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.

Wendy B. Karpel:

I graduated from Tulane University Law School in the spring of 1992. Since that time, I have been working for local governments. My legal background includes the practice of law in many diverse areas including contracts, construction, discrimination, domestic, land use, personnel, and procurement. Currently, my practice focuses on workers' compensation law. I began teaching legal studies in the fall of 1994. I joined the staff at UMUC in the Fall of 1997. I was drawn to UMUC because of its commitment to excellence in teaching and its focus on the practical applications of legal theory. When students graduate with a UMUC paralegal certificate, they are ready for the workplace.
Currently, I head the workers' compensation unit for County Attorney 's Office of Montgomery County, Maryland. My practice is limited to workers' compensation law.

All life experiences influence who we are and what we do. My teaching experience at UMUC has probably influenced my life more than my life has influenced my teaching at UMUC. From teaching at UMUC, I learned to tell a good story, make the conventional interesting, and meet the challenges of a busy life. The students at UMUC are motivated people with many competing priorities; yet, the students make time to do their school work and manage the many other demands of life including work and family commitments. These students motivate to me to accomplish more and more in life.

Interviewer:

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

Wendy B. Karpel:

Confucius is credited with saying, "[w]hat I hear, I forget; what I see, I remember; what I do, I understand." This quotation summarizes my teaching philosophy. I want my students to learn by doing. As an instructor in legal studies, my student's long-term goals focus predominately on either attending law school or getting a job in the legal field. To help my students reach that goal, my classroom exists on three levels. First, the student is exposed to the informational content. Second, the student utilizes the informational content to build analytical skills. Third, the student combines the informational content learned with his/her legal analytical skills to produce legal documents. At the end of the course, the student should be able to analyze material like a lawyer and produce legal documents that meet the expectations of any supervising attorney.

Teaching on-line has been the experience that has most affected my teaching style. On-line, the most important thing is that a teacher clearly expresses ideas. If an assignment requirement or an idea is not clearly related, the students are quick to point it out. This feedback from my students has made me not only a better teacher but also a better lawyer and advocate. I hope I never hear from a student that I would not listen to them. I pride myself on my responsiveness to my students. When teaching on-line, responding promptly to questions or concerns is of paramount importance.

Interviewer:

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

Wendy B. Karpel:

I do not think that I do anything unique. The faculty at UMUC is creative and committed. It is an honor to be part of the staff and be able to share ideas with other faculty members so that good ideas are shared and we can move on from the unfortunate ideas that have not worked.

Interviewer:

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

Wendy B. Karpel:

My teaching style is based on enthusiasm and relevance. Students are interested when they sense the instructor is interested. Students are also interested when they can see the practical application of what they have learned to their future goals. To make material more interesting, I convey my passion for the subject matter.

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.

Wendy B. Karpel:

I teach both on line and face-to-face. I like to teach in both mediums. On-line has the advantage of convenience. You can teach any time of day or night that is convenient. Face-to-face has the advantage of allowing instructors to get to know students on a more personal level.

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?

Wendy B. Karpel:

My father is a lawyer. I grew up with discussions of depositions, judges, juries and trials around the dinner table. I admire my father and naturally wanted to emulate him.

To stay current, I read, read, and read all the cases and publications that come out in the area of workers' compensation. I also monitor the bills that are introduced at the state legislature during the legislative session. The law changes daily. For example, at one point in our legal history, separate but equal was legal ( Plessy vs. Ferguson ) . However, today, separate is not equal ( Brown vs. Board of Education) . The law is ever-changing. Lawyers must be current or risk harming their clients' interests. To keep current, I monitor the Maryland appellate courts and the state legislature during session for any new law in the workers' compensation area.

All instructors want to affect a student's future. In the context of the law, I believe that my courses are relevant in that each student creates legal documents that could be filed in court and/or used in an actual court case. Additionally, I am teaching the students to think like lawyers. In law school, students need to know how to apply the law to the facts of a client's case. Course assignments include the writing of legal research memorandum, drafting of contracts, development of interrogatories, etc. These assignments incorporate the critical thinking and analysis demanded by both law school professors and law firm employers.

Interviewer:

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

Wendy B. Karpel:

The most challenging part of teaching is to keep the students interested. Students are interested when they sense the instructor is interested. Students are also interested when they can see the practical application of what they have learned to their future goals. To make material more interesting, I convey my passion for the subject matter. I share with my students how exciting working on a case involving the content matter has been for me. For example, in a workers' compensation class, I will share the story of a recent jury trial I may have had where an injured worker was caught committing fraud. I will ask them to share their thoughts on how they may have reacted to the case if they were the judge/juror. Relating the law to current events also generates enthusiasm. For example, in discussing pre-nuptial agreements in a domestic relation's class, I will discuss the reported case involving Barry Bonds (the home-run king who has been accused of using steroids) and his ex-wife Sunny Bonds.

Interviewer:

Are there any special challenges in teaching this subject matter online? If yes, please explain what could be done to meet the challenges.

Wendy B. Karpel:

On-line, the most important thing is that a teacher clearly expresses ideas. If an assignment requirement or an idea is not clearly related, the students are quick to point it out. This feedback from my students has made me not only a better teacher but also a better lawyer and advocate. I hope I never hear from a student that I would not listen to them. I pride myself on my responsiveness to my students. When teaching on-line, responding promptly to questions or concerns is of paramount importance.

Interviewer:

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

Wendy B. Karpel:

Be prepared to read and think a lot. The law is a demanding discipline that requires one to read and analyze the facts. If you do not enjoy reading and critical thinking, a career in the law is not the right choice for you.

Interviewer:

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

Wendy B. Karpel:

UMUC is the right choice for you if you are motivated and have multiple demands on your time. With the wide array of on-line course work, study can be done at a time convenient to the busy student. Although the course work is flexible, the caliber of the education and the demands made upon the student continues to be high. Therefore, the UMUC student must be prepared to work. In return, the UMUC student gains practical marketable skills.

Interviewer:

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

Wendy B. Karpel:

UMUC is an excellent place to work. The administration provides incredible support and tools for its faculty members. My department director is always available and willing to help with any problem or glitch. The IT personnel man the help desk twenty-four hours a day. Additionally, there are faculty meetings, mentor programs, and faculty development courses all aimed at making us better teachers.

Interviewer:

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

Wendy B. Karpel:

Take advantage of all the tools that UMUC provides. The mentor program, the faculty meetings, and development courses will make you a better teacher. Also, know that that the collegiality at UMUC is incomparable. You can go to fellow faculty and/or the department director with problems and/or questions at any time. The assistance is provided cheerfully and expeditiously. UMUC is a great place to work.