Academics Category
05.05.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Robert Borden, a professor of civil, construction and environmental engineering in the College of Engineering. Borden is one of three professors being recognized for Outstanding Extension and Outreach.
What prompted you to become a professor? I really enjoy learning new things, and sharing this with others. It turns out that is exactly what a researcher and teacher does, so it was a great fit for me.
What are the keys to being a successful teacher/professor? Learning to communicate effectively is critical to being a successful teacher and researcher. To do this, you must first identify the critical concepts, and then focus on these ideas. When working with students, I push them to figure out the main conclusions BEFORE they start writing a report. When they do this, the final product is much more concise and easy to understand. The same goes for my own work. When preparing for a new course, I have to first decide what my students really need to know about a topic. Once I understand that, it is much easier to effectively communicate these ideas to students.
What gives you the greatest satisfaction as a professor? Meeting with former students who come back to visit after being away from NCSU awhile. It is truly wonderful to visit with them, hear how things are going, and know you had a little part in their success. I have been teaching long enough now, that some of my first students are starting to show up with their own kids, checking out colleges and planning for the future. What a wonderful experience. Red & White for Life!!!
05.04.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Shannon Pratt-Phillips, an associate professor in the Department of Animal Science in the College of Agriculture and Life Sciences. Pratt-Phillips is one of seven professors being recognized as Alumni Association Outstanding Teachers.
What prompted you to become a professor? I became a professor because I loved my own university experience, and I wanted to give other students the same opportunities to learn to love education, and to learn how to reach their goals. I also wanted to have an impact on horse health in terms of nutrition, both directly (through conducting research in this area), and indirectly (through my students - future veterinarians, equine facility operators, current or future horse owners).
What are the keys to being a successful teacher/professor? I think students get excited about a topic - and therefore learn it better - if you (as the instructor) are excited and passionate about it. I try to have a balance between my own life (and horse ownership) experiences and practical, factual information. I try to show lots of videos, keep students updated with current events in the industry, and show how the information we discuss is relevant and useful for them (even if they’ll never own or touch a horse!)
What gives you the greatest satisfaction as a professor? I think knowing students are actually excited to come to my class is a nice feeling. Of course, seeing the students graduate, go on to graduate or veterinary school, or have careers in the industry is always very rewarding. I love hearing from students long after the course is over!
05.03.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Chris Anson, University Distinguished Professor of English in the College of Humanities and Social Sciences. Anson, who is also director of the Campus Writing & Speaking Program, is one of two professors being recognized as Alumni Association Distinguished Graduate Professors.
What prompted you to become a professor? My fascination with writing — how it works, how it’s learned, how it varies across a vast array of disciplinary, professional, and social contexts — took me first into a master’s in creative writing and then into a doctoral program in the then-nascent field of writing studies. In both those programs, I also started teaching first-year students how to be stronger and more self-aware writers. Although I might have pursued a career in industry or publishing, it was these first experiences working closely with students that drew me into the professoriate, where I could continue my research on the nature and acquisition of writing while also contributing to the education of college students. Before long, I was working with graduate students as a mentor both in their research and in their own development as teachers.
What are the keys to being a successful teacher/professor? It’s tempting for us to focus our attention and energy inward, and to see ourselves and our knowledge as the key to students’ learning. Only when we start thinking about the students and what they bring into the classroom, and what they do to learn the complex and challenging skills and knowledge of our courses, do we begin to understand how to teach. This principle often gets translated into catchy phrases that characterize our role, such as “sage on the stage vs. guide by the side,” or “ref. vs. coach.” But these phrases do point to a deep ideological difference between assuming it’s completely up to the students to figure out how to learn the material, or putting in the energy to help them be successful learners, using a wide range of tools and methods. There’s deep value in being attentive to what best facilitates students’ learning, and to finding ways to get “windows” into their learning process (for example, through brief, low-stakes writing assignments designed more as a medium for learning than as a test of what’s already been learned).
What gives you the greatest satisfaction as a professor? Engagement. That is, when students become completely engaged in the material of my course and when their intellectual growth becomes visible as a result. I get great satisfaction from carefully working out a process or a set of activities or an assignment that yields visible student engagement and deep thinking. With graduate students, this often involves thinking or working together as co-researchers. I also love to see the transformative results of students’ learning, when they say or demonstrate that our work has changed them and caused them to see something differently and more deeply. Finally, teaching isn’t something one learns early on and then enacts the same way for an entire career. The conditions of teaching, the students we teach, our disciplines, and the social contexts of learning all continue to evolve, which makes teaching a lifelong, intellectually engaging challenge.
05.02.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Miriam Ferzli, a teaching assistant professor of biology in the College of Agriculture and Life Sciences. Ferzli, who earned her masters degree and doctorate at NC State, is one of six professors being recognized as Alumni Association Distinguished Undergraduate Professors.
What prompted you to become a professor? During my graduate career, I was “forced” to be a teaching assistant, and it was during this time that I fell in love with teaching. Prior to that, I just wanted to be a scientist, and teaching was not on my radar. I was actually terrified at the prospect of teaching, but felt right at home from the very first day. Since then, I have made teaching and the scholarship of teaching and learning my central focus.
What are the keys to being a successful teacher/professor? I believe that the most important thing to achieve is a strong rapport with your students, one that is built on mutual respect and a love of learning. This will serve as the foundation to fostering a learning community in which students are willing to participate. I always aim to establish this type of learning environment. I lead by example and in the process try to instill a joy in learning the subject material by making it meaningful to their lives. I try to teach them ways of thinking that they can apply everywhere and I make my objectives very clear.
What gives you the greatest satisfaction as a professor? My greatest satisfaction comes when a student has gone beyond doing course work for the sake of a grade and shows investment in learning. An example would be a student who tells me that she found the exam or course very challenging; but that she really liked it, because it made her think and learn. When I see the evidence of learning, I feel rewarded. I also feel rewarded when the students stay in touch with me throughout their undergraduate years and tell me how much my class helped them in later courses. In general, there is a great satisfaction in seeing my students grow and develop academically and professionally — that is my greatest reward!
05.01.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Michelle Harrolle, an assistant professor in the Department of Parks, Recreation and Tourism Management in the College of Natural Resources. Harrolle is one of seven professors being recognized as Alumni Association Outstanding Teachers.
What prompted you to become a professor? I love teaching and always have. Thinking back to my childhood, my friends and I would play school and I always wanted to be the teacher. Teaching is in my nature and a part of who I am. My road to becoming a professor began in 2006 when I was a collegiate head swimming coach at Providence College. I realized I enjoyed the teaching aspects of being a college coach.
What are the keys to being a successful teacher/professor? First and foremost, I believe teachers truly need to care about their students. I always want to see my students succeed. The second most important part of my success has been my willingness to change and adapt. As society changes, so do our student. I enjoy adapting my teaching techniques (e.g., encouraging students to use laptop and tablets in class) and developing strategies to improve my teaching and student engagement (e.g., using student response systems in class).
What gives you the greatest satisfaction as a professor? When students are critically thinking and they have that “a-ha” moment, I am a very happy professor. I love it when former students come back after graduation and tell me they have used financial ratios and break-even analysis within their professions.
04.30.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Gary Lackmann, a professor and director of graduate programs in the Department of Marine, Earth, and Atmospheric Sciences in the College of Physical and Mathematical Sciences. Lackmann is one of seven professors being recognized as Alumni Association Outstanding Teachers.
What prompted you to become a professor? If you had asked me during my time as an undergraduate student if I would want to be a professor, I would have said “No! I couldn’t, and I wouldn’t want to!” But then I served as a teaching assistant for an introductory meteorology course while a MS student at the University of Washington. The students gave me tremendous positive feedback, and I enjoyed sharing science with students that were intimidated by the subject. It was extremely rewarding to help these students realize that they could understand science, and also that it could be fun and interesting. But I left school to work, and the idea of being a professor was still really only embryonic at that point. However, my next job was as a field meteorologist for the Navy, and I made two lengthy trips into the arctic as part of a field program. Long hours working on a ship in remote locations gave me time to contemplate. Subsequently I returned to school to earn my PhD, with the goal of teaching atmospheric science at the college level.
What are the keys to being a successful teacher/professor? At advanced levels, it is crucially important to stay current, and work to update and expand knowledge in emerging scientific areas. Bringing in examples and information that aims to make the material relevant to the students is helpful. Maintaining organization, while keeping a consistent but flexible structure clarifies expectations, and enables students to feel confident and comfortable. In order to keep students engaged, I use interactive discussions, hands-on projects, and student presentations to the extent that time permits. A major challenge is helping students to feel comfortable “thinking on their feet” while at the same time developing their critical thinking skills and challenging them to think independently. I strive to make the material and classroom experience exciting, and relevant to things to which they can relate. Lastly, I know that I have room for improvement. Good teachers, in my experience, do not rest on their laurels, but they keep working to get better. I utilize student feedback and performance to gauge where to focus my continued efforts to improve as a teacher, and I also try to learn from observing how others teach.
What gives you the greatest satisfaction as a professor? Observing the success of students, knowing that teaching and mentoring has helped them in their careers, is highly satisfying. The independence and flexibility of faculty positions is also a wonderful aspect; I can study a wide range of topics, and I can expand my research or teaching into different areas of I, or my students, would like to. Publishing a novel finding, or better yet, when a student publishes a solid paper, is both exciting and rewarding.
04.29.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Molly Fenn, a teaching assistant professor of mathematics in the College of Physical and Mathematical Sciences. Fenn is one of seven professors being recognized as Alumni Association Outstanding Teachers.
What prompted you to become a professor? Teaching has been the clear path for me from a young age. As a young child I had an imaginary class of students I would talk to instead of imaginary friends. The biggest question for me was what level to teach. I admire K-12 school teachers tremendously but eventually learned that doing that job was not for me. Instead, I continued my mathematical studies (another passion of mine) until eventually I realized a faculty position at a college or university would be a great fit.
What are the keys to being a successful teacher/professor? Math can be intimidating to many students, so I think my biggest strengths as a teacher are being approachable, being willing to acknowledge when things are hard, and being willing to show and talk about my mistakes in doing mathematics. Sometimes watching a clear, well thought out lecture can lead students to believe math is not messy, but it is! That’s not to say I don’t plan my classes very carefully, but rather that I’m not afraid to change course, attempt something new or different on the fly, or even let students lead themselves or the whole class down the wrong path. Everyone takes new and often wrong paths all the time, this is how problems get solved. I believe it’s important for students to see and experience this in the classroom.
It’s also very important to me as a teacher that my students are as involved in the learning process as possible. In small classes this mean I often do very little talking but instead plan activities and problems for them to work on during class time. I then act more as their coach than their instructor, helping them when they get stuck and giving them encouragement and confidence when they need it. I’m still learning how to incorporate more of this inquiry or discovery based style of teaching and learning into larger classes.
What gives you the greatest satisfaction as a professor? Seeing the lightbulbs go on. Those moments when students are frustrated and all of a sudden something clicks are amazing to watch and be part of. No matter how hard my day has been, if I can get into a classroom and see this happen, I can’t help but smile and feel great.
04.28.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Keith Beck, a professor of textile engineering, chemistry and science in the College of Textiles. Beck is one of six professors being recognized as Alumni Association Distinguished Undergraduate Professors.
What prompted you to become a professor? In my early days as a graduate student in the Purdue University chemistry department, my assistantship required that I teach organic chemistry labs. Through those opportunities to learn and practice the art of teaching, it became apparent that I really enjoyed, not only the generation of knowledge, but also sharing it with others, especially in the hands-on laboratory part of chemistry. When my research adviser would need to be out of town on business, he gave me the opportunity to lecture about organic chemistry to 260 undergraduate chemistry and chemical engineering students. Those days of large blackboards and chalk have morphed into our technologically advanced classrooms and all the resources of the internet, but after 43 years in the classroom and laboratory, my joy of sharing knowledge with students is still strong.
What are the keys to being a successful teacher/professor? My teaching philosophy has always been centered on expectations. If you expect only a little from students, it is highly likely that they will achieve at that level. At the beginning of each course, I explain my expectations to the students, including a lengthy interactive discourse on the importance of academic integrity. Secondly, timing is very important. In the real world, expectations are that people will be prompt for meetings and with project responsibilities. One of my goals is to always start and finish classes and labs on time, so that the students can attend to their other responsibilities. I also return homework, lab reports and exams in the next class meeting so that students can receive rapid feedback on their performance. Finally, it is important that, through your actions, students sense that you care about their education and future. Because my classes are typically small (15-40 students), I learn the student’s names during the first week, so that I can call on them by name. Students will be more motivated to work hard if their instructors demonstrate concern for their future and a willingness to get to know them.
What gives you the greatest satisfaction as a professor? My greatest satisfaction is generated in observing the “aha” response that students exhibit when they finally understand something or they do well on an exam or a chemistry experiment gives them results that they can understand and explain. Having a small part in the process that generates that response is very rewarding. I still enjoy that experience in the lab when experiments produce new information about textile materials with which I am working. Also extremely satisfying is the interaction with former students who are doing well and relate some of that success back to their educational experience at NC State.
04.27.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Dr. Sam Jones, a professor of equine medicine in the College of Veterinary Medicine. Jones is one of two professors being recognized as Alumni Association Distinguished Graduate Professors.
What prompted you to become a professor? I realized that I enjoyed teaching while I was an intern and then decided to make teaching part of my career when I was a resident — I particularly like one-on-one teaching like we do in the teaching hospital with veterinary students and in the lab with graduate students. I enjoy the discussion, free flow of ideas and information, and the impact of learning in this active environment. I also learn as much or more from the veterinary students and graduate students during these discussions.
What are the keys to being a successful teacher/professor? The key is to know your subject (of course!) and care about what you are teaching and your students. Passion is a great motivator, and when a teacher is passionate about the subject, students are inspired, more engaged, and learn more. Humor helps!
What gives you the greatest satisfaction as a professor? My greatest joy is seeing students I teach in the hospital and in the lab develop and become successful scientists and clinicians. The students I teach in the hospital and in the lab are my professional children and I get tremendous satisfaction when then do well. I always say that I can have the greatest impact on my profession and science by helping train outstanding clinician scientists who rise to the challenges of veterinary medicine and biomedical sciences.
04.26.2013
The Alumni Association is honoring 21 NC State professors with the 2013 Faculty Awards for their outstanding work in the classroom, in the laboratory and in the field. We talked (via email) with some of the recipients about their work and the keys to being a successful professor.
Today we’re visiting with Margaret Blanchard, an associate professor of science education in the College of Education. Blanchard, who is also research director of The Science House at NC State, is one of three professors being recognized for Outstanding Extension and Outreach.
What prompted you to become a professor? When I entered graduate school, I had been teaching high school and middle school science for 6 years and coaching girls’ soccer and track. Initially, I thought I might become a middle school principal. Then, I worked on developing science curricula and teachers’ manuals for a website on the Florida Panther and an Energy CD, which was very interesting. Next, I supervised student teachers and taught a methods course and really enjoyed teaching at the college level to prepare future science teachers. Finally, I worked on several research projects and wrote my first grant proposal, which was funded. I decided that since I liked all of these things, I would be able to do them all if I obtained a faculty position in a College of Education. So I guess you might say that I eased into the decision to become a professor! I think the lesson is to experience as much as you can as a student, to find out what you like and to grow the skills you will need in the future.
What are the keys to being a successful teacher/professor? My #1 goal as a teacher is to treat students with respect. I also am convinced that the key to success in nearly anything is time management, strategic effort, and passion. I use a big board in my office to chart all stages of my grants, conference proposals, manuscripts, and other major deadlines. Every day I plan by making a list and I establish daily, weekly, monthly, and annual goals, and schedule regular meetings to review plans and revise them. That said, I always have time to talk to colleagues and students. One of the things I tell my students is that ‘W-O-R-K’ is a 4 letter word, so the key is to make the work fun. I try to choose positive and enjoyable colleagues who also work hard, and focus on research that I find interesting and rewarding. If something feels too hard, you may not be that interested in it.
What gives you the greatest satisfaction as a professor? There are so many aspects of this work that are satisfying! The relationships I seek to develop with my students and collaborators are very satisfying. It is also great to feel as though the work I am involved with immediately improves the lives of students, teachers, and their schools as well as having implications for other educational researchers. Later, for those graduate students who become professors, we will meet at conferences once or twice a year and find ways to collaborate or act as sounding boards for each other and maintain our friendships. The funny thing about becoming a professor is that it can feel like you are always in school, keeping the student calendar and constantly learning from the research you and your students are doing.
Subscribe