Collegiality

Over the years, I have learned that at Xavier, collegiality is a commitment served by all members of the community, not just for the sake of being professional, but for the growth of the community itself. 

When I first started at Xavier, my circle of relations started with my department. This department prides itself with sharing ideas and collaborating for the benefit of the students. We work together towards the common goal of helping our students succeed in each course taught. I have had daily conversations with almost all of the faculty that has taught MATH 0990D and 1030/1030I at some point in their tenure at Xavier. Each one has their opinions on what to change or keep; what has worked, and what needs improvement. When I became the lead coordinator for both 0990D and 1030/1030I, I knew that the difficulty of being a coordinator was to listen to my colleagues as they propose ideas, as well as trying to work together in sharing their ideas and constructively work towards incorporating them while maintaining the academic rigor that the department is striving for in our courses. Through the years, I have shared with my colleagues the resources that I have created and used in my course preparations: my notes, handbooks I have created and updated for 0990D, 1070, and 2070. Before his passing, I was working with Dr. De Angelis on updating the MATH 1030/1030I course website and content. I believe that sharing these resources has allowed all of us to have the opportunity to expand our resources for our students and improve their learning. 

I spent a great deal of time having conversations with Dr. Arora about student development, effective ways to engage with students, and the care we as faculty take to maintain rigor in our classrooms while responding thoughtfully to the diverse skills, backgrounds, and needs of our students. Before his passing, he taught me the importance of listening to students and approaching their challenges with compassion, while also helping the students understand, from our viewpoint, that developing proficiency in mathematics requires sustained effort, practice, and a willingness to make mistakes and work through the challenges, especially when we want the students to learn how to apply these skills in other studies. I carry these lessons with me each day, and Dr. Arora's influence continues to shape how I approach my work with students and my colleagues. I share these principles with newer faculty in and outside the department, encouraging them to balance high academic expectations with empathy and attentiveness to students' needs. In this way, I hope to contribute to our collegial community in which faculty support one another, share effective practices, and remain committed to both academic rigor and student success.

Between semesters, as I am preparing for MATH 2070, I take the time to reach out to students and their academic advisors to discuss preparations for the course. Due to the fact that 2070 builds directly upon MATH 1070 and does not include dedicated time for reviewing prerequisite materials, I proactively communicate with students and their advisors during the break about the expectations and challenges they will encounter at the beginning of the semester. I also provide guidance and my recommendations on reviewing key topics from 1070 so that they can begin my class with a stronger foundation and be better positioned for success. This outreach has also provided an opportunity to strengthen the collegial relationships with advisors and faculty in other departments, particularly Physics, Engineering, and Computer Science. Advisors have expressed their appreciation of my efforts and the additional care taken to support their students as they prepare for an advanced course. I value these interactions as an important part of working collaboratively across departments to promote student success and ensure that students receive consistent guidance and support as they progress through their programs.

As I continue to interact with faculty outside the department, I have developed a larger circle of collegial relationships across the university. In particular, conversations with faculty in Biology and Chemistry provide valuable insight into the demands placed on our students in their day-to-day academic schedules. We regularly share our experiences working with students and exchange the different practices that we have learned and developed over the years to remain attentive and responsive to our students' academic and personal needs. More importantly, these relationships have also developed into a source of mutual support. We openly share the different practices for maintaining our well-being and encourage one another to recognize the importance of caring for ourselves while navigating the demands of academic life. I value these relationships not only for the professional insight they provide, but also for the sense of community and support they foster across disciplines. Through SERG, Academic Assembly, commencement, or other university and departmental activities, I always find myself conversing with my fellow colleagues and welcoming discussions about their health and anticipated travels. I see these interactions as an important part of building a welcoming and supportive community. For me, collegiality is reflected not only in formal collaborations but also in the genuine relationships we cultivate with one another and in the care we demonstrate for each other.