Class of 2005

(Left to right) front row: Michelle Ballif, Martha Thomas, Paige Carmichael, Wiliam Kisaalita; second row: Sybilla Beckman, George Francisco, Karen Leonas, Rob Shewfelt;
back row: Tom Eaton, Mark Huber, Karl Kuhnert, Ron Walcott

Michelle Ballif
English

I demand a high level of performance from my students in writing, reading and thinking. . . I teach my students that there are at least two sides – if not an infinite number of angles – from which to interpret texts and the world.

Sylvia Beckman-Kazez
Mathematics

I was interested in mathematics research and, although I enjoyed my teaching and took it seriously, I didn’t think of it as scholarly work. But when I had children, and when my children started going to school, I began to think about the importance of teacher education.

Paige K. Carmichael
Veterinary Medicine

The effectiveness of a teacher should not be measured just by the number of dollars in teaching grants she brings in, or the number of classes she teaches . . . but by the number of students she inspires in her life, and I hope to inspire many.

Thomas Eaton
Law

If I had to reduce my teaching philosophy to a single word, it would be “engagement.” My goal is to engage students – to keep them actively thinking about the material and its applications. The tricky part is figuring out how to keep them engaged.

George E. Francisco
Pharmacy

While students and new professors alike understand that learning content is paramount to the success in a course, it is the seasoned professor who understands that skills, abilities, and attitudes are of equal or greater importance in the student’s educational development.

Mark W. Huber
Management Information Systems

I strive to create and maintain a personal commitment to creatively and energetically engage students in a manner that fosters their intellectual and personal growth . . . I stress interaction with students as adults, worthy of respect and valued for their ideas and aspirations.

William S. Kisaalita
Biological and Agricultural Engineering

I want students to learn to make connections across disciplinary, national and cultural borders – today’s undergraduates will occupy workplaces and communities that have been transformed by globalization.

Karl W. Kuhnert
Psychology

. . . the most I can give a student is my love of wisdom. Appreciation for the complexity of truth arises from the personal pursuit and discovery of it. My philosophy of teaching is to develop that appreciation and to inspire the joy of the hunt.

Karen K. Leonas
Textiles, Merchandising and Interiors

My underlying philosophy is to help the student learn to learn . . . Ultimately, my goal is to enable the student to internalize the goals of their education so that the need of external motivation is diminished.

Robert L. Shewfelt
Food Science and Technology

If I am to have an impact on each of my students, I must be able to get into each of their minds . . . I try to seek out the gifted and the struggling students to learn of their needs and to simulate their interests.

Martha L. Thomas
Music

I want my students to love music and to have the skills to continue learning after they leave the university setting. I hope that their music studies become a part of their lives and become something they will never lose.

Ronald W. Walcot
Plant Pathology

Because good teaching is fundamental for introducing young people into disciplines critical for the advancement of society, teachers must make a personal commitment to excellence in instruction, even at the risk of no reward and sometimes, professional peril.