April 18, 2006 issue
I began teaching at EMU more than 30 years ago when my kids were little
and I wanted to spend the summers with them. When I started, I was fairly
naïve as to the academic world, but really enjoyed the autonomy to
design and create learning environments that could be customized semester-to-semester
based on the needs of the students.
During my time at EMU, I have gone from being an instructor to a professor
and, over the last three years, an intermittent role as the interim director
for the School of Nursing. I teach in the areas of critical thinking,
nursing process and mental health. I also teach graduate level courses
for future nurse educators.
I came to teach at EMU because of its strong teaching focus. In fact,
I learned, shortly after coming here, that my grandmother obtained a teaching
certificate from Michigan Normal College at some time in the early 1900s.
I continue to teach here at EMU because I am able to constantly improve
both the teaching assessment and learning of students.
I think that the University has valued my knowledge and
expertise, and facilitated my ability to grow. EMU also
has given me the opportunity to collaborate with a longtime
colleague, Gaie Rubenfeld, an associate professor of nursing.
Together, we have presented our research locally as well
as nationally and internationally. We have co-authored
several publications and written two books on critical
thinking in nursing. Both books have won the American Journal of Nursing "Book
of the Year" Award.
Originally from Michigan, I moved away and did not return to the state
until I was 17. At that time, I attended the University
of Michigan for both my undergraduate degree in nursing
and, later, my master's degree in psychiatric nursing.
In 2001, I received my doctorate of education in educational
leadership from EMU. I am one of the first 100 students
to complete EMU's, then-newly designed, doctoral program.
Serving as interim director in the School of Nursing over the last three
years has been a privilege. It has provided an opportunity
to see a broader perspective, not only within our college
and University, but regionally and nationally. I think all faculty should
experience this perspective to see both the inner workings as well as
the larger network of interactions that help create who we are. Returning
to a full-time teaching role, I want to resume my research and teaching
related to critical thinking. I hope to also work with my colleagues in
our college to explore plans to develop a center of excellence in assessment
of teaching and learning from an interdisciplinary perspective.
It has been an interesting 30 years with many opportunities for personal
and professional growth. I anticipated, when I started, that I would leave
teaching when I got bored, but I haven't gotten bored yet!
