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.

Mary-Ann Sagnella:

When I arrived in Italy 15 years ago, I sent my curriculum vitae to UMUC. Once I began teaching for UMUC, I was impressed by the enthusiastic and determined students. What more can a professor ask for? 

When I am not teaching for UMUC, I continue my research in Italian and comparative literature. I also teach English to native Italian speakers.

Interviewer:

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

Mary-Ann Sagnella:

The word teach stems from the Old English term taecan and means “to guide, to show, to give instruction.” Indeed, I see myself as both a guide and a catalyst: I lead or conduct my students to reach course objectives and to react, both in and outside academic settings. Over the past 20 years of direct contact with university students, I have come to learn that teaching, like language, evolves.  Methodologies need to be experimented, reviewed, revised and, when appropriate, transformed. On a personal level, my teaching methodology acquires the shape that best suits the students’ needs and my own ever-changing, pressing requirements. 

In order to effectively teach a second language, I emphasize the importance of the target language within the classroom and cultivate the delicate, psychological aspect of language acquisition. The classroom becomes a no-stress environment where both teacher and student explore a wide-range of learning tactics. Images are used to stimulate the student’s capacity to describe and comprehend; grammar is presented through numerous examples which reflect rules without formally stating them.  Students come to recognize language codes through an inductive process, to then apply them in conversation and group study. The classroom thus becomes the perfect, informal setting for communication. Culture is explored through film, field studies, and guest lecturers who are always native speakers.  My primary objectives are to deeply motivate my students, guide them through the difficulties of language acquisition, and provide the confidence and self-assurance needed to effectively express them in the target language. 

In my culture and literature courses, my emphasis is on critical thinking, cross-cultural awareness and comparative study.  I incite my students to discuss the readings and welcome questions and debates.    Once again, the classroom becomes a dynamic setting where both teacher-as-guide and student exchange ideas and critically evaluate a literary text or cultural convention within appropriate historical contexts.

Academic excellence is achieved through teaching and scholarly research. An industrious teacher seeks to blend teaching with an avid need to learn and discover.   On a personal level, my research has provided me with a deeper understanding of the material which I impart to both colleagues and students.  Both my teaching and research have helped me uphold the exemplary teaching policy of UMUC.  More importantly, my professional growth interacts with the learning goals of my students.

Throughout my teaching career, I have participated in language conferences and have been a member of both the Modern Language Association and the American Association of Teachers of Italian.  In May, I will participate in the language workshops and literature conference in Taormina, Sicily, where I plan to exchange ideas with my colleagues and further explore the current tendencies in foreign language teaching.

Perhaps the person who has most influenced my teaching philosophy and for whom I hold great esteem is Professor Robert Proctor of Connecticut College. His enthusiasm and love of the "studia humanitatis," the foundation of our Liberal Arts programs, have been both inspirational and admirable.

Interviewer:

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

Mary-Ann Sagnella:

I don't think that I do anything special or unique, but I'll let my students address that query!

Interviewer:

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

Mary-Ann Sagnella:

I cultivate a non-threatening atmosphere conducive to learning, and I listen carefully to my students.

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.

Mary-Ann Sagnella:

I teach both face-to-face and online. I prefer face-to-face courses when I’m teaching language. Language is a blending of physical, emotional, and linguistic expressions that can be intensified in a face-to-face classroom setting but as a whole cannot be carried to the online setting.

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?

Mary-Ann Sagnella:

I am a second generation Italian-American. My grandparents were from Italy; my paternal grandmother did not speak English, so I was determined to learn Italian to communicate with her.

To stay current I read, research, and participate in the American Association of Teachers of Italian and the Modern Language Association.

I love the dynamics involved in language teaching and acquisition.  In regards to my literature and culture courses, I emphasize critical thinking and comparative study.  

Interviewer:

What is the most challenging to you in teaching in this area? What teaching strategy do you use when you encounter the challenge?

Mary-Ann Sagnella:

Teaching online is certainly a challenge – the dynamics of the face-to-face setting must be carried over to the virtual classroom. The best way to cultivate active participation and enthusiasm is to assign group projects. 

Interviewer:

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

Mary-Ann Sagnella:

To know a culture is to live it. I suggest that students who are interested in majoring in Italian also study at an accredited Italian university for at least one term.

Interviewer:

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

Mary-Ann Sagnella:

UMUC is the college of choice for students thanks to its flexibility, sound porgram, and enthusiastic and disciplined faculty.