Let’s face it: if you’re a college student, you’ll likely need to take an English course or two. Even if you haven’t previously listed it among your favorite educational experiences, ѿapp has plenty of dedicated educators to help you love these classes as a foundation for learning.
English tenure-track instructors Sabrina Ladd, Kathy Hanselman, and Felicia DeWald have devoted their careers to higher education, recognizing the potential in their students and cultivating a robust, uplifting learning environment where knowledge flourishes inside and outside the classroom. This rewarding experience will permanently solidify them as teachers who continue preserving a diverse, evolving realm of contemporary academic excellence.
The opportunities to achieve a degree or certificate are boundless, and the scope of their professional exploits is not limited to ѿapp. All three previously worked at the University of Nevada, Reno (UNR), a thread linking them between the confines of a vast, isolated university atmosphere traded for the cohesiveness of the College’s sincere, familial structure. While their time at other institutions is undoubtedly valuable, their presence on our campus is a treasure this community appreciates.
Educators Affect Eternity; They Can Never Tell When Their Influence Stops
With over 34 years of talent and advanced degrees shared between them, Ladd, Hanselman, and DeWald have much in common. Northern Nevada tends to bring creative minds together naturally. UNR became a hub for their progress. Composition, their specialty. Their backgrounds reflect the passion they express for language.
English Tenure-Track Instructor Sabrina Ladd.
Ladd spent over 15 years in the Nevada System of Higher Education (NSHE) as an advisor to the College of Engineering and coordinator and support instructor for UNR’s Concurrent Enrollment Program for English. She was also previously an undergraduate student at ѿapp studying under retired English Professor Jim Roderick, her mentor, inspiring her to pursue this path.
Hanselman, a 14-year veteran at UNR, worked primarily in advising and training faculty in online course design and educational technology while also teaching part-time. She embraced edtech features in her classes: if a new tool or approach emerged, she was quick to try it out and convey its benefits (or challenges) to other instructional faculty.
DeWald described her journey from AmeriCorps, a federal agency for national service, volunteering, and outreach in San Jose, to program director for NevadaFIT (a UNR Freshman Intensive Training Program), a one-credit intensive enrichment process for first-year students one week before the fall semester, dabbling in administrative tasks but teaching extra English classes whenever possible.
English Tenure-Track Instructor Kathy Hanselman.
All roads led to ѿapp, where Ladd, Hanselman, and DeWald are putting their experience to good use in their teaching.
“My teaching philosophy incorporates a student and learning-centered approach. I consider multiple teaching styles and am flexible about my students’ needs. I try to encourage an open classroom with engaging activities,” said Ladd.
“Most instructors try to avoid standing up and lecturing for an hour and a half straight. I try to mix in as much active learning and discussion as possible. My students should come prepared to talk! I also try to make our learning relevant to my students: Why does this matter for your class, papers, and professional and personal life? We want to excite them so they stick with us, finish, and succeed,” continued Hanselman.
“I echo [my colleagues]. I try to be highly interactive. I can be fairly introverted, so I’m fairly mindful of the students who participate by finishing their reflective writing before they speak, even if they’re not super outgoing. Make everyone feel welcome and care about the subject,” added DeWald.
A Milestone Marking a Pledge to Higher Education
English Tenure-Track Instructor Felicia DeWald.
Ladd, Hanselman, and DeWald embody the universal conviction at ѿapp to educate while personifying the purpose of their discipline engagingly. They strive to find new channels for their scholastic improvement. “Forever students,” a handle they wear proudly. The trio contributed to development seminars, collaborations, self-evaluations, cyber efficiency, research projects, and conference attendance.
As they organize their tenure reports each semester, a detailed outline articulates the dynamic efforts to retain and support students. It’s an introspective lens into their roles as educators. What novel concepts did they try? Were they advising and interacting candidly? Did they offer guidance outside of their official educational responsibilities? They consider what defines them as advocates of ѿapp and locally. Committee involvement is another element woven into the nature of their meditation. Expeditiously recording how their techniques positively impact our organization while inviting complementary perspectives to elevate the conversation.
“One aspect I enjoy is mentoring faculty, whether new or part-time. I performed in this capacity at UNR and now at ѿapp with one teacher. Building professional relationships is a great way to learn more about your work while helping others find what works individually. Students, as well. I like guiding them while they seek English degrees or even if they choose another major,” said Ladd.
“Teaching, through the tenure process and beyond, is constant polishing. Using the newest materials, I aim to improve my classes every semester, from spring to fall and year to year. I love being at the forefront of, ‘Let’s see if these activities or tools go well with my course.’ I have the freedom to examine innovative products, especially online. I’m sure more ideas and applications will emerge the longer I’m here, as I recognize what my students and the institution need,” continued Hanselman.
“One item I’ve been questioning is the change down the line because of artificial intelligence. It’s affecting English professors, but I wonder how we’ll design meaningful and process-oriented student assignments. The flip side is: How do we provide them better feedback when capable devices are easily available? Or cooperate with those systems and pass on meaningful input they can immediately apply? They skim responses or repeat past mistakes, but I aspire to understand as I traverse this tenure process. There’ll be plenty to explore,” concluded DeWald.
Loyal patrons across our community and academic divisions strive to propel themselves and their curriculum forward daily. Ladd, Hanselman, and DeWald are terrific examples of higher education’s power to stimulate the mind, pinpoint goals, and follow through. Perseverance rallies success. Our intellect is a singular, unlimited resource; curiosity’s spark burns bright regardless of your field. You never stop being a student, and you can harness this marvelous truth to boost your station in life.
For more information, please visit the English website or call 775-673-7092.