The Ones We Remember

When you think back on your college years, it’s hard to forget the friendships, residence hall shenanigans and late-night study sessions. But we also carry with us memories of those favorite professors, the ones who really made it click. The following three professors—winners of this year’s Faculty Awards for Teaching Excellence—are that sort of teacher. We asked them about the teachers and moments they will never forget.

Rev. Bryan N. Massingale, S.T.D.

Associate Professor of Theology

Why he loves teaching: “I love the joy that happens when a student finally grasps a concept he or she has been struggling with. You can see the moment in the face. It’s like a switch goes off in the brain and lights up the eyes. I call it the ‘a ha’ moment. I love the excitement that happens when students realize that ancient texts have an immediate relevance to real life and that the ‘theological lens’ illuminates their experiences in unexpected and surprising ways. I also love when a student asks me a question that has never occurred to me. It forces me to think out loud and on my feet, and I discover a new insight or a conviction I was not aware of before. Teaching keeps me fresh in my thinking and learning.”

An influential teacher: “Brother Randall, a Xaverian brother who was the librarian of the North American College in Rome. As a new professor, I was challenged by students who, no matter what I did, refused to engage with the concepts I was teaching. In frustration and insecurity, I asked Brother Randall, a veteran of over 40 years of teaching, what to do with students who just won’t learn. He replied, ‘You pray for them.’ He taught me to see teaching a deeply spiritual encounter and the classroom as a ‘sacred space’ in the best sense of the term. It’s a lesson I try not to forget.”

A moment he’ll never forget: “It was about three weeks before the end of the semester, and a student came to my office to discuss her performance in the course. She was doing poorly, and I asked why she waited so long to come talk to me, despite my repeated overtures. She said that she was afraid because when she had approached another professor, he had made her feel stupid and foolish. I reassured her that was not going to happen here, and we worked on a plan that enabled her to finish the course with a passing grade. She wrote a beautiful note after the final exam, and it ended simply, ‘Thank you for not making me feel stupid.’ She reminded me of what teaching’s about: reaching the student who can make it with a bit of encouragement and the belief that no one can’t learn except those who refuse to try.”

When he looks out into his classroom: “I see young women and men who are trying to make sense of their place in the world. I also try to remember that each one carries hidden pain and secret struggles. My goal is to help them place their struggles and questions — both personal and cultural — in a broader framework and examine them critically in the light of a wide, deep and complex faith tradition.”

Dr. Christine Shaw

Clinical Associate Professor of Nursing

Why she loves teaching: “I love when the students realize that what they are learning is exciting and has real meaning for them as nurses. It is that ‘a ha moment’ when the ideas come together and they realize that all that they have been learning fits together like a giant jigsaw puzzle that now makes sense and is beautiful. They can see the whole picture and how it is going to apply to the care of their patients. I love it when they come to class and tell me how they were able to apply what they learned in class in their care of a patient — how proud they are when they can explain complicated concepts to doctors and nurses with whom they work. Seeing them excel motivates me to find even better ways to teach them so that they can continue to excel.

An influential teacher: “While I was at the University of Hawaii at Manoa, there was a guest professor, Maxine Berlinger. She was simply amazing! Her whole philosophy was that you had to take risks. You could make no progress if you continued to do the same things you had always done. Her words gave us the opportunity to grow and stretch our boundaries and to do so in a supportive environment. I hope that is what I do for my students. … I have developed courses without any lectures at all. I have also developed a totally online course that uses a ‘virtual exam room.’ Each week, a ‘patient’ presents for a health problem, and students ‘examine’ the patient and make diagnoses and treatment decisions. I believe the trend away from passive learning and into students taking a more active role is very exciting as a teacher. Having the courage to try new things was a gift from my mentor, Maxine Berlinger.”

A classroom moment she’ll never forget: “I have been teaching for over 40 years, so there are many moments that are memorable. There are those times when a teaching strategy totally failed … those you remember with a drilling feeling in your stomach. There are other times when the group as a whole realizes that something you discussed weeks ago has application to what we are talking about today and they make the connection without any hints from me.“

When she looks out into her classroom: “I see people who have chosen one of the most rewarding professions in the world, people who truly want to be excellent nurses. I see enthusiasm. I see a strong desire to do well in their course work, to really understand the material that is presented in the classes.”

Dr. Christopher Foley

Professor of Civil and Environmental Engineering

Why he loves teaching: “Seeing students begin to understand concepts that require aspects from all four years of their university education. Sometimes the student does not realize that it took four years for them to assemble the knowledge required for them to tackle problems in their senior years. When students begin to put everything together, it is very rewarding and it makes me feel as though my colleagues and I have accomplished something truly special.”

An influential teacher: “I had too many great teachers throughout my life to single any out. Many are now my colleagues in the Department of Civil and Environmental Engineering. I developed a teaching style that liberally borrows aspects from all the great teachers I had over the years. Perhaps the most influential statement one of my teachers said was that learning takes work and effort. This guides me in lecture-note development, guides my lecturing and guides my help sessions during my office hours. I think that we always need to remind ourselves that learning can be difficult at times and the teacher’s role is to coach students through that process.”

A classroom moment he’ll never forget: “When I first started teaching, one of my classes and I somehow got to chatting about how I looked too young to be teaching. I posed the following general question, ‘How long do you think I have been out of school?’ One student responded, ‘What time is it?’ I have never forgotten that response, and it always makes me laugh. The moments I don’t forget are the moments where we somehow land on something humorous during what oftentimes seem like very serious lectures. The humor always grounds us and connects us.”

When he looks out into his classroom: “I see opportunity. Each student in one of my classes is given an opportunity to learn and begin a journey of mastering a new subject. I am given the opportunity to lead them on that journey. When they sense and take advantage of their opportunity, and I do my job and successfully lead them on that journey, it is a very special thing.”