I aspire to be a professor with a joint appointment in Cooperative Extension or some similar community engagement unit. I believe that as a professor, my major responsibilities will be teaching, learning, and mentoring. Although these three are not all I will have to do as a professor, I think these three duties are at the essence of the role of a faculty member.
As a teacher, I believe that it is important to think creatively about how to engage students in the learning process, such that they are empowered to use their agency in their learning. What I do not aspire to do is to spend years in the classroom imparting knowledge to my students via long lectures and assessing their comprehension through multiple choice exams. Though there may be times where this style is appropriate, I do not foresee it as being the best way to engage my students in learning about social and education program development and evaluation. I do think, however, that I have knowledge to share with my students, and I will work to employ innovative pedagogical strategies to engage my students in active learning. My goal as a teacher is not only to have my students learn the material and demonstrate their learning in various ways, but also to foster in them self-efficacy as competent learners and knowers.
Another element of teaching extends beyond the classroom. One way I hope to do this is by offering community-based programs, classes, and workshops, in which community members can have access to research-based information in ways that are accessible and relevant to them. So, whether the focus is parenting education, nutrition, wellness, or learning a skill like evaluation, I hope my teaching extends outside of the university to the local community, and perhaps beyond. Another way to extend my teaching is through publications and presentations of various sorts—from academic to the general public. As a faculty member, I will work to publish in academic journals to continue to contribute to academia, but I will also work to publish handbooks, guides, and worksheets for use by practitioners, paraprofessionals, and community members.
Another important element of my role as a faculty member will be learning. Although I am not sure that all faculty members see learning as one of their duties, I think a sustained commitment to learning will help inspire my research. I am also invested in collaborating with the community to do research, because I think that so much community knowledge is left untapped. Further, I think regarding myself as a learner, rather than just a teacher, will help facilitate my humility and engagement in the classroom. I really do believe that there is so much to learn out in the community, as well as from students. As a professor, a lifelong love of learning will be important in my having a thriving research program and a respect for knowledge outside of academic journals.
Finally, a third major duty, or rather, honor, of being a professor is mentoring. As a first generation student and student of color, mentors have played an important role in my academic journey. Whether a student needs an academic mentor, a mentor who looks like her or him, a research mentor, or some combination of those, I sincerely believe that it is important that I “give back” by offering guidance and support, as well as serving as a role model. I see mentoring as separate from advising, though I could also mentor an advisee, and while I anticipate having very much on my professional “plate,” I am committed to making time for mentorship. Together, I believe teaching, learning, and mentoring will help me to be a successful, engaged, and caring faculty member.
As a teacher, I believe that it is important to think creatively about how to engage students in the learning process, such that they are empowered to use their agency in their learning. What I do not aspire to do is to spend years in the classroom imparting knowledge to my students via long lectures and assessing their comprehension through multiple choice exams. Though there may be times where this style is appropriate, I do not foresee it as being the best way to engage my students in learning about social and education program development and evaluation. I do think, however, that I have knowledge to share with my students, and I will work to employ innovative pedagogical strategies to engage my students in active learning. My goal as a teacher is not only to have my students learn the material and demonstrate their learning in various ways, but also to foster in them self-efficacy as competent learners and knowers.
Another element of teaching extends beyond the classroom. One way I hope to do this is by offering community-based programs, classes, and workshops, in which community members can have access to research-based information in ways that are accessible and relevant to them. So, whether the focus is parenting education, nutrition, wellness, or learning a skill like evaluation, I hope my teaching extends outside of the university to the local community, and perhaps beyond. Another way to extend my teaching is through publications and presentations of various sorts—from academic to the general public. As a faculty member, I will work to publish in academic journals to continue to contribute to academia, but I will also work to publish handbooks, guides, and worksheets for use by practitioners, paraprofessionals, and community members.
Another important element of my role as a faculty member will be learning. Although I am not sure that all faculty members see learning as one of their duties, I think a sustained commitment to learning will help inspire my research. I am also invested in collaborating with the community to do research, because I think that so much community knowledge is left untapped. Further, I think regarding myself as a learner, rather than just a teacher, will help facilitate my humility and engagement in the classroom. I really do believe that there is so much to learn out in the community, as well as from students. As a professor, a lifelong love of learning will be important in my having a thriving research program and a respect for knowledge outside of academic journals.
Finally, a third major duty, or rather, honor, of being a professor is mentoring. As a first generation student and student of color, mentors have played an important role in my academic journey. Whether a student needs an academic mentor, a mentor who looks like her or him, a research mentor, or some combination of those, I sincerely believe that it is important that I “give back” by offering guidance and support, as well as serving as a role model. I see mentoring as separate from advising, though I could also mentor an advisee, and while I anticipate having very much on my professional “plate,” I am committed to making time for mentorship. Together, I believe teaching, learning, and mentoring will help me to be a successful, engaged, and caring faculty member.