Delaney Bair, Special to The Denisonian
On move-in day, most first-year students wake up filled with excitement, and perhaps a little apprehension, as they get ready to step foot on the campus they have been waiting to experience for months. While it is anticipated that some degree of anxiety will come for many students, the transition to college may be more difficult for others. For me, as a true introvert, the first few days of awkward ice-breakers and constant socializing definitely took its toll. Maybe this was something you may have felt as well.
For the 2025-2026 first-year orientation, we new Denisonians participated in full days of various informational and social activities in the chapel, auditorium and other facilities on campus. These lengthy activities served as both opportunities to understand available campus resources and to get to know faculty and peers. While first-year orientation at Denison is certainly necessary, I believe many introverted students, like myself, find themselves feeling rather on edge and disconnected from the orientation’s intended purpose. While I was undeniably excited to be at the school I had yearned to attend for the past couple of years, the intense daily orientation schedule contributed to more social drainage than renewed enthusiasm. I felt myself physically and mentally fatigued by the end of each day, rather than energized and prepared for what was to come. As such, I propose that Denison design a less intensive, more flexible first-year on-campus orientation experience in order to better suit the needs of its diverse body of students, including those who are introverted and may not feel comfortable with the current format.
The one thing that will never fail to create unease in an introvert is an ice-breaker activity. I personally found the ice-breakers to be more nerve-wracking than enjoyable. I found myself to be more focused on formulating an appropriate response than actually striving to connect authentically with my peers. The anxiety associated with being put on the spot with questions about oneself and their interests, with little to no time to prepare a thoughtful response, can rob students of the excitement and enjoyment they are supposed to feel as they begin their college career. While the hope is that such activities will foster a genuine connection, the process inadvertently thrusts introverts into an episode of obsessive rumination and overanalysis.
In case you may be questioning the legitimacy of the introvert’s struggle, there has been a considerable amount of research conducted regarding what transpires neurologically in introverts’ minds. According to the writer and creator of the “Quiet Minds” podcast and blog, Vanessa Marie Dewsberry, “[introverts’] brains are wired for introspection and careful analysis, so when they’re expected to think quickly and deliver a response on the spot, it can feel unnatural and uncomfortable.” Therefore, the discomfort experienced by introverts upon being faced with an ice breaker is not something they have control over; it is genetically rooted. Socially driven activities, such as ice breakers, fundamentally work against introverted personalities, likely rendering such activities counterproductive and ineffective.
How does a packed schedule with constant interaction drain introverts? Let’s look at more science behind introverted brains. A common chemical we know as dopamine is responsible for feelings of pleasure, reward and motivation. With this concept in mind, another introverted author, Jenn Granneman, explains, “our dopamine system isn’t as ‘turned up’ as that of an extrovert… Having a less active dopamine system also means that introverts may find certain levels of stimulation — like loud noise and lots of activity — to be overwhelming, annoying, and exhausting.” On the physiological level, while dopamine levels are similar in both introverts and extroverts, this chemical is simply not as frequently at play in the introverted brain. Introverts require a significantly less amount of dopamine activity, and therefore, a significantly less stimulating environment to feel the same level of contentment as extroverts. In other words, introverts simply do not have as high of a capacity, or need, to socialize as extroverts. This is a well-researched physiological phenomenon and suggests that an overly social first-year orientation will most definitely leave introverts feeling drained, demoralized and possibly even resentful.
Some people say that forcing introverts to partake in highly social situations (ice-breakers, being in a room with many people for hours) challenges them to branch out and take risks, leading to more confidence in the end. While this may be true temporarily, when we look at the long term effects, they are not as favorable. The Harvard Business Review says, “one study found that when introverts acted extroverted, they experienced improved moods and energy levels in the short term, but because these behaviors were inconsistent with their natural personalities and preferences, their energy levels fell substantially just one hour after the fact, ultimately hampering their ability to benefit from these activities.” While urging introverts to assume new social roles may help them temporarily, it appears to be detrimental to their social functioning and mental health in the long run. Imagine being in a situation that forces you to go against your natural personality and tendencies; it is not likely to yield favorable results. Those in charge of the first-year on-campus orientation at Denison should also acknowledge the needs and preferences of introverts and consider offering alternatives to the many ice breakers and lengthy social gatherings.
Denison boasts about having a diverse student body, each student holding their own unique potential to make a positive difference in the world. In order to best support and inspire each class of driven and innovative Denisonians in doing just that, it is crucial that the on-campus first-year orientation be modified to capitalize on the strengths and contributions of introverted students, in addition to those who are more comfortable in social interactions. I specifically propose a reduction in the use of ice-breaker activities requiring a high level of interpersonal interaction. It is also important to allow students more silent time for reflection and to thoughtfully formulate their responses. I also propose scheduling meals, independent activities, and programming in between sessions that are more social in nature. Finally, I propose the option for smaller group sessions or one-on-one interactions with staff, mentors or peers.
In a world where there is no shortage of overstimulation, whether at work or at play, it is important to temper the effects of an often loud, socially demanding society and acknowledge the quiet strength of our introverted peers. It is easy for others to make the assumption that introversion is a weakness or vulnerability; this is simply not the case. According to a study conducted by Educational Science Researcher Sanna Tuovinen, and other faculty, “Introverts tend to be sensitive, introspective, and interested in the deeper feelings of encounters or transactions.” Introverts value more meaningful connections among their peers and strive to build trust with everyone they interact with. Furthermore, “In group activities, introverts work together to construct solutions to problems, they listen to one another’s suggestions and are less attached to their own ideas than extraverts.” Introverted students also possess strong critical thinking skills and a genuine willingness to listen to others, both of which are qualities that make up an effective leader and role model. We must recognize that Denison is home to many introverts who embody these qualities, and I hereby call upon the university to provide an orientation experience that will support, inspire, and motivate our extroverted and introverted students alike.
Delaney Bair ‘29 is a biology major from Loveland.