brand Through Action and Intention

While physical appearance is one aspect to consider, a truly effective and authentic academic presence is also shaped by how we build relationships, communicate, and contribute to our communities.

These behaviors often play a crucial role in shaping our academic brand.

As Trieu et al. (2025) note, branding reflects an intentional alignment of one’s passions, priorities, and purpose, or what they term the “Three Ps.” This alignment comes through not just in what we wear, but in how we act. Consider the following ways that professionalism manifests in daily academic life:

• Relationship-building: Recommending colleagues for opportunities, amplifying others’ work, and engaging collaboratively builds a reputation of integrity and leadership.
• Communication: A consistent tone, whether warm and supportive or formal and concise, across emails, meetings, and classrooms sends signals about your values and approachability.
• Intentional engagement: Saying “yes” to projects or service roles that align with your long-term goals helps maintain brand clarity and prevents burnout.
• Institutional contribution: Participating in initiatives that support your department’s or institution’s mission strengthens your visibility and demonstrates commitment to collective success.
• Authenticity and consistency: Aligning actions with personal values builds trust and fosters a sense of purpose, making your academic presence more impactful.

Academic presence can be understood as consistent, intentional behaviors that align with who we are and who we aspire to be.

By thoughtfully connecting attire, behavioral cues, and relationships, instructors can cultivate a presence that is both authentic and strategically attuned to their professional goals.

Conclusion

Developing an authentic academic presence is a creative and scholarly project worthy of reflection. By approaching academic presence with intention and awareness, higher education professionals can navigate professional expectations while expressing their unique identities and values.

As academia continues to diversify, our collective understanding of effective academic presence will inevitably expand. This evolution offers an opportunity to develop more inclusive conceptions of professionalism that value substance over conformity, authenticity over performance, and disciplinary appropriateness over generic standards.

By cultivating a presence that aligns with both our personal values and professional contexts, we can create more engaging, inclusive, and authentic educational experiences for our students and ourselves.

Below are some articles from the K. Patricia Cross Academy’s CrossCurrents blog library that explore professionalism, relational dynamics, and intentional teaching practices, all important aspects of cultivating an authentic academic presence:

• Creating Safe Spaces for Hot Topics: Successfully Teaching Delicate Issues
  • This article offers strategies for fostering respectful and inclusive classroom environments when discussing sensitive subjects. It emphasizes the importance of intentional communication and relationship-building, aligning with the idea that professionalism encompasses facilitating positive interactions.

 

• Providing a Path for Lifelong Success: Helping Students Learn How to Learn
  • This post discusses strategies for fostering student autonomy and lifelong learning skills. It emphasizes the role of educators in modeling behaviors and creating environments that support student development, aligning with the idea that professionalism extends includes behaviors and relationships.

 

• Developing Effective Learning Goals
  • This piece highlights the significance of clear, intentional learning goals and how they guide both teaching practices and student expectations. It relates to the concept of aligning one’s professional presence with defined objectives and values.