Congratulations to Dr. Stacia Campbell for her remarkable dedication to teaching and her commitment to building authentic, creative, and student-centered learning communities! Known for her innovative teaching style and unwavering dedication, she inspires students to discover their strengths, embrace collaboration, and grow into confident leaders both in and beyond the classroom. 

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What do you find to be the biggest challenge in teaching? 

It is challenging to be tempted to frame a competition with the "attention economies" of a digital age when we all think we have to be on one or two screens while trying to also be in community.  Holding space for the experiences we gain in community that invite us to be present in a humane way is more important than ever. The act of not looking away is an act of resistance in our world today, and I want that act of humanity to be a priority in my classes. 

What attributes do you bring to make your classes unique? 

I believe in relationality, authenticity, believing the best in our people in those inevitable moments when they cannot for themselves, mentoring when we have wisdom to share (and believing students have wisdom to share as well), and being able to laugh through productive struggle. These features distinguish the Campbell Community in my classes. 

How do you stay motivated and continue to grow as an instructor?

I continue to grow as an instructor by feeling in flow with change, respecting and appreciating my colleagues who share their brilliance with me, and believing that what I bring to the formula as an engaged teacher can be enhanced by new ways of doing and inviting within andragogy.  I was around when our first Title III grant created the CETL over 16 years ago, and the CETL remains a worthwhile, relevant, and inspiring partner in growth for faculty at TxWesU. 

If you use AI in your course or within student assignments, give us some information on that and your perspective. 

I am excited to be learning about AI as a collaborative partner in gathering, synthesizing, and presenting information. Just as many professors freaked out when Wikipedia came onto the scene and now see it as a helpful "starting point" but not a place to stay, I look forward to negotiating with my students openly and honestly the many ways in which AI can assist but not replace our own critical thinking.  

What techniques have you found to be effective for engaging students? 

Students read their instructors wisely, and I engage them honestly as a real person who identifies as a nerd and who wants to partner with them in a journey as a community put together for a season.  I incorporate group work, quick prompts that invite students to socialize and to connect the content to their own lives and futures, connections to popular culture when appropriate, and "interplay"—moments when students are comfortable enough to reveal their own strengths, weaknesses, and humor within the framework of our learning experiences.

What role does creativity play in your classroom, and how do you encourage it among your students?

I encourage creativity in all of my classes. Some examples: service learning in the form of a summit during which students in Leadership Studies plan, design, and host a three-hour conference of their own with a keynote speaker, concurrent sessions, networking, and lunch.  Inviting creativity FROM students shows them that I believe in them (even if they do not yet believe in themselves), and I have found in Year 31 of college teaching, they not only rise to the bar of my belief but usually go above it. When appropriate, I also invite students to "break the assignment" (for example, in Eng4364: Web Culture & New Media Writing, students can propose alternate technologies or ways to achieve the learning outcomes in a project or unit).

Can you describe your teaching style/philosophy? 

My teaching philosophy grounds relationality, socio-academic experiences in community, the belief that knowledge is co-created, and genuine regard for students as contributors to a learning community whose gains may far outlive four months of a class roster.

How do you define good teaching? What qualities do you believe make a good instructor? 

Good teaching is an invitation, an invocation, a witnessing, and a trust journey. 

Effective instructors see themselves as a mentoring witness to the significant learning experiences of their students. 

My best teaching advice is to design ethical rituals for practicing empathy in course processes, and to remember the power of believing in students, noticing their strengths, helping them identify their own weaknesses with rapport, and inviting them to grow as you witness their successes—small successes and life-changing ones. 

Do you use Open Educational Resources (OER) in your course? Describe how you use OER, how you implemented it, and the impact it’s had on you/your students. 

Years ago, I changed my literature course to "textbook-free" and spent winter break finding hundreds of free links to poems, short stories, videos, and other literary texts online so that students could have a diverse menu of texts with free access in their sophomore literature course.  That was the point at which I became an advocate for cost-free student access to materials. Our librarians have led the initiative and taught faculty where to look for resources and how to curate them. I use OER resources in my rhetoric and writing classes, and last year, I was able to take my own curriculum design for a college first-year writing course and turn it into a 110-page textbook and assignment sequence that will soon become a PressBook that instructors and students can use for free.

Dr. Bradley Naylor, thank you for the energy, creativity, and care you bring to Texas Wesleyan. Your dedication to creating meaningful opportunities for students, on and off the stage, has showcased our student musicians and brought so much joy and pride to the TXWES community. We’re continually inspired by how you celebrate student talent, foster rich collaborations, and make every performance a moment to remember. We’re thrilled to spotlight your work and the incredible impact you’re making.  

-Casey Miller

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What do you find to be the biggest challenge in teaching? 

A big challenge for me in teaching is tailoring my instruction to meet the unique needs of each student. I teach a first semester music theory class which sees some students who have been playing their instrument for more than a decade and other students who are coming to our curriculum with the tail-wagging energy of a new puppy. I have to calibrate my instruction to engage and challenge both of these students without boring either or leaving any behind.

What attributes do you bring to make your classes unique? 

As a choral director, the music I choose for my ensembles is our textbook and curriculum; for this reason, the variety of music and its potential to help its students and performers grow is something I spend a lot of time on.  The diversity of repertory - along stylistic, harmonic, melodic, linguistic, and cultural lines - is a feature of Texas Wesleyan choirs.

How do you stay motivated and continue to grow as an instructor?

My own choral musicianship continues to grow by seeking out new repertory and interpretations. During the summer months I am a member of the Santa Fe Desert Chorale, a nationally recognized choir in Northern New Mexico. Signing with this elite ensemble helps me maintain my own skills as a performer and exposes me to compelling and vibrant repertory being written today for choirs.

What techniques have you found to be effective for engaging students? 

Flipping the classroom - having students read at home and demonstrate during class time - is a nearly universally applicable tool. Students teaching each other from the smartboard helps them stay engaged by doing.  When you can teach a thing, then you really know it.

What role does creativity play in your classroom, and how do you encourage it among your students?

In some areas of music there are rights and wrongs.  A perfect fifth above a C is a G.  E major has a four-sharp key signature.  But in areas of composition and interpretation, creativity is essential. A common type of question in my music theory classes is, "how should we voice this chord, and what are the consequences of that choice?"  This question gives students some control over the course and also gets them to think critically about musical relationships and concepts. In choir, we'll often crowdsource interpretation. When a student offers an interpretive idea we like, we'll name it after them.  "Don't forget Julian's crescendo!"

Can you describe your teaching style/philosophy? 

Educational history is full of sages on stages - erudite professors who speak wisdom into silent and reverent halls full of note-takers. Students now want to be on the stage too, playing an active role. I view myself as a guide beside, not a sage on a stage. I am their partner, helping them to always ask the follow-up "why?" that their decisions invite.

How do you define good teaching? What qualities do you believe make a good instructor? 

A good teacher ultimately renders himself unnecessary.  We are training and pouring into students so that they have the tools and passion to be their own professionals, advocates, and artists.  Good teaching requires disciples to master fundamentals but also to ask why those fundamentals are foundational and how they can apply the tools they are given to new circumstances.

Do you use Open Educational Resources (OER) in your course? Describe how you use OER, how you implemented it, and the impact it’s had on you/your students. 

On Thursday afternoons in the Ann Waggoner Annex we host Music Brain Cafe on the second floor from 5-6 PM.  Anyone can come to talk about anything musical that's got their motor running - a follow-up question from class, something they heard on Spotify, a chord they heard in an ensemble that they want to understand better. One of the tools I've begun using for enrichment during this time is called Music Theory for the 21st Century Classroom, by Robert Hutchison. It offers different approaches to teaching concepts we encounter in our music theory curriculum. Another OER I'm using in my Fundamentals of Aural Skills class is musictheory.net. This tool allows anyone - instructors or students or Jane Doe in the MUC - to customize aural skills and music theory drills and instruction to their own interests and needs. You can try it out! How many notes can you name in 3 minutes?

https://www.musictheory.net/exercises/note/b8tyryyynyydyb

Marit is, without a doubt, a lifelong learner.   She has a built-in curiosity that drives her desire to learn more and to achieve at a high level.  This, with the wealth of knowledge that she brings to her classes, will impact her students for years to come.  Thank you, Marit, for the dedication you bring to your craft, to your students, and to Texas Wesleyan University.

- Tim Whiting

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What do you find to be the biggest challenge in teaching? 

To get the students engaged and motivated for their own learning.

What attributes do you bring to make your classes unique? 

I bring a nurturing and empathetic approach to my classes, drawing from my motherly instinct to create a supportive and understanding learning environment. I recognize that some topics can be particularly challenging for students, and I make it a priority to be mindful of the various responsibilities and circumstances they may be navigating outside the classroom.

If you use AI in your course or within student assignments, give us some information on that and your perspective. 

I have not used AI in my classes yet, but I am always on the lookout for ways to integrate it. My impression is that not all students appreciate long readings so I’m considering using i.e. Gemini as a tool to create interactive reading assignments.

What techniques have you found to be effective for engaging students? 

I find that incorporating interactive exercises in class is highly effective for engaging students. These activities are designed to help students develop practical skills for solving specific tasks while encouraging active participation. Additionally, I often use these exercises to introduce topics for class discussions, fostering a collaborative and dynamic learning environment.

Can you describe your teaching style/philosophy? 

My teaching philosophy is centered on actively engaging students in their learning by making the material relatable and applicable to their everyday lives. I strive to provide relevant, real-world examples that illustrate the importance of the concepts being taught. By connecting theory to practice, I help students see the value in what they are learning, fostering both understanding and long-term retention.

How do you define good teaching? What qualities do you believe make a good instructor? 

Good teaching is when you’re successful in guiding the students into becoming independent learners by giving them the necessary skills to retain and acquire new knowledge. A good instructor needs to be knowledgeable, patient and understanding.

If you use Open Educational Resources (OER) in your course, please describe how you use OER, how you implemented it, and the impact it’s had on you/your students. 

I am using the OER Biology 2e textbook from Openstax for my general biology class. The fact that students can get access to a free textbook from a link, or even download it as a PDF, is great but not all topics are covered in a clear and concise manner. To enhance the learning experience in this particular course, I am planning to introduce Lrnr as an additional tool to the textbook. Lrnr is a learning platform that enhances OER resources with different adaptive learning tools.

I have the privilege of introducing this month's faculty spotlight. One of the best parts of speaking with Bruce is the opportunity to learn alongside him. He brings an incredible curiosity to every discussion. His enthusiasm for discovering something new—makes every interaction engaging and enlightening. Conversations with him are never one-sided; I walk away not just enjoying the conversation, but having learned something, too.  - Casey Miller

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What do you find to be the biggest challenge in teaching? 

Reaching all of the students all of the time.

What attributes do you bring to make your classes unique?

The evolutionary basis of curiosity.

Do you use AI in your course or within student assignments? Give us some information on that and your perspective.

AI is useful. I use it only when searching for leads because in my experience AI invents answers which require verification. Read the literature. From students, I prefer actual learned intelligence.

What techniques have you found to be effective for engaging students?

Invite their curiosity.

Can you describe your teaching style/philosophy? 

I provide the tools and demand a lot from students in return.

How do you define good teaching? What qualities do you believe make a good instructor? 

Offering learning opportunities relevant to the subject matter, the more quantitative, scientific, the better; patience and tolerance are important.

Have you used Open Educational Resources (OER) in your course? Can you describe how you use and implemented OER, and the impact it's had on you and your students? 

I use free textbooks from OpenStax. The content is good, but the illustrations are unfortunately often very uneven. 

Denise is a joy to work with, and her dedication to both her students and the faculty she leads is truly inspiring. Her sincerity and adaptability make her an invaluable asset. CETL is incredibly grateful to have her as part of the Ramily. Thank you for all you do, Denise! 

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What do you find to be the biggest challenge in teaching? 

All my students are working nurses, many who have to work to support their families.  They carry a tremendous amount of responsibility outside of the academic arena.  One of the biggest challenges for me is to help the students navigate the rigorous workload and clinical hours of our graduate nursing programs while trying to maintain their home and work life. The goal is to maintain academic and professional standards, while giving needed support to the students.

What attributes do you bring to make your classes unique?

I have over 35 years of experience as a nurse and nurse practitioner.  I continue to see patients in clinic to maintain competence in the field.  I have a passion for the underserved and vulnerable populations in our community. I work to incorporate opportunities for our students to engage with populations they may not see in their day to day life and broaden their perspective of healthcare and service to the community.

Do you use AI in your course or within student assignments? Give us some information on that and your perspective.

I do use AI in my courses. I believe AI is here to stay and we need to embrace it, and teach our students and ourselves how to use it appropriately. I have been developing assignments to help students use AI. I am rolling out an assignment for this spring semester where my students will work in groups and be given a patient clinical scenario. They will first see what diagnostics and clinical diagnoses AI comes up with.  They will then need to go to the clinical guidelines that are the current professional standards and need to support or discount the information produced by AI. They also must reference the AI they used, just as they do all other literature. The goal is to help them see that AI can be useful, but the information produced by AI should always be checked for accuracy and supported by evidence and professional standards.

What techniques have you found to be effective for engaging students?

My students are online.  It can be difficult to engage with students who do not meet with you face-to-face on a regular basis.  I believe it is important to set up times to meet with students over Teams regularly to check in and review material.  Our program has a significant clinical component so our students must be engaged to complete the clinical hours.  Our faculty make visits to their clinical sites and we bring the students on campus several times over the course of their program for skills intensive days which helps to keep them connected to the course work, the faculty, and each other.

Can you describe your teaching style/philosophy? 

I am a very hands on faculty. My philosophy is that all students come into a program wanting to succeed. Each student comes with unique skills, background, experience, and culture. I try to meet the students where they are and give them the tools to bridge any gaps and get them where they need to be to be successful. I am not “easy,” but I am fair and will walk alongside students through their educational journey. I build relationships with my students and provide support with respect and Grace. 

How do you define good teaching? What qualities do you believe make a good instructor? 

There are many different qualities that make a “good instructor.” Knowledge, competence, and experience in your field is obviously required, but I believe a true desire to share your knowledge and support, promote, and advocate for the future of your profession is important. Teaching, like nursing, is a profession with a strong human touch. A desire to encourage and support students as human beings as well as professionals is a solid foundation for an educator. 

Have you used Open Educational Resources (OER) in your course? Can you describe how you use and implemented OER, and the impact it's had on you and your students? 

I have used OER in several of my courses. The cost of textbooks is very high and unrealistic for many students. I used only OER resources for one course and I believe it helped me to find a broader range of information than I would have if I had used just one textbook. I also was able to use many more sources than I would have if the students had to purchase all the resources. Each semester I am trying to incorporate more and more OER into my courses.

Tell us about how you manage faculty who are remote from campus.

All faculty in Graduate Programs in Nursing Practice are remote. We have a standing faculty meeting every week via Teams to stay connected and work on things for our programs. We are very connected through phone calls and individual Teams meetings as often as needed. We all come to campus for the student intensive days, which is once a semester, new student orientation, and graduation. For any campus wide meetings, there is a Teams option for remote faculty to join.

We are excited to recognize Carrie for her exceptional commitment to student learning and achievement. Contributing to our Core Value of Connection- she has consistently demonstrated a willingness to partner with the CETL team, working together to troubleshoot challenges, ask thoughtful questions, and seek clarity when needed. Her proactive approach and open communication reflect her deep dedication to supporting her students and enhancing their educational experience.  - Casey Miller 

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You’re new to Texas Wesleyan – tell us about how your first semester has been. Is there anyone you’d like to highlight that helped you get started? 

It has been an adjustment coming from being a principal in K-12, but the entire SOE faculty and staff have been so helpful and welcoming, particularly Dr. Ward and Mr. Renteria!  They have both answered my endless questions with the utmost patience and helped me begin to grasp all the details of our Teacher Education Program.

What do you find to be the biggest challenge in teaching? 

So far the biggest challenge has been creating all of the materials for my courses and thinking of the best techniques to model for our future educators so they are ready to make an impact when they have their own classroom!

What techniques have you found to be effective for engaging students? 

I love doing activities that get them talking with one another.  We do lots of discussion over current issues and challenges in education as well as team jigsaw activities and partner work on projects.

What attributes do you bring to make your classes unique?

I think coming from K-12 I bring the perspective of what is relevant now in education, and can relate that information to our students, who are our future educators.  Our students are so engaged, and I am confident they will confront the current challenges in our field head on!

Can you describe your teaching style/philosophy? 

I try to model what the expectations are for teachers in K-12; coming prepared with a complete plan, an opening discussion to get them engaged, presentation of new material, and engagement activities sprinkled throughout the lessons.  I try to be very open and encouraging for dialogue to happen and seek feedback from my students often, creating a safe space for learning and sharing ideas in the classroom.  

How do you define good teaching? What qualities do you believe make a good instructor? 

Good teaching is engaging and inclusive with accessible and stimulating content.   A good instructor must be caring and empathetic, consistently working to build relationships with their students and create a positive classroom community.  They are always prepared, know their content well, and have a plan to engage the students.  A good instructor will help them to see the big picture of what we are doing in class and how it will be relevant to their growth and success.  

You’ve been an active member of the Awesome Adjuncts network – how has this program helped you, and do you think it is helpful for other adjuncts? 

I think it is an excellent way to have our adjuncts feel connected to the university community as a whole.  I started a year ago as an adjunct while I was a principal on a campus and wish that I had been able to connect more with others then, before coming on full-time this year.  The entire CETL department has been phenomenal in their help and support!

Marcus has been a wonderful CETL partner from day one. He stops by our office to discuss best practices, and ways to take online learning to the next interactive level. Professors like Marcus truly demonstrate a dedication to the art of teaching, and the passion to continuously reach for updated technologies and techniques that boost genuine student engagement.

-Jessie McDowell

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What do you find to be the biggest challenge in teaching?

I find the biggest challenge in teaching to be keeping distracted students engaged. This includes not only in class, but also motivating them to stay on top of their reading and writing assignments outside of the classroom.

What techniques have you found to be effective for engaging students?

This isn’t necessarily groundbreaking, but I have found (from my experience as both a student and a professor) that treating students as adults and respecting them as such goes a long way. I think a key element of this is balancing empathy and understanding while also holding them to an appropriate standard. If you can demonstrate to the student that you care, that you are on their side, and that you want them to succeed, they tend to respond well.

What attributes do you bring to make your classes unique?

Within class sessions I like to provide students with “guided notes.” This is a handout with an outline of notes of what we’re discussing, but the students have to fill in blanks based on class content. This process encourages students to stay engaged with lectures or discussions and helps them to outline what is most important.

More broadly, since I teach religion and ethics, I encourage students to think about how these subjects are relevant to their larger vocational goals. For example, I have students research a code of conduct or code of ethics for a job they are interested in and then have them analyze how the theoretical concepts we discuss in class are reflected in their chosen code of conduct.  Since religion is influential upon how people structure their time, bodies, and engagement with society, I encourage students to consider how an understanding of various religions traditions can enhance running a business, working with patients in the medical field, or engaging the community through law enforcement (for example).

Can you describe your teaching style/philosophy?

I believe that my role in the teaching process is important, yet limited. It is important for me to introduce students to appropriate information, methods, and perspectives that are relevant to our course objectives. That being said, I believe that students bear a heavy responsibility for their own learning, and it is up to them to be prepared and fulfill expectations.

Further, I encourage students to not simply receive information, but to think critically about what they are engaging and to consider the material’s value and relevance. I believe that each student has a voice in the learning process. Yet, it is not the only voice. It is important for students to recognize that they may have blind spots that are illuminated through learning alongside of their peers. As an instructor I am also committed to listening to and learning from the students in the class.

How do you define good teaching? What qualities do you believe make a good instructor?

I believe that good teaching can take many forms, but if I had to say something it would be helping students cultivate critical thinking skills. The best teachers I’ve had are the ones who helped me change the way I think — not necessarily in regard to opinions, but the overall process of thinking. Additionally, I believe good instructors attempt to understand the needs of their students, are good communicators, and know when to not do too much — admittedly a skill I’m still trying to hone!

You've been an active member of the Awesome Adjuncts network - how has this program helped you, and do you think it is helpful for other adjuncts?

Being an adjunct can be a very isolating experience with regard to the larger university. This program has been beneficial in allowing me to network with other adjuncts and to know that some of the struggles we have are common. I also appreciate CETL’s efforts to put this together and include adjuncts in their sharing of resources and pedagogical trainings.

I have collaborated with Bonnie on numerous course designs for both online and face-to-face formats. She consistently prioritizes her students, tailoring her courses to meet their needs. It is a pleasure to partner with her as she is dedicated to enhancing her teaching to support all students in their learning journeys. - Gwen Williams 

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What do you find to be the biggest challenge in teaching?

Students come into the classroom with different cultural perspectives, varying levels of academic preparedness, and increasing mental health concerns. A big challenge in teaching is managing limited resources to meet individual student needs while moving the class forward academically.

What attributes do you bring to make your classes unique?

I like to integrate learning through hands-on activities to teach accounting concepts. This sometimes involves forming an assembly line to fill treat bags for the Boys and Girls Club across the street, using Legos to simulate buying/selling/building, searching for items in a scavenger hunt, or solving puzzles in an escape room.

What techniques have you found to be effective for engaging students?

In addition to hands-on activities, I find students are engaged when they see a link between course topics and the real world. One way I accomplish this is by using podcasts created by accounting professionals or recent news articles for a classroom discussion or discussion board activity. Another way is to bring accounting professionals into the classroom to speak or conduct a case study.

Can you describe your teaching style/philosophy?

My teaching style prioritizes authentic learning experiences that engage students in solving real-world problems. This approach helps students see the relevance of their education and how it connects to life outside the classroom.

How do you define good teaching? What qualities do you believe make a good instructor?

I believe a key to good teaching is to be a lifelong learner. Being an expert in your field and up to date on the profession keeps the focus on relevant learning. With knowledge comes the ability to think on your feet, improvise when necessary, and modify courses accordingly. Additionally, being an effective communicator who adapts to accommodate diverse abilities and learning styles is critical for good teaching. Communication involves both listening and clearly expressing ideas as well as the ability to transform the boring into the interesting

Sharon is an amazing partner with CETL, always focused on what’s best for her students. She loves exploring new technologies and accessibility practices with our team. We’re blessed to work with someone who is so passionate about teaching and growing!

 - Jessie McDowell

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What do you find to be the biggest challenge in teaching?

I think the biggest challenge is the same as it was when I started in education about 25 years ago, the idea of doing more with less.  Conversely, I think it is the challenge all educators have faced, and we have embraced this, and while it may be frustrating, we do our best to not let it limit what we do to help our students achieve. 

What attributes do you bring to make your classes unique?

As a former elementary PE and special education teacher I think my greatest asset is being "Gumby-like" (you know, the green guy from the 1950s cartoon). I spent years in the trenches learning how to not only adapt to a changing environment but also having to pivot 180 degrees when my teaching was not connecting with students. I think this has helped make me more comfortable changing something I may be doing in class on the fly, even if it deviates from what I had "planned."

What techniques have you found to be effective for engaging students?

I think this changes from time to time.  Knowing who the audience is becomes key.  Currently, one of the techniques I use and have found to be engaging is for students to post to a discussion board on the topic to be covered. These posts may be something they found interesting or questions they may have - it is very broad.  I then use the post at the start of class to facilitate either small-group or whole-class discussions and proceed with class.  After we have covered the content, the students write a follow up post (think exit ticket) to their initial post about what they learned. I will then take their posts to inform my own teaching on what I may need to dive deeper into or clarify, or use responses to develop questions on an exam.  We all know students can write the most challenging exam questions.

Can you describe your teaching style/philosophy?

I would say my teaching style and philosophy is a "teaching for learning" approach.  This philosophy style of teaching is a student-centered approach to learning. It is a style that puts the students first and informs how I may need to structure content for students to learn rather than doing what is "easy" for me as the educator.

How do you define good teaching? What qualities do you believe make a good instructor?

I believe that good teaching fosters an environment in which students can thrive emotionally and intellectually. I think it is challenging students to be confident in what they can do and challenging them to do more. I think good teaching is recognizing what needs to be taught and teaching it in a way that students can be a consumer of the information and apply what they learn in an authentic setting.

"I have been at Texas Wesleyan University since 2006 and have loved (almost) every part of the job. The teaching part of my job obviously is the most time consuming. My teaching has evolved and continues to evolve as I learn new techniques, gain feedback, and the students change with time."

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What do you find to be the biggest challenge in teaching?

The students (LOL and pretty much just kidding). On a little more serious note, my biggest challenge involves presenting materials for a classroom of students that can vary quite widely in preparation and ability.

Can you describe your teaching style/philosophy?

I incorporate Vygotsky’s Zone of Proximal Development (ZPD) in my teaching. The ZPD is the range in which a student is capable of performing. If material is presented above a student’s ZPD, they will benefit nothing from it because it will be incomprehensible to them. If material is presented below a student’s ZPD, they will benefit nothing from it because they have already mastered it. Unfortunately, the ZPD of each student differs. My job is to attempt to find a level of difficulty which is inside the ZPD of every student in the class.

How do you define good teaching? What qualities do you believe make a good instructor?

Vygotsky’s work on the ZPD also incorporates the idea of scaffolding. Scaffolding refers to the efforts made by faculty to guide learners forward, perhaps helping a student solve a problem that they might not be able to solve on their own. As a professor, I need to not just identify my student’s ZPD, but I need to create opportunities for students to push their own ZPD to higher levels.

What attributes do you bring to make your classes unique?

I make a lot of effort to teach course materials in ways that could not be learned in a textbook. I constantly try to show the applications of the materials being taught. I very regularly discuss how the ideas presented in class differ in different cultures. I keep my ears open to current events and tie them to class materials whenever possible.

What techniques have you found to be effective for engaging students?

I use a lot of techniques for engaging students. The number one technique for engaging students is simple for me, demonstrate passion for the course material. My passion is contagious. But of course this is not enough by itself. I use a lot of in-class activities, some planned, some relatively spontaneous to break up traditional lecture. I have class assignments where I allow the students themselves to become the experts in a topic, then they become the teachers for the rest of the class.

Ultimately, my job as a professor is to prepare my students to be successful after they graduate and leave the university. I do this by showing tough love, I set high standards. Students often claim that they “cannot” do something. This usually means they do not want to do the thing but are in fact capable of doing it.

We are delighted to introduce Violeta Kadieva, an esteemed member of our faculty whose dedication to teaching excellence has seamlessly intersected with our collaborative efforts at the CETL. Violeta stands as a key contributor to the elevation of course quality, the provision of effective training, and the revitalization of curriculum to foster a more engaging learning experience for her students.  

I have worked with Violeta over the past six years on course designs for all modalities of learning.  She is always willing to try new ways to engage her students.  It has been a joy to partner with her as she strives to improve her teaching.

 - Gwen Williams

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What got you started in or interested in teaching? (Feel free to add personal info that allows other faculty to get to know you a little better!)

I had some wonderful professors at Viterbo University up north in Wisconsin. One of them stands out, Dr. Richard Morehouse or Mort as we called him, because he really cared about his students. We even called ourselves the Mortsketeers. He always made learning so much fun. He used creative approaches and innovative learning strategies. He took us to mindfulness retreats, coffee shops, APA conferences, and taught us how to gather research data, transcribe it, and do our first qualitative data analysis. He inspired me to become a teacher who teaches in creative new ways.

What is the greatest attribute you can bring to a class of students?

I hope I bring kindness, understanding, creativity, and enthusiasm, and create a safe and caring environment for the students where they can feel safe to share their opinions and grow in a professional manner.

What do you find to be the biggest challenge in teaching?

I will have to say when technology is not cooperating, as I am not a technology person. 😉

What advice would you have for new teachers?

Engage the students in exciting new activities, creative games, and innovative approaches as well as attend CETL training workshops, learning summits, and other teaching workshops.

What techniques do you use in your class to engage and relate to students? (informal conversations, reflection-type assignments, online meetings, office hours, due date policies, etc.)

I use open discussions, role plays, case studies, hands-on clinical experiences in the Counseling Center Kahoot, jeopardy games, family sculpting,  "in the news" reports, article presentations, discussion leader opportunities. We have created movie scenarios with counseling concepts. We have participated in online International Conferences with participants from all over the world. I also take the students on field trips to workshop presentations in the DFW area. I have done social hours for the students in coffee shops. I sometimes take my students to do role plays outside of the classroom in the field in front of the library. I have demonstrated concepts through music and dance, spider webs with yarn, and guggling balloons. I try to find creative ways to teach and help my students retain the concepts we are talking about in a fun way.

 Russ Bartee has been a great partner with the CETL, working on multiple course designs and creating top-notch curriculum to engage his students on a personal level. I thoroughly enjoy the thoughtful discussions with Russ, focusing on the personal side of education and how to make the content come to life. Students in his courses are blessed to have an instructor who authentically cares about their current and future success in the counseling field. Thank you for all your hard and compassionate work, Russ!

- Jessie McDowell & the CETL Team

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What got you started in or interested in teaching? (Feel free to add personal info that allows other faculty to get to know you a little better!)

I never started out being an educator. My early career was as a youth and family minister, which called for quite a bit of teaching (Sunday Bible classes, retreats, mission trips, etc.). I have always felt very comfortable with public speaking, not ever really having anxiety or fears about it. I never thought about going back to school to hone my teaching skills with a degree in education; but when I had an opportunity to teach an adjunct course at Tarleton State University several years ago, it opened up a pathway for teaching that I had not really experienced. I found I really liked the interaction of a formal classroom, challenging young minds and being challenged to have some level of expertise.

What is a lesson(s) you've learned since you've started teaching?

The biggest lesson is to be prepared. Nothing grinds on me more than to go to a class or conference or workshop where the speaker seemingly doesn’t know the subject very well, and is a boring presenter. Being able to stand up in front of people is one thing… make sure my zipper is up, that there’s no food in my teeth, that I’m hydrated enough not to have that white spittle form on the corners of my mouth. All this can be managed pretty well. However, having something meaningful and scholarly to say is quite another thing. I like to learn, and I expect students in my classroom to also like to learn. Knowledge of the topic is one side of the fulcrum and can be gained through study and research… the other side of the fulcrum is presenting it to students. I’ve found this is a gift but can also a learned art form.

What makes your classes stand out as unique? What feedback have you gotten from students?

The primary feedback I get is that I care about the students who are in my classes. I like to engage with them through scholarly conversations, and I have a natural ability to insert humor. Life is designed to be fun, and I try to instill a sense of hope and joy in learning, and in the personal development of my students.

What advice would you have for new adjunct teachers?

Learn from the faculty about the department’s purpose in instruction for your degrees. In the Counseling Program, it is imperative that we develop the soul and spirit of clinicians-in-training. It matters what type of counseling student we work with, not just that they know the materials and can pass the exams. Character, ethical decision-making, interpersonal relationships… all these and more are part of the invisible components of the syllabus, the unseen glue between the lines of each assignment that holds instruction together. It would do our program and our students well if adjuncts can partner with us in developing not only academically-sound graduates but ethically driven graduates.

What techniques do you use in your class to engage and relate to students? (informal conversations, reflection-type assignments, online meetings, office hours, due date policies, etc.)

I enjoy the Socratic type of learning in our graduate program. Much of being a grounded therapist is influenced by the way the student thinks, the way the student processes events and personalities, and eventually applies treatment. Having the book knowledge is fine, but synthesis of these facts and rehearsing through our conversations and role-plays can better assist clients navigating the challenges of their lives.

I try to make myself available to students with regular office hours as well as off-hours, knowing that their thinking through an assignment has a momentum that I am hesitant to interrupt. Now that our program is moving to online instruction, I insert routine opportunities through Teams to be available to students for questions or clarifications. My job is to do my best to ensure that the students I teach are knowledgeable and competent enough so that when it comes time for me to refer a client to someone my former students come to mind, and I can do so with confidence.