Faculty Excellence at UMUC

Interviewer:

Please tell us about yourself—what made you decide to teach at UMUC? What kind of work do you do when you are not teaching at UMUC? Are there any life experiences that have influenced your teaching at UMUC? If so, please share one story.

Katherine Hitchcock:

My children had gotten old enough that I was looking for opportunities to work in my field. Around that time, my husband received orders to Iwakuni, Japan. There was a UMUC Field Office there and the rest is history!

I also do more teaching . I hold an adjunct faculty position at another university and I also teach yoga classes in my free time.

I have long held earning a Ph.D. as a life goal. Because we move often, it was not possible for me to enter a traditional doctoral program. I made the decision to pursue a Ph.D. from a university program that operated primarily at a distance. My experiences with what worked and what did not work as a distance learner has informed my online teaching tremendously.

Interviewer:

How would you describe your teaching style or philosophy? What experiences or person(s) have influenced your style or philosophy?

Katherine Hitchcock:

I believe that learning is truly a lifelong process. My goal as a teacher is to inspire in students a desire to learn and an appreciation of their learning experiences, both within and outside of the classroom. Helping students to personalize their educational journeys is to help students become transformed by them.

My parents always valued education. Both of my grandparents were teachers. There was never a question about whether or not I would go to college and it was instilled in me from an early age to love learning for learning’s sake.  

Interviewer:

Please explain if you do something special or unique in your teaching and what made you develop this.

Katherine Hitchcock:

I don’t know that it is unique, but I am always looking for new ways to communicate with students; particularly, since I teach online classes. Along with e-mail, I use the chat feature in WebTycho, AIM, Skype, and just about anything else I can use to make myself available.

I’m currently working out the logistics of an idea to have optional, informal, synchronous chats in my online classes. It would not be anything mandatory, but would be a chance to get together as a group and talk about a contemporary issue related to the topics of the week. I think that this would be helpful toward community-building, if nothing else.

Interviewer:

What do you think it is about your teaching style that appeals to students?

Katherine Hitchcock:

From what they tell me, the students like that I am accessible and feel that I am fair. I thoroughly enjoy teaching and am enthusiastic about my courses, so I hope that students have some sense of that, as well.

Interviewer:

Do you teach face-to-face, online, or both? Do you have a preference between teaching face-to-face and online? If so, please explain.

Katherine Hitchcock:

I teach exclusively online now. I like aspects of both. In an ideal world, I would be doing a little of each. I enjoy the instant connection of a face-to-face class, but I love the flexibility of the online environment.

Interviewer:

Please tell us about your chosen discipline-i.e., what made you interested in the area initially? What do you do to stay current in your discipline? What do you like best about teaching in your discipline?

Katherine Hitchcock:

I started off as a biology major in my quest to be an M.D. In my sophomore year of college, I took a Biopsychology course and thought it was the most interesting class I had ever taken – I was hooked!

I earned a Ph.D. in General Psychology in May and I belong to professional organizations like the American Psychological Association. Additionally, I am currently preparing journal articles based on my dissertation research, which I hope will be published.

Everything -- what’s not to love about Psychology and Statistics? I suppose if I had to choose one thing, it would be the opportunity to see someone else get as excited about the topics as I am. When students write after a class to tell me how the experience changed them in some way, I feel great!

Interviewer:

What is the most challenging to you in teaching in this area? What teaching strategy do you use when you encounter the challenge? Are there any special challenges to teaching your discipline online?

Katherine Hitchcock:

Since many students would rather stick hot pokers in their eyes than take Statistics, it is probably the most challenging class for me to teach. Not only do I have to convey the material effectively, but I have to overcome some pretty deeply-rooted negative feelings about math. I’ve done a lot of reading about strategies for helping students to overcome math anxiety and to become more open to learning it. One strategy involves reflection. In the beginning of class, I have students write about their preconceived ideas about Statistics, how they feel about math, and what they think it takes to be successful in a math class. It’s a good chance for them to become aware of some of the attitudes they carry with them that might impact their learning and to help them craft a plan for success.

Teaching statistics online is doubly challenging, for a variety of reasons. For one, math can be difficult to learn through reading. One method I use to try to overcome this challenge is the development of Impactica presentations. These audio-visual presentations enable students to watch and hear information similar to what they would experience in a face-to-face class. I also try to locate other resources, like online games or animations, which will help illustrate a concept.

Interviewer:

What suggestion would you give to students who are interested in majoring or working in your discipline?

Katherine Hitchcock:

I would encourage students who are interested in majoring in Psychology to take as many classes in the discipline as they can. Psychology encompasses a wide-variety of subdisciplines, and a little knowledge of each of them enhances one’s overall perspective. I would also encourage them to maintain relationships with their instructors, not only during the term, but beyond. Many faculty members are working in different types of jobs in the field and can be valuable resources for questions that students might have.

I would recommend to someone interested in working in Psychology to take the time to investigate the types of employment available in the field and what educational or other requirements are associated with it. Psychology is a complicated field, where some types of jobs require state licensure, some require advanced degrees, and some require specialized training. It would be important to be prepared ahead of time in order to meet the prerequisites for the type of employment one was seeking.

Interviewer:

In your opinion, what makes UMUC the college of choice for students?

Katherine Hitchcock:

UMUC offers students all-around quality with the added bonus of flexibility. The people working for the University are committed to student learning at all levels.  In my experience, they really listen to student feedback and make an effort to improve where possible. In the time that I have taught for UMUC, I have never once had a student complain to me about the overall quality of the education they were receiving from UMUC. I think that speaks volumes!

Interviewer:

In your opinion, what makes UMUC the employer of choice for future faculty members?

Katherine Hitchcock:

The faculty and staff are top-notch. Without exception, the people I have met and worked with have had a real sense of being on a “team” – they have been helpful, resourceful, and supportive. In all honesty, I couldn’t ask for more.

Interviewer:

What suggestion would you give to new faculty who are interested in teaching in your discipline at UMUC?

Katherine Hitchcock:

Take whatever opportunities the university offers you, understand and accept the mission, and ask a million questions. From shadowing to peer mentoring to faculty development workshops, there are plenty of chances to grow and become better in the job. In the Asian division, the mission involves working to provide education to military personnel. Taking the time to understand the challenges the university and students both face in making that happen will make the experience more personally rewarding. Finally, asking questions will serve two purposes. First, it will help connect you to people you might only know via e-mail, and second, it will get you the answers you need!