Out of the Nest

Faculty Spotlight (and a Special Shout Out)

This month, the Faculty Spotlight is turned low because faculty are hibernating after a busy, advising-heavy October. We’ll be back in December with our next glowing faculty profile!

The Center for Teaching congratulates Marc Williams, Assistant Professor-Theatre and Dance, for his recent certification as a Knight-Thompson Speechwork teacher! Marc is one of only 80 such certified professionals in the world. The Knight-Thompson approach honors personal uniqueness and focuses on building speech skills so the student can produce whatever sounds they need to make in order to play a role. Knight-Thompson Speechwork also embraces primary sources (native speakers) in accent analysis rather than prescribed “standard” models of an accent. The approach aligns with Marc’s stated belief that “accent work is empathy work.” Marc used a CfT Small Teaching Grant this past summer to partially fund his 3-week, full-time residency at UC-Irvine.

Faculty Pedagogy Colloquium (RSVP and lunch request)

Playing Alone: Integrating Play into Asynchronous Online Courses with Melissa Wells, Associate Professor-College of Education
Tuesday, November 12th
12:30-1:30 PM in Seacobeck 105
Are you interested in integrating playful teaching strategies but wondering how to do so in an asynchronous online course? In this session, Melissa will share her journey of incorporating play into a recent asynchronous online course. Bring your device, questions, and ideas so we can continue to learn and play–together!

Please RSVP by Monday, November 4th if you are requesting a lunch; if you are attending but do not require a lunch, you can RSVP up to November 11th. Seats are limited due to the room size.

Mark your Spring 2025 calendar for these presentations:

• January 27th, 12:00 – 1:00 PM: “Minecrafting the Past: Sandbox Games and Historical Exploration” with Susan Fernsebner (History & American Studies)
• February 12th, 3:00 – 4:00 PM: “The ‘Elements’ of Success: Building Comfort and Skill in Mathematics for Future Science Courses” with Kelly Perkins (Mathematics) and Leanna Giancarlo (Chemistry and Physics)
• March 31st, 3:30 – 4:30 PM: “Creating a Sustainable Gene Editing Module for Genetics” with Ginny Morriss and April Wynn (Biological Sciences)

Provost’s AI Learning Excellence Grant

This spring, the Provost’s Office is sponsoring an AI Learning Excellence Grant. The purpose of the grant is to encourage critical exploration of and with AI as part of a liberal arts education. A series of workshops and lab sessions during the spring semester will offer faculty support in:

• strengthening foundational AI knowledge and skills,
• evaluating the intersection of AI with Life After Mary Washington competencies,
• developing thoughtful and informed approaches to AI in the classroom.

A stipend will be offered for active participants who submit a final assignment or classroom activity for sharing with the campus community.

If you have been feeling overwhelmed about integrating AI into your teaching or want ideas to teach about AI even if you don’t want to teach with AI, then this opportunity is for you! The call for participation will be emailed to all faculty the week of November 11th.

AI Corner (Resources for Independent Exploration)

• What does AI literacy mean? Can we strategically use AI in learning, even as the technology continues to evolve faster than we can keep up? “The Future is Hybrid: How Colleges are Reimagining Learning in an AI World” poses these questions and more–an interesting read if you want to think about the big picture. (Remember: all faculty have free access to the Chronicle!).
• Marc Watkins argues in “Make AI Part of the Assignment” (another Chronicle article) that asking students to reflect upon their use of AI in the writing process introduces necessary “intentional friction” and makes them “more self-aware learners and writers”. He shares his “AI-Assisted Learning Template” as one example of how to build accountability and reflection into AI-assisted writing products.
• What can fun teach us about navigating AI and learning? Josh Brake’s Substack post “Is Learning Fun?” offers some thoughts about the allure of AI’s ease and efficiency against learning’s often necessary struggles.

AI Roundtable: Postponed

Due to low attendance, the November and December AI Roundtables have been postponed. CfT and DLS will regroup and reimagine the series for the spring semester. Thank you for the faculty who joined us for discussions earlier this semester!

LAMW Competency of the Month: Wellbeing and Mindfulness

Guest blogger: Chris McBride, Psychological Sciences and LAMW Faculty Development Committee Member

Our students demonstrate Well-Being and Mindfulness when they:

• Recognize connections among physical, emotional, mental, and other areas of wellness
• Demonstrate the ability to recognize challenges as opportunities for growth
• Use self-directed interventions to support their emotional health
• Practice self-care by effectively managing stress
• Connect with peers and join supportive communities

We can help our students develop their Well-Being and Mindfulness skills by:

• Creating course policies that promote healthy sleep patterns such as early evening deadlines rather than midnight deadlines
• Discussing well-being practices specific to our fields (financial well-being, cultural well-being, mental well-being, physical well-being, etc.)
• Providing meaningful feedback that helps students focus on mastery and growth mindset, including scaffolding assignments or the option to submit drafts prior to final submission
• Facilitating peer study groups and collaborative projects to build a sense of community
• Integrating brief stretch breaks, mindfulness exercises, or deep breathing sessions into class sessions.
• Creating a supportive classroom environment by encouraging inclusive discussions and respecting diverse perspectives
• Sharing campus mental health resources on syllabi
• Checking in with students before or after class in informal discussions

For more classroom-specific ideas, check out these resources:

• Integrating Well-Being Concepts into Learning Environments (UC-Davis guide)
• Integrating Well-Being in Your Classroom (GMU Center for the Advancement of Well-Being blog post)

Mark Your Calendar! LAMW Wine and Refine (RSVP form)

Election 2024 Resources

In the coming days and weeks, we anticipate continued discussion about the 2024 election. The following resources may be helpful as you decide whether and how to navigate discussions in your classroom:

• Teaching After an Election (Boston College Center for Teaching Excellence)
• Dialogue Activities from the Constructive Dialogue Institute (via the Longwood University CAFE blog)
• Navigating the Post-Election Period with Your Students (University of Michigan Center for Research on Teaching & Learning)
• Difficult Dialogues (Vanderbilt University Center for Teaching)

Be sure to review the email sent on Wednesday, October 30th from the Center for Community Engagement, Student Affairs, and Human Resources (via Amy Jessee) with information about resources and opportunities on Election Day and throughout next week.

Other CfT Happenings:

• New Faculty Monthly Meetup: Wednesday, November 13th at 4:00 PM in Seacobeck 151. New faculty–check your inbox for a post meetup happy hour invitation from one of your colleagues!
• AI + Assessment Learning Community: Our next meetings are coming in 2 weeks instead of our regular 4-week cycle–Wednesday, November 13th at 3:30 PM in Seacobeck 129 and Thursday, November 14th at 3:30 PM via Zoom. November tasks will be uploaded to Canvas this weekend.
• UMW NEH AI Grant Cohort Meeting: Thursday, November 21st at 3:30 PM via Zoom. Don’t forget about the cross-institutional office hours on Wednesday, November 6th at 3:00 PM (this is a change from the original calendar!).
• NEST: Friday, November 15th at 4:00 PM in HCC 210. Contact Elizabeth with questions.
• Book Author Group: Every Friday at 3:30 PM via Zoom. Contact Brenta Blevins or Zach Whalen with questions or for the meeting link.
• CfT Consultations: If you would like to schedule a 30-minute session (in-person or virtual) to discuss teaching solutions and ideas (spring classes are coming!), use the online consult scheduler. If you can’t find a day/time that works with your schedule, reach out to CfT directly and we’ll be happy to work with you.

Look for the next First Friday post on Friday, December 6th!

With Fall Break in sight, we are almost to the midpoint of the semester. It’s busy in the Center for Teaching–check out opportunities and resources that are coming this month.

Faculty Spotlight: Kyle Schultz

Curious what keeps one of UMW’s 2024 award winning professors motivated and why he avoids both 8 a.m. and 4 p.m. classes? In this month’s faculty spotlight, Elizabeth interviews Dr. Kyle Schultz, Professor of Mathematics Education. 

Fall 2024 Faculty Pedagogy Colloquium

(RSVP form and lunch request)

Faculty Pedagogy Colloquium is a forum for faculty to share strategies and innovations in their classrooms with the larger UMW community. After presenters offer an overview of their teaching strategies or research, the audience engages in a Q&A. Due to limited seating, participants are asked to RSVP. Lunch is offered and may be requested up to two weeks before the presentations.

We are pleased to share our fall presenters–join us to hear about great teaching across campus:

“The 4Ps of Accents for Actors” with Marc Williams, Assistant Professor-Theatre & Dance
Wednesday, October 30th
12:00-1:00 PM in Seacobeck 151
Marc received a Summer 2024 Small Teaching Grant to support his attendance at the Knight-Thompson Speechwork teacher certification program in Irvine, California. In this presentation, Marc will provide an overview of traditional speech training for actors, how the Knight-Thompson approach differs from traditional practice, and share an accent analysis he created as a tool for accent coaching.

“Playing Alone: Integrating Play into Asynchronous Online Courses” with Melissa Wells, Associate Professor-College of Education
Tuesday, November 12th
12:30-1:30 PM in Seacobeck 105
Are you interested in integrating playful teaching strategies but wondering how to do so in an asynchronous online course? In this session, Melissa will share her journey of incorporating play into a recent asynchronous online course. Bring your device, questions, and ideas so we can continue to learn and play–together!

Mark your Spring 2025 calendar for these presentations–details to come later this semester:

• January 27th, 12:00 – 1:00 PM: “Minecrafting the Past: Sandbox Games and Historical Exploration” with Susan Fernsebner (History & American Studies)
• February 12th, 3:00 – 4:00 PM: “The ‘Elements’ of Success: Building Comfort and Skill in Mathematics for Future Science Courses” with Kelly Perkins (Mathematics) and Leanna Giancarlo (Chemistry and Physics)
• March 31st, 3:30 – 4:30 PM: “Creating a Sustainable Gene Editing Module for Genetics” with Ginny Morriss and April Wynn (Biological Sciences)

Grading Hour

Grading Hour is a virtual workspace for completing grading and feedback. Participants sign into Zoom, share a grading goal for the hour, and then work in two 25-minute grading sprints with a short break in between.  

• Tuesday, October 8th, 3:30 PM
• Friday, October 18th, 11:00 AM
• Thursday, October 24th, 4:00 PM
• Friday, November 1st, 12:00 PM

Check your First Friday email or contact the Center for Teaching for the link.

Book Authors Group

Fridays, 3:30 – 5:00 PM via Zoom (Facilitators: Brenta Blevins and Zach Whalen)

This weekly gathering focuses on progress for any and all writing projects. Dissertations, books, grants—if it involves the need for concentrated writing, the Book Authors Group offers encouragement and accountability. This group gets results! Several books, articles, and an advance contract have developed in these weekly meetups. ALL are welcome–contact the facilitators for the Zoom link and more information.

AI Roundtable #3: Can we combat cheating with (and with) AI?

Wednesday, October 16th, 1:00 – 2:00 PM in Seacobeck 151

Join CfT and DLS for what is sure to be a spirited conversation about cheating and AI. We will consider why students cheat, the evolution and reliability of detection tools, and strategize how assignments can be designed to minimize inappropriate AI use. Teaching with AI, Chapter 6 (“Cheating and Detection”) offers one perspective on the topic and will be our common resource to jumpstart discussion.

AI Corner: Resources for Independent Exploration

• AI Roundtable Recaps are available at the UMW Learn site. Get main takeaways from AI Roundtable discussions and links to related resources. The page will be updated after each AI Roundtable.
• Curious about AI tools other than Copilot or tools that do more than generate text output? Check out this Substack post by Lance Eaton to review a ‘showcase’ and critique of newer AI tools.
• There are complex ethical issues when integrating AI into coursework. This curated set of resources from the University of Virginia’s Teaching Hub offers ideas for nuanced and purposeful AI use in classrooms. After clicking on a resource ‘bubble’, you will be taken to a page with an overview of the resource’s value and then a direct link to the article, website, or media.

October LAMW Competency: Career, Self-Development, & Professionalism

Our students demonstrate Career & Professional Development when they: 

• Proactively develop themselves and their careers through continual personal and professional learning
• Have an awareness of their strengths and weaknesses
• Understand how to find and pursue career opportunities
• Network to build relationships within and beyond UMW
• Identify and demonstrate effective work habits

We can help our students develop their Career & Professional Development Skills by: 

• Conducting course-related self-assessments identifying student’s strengths and weaknesses.
• Considering a “professionalism grade” to encourage students to practice important career-readiness skills (e.g., time management, preparedness, respect for classmates, participation in class discussions, etc.).
• Emphasizing skills students are using when completing assignments in your class.
• Asking students to set goals related to professionalism in your course. Revisit those goals throughout the semester and ask students to reflect on their progress.
• Showing students job boards, postings, job descriptions, and other career-related materials specific to your field.
• Assigning reflection questions during and after large class projects that focus on identifying how the skills they are using during the project can translate into experiences after graduation
• Tasking students with conducting informational interviews to learn about the culture of various organizations, the skills needed to be successful in that organization, and becoming comfortable with discussing their own experiences.

Other CfT Happenings

• New Faculty Monthly Meetup: Wednesday, October 9th at 4:00 PM in Seacobeck 151. We have a LOT to share this month, so please be on time!
• AI + Assessment Learning Community: Watch your inboxes early next week for updates and October tasks.
• NEST: Monday, October 21st at 2:00 PM in HCC 210. Contact Elizabeth with questions.
• Teaching with AI: Five copies remain and are available on a first come, first serve basis. Reach out to the Center for Teaching or stop by Seacobeck 209 to claim your copy!
• CfT Consultations: If you would like to schedule a 30-minute session (in-person or virtual) to discuss teaching solutions and ideas (AI or not–we like lots of different challenges!), use the online consult scheduler. If you can’t find a day/time that works with your schedule, reach out to CfT directly and we’ll be happy to work with you.

Look for the next First Friday post on Friday, November 1st!

Curious what keeps one of UMW’s 2024 award winning professors motivated and why he avoids both 8 a.m. and 4 p.m. classes? In this month’s faculty spotlight, Elizabeth interviews Dr. Kyle Schultz, Professor of Mathematics Education. Read on to learn about his approach to teaching and his practical advice for new faculty.

This year you were awarded the Graduate Faculty Award! What do you enjoy most about working with the graduate students in your program? What keeps you motivated? 

I enjoy my students’ passion and creativity in exploring their wonderings about teaching and learning. My background is in secondary mathematics education, but I work with graduate students from all content areas and grade bands to develop and carry out their research. As a result, I get to learn a lot about other fields of education through my students and their projects. Seeing the challenges they will face as teachers and knowing the rewards of the profession refreshes my sense of purpose and motivates me.

You are also a co-PI on the Noyce grant. For those of us that aren’t familiar with it, how would you describe the Noyce grant and purpose? Do you see an impact of the grant opportunity on your teaching and students? 

Our Noyce Grant, DISCOVER, is funded by the National Science Foundation and aims to recruit secondary teachers in STEM fields. Our goal is to get university students majoring in science, mathematics, or computer science to consider a career in teaching and provide informal opportunities for them to experience what it’s like to be a teacher. For students who become DISCOVER Scholars, our grant provides significant financial support ($24,000 during each of their junior and senior years), benefits such as professional memberships and personalized mentoring, and specialized coursework focused on STEM teaching, in return for a commitment to teach in a high-needs school district after graduation. We are currently seeking to connect with UMW and GCC freshmen and sophomores interested in more information about our upcoming cohorts of Scholars.

For me, the grant has provided the opportunity to develop a new course focusing on STEM teachers’ beliefs about the nature of their disciplines and about themselves as teachers. Beliefs form and change over a long time, so giving our Scholars opportunities to reflect upon their beliefs earlier in their licensure program is a great benefit to their professional development.

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching?

Unlike most of my non-COE colleagues across campus, my professional preparation focused on teaching. I was a high school teacher and coach prior to entering academia and learned a lot about effective teaching from my own education coursework and my students. One of the biggest factors that has helped me grow as a teacher is being able to reflect on my practice, experiment, recognize and accept failure, and learn from my mistakes.

Who was your favorite teacher?

I had five teachers, Dr. Bushyager (high school math), Drs. Hill and Kansky (teacher preparation), and Drs. Wilson and Kilpatrick (PhD program) that stood out. The traits they shared were patience, recognizing me as a person first and a student second, and expressing enthusiasm and encouragement when I shared my ideas.

What is your favorite way to start a class?

I like to ask my students how they are doing and if they want to share anything about their day or week. I like to share as well. Building community and trust is important.

8 a.m. class or 4:00 p.m. class?

With two elementary-aged boys, I try to avoid both. Earlier in my career, I would have said 4:00 pm, but I would probably choose 8:00 am now. The earliest class I’ve ever attended or taught was at 8:30 am, taught just this past spring.

What is your favorite UMW class to teach? Why?

I enjoy my undergraduate elementary mathematics courses, MATH 204 and EDUC 305. It is fun and rewarding to watch my students, particularly those who didn’t have good prior experiences with mathematics, discover that math makes sense and develop confidence in their ability to understand and teach it.

What is your dream class to teach?

I’m going to teach a new special topics course this spring focused on equitable teaching and assessment practices. A lot of what we do as teachers comes from practices established a long time ago, during the Industrial Revolution. In this class, we’re going to explore the origins of our current practices and how those practices can undermine the education of students from underrepresented and impoverished communities. Building on these understandings, we will explore ways to improve how we teach and assess so that all students are empowered to learn.

What is one piece of advice you’d give a brand-new faculty member?

Be careful about making commitments. It’s natural to want to fit in and agree to help out, and easy to overextend yourself. As safeguards, never agree to any request on the spot (ask for time to consider it) and keep a list of the people and requests you say “no” to. (Far from burning bridges, you’ll be surprised at how many folks will still seek you out for future collaboration).

What podcast would you currently recommend? (or book/show/etc.)

I like the podcast 99% Invisible. It focuses on essential architectural and design elements that go largely unnoticed. They recently did a 6-part series, Not Built for This, about how our current infrastructure is being challenged by climate change.

If you could take any class in the UMW catalog, what would it be?

I would like to learn more about music theory, maybe MUTH 191. I played bass in a band with friends a long time ago and was self-taught. I relied a lot on memorization and couldn’t improvise much because I didn’t understand how the notes, chords, and scales all fit together. As a music fan, I would like to better understand the compositional elements of the music I like.

What were you like as a student in college?

I was a student athlete as an undergraduate and was fairly disciplined about keeping up with my work. I majored in mathematics and statistics but my favorite courses tended to be in other areas (literature, art, philosophy, economics). This broad range of interests is a big part of why I felt drawn to and feel at home at UMW with its focus on the liberal arts

Happy new academic year! Here is the latest from the Center for Teaching and campus partners to support faculty work in the classroom.

UMW NEH Spotlight on the Humanities Grant Team

Congratulations to the following faculty selected as UMW’s representatives on the NEH Spotlight on the Humanities Grant, “Developing a Public Liberal Arts Humanities Curriculum: Empowering Students to Navigate an A.I. World”: 

• Maya Mathur (Professor-English & Linguistics) 
• Krystyn Moon (Professor-History & American Studies) 
• Scott Powers (Professor-Modern Languages & Literatures) 
• Michael Reno (Senior Lecturer-Classics, Philosophy, & Religion) 

AI Roundtable

AI Roundtable is an informal gathering to discuss current topics in AI and higher education. It’s a space to ask questions, challenge, and learn about AI. A resource suggestion is provided for each Roundtable topic/question—no requirement to read or listen, however! If you miss a Roundtable, a recap will be available on UMW Learn and CfT First Friday posts. 

Join CfT and DLS for our first AI Roundtable meet-ups in Seacobeck 151: 

• Thursday, September 12th at 2:00 PM: How can faculty responsibly use AI outside of the classroom?
  • Resource: Teaching with AI, Chapter 5 “AI-Assisted Faculty” 
• Tuesday, October 1st at 4:00 PM: Should faculty and administrators be required to disclose use of AI tools?
  • Resource: “Why We Should Normalize Open Disclosure of AI Use” by Marc Watkins 

Plan to join us for AI Roundtables later this semester (topics TBA; all in Seacobeck 151): 

• Wednesday, October 16th at 1:00 PM 
• Friday, November 15th at 1:00 PM 
• Thursday, December 5th at 3:30 PM 

AI Corner (resources & opportunities for independent AI explorations) 

• Get a preview of Teaching with AI in this June 2024 Future Trends Forum interview with Jose Bowen (approximately one hour) 
• Looking for ways to support responsible student AI use? Consider sharing this student-focused resource, a collaboration between Elon University and AAC&U. While directed at a student audience, the guide is also helpful for faculty and staff learning to navigate an AI world. 

Life After Mary Wash Competency of the Month: Leadership

Our students demonstrate leadership when they: 

• Leverage the strengths of others to achieve common goals 
• Use their interpersonal skills to coach others 
• Assess and manage their emotions and those of others 
• Use empathic skills to guide and motivate 
• Organize, prioritize, and delegate work  

We can help our students develop their leadership skills by: 

• Assigning discussion leaders and providing feedback on their ability to facilitate conversations with diverse opinions and interpretations 
• Assigning reflection questions during and after group projects asking students to identify leadership skills they utilized, how those skills supported the group’s goals, and ways they wish to improve in the future 
• Interviewing leaders in their fields and reflecting on the how leaders manage a team’s workflow and interpersonal dynamics towards successful outcomes 

The LAMW Faculty Development Team (Alex Dunn, Chris McBride, Deb O’Dell, and Victoria Russell) are developing resources and workshops for the fall semester—stay tuned!​

NEW PROGRAM: Grading Hour (via Zoom)

Could you use a little accountability to keep on top of grading? Join us for Grading Hour, a virtual workspace for grading and feedback. Participants sign into Zoom, share a grading goal for the hour, and then work in two 25-minute grading sprints with a short break in between.  

Bring all your grading to our September Grading Hours: 

• Friday, September 13th, 11 AM – 12 PM 
• Thursday, September 19th, 3 – 4 PM 
• Friday, September 27th, 10 – 11 AM 

Contact Victoria Russell for the Zoom link or if you have questions.

Book Authors Group

The Faculty Book Author Group is starting its fall writing sessions via Zoom on Fridays from 3:30 to 5:00 PM. The meetings consist of two to three 25-minute pomodoro writing sprints, with short breaks in between. There is no pressure to come to every meeting or to stay for the entire duration of the meetings–this group is about supporting writing whenever it can happen.  

Contact Brenta Blevins or Zach Whalen for the Zoom link and more information. 

Call for Faculty Pedagogy Colloquium 

Faculty Pedagogy Colloquium are midday or afternoon gatherings for sharing pedagogical research and/or teaching strategies in an open and supportive setting. Participants provide a 20-minute presentation of their project or teaching strategy, then engage in a 30-minute Q&A session with the audience. We are especially interested in presentations about: 

• integrating LAMW competencies into the classroom 
• critical AI strategies for teaching and learning 
• ‘playful’ teaching strategies promoting engagement and creativity 

Faculty Pedagogy Colloquium is also a great forum for rehearsing teaching-focused conference presentations. If you are interested in presenting, please complete the Faculty Pedagogy Colloquium form. The preferred deadline is Friday, September 20th but applications are accepted on a rolling basis throughout the year. Contact the Center for Teaching if you have questions or need more information. 

This month, Elizabeth concludes our 2023-2024 Faculty Spotlight series by letting us get to know a bit more about Michael Stebar, Senior Lecturer of Biology and Co-Director of the Summer Enrichment Program. Find out what you can learn when your middle school teacher is the Six Million Dollar Man and what activity can distract Michael from grading…

For the past few years you’ve served as co-director of the Summer Enrichment Program (SEP) at UMW and helped organize the Science Olympiad on campus. What have you enjoyed about being involved with these events?  

Interacting with the students is one aspect that I enjoy the most when working with SEP and the Virginia Science Olympiad; it’s just fun!  The students are genuinely inspirational.   Seeing them engaged in and enjoying learning, makes me feel excited, and honestly gives me a sense of optimism for the future.  Also, I think hosting SEP and VASO extends our connections to a myriad of communities and provides UMW additional opportunities to support students of all ages.   I grew up in the southwestern part of the state near VA Tech.   In elementary school, I was lucky to participate in several field trips to the university where I explored science labs, watched theatrical performances, and toured art galleries.  I was mesmerized by each experience and quickly perceived universities as centers of knowledge and creativity.   I am happy that I can help UMW provide similar experiences to students.   

Your research interests are rooted in science pedagogy. As you direct the intro biology program, how do you see this research reflected in what you do in this role and in the classroom?

I have always had an interest in the “art and science” of teaching.  Before joining the UMW community, I taught high school biology for 16 years.  Although I really LOVED teaching that age group, I always thought there wasn’t enough time or weren’t enough opportunities to get students into the lab or into the field to “do” science.  I thought that students finished my class not fully understanding scientific methods.   Since then, UMW and my colleagues in Jepson have given me phenomenal opportunities to really explore science pedagogy, and, in particular, to develop lab experiences that model more authentic research experiences.  

When I started at UMW a few years ago (okay, maybe 10… 11?) the majority of labs conducted in introductory biology were the traditional “cook book” labs where students follow a set of instructions to conduct observations or experiments resulting in a prescribed and guaranteed set of outcomes.  These can be useful in reinforcing content understanding, but do little to explore the actual research methods and quantitative analyses involved in “doing’ science.  In 2016, I collaborated with Drs. Baker, Wynn, and Zies to completely revamp the labs for fall semester intro bio. We threw out the cook-book, and developed three, multi-week lab modules that mimic the stages of scientific research. Since then, I’ve continued to modify and update the labs to increase their efficacy.  Students now finish the class with a better understanding of experiment design and data analysis.  I’m about to tackle revamping our spring intro course and am looking forward to creating new lab experiences. 

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching?

I think continuing to be a learner myself, helps me be a better teacher.  I enjoying learning about learning so I try to keep up with current research in pedagogy and cognitive psychology.  I’m always looking for strategies that help me to help my students learn better.   I’ve got 28 years (yikes) of teaching experience to pull from, and I enjoy integrating new strategies into my repertoire.   

Who was your favorite teacher?

That’s a tough question because I have always enjoyed learning and liked all of my teachers.  However, if I had to only pick one, I think my favorite teacher was Mr. Steve Austin who taught 6^thand 7^th grade science.  In addition to being bionic and worth 6 million dollars (hopefully most folks get that reference), he really enjoyed teaching science.   It’s obviously been decades, but I still remember that he always incorporated lots of labs, field work, and enrichment opportunities in our classes (including trips to VA Tech).   There are skills I learned in his class that I still use today in my work and at home – setting up/maintaining aquariums, identifying frog calls, telling the difference between a rock and a mineral, and – most useful – tucking the bottom of pants in to your socks while doing field work so that ticks don’t crawl up your legs! 

8:00 a.m. class or 4:00 p.m. class?  

I am definitely a morning person so I would prefer an 8:00 a.m. class.  I usually wake up around 4:30 – 5:00 a.m.; I have much more energy and mental focus in the mornings so I am probably more engaging in class.  We should get students’ opinions from my 8:00 and 11:00 labs! 

What is your dream class to teach? 

Other than introductory bio,  I think my dream class would either be Entomology or Chordate Anatomy – they were my favorite classes when I was a student and include the biology topics that I am most interested in.   Plus, they would provide lots of opportunity for field work which gets us outside.

What is one piece of advice you’d give a brand-new faculty member? 

Only one?!  That’s tough… how about a dozen?  Let’s go with a core Teaching 101 activity = state your learning objectives!  For every topic you cover, firstly decide what you want your students to actually know and skills you want them to develop.  Then build your lessons and assessments to help them reach those objectives.    AND share these with your students so they know what you expect of them.

What podcast, book, or show would you currently recommend?

I recently read Demon Copperhead by Barbara Kingsolver; it was intense.  I think she’s an excellent researcher and writer.  I loved how she put a modern, and incredibly relevant, spin on a classic tale (I won’t spoil it by saying which one).  

If you could take any class in the UMW catalog, what would it be? 

Any studio art class.   I took a couple art classes when I was young.  I really enjoy working with charcoals, and I used to spend/lose hours engrossed in sketching (to the detriment of getting grading done).   But, I’m really out of practice, so I would enjoy the chance to get back into it.  

What were you like as a student in college? 

As an undergrad, I was not the greatest student and was too social!  I was one of those high school students who never had to any work or thinking to get good grades. Getting my first D’s and F’s was a big wake up call.  It took me a couple years to learn how to study and learn effectively. Fortunately, I got my ducks in a row, and for graduate school, I was a tremendously better student … and too social.   

March’s Faculty Spotlight shines brightly on Gary Richards (English & Linguistics). Learn how Dr. Richards took a chance on playful learning this semester…and why he does NOT have a good podcast recommendation for Elizabeth!

You’ve incorporated “play days” into your syllabus this semester. What was your goal in doing this and what did it look like in your classes? 
 
I developed designated Play Days in my syllabi this semester after attending the presentation and workshop given by Sarah Rose Cavanagh in January. She advocated that adding playful elements to one’s class can provide ways for students to bond, add variety to the class’s sessions, and help students negotiate anxiety, all of which seemed valuable to me. 
 
We’ve had two Play Days so far, both on February 14. In my ENGL 385: Contemporary American Fiction, students used construction paper, copier paper, stickers, scissors, markers, and rubber cement to create physical valentines that literary figures we’d encountered so far this semester might send to one another. Some were serious, some were witty, and one was wonderfully angry. Many students did implicitly feminist critiques, especially of Jack Kerouac’s _On the Road_. 
 
In my WGST 102: Perspectives in Sexuality, students made lists of terms associated with gender and sexuality that they thought were important or amusing. Students then, as in elementary school, wrote their vocabulary words in sentences, selecting one to write on the whiteboard. That then gave us twenty sentences *that students cared about* to assess for grammar and punctuation (WGST 102 is a Writing Intensive course) and potentially learn new vocabulary.  

How did your students respond to these days in class? Did you notice a difference in the class? 
 
For the most part, students got into the playfulness. As they were making their valentines, there were lots of different types of conversations going on: memories of elementary school, concerns about artistic abilities, jokes about the characters, and so on. As students were composing their sentences, they often chose to be amusing or to introduce more esoteric terms to potentially stump their classmates, and we ultimately did a meta-critique of what patterns emerged in their vocabulary. In both scenarios, every student was actively engaged, which, I fear, isn’t always the case in standard classroom discussions. 

Do you think you’ll do this in the future? Would you adjust anything? 
 
I have two more Play Days scheduled this semester. They are listed on the syllabi so students know that they have a break/different sort of exercise that day and can use it as a time to metaphorically exhale. I’ll definitely see what sort of feedback I get on student evaluations at the end of the semester, but, for now, I’m planning to incorporate similar days in future classes. I’m especially eager to try this in my fall FSEM devoted to sexuality in southern literature. 

You’ve recently served as a Faculty Fellow for Academic Services. What was something you’ve taken away from that experience either in general or into your classrooms now? 
 
I’m now halfway through my third year as a Faculty Fellow in Academic Services. Our absolutely central focus there is on academic advising, whether that is developing study skills and time management, adjusting to a new campus, or negotiating the bureaucracy of the General Education program, majors, and minors. This work has made me far more attuned in my own classes to being available to help students–and especially transfer students–negotiate these issues. Students so appreciate reliable, accurate advising about taking classes and completing the General Education in a timely manner. 

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching? 
 
It has taken me a long time to internalize this, but simply bringing energy and humor to a classroom can be one of the most effective ways to keep students engaged. My jokes don’t always land, but when I do get the chuckle or smile, it’s an immediate way to know that I’m reaching students. 

Who was your favorite teacher? 
 
Isn’t that a bit like asking about one’s favorite child? I was so fortunate to have amazing teachers who took an active interest in me as a person. In elementary school, Gail Tanton, my third grade teacher, had me and three other students in her wedding ceremony (I lit candles). In high school, Elaine Hoff and Renee Bennett coached Academic Decathlon and made us nerdy kids feel just as important as the athletes in sports-centric Texas. In college, Laura Mooneyham. Paula Cooey, and Lisa Reitzes modeled effective teaching for me as well as taught me about English, religion, and architecture respectively. Finally, I had a trio of amazing Americanists: Michael Kreyling, Nancy Walker, and Cecelia Tichi. 
 
But, if I think more broadly about teaching, my mother has been–and, at 80, continues to be–the person who has taught me the lion’s share of life skills: how make potato salad and banana nut bread, how to sew on buttons and iron clothes, how to fold towels and fitted sheets, and so on. And those skills are way more practical than explicating William Faulkner.

8 a.m. class or 4:00 p.m. class? 
 
I teach at 8 a.m. virtually every semester. It’s not ideal, but I like being done with my teaching early in the day so that I can do advising in Academic Services later in the day. 

What is your favorite UMW class to teach? Why? 
 
Two favorites at the moment are: the interdisciplinary WGST 102 and my first-year seminar devoted to Stephen Sondheim. Both classes allow me to reach students other than English majors. The former constantly reinforces to me that students are eager to systematically think and discuss sexuality in a sex-positive environment, and the latter allows me to bond with students over the most important figure in musical theater in the twentieth century. 

What is your dream class to teach?

I greatly enjoyed a class in humor that I taught several years ago. We spent four weeks reading humor theory, then the majority of the semester reading humorous works of US literature, and the last two weeks with students doing projects on contemporary humor. It was a minefield, given how explosive and offensive humor can be, but it was so much fun.

If you could take any class in the UMW catalog, what would it be?

Any art history class. That was my minor as an undergraduate. I also remember seeing a flyer in Combs for a nineteenth-century French culture class that sounded *amazing*.

What is one piece of advice you would give a brand-new faculty member?

Bring energy and organization to the classroom.

What podcast, book, or show would you currently recommend?

I don’t listen to podcasts or subscribe to any streaming service. Maya Mathur (English and Linguistics professor) tells me the twenty-first century is a wonderful place, if I ever decide to visit.

In this month’s Faculty Spotlight, Elizabeth interviewed Randall Helmstutler (Associate Professor-Mathematics) and Jennifer Magee (Senior Lecturer-Mathematics). Read on to learn about flipped classrooms and making calculus (dare we say it?) FUN…

You both run a completely flipped classroom. Can you tell us a little about the course and what this generally looks like? 

JM: We’ve now each taught MATH 121 and 122 (Calculus I and II) with the flipped classroom. This is the first two semesters of Calculus, so these courses encompass everything from limits and derivatives to volumes and Taylor series. For each section in the textbook, we ask the students to complete a prep assignment before class. This involves watching videos, reading the textbook, and working on a problem related to the new content. When I arrive at class (having reviewed the assignments beforehand), we discuss the problem as a group and any questions that arose. For the rest of the class period, students work through problems in groups at the board. 

RH:  All of the group activities discussed in class come from the textbook we use, Active Calculus, written by a group at Grand Valley State University in Michigan.  The authors of the text were quite ingenious in how they chose to scaffold the sections and activities in the book to give a natural progression through the main ideas and techniques of Calculus.  It’s not easy to design problems that have the right combination of “this will teach them something deep” and “this is actually within their reach.” This book has met the middle correctly.  The previous night’s prep work gets them thinking about the next topic and gets them confused enough to know where their questions lie (an incredibly important part of doing mathematics that my lecture classes omit).  The next day’s group activities start to chip away at the confusion until–over time–they have complete understanding.  It’s an amazing thing to watch unfold.   

How have you noticed the style of the classroom impacting student engagement and performance? 

JM: I’ve noticed a huge difference in engagement. Multiple students have told me that Calculus was their most fun class. My favorite comment, though, was when a student mentioned that the desks aren’t relevant in the class because they’re always up at the board solving problems! 

RH:  To me, this is far and away the reason to try teaching in this style.  When I was a pure lecturer, I dispensed lots of information and received sparse feedback.  Maybe I’d get a few decent questions in class, and maybe I’d learn a little about how they’re understanding things when I gave a homework set every three weeks or so.  But what about the time in between? In this model, I get feedback in every single class meeting from every single student.  As the groups are working on the textbook activities, I circulate around the room to discuss, critique, and praise the work that they’re doing.  The ensuing discussions are lively and actually exciting (yes, in a Calculus class).  And there is no better feeling when a student finally gets it, knowing that they got there on their own.  They take ownership of their understanding of Calculus, and that’s a huge factor for me.  

If someone wanted to try out this kind of classroom in their teaching, what would be your number one recommendation for them to do first?  

RH:  This is a two-way tie.  First, just do it and commit to it; you’ll be fine.  Second, seek advice from experienced colleagues, on- and off-campus.  Active and flipped pedagogies are not exactly new anymore, so there is likely a movement already afoot in your discipline.  That means that there are likely already resources in place for you to exploit. 

What would you tell them is the most difficult part of running a flipped classroom?

JM: I think the most difficult part is letting go of some control of the classroom. One really nice thing about teaching this way is that you can meet each student where they are. You need to have some level of trust that they are going to ask questions and make mistakes, then figure it out. But also, getting started is probably the hardest part.  

RH:  My first instinct was to say the amount of prep time and organization required to run a class like this, but I think Jen is spot-on with that first bit on letting go.  As an old-school mathematician, your reflex is to supply the students a perfectly packaged derivation that’s spotless and orderly, one that’s worthy of being carved on a stone tablet.  But that’s not how anyone really comes about new mathematical knowledge:  it’s a struggle, and the path along the way is filled with errors and mis-steps before you finally get it right.  Teaching this way lets the students have the same experience that we have as mathematicians, but to do it you cannot spoon-feed them the right path.  Their way of understanding will not be the same as yours, and you have to let go of the feeling that your way is the “right” way.  That’s hard for control freaks like me.  

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching? 

JM: I’ve been regularly attending regional meetings of the Mathematical Association of America since I started at UMW. Each time I go to a meeting, my teaching energy is reinvigorated from talking to people at other institutions and hearing what they’re doing in their classrooms. 

RH:   Talking with colleagues about teaching.  I don’t think I did enough of this as a younger faculty member.  There are tons of people here at UMW and elsewhere with really great ideas, so I seek them out.  I’m not shy about stealing people’s cleverness.  

Who was your favorite teacher? 

RH:  Nick Kuhn, from whom I took many courses as a graduate student.  He had an unbelievably coherent view of wide swaths of mathematics and could tie them together through his lectures in all these unexpected ways.  He was a real storyteller.   

JM: Probably my undergraduate advisor, Jenny Kline. She brought a lot of energy to the classroom and made class fun. I credit her for encouraging me to go to graduate school.  

8 a.m. class or 4:00 p.m. class? 

RH:  8:00 a.m. every time.  I’m a morning person, so I’m fresher and more energetic then, and I find the students are, too (contrary to the common perceptions).  I also love having the remainder of my day clear to prepare for the next class, meet with students, construct assignments, etc. 

JM: 8:00 am, 100%. I’m a morning person too. And I prefer the flow of the workday when my classes are early. 

What is your favorite UMW class to teach? Why?  

RH:   This is hard to say (who’s your favorite child?), but I’d go with our Calculus sequence.  Honestly, this would not have been my answer before we flipped this class, but it is so much fun to engage with the students every day and get in good arguments about mathematics.  I always leave class amazed at what they can learn on their own just by using their good brains and some motivation.  Runners-up would be anything cryptography-related.  I teach an intro and an advanced course in the area, and it’s just an absolutely fascinating branch of mathematics.    

JM: With some recency bias, I’d say MATH 121. Especially with the flipped classroom, it’s really fun to help students learn in this way. My other favorite class is MATH 110, which is one of our gen-ed offerings. While the students in that class aren’t typically as interested in math, I enjoy showing them that math can be fun and help us answer some interesting questions.

What is your one piece of advice for a brand-new faculty member?  

JM: Reach out and connect with others across campus. There are a lot of really friendly people willing to help with everything from figuring out how to use Banner to discussing new teaching strategies. 

What podcast/book/show would you currently recommend?

JM: I enjoy listening to Happier with Gretchen Rubin. I enjoy the conversational tone and I’ve gotten several take-aways that are easy to implement. My favorite was the one minute rule- if a task takes less than one minute, do it without delay. 

RH:  Are blogs still a thing?  If so, I’ll say the Grading for Growth blog.  Lots of good discussion  and debate on alternative assessment schemes.  

If you could take any class in the UMW catalog, what would it be? 

JM: GEOG 245. I’ve never taken a geography class, but I am interested in it! 

RH: CPRD 104:  Meditation and Contemplative Practices.  I need to relax.  

In this month’s Faculty Spotlight, Elizabeth interviews Assistant Professor of Music Theory, Robert Wells (who is also Director of Keyboard Studies and Director of UMW Indian Music Ensemble).

You have been involved in some SoTL work, can you tell us a little about what that work entailed and where you currently are in that process? 

I’ve been investigating the impact of embodied teaching strategies (things like exploring classroom space, hand gestures, and physical object manipulation) on student learning in the music theory classroom.  Many topics in music theory are inherently abstract, so I was interested in how physically grounded strategies might make the material more tangible for students. This research also has potential applications to other academic disciplines, especially those with quantitative components.   

I initially developed this project as a member of the UMW Center for Teaching’s 2021-22 SoTL Scholars cohort, which helped me move from knowing very little about SoTL research to running a pedagogical study in my MUTH 181A (Materials and Sources for Music Theory) course.  I was able to present the results of this study at the 2022 Society for Music Theory national conference, and I plan to submit an article based on these results to a SoTL journal in the near future.  I hope to eventually run further classroom studies to investigate the possible role of embodied teaching strategies in more advanced theory courses, as well.

What does your research agenda look like right now?

In addition to SoTL, I have been juggling a few other research projects.  The biggest right now, and the focus of my Jepson Fellowship for this academic year, involves rhythmic performance problems in the piano music of Franz Liszt, and how theory and performance can inform one another.  In January ’24, I’ll be giving a lecture-recital at UMW that will summarize my results thus far, followed by a full performance of four major Liszt piano works. 

Other research and performance projects include an ongoing collaboration with a scholar in Chennai, India involving computational approaches to South Indian rhythm; a project investigating the work of mathematical music theorist David Lewin and the shifting boundaries between music and mathematics in his writing; and a long list of piano recital programs I’d like to perform at some point. 

What stands out to you that has prepared you or continues to prepare you most for effective teaching?   

My first job teaching job after grad school—an adjunct position in a program focused on commercial music—certainly stands out.  My training in college and grad school had been completely grounded in classical music, so I had to spend several years drastically expanding my musical repertoire for effective theory and piano teaching at that institution.  I am now extremely grateful for this experience, though, as the ability to teach pop, rock, hip hop, jazz, etc. alongside Chopin and Beethoven has been invaluable for sharing the power and relevance of music theory with today’s music students.

Who was your favorite teacher?  

Every teacher I have had has shaped who I am in some way, so this is a tough choice. If I had to choose, I would probably either say my high school precalculus/calculus teacher (Mrs. Fleck), who encouraged my mathematical curiosity in profound ways, or my grad school piano professor (Dr. Elisi), who continues to influence how I practice, perform, and think about the relationship between scholarship and practical performance issues to this day. 

What is your favorite way to start a class?  

I like to have music playing when students walk in that relates in some way to what we’ll be studying that day.  It’s especially fun when students try to guess how the music will relate to that day’s topic. 

8 a.m. class or 4:00 p.m. class?  

4 PM, for sure!  The class atmosphere feels more relaxed, students are usually happier, and it’s probably the last thing I’m doing that day. 

What is your favorite UMW class to teach? Why?  

Probably MUTH 391 (Post-Tonal Music Theory), which involves music theory for 20th/21st-century music.  It’s a fun course to teach because it applies mathematics to music in a very direct way; it has a lot of opportunities for student exploration; and it encourages students to grapple with some music that is completely outside of their comfort zones (e.g., dissonant atonal music), and other music that they encounter daily that uses contemporary techniques (e.g., film and video game music). 

What is your one piece of advice for a brand-new faculty member?  

As you dive into all your new classes and responsibilities at UMW, try to find at least a little time each week for something completely non-work-related! 

What podcast would you currently recommend?

I would recommend Radiolab and Freakonomics Radio for episodes about science, the economy, and society that will change how you think about the world. If you like listening to scary stories, I also recommend the Creepy podcast. 

If you could take any class in the UMW catalog, what would it be? 

Definitely MATH 453 (Mathematical Cryptography).  Cryptography involves using mathematical methods to encrypt things like credit card information, confidential messages, and so forth so that only the sender and recipient have access to the information.  I remember encountering several cryptographic topics in my undergraduate math courses and finding them fascinating, but there wasn’t a standalone course.  I’d love to learn more, especially in this day and age. 

What were you like as a student in college?  

I was a responsible student, but I was also really bad at listening to lectures.  I’d usually end up just going home and teaching myself everything from the textbook.  I also enjoyed practicing the piano late at night, as the Furman music building was open until the wee hours of the morning.  It was a nice way of decompressing at the end of the day! 

Did you miss the first of our Teach30 programming? Elizabeth shared an activity called “Who is the Expert in the Room?” (also known by other names depending on how it is used).  How might you implement and use the activity? Take a read through and see what you come up with for your classes:  

“Who is the Expert in the Room?” or “How Can I Help?” 

This activity is one that goes by various names, but can be adapted easily into almost any course. The activity is particularly useful in a course with either intimidating content or projects and assignments with anxiety-provoking components, such as speaking intensive and research intensive courses.  

Purpose:

• Allows students to recognize their current strengths, as everyone has something to offer 

• Allows students to see that there is a community of others that can help them where they feel least sufficient. 

How It Works: 

• After discussing the course or a particular assignment, brainstorm skill sets that would be beneficial to completing relevant tasks (ex: scholarly research skills, design skills, writing skills, group work experience, editing, etc.) 
• Hand out index cards or scrap paper (1-2 per student) 
• Have students consider the skills discussed—encourage them to consider that they all have strengths and they all likely have something they’re feeling less confident about.  
• On the index cards, students write one skill they’re most concerned about or least confident about. Students then tape their cards on the walls around the classroom.  
• Next, ask students to focus in on their strengths—look around at the cards on the walls and think about where they could offer assistance or encouragement on a skill. Ask students to write their names on at least 2 different cards.  
• Once completed, everyone retrieves their original cards from the wall.  
• Debrief the activity with a discussion of skills building, recognizing that we all have strengths we can offer and others around us can help us improve or balance the skills that we feel less confident using.
• If students don’t know each other yet, take time to let them talk to one another and meet the people who signed their cards.  

Adaptations:

This activity is often used as a start-of-the-semester activity, but it can also be used to introduce larger assignments, to track skills building, and even as a consideration when forming project groups to balance out skills to best meet project requirements.  

In an online course, this can be a way to build a sense of community and help students feel less isolated—an instructor might do this asynchronously through a tool like Padlet and then have students reach out to their “helpers” as part of the activity. 

In this month’s Faculty Spotlight, Elizabeth interviews UMW’s Faculty Director for the Speaking Intensive Program and Associate Professor of Communication, Adria Goldman.

You’re in your second year as the Speaking Intensive Director—what drew you to this role?  

I’ve always been annoyed by common misconceptions about the study of Communication, so it is great to be in a position where I can help reinforce the value of communication in various subject areas, and for life, in general. 

Last semester, you presented on a teaching panel at the Eastern Communication Association conference—can you tell us a little about what you presented on?  

I was a part of a panel on collaborative team based and experiential learning. I discussed the class project I use when teaching Seminar in Digital Rhetoric (a capstone course with AMW designation). Students work together to design and implement a project promoting digital literacy to some target audience. The project is student led as the class works together to brainstorm and vote on a topic, create work agreements, develop task groups, and create a grading rubric. I shared details of the assignment and its implementation and discussed the value of student-led, team-based activities. It was fun to share the project with others and I walked away with so many additional ideas to use in the classroom.

You have an extensive teaching background; how do you see your research and teaching informing each other?  

I am always bringing my research into the classroom, whether it’s to add to our discussion on a particular topic or to serve as an example of the research process as I help students with mapping out their own research. The discussions I have with my students also inspire me to research. As we unpack course topics in rhetoric, identity, and pop culture, and I help them with developing their ideas, it makes me want to extend my own research and add to conversations on identity, communication, and pop culture. Teaching courses like Communication Research Methods and Seminar in Digital Rhetoric (capstone course) also give me the cool opportunity to use my research as an example, while constantly challenging myself to stay up to date on research practices—which helps my teaching and my researching.  

What does your research agenda look like right now? Has it changed in unanticipated ways?   

I continue to study the role of identity in communication, and I continue to focus heavily on representations of Black women in popular culture…Following a book project on Issa Rae and her media messages of identity and intersectionality, I have begun…exploring pop culture representations of Black Women’s Sexuality and the real-life implications of such messaging.  

My research agenda did change a tad in that I have spent more attention looking at media literacy.  I am trying to discover ways that I can use my research findings to create resources and activities that promote media literacy for younger audiences…I have always felt like research should live beyond books and academic journals. I am excited that I am finally looking for ways to follow up on that thought. 

Is there anything that stands out to you that has prepared you or continues to prepare you most for effective teaching?   

Reflection has been huge, and I love to include students on those reflections, as well. Thinking about what I originally intended for an assignment, as well as what worked well and what didn’t work well has really helped me in the classroom. I also think it is incredibly valuable to chat with others who are teaching…I have grown so much as a teacher by conversing with others in teaching and learning from their experiences and reflection.  

Who was your favorite teacher?  

I have so many! If I had to narrow it down to one it would be Dr. Pamela Tracy—my undergraduate professor in Communication Studies at Longwood University. Being in her classroom was both challenging and fun. She inspired me to become a professor and I strive to create a classroom culture like she did.  

What is your favorite way to start a class?  

Two ways — first I ask an attendance question about some random fun fact (ex: what is your favorite restaurant) and then we take a moment for students to share good news and updates. It is cool to learn about the students and especially fun to watch them celebrate each other’s good news. 

8 a.m. class or 4:00 p.m. class?  

4 p.m. — that’s a tough one, but I am not a morning person 🙂  

What is your dream class to teach? 

Black Women and Popular Culture. It would follow the format of a book I edited years ago with some friends from graduate school.  The class would use a mix of scholarly, popular, and news sources as we study Black women’s complex relationship with pop culture. I would invite some of the contributing authors from the book to come in and chat with the class.  

What is your one piece of advice for a brand-new faculty member?  

Give yourself time and grace to learn your students, your school, and your teaching style. After each year, reflect on what went well and what didn’t. Whatever didn’t work—learn from it, scratch it off the list, and move on.  

What podcast, book, or show would you recommend right now?  

Abbott Elementary. Quinta Brunson is amazing.  

If you could take any class in the UMW catalog, what would it be? 

Dr. Gary Richards is offering Perspectives in Sexuality during spring 2024 and I would love to be a part of those class discussions. (If I can take two, I’d add Games and Culture by Dr. Zach Whalen. I am always hearing students rave about the course and the cool things they learn.) 

What were you like as a student in college?  

Busy! I was a commuter student with both an off-campus and on-campus job, so my weekly planner was my best friend. Back then, my plan was to be the next Oprah and I made that announcement each year during class introductions. (So funny how later tutoring microeconomics made me shift my plan to teaching!)