21 Focused on Connections

Being a first-generation college student impacts how I approach being a faculty member at Gustavus in several important ways that further demonstrate my “sympathy with the aims and purposes of Gustavus Adolphus College as stated in the Mission Statement36”. I contribute to the “community of persons from diverse backgrounds” and utilize my personal experiences to better identify “students of high aspiration and promise”, even when they are unable to recognize it in themselves. However, this personal history is most impactful in my interactions with others, which “promote the open exchange of ideas”, and in the way I support and encourage students “to … attain their full potential as persons, to develop in them a capacity and passion for lifelong learning.”

“promote the open exchange of ideas”

When interacting with students and colleagues, I focus on connecting new information with existing knowledge and experience in order to overcome obstacles presented through the overuse of jargon. I learned to do this when visiting family on breaks during college: I spoke directly and reframed concepts in an applied context. Students, in particular, appreciate this approach; they see strength in my being “straightforward” and emphasizing application, saying, “I enjoy how she treats us more like colleagues than as undergraduates who don’t know anything.” In other words, I effectively communicate with students while modeling and encouraging one method in which individuals with varying levels of education and academic background can communicate with one another. Furthermore, this reinforces student learning and consideration of an “interdisciplinary perspective”: “…we all worked together to further our understanding of each topic, which was really cool because people had different ways of thinking about things so learning it from many perspectives was awesome!”

“passion for lifelong learning”

Without bias, my parents supported my intellectual pursuits, as I embraced the challenges put forth by my professors, and allowed me to find a career path that I never would have considered otherwise. Hence, I set high but achievable goals for students and support their learning and choices. Students’ feedback confirms this: “…she expected us to work hard and pushed us to do better with encouragement from her”; “Professor Hecht provided me with the tools and the desire to learn. … The fact that I was intrinsically motivated, will enhance every learning opportunity that Professor Hecht utilized. …”

Importantly, this learning does not happen solely in the classroom. Instilling the “passion for lifelong learning” is one of the best ways in which I can teach and advise my students. I attempt, both directly and indirectly, to help students realize that they have the capacity for learning and succeeding regardless of their field.

Several alumni I mentored provide clear examples of passionate, lifelong learners. Some are actively applying knowledge and skills toward their current career goals: Jean-Paul Noel (‘12) – graduate student in neuroscience at Vanderbilt University first completed a research experience through the Fulbright Scholar Program[1], Dan Marino (‘14) – graduate student in Food Science at the University of Minnesota, and Matt Broschard (‘16) – graduate student in behavioral cognitive neuroscience at the University of Iowa who also completed a research experience at Vanderbilt University before graduating from Gustavus[2]. However, I consider myself most effective and am proud to see former advisees like Kim Clayton (‘13)[3], who continues to expand her knowledge even though it is not pertinent to her current job. She will always continue learning about animal behavior, even if personal reasons keep preventing her from attending graduate school and pursuing her career goals in this field.

In sum, I strive for excellence both from my students and myself and embrace the aims of this liberal arts institution.