Service

See links in dropdown bar in contents, CV for full service activities, and presentation on service

Service as Personal Philosophy

I have often been told that I need to learn to say "no." I have laughed and waved my hand dismissively at the advice, but it has caused me to think deeply about my commitment to service. I consider service not as an obligation but as a responsibility and an opportunity: the responsibility to "pay forward" the privilege of working in academia and with students and the opportunity to learn about the people in my classes, my department, my campus, my field, and my community. Given these beliefs, I perceive service as a way of life, a philosophy. As I am student-centered in my teaching, I am also student-centered in my service, the principles of which carry over into my interactions with pedagogy, curriculum, university, discipline, and community.

To be student centered in teaching refers to a set of pedagogical methods that shifts the focus from the instructor to the students. In doing so, it considers the unique needs of each student and how to create an environment in which each student can best learn and succeed.

In student-centered service, I believe that there is more to a student's education than what happens within the classroom, as important as that is. I attempt to help students identify and achieve their goals through a variety of methods, often helping them connect what they learn in their courses with work in the field or in broader contexts.

Beyond service directly with students, much of my service focuses on the improvement of pedagogy. This work sometimes grows out of my position as the Director/Coordinator of the Center for Teaching and Learning, but is not limited to the CTL.

Beyond pedadogy-centered service is the next level of curriculum-centered service. In order for curriculum to stay current and responsive, faculty should be consistently involved in its development and assessment. I attempt to be involved at all levels of curriculum, from the LAS program to course development in order to maintain an understanding of how the curriculum works as a whole and to be able to explain it to students.

A university is only able to maintain its excellence and commitment to education if its members contribute to the campus as a whole. It is a civic responsibility to provide service to the campus community. Mindful of this belief, I try to provide service to the university on a regular basis, particularly on projects such as Strategic Planning and the NEASC reports. I am especially committed to any initiatives that our intended to help our students succeed.

As academics, we dedicate our professional lives to a specific discipline. In that discipline, we find mentors, scholars to admire, and knowledge that inspires us. It is imperative then to give back to that discipline in order for it to continue to thrive and provide the same experience to those who come after us. I attempt to serve in a variety of capacities within my discipline of Medieval Studies to help it develop in positive ways. With social media and other digital platforms, I can be an active contributor to the discipline.

I try to participate in community service when possible as I believe that it is important to extend our skills and interests beyond the campus community. These activities have mostly taken three forms: self-defense teaching, workshops, and photography.