A hidden advantage to this type of assignment is that it signals to the student that the instructor is aware of their feelings and is willing to discuss them openly and thus begin the process of dealing with classroom anxieties. Once students are comfortable talking to a new classmate they then may be asked to read the syllabus together and ask questions if they do not understand some aspect of the course. This is much more effective than having the professor tell the students what is in the syllabus. The profiles may be collected by the professor after the group introductions are completed. This assignment combined with a student autobiography often provides a complete picture of each student and signals that the professor is interested in finding out as much about the student as they wish to communicate with the idea that this information will help the professor help the student.
Students often add more information on their profiles than they have given in their autobiographies.
To have students focus on and articulate answers to questions about themselves in preparation for interviewing their peers. To provide autobiographical information about students in order to help the instructor gain a better understanding of his students and potential problems or pressures they are dealing with inside and outside of class. To create a method of communication between students and between students and professors early in the semester. To emphasize the importance of writing in the class using non-content based writing in class as well as outside of class. The profile question may be changed to fit specific needs or interests of different subject classes.