FACULTY EXCELLENCE at Spelman College
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EADERSHI
FACULTY
EXCELLENCE
at Spelman College
FACU LT Y EXCELLEN CE 1
SPELMAN IS A LEADING WOMEN’S
COLLEGE AND RANKED AT NO. 57
ON A LIST OF THE BEST LIBERAL
ARTS COLLEGES IN THE NATION
TA B L E O F
(2020 U.S. News and World
Report Best Colleges CONTENTS
6 Donna Akiba Sullivan Harper, Ph.D.
10 Karen Brakke, Ph.D.
14 Kathleen Phillips Lewis, Ph.D.
18 Marionette Holmes, Ph.D. C’90
Colm Mulcahy, Ph.D.
6 Monica Stephens, Ph.D., C’91
30 Marta Dark McNeese, Ph.D.
34 Julie Dash
38 Mentewab Ayalew, Ph.D.
4 Peter Chen, Ph.D.
46 Beverly Guy-Sheftall, Ph.D. C’66
50 Myra Greene
54 Dolores Bradley Brennan, Ph.D.
58 Andrea Lewis, Ph.D., C’96
6 Lisa Hibbard, Ph.D.
66 Cynthia Neal Spence, Ph.D., C’78
2 FACULTY EX CELLENCE FAC U LT Y E X C E L L E N C E 3
Sharon L. Davies, J.D.
PROVOST & VICE PRESIDENT
FOR ACADEMIC AFFAIRS
Mary Schmidt Campbell, Ph.D.
PRESIDENT As we mark the 138th year of Spelman College, we are r ghtfully proud of
the breadth and depth of our record of accompl shments. For over 10 years,
FACULTY LEADERSHIP IS ONE OF THE MOST Spelman has been ranked the No. 1 producer of Black women who complete
CONSEQUENTIAL FACTORS THAT MAKES SPELMAN doctorates n sc ence, technology, eng neer ng, and mathemat cs felds
COLLEGE AN EXTRAORDINARY PLACE TO LEARN (Nat onal Sc ence Foundat on). We are one of only two h stor cally Black
AND WORK. INDEED, OUR STRATEGIC PLAN – SPELMAN colleges and un vers t es n the country to be class fed by the Carneg e
0 : IMAGINE. INVENT. ASCEND. – RECOGNIZES Foundat on for the Advancement of Teach ng and Learn ng as a h ghly
THE EXPERTISE OF SPELMAN FACULTY TO INSPIRE select ve, h ghly compet t ve Baccalaureate I nst tut on, and one of only four
HBCUs to be awarded a chapter of the Ph Beta Kappa Nat onal Honor Soc ety.
STUDENT ACHIEVEMENT AT THE HIGHEST
LEVELS. ELEVATE THE SPELMAN DIFFERENCE, THE
Spelman is a leading women’s college and ranked and leading by example. Thus, in this publication,
FOUNDATIONAL THEME OF THE STRATEGIC PLAN, at No. 57 on a list of the best liberal arts colleges in the we salute their excellence in leadership. In the pages
RECOGNIZES FACULTY AS PEDAGOGICAL INNOVATORS nation (2020 U.S. News and World Report Best Colleges). that follow, you will enjoy profles of their leadership in
AND THOUGHT LEADERS. THEIR MINDSET IS THAT, We are among the top 25 colleges in the nation producing myriad settings. They are thought leaders across multiple
high numbers of students studying abroad (Institute of disciplinary lines—gender theory, documentary flmmaking,
EVEN AS THEY TEACH, THEY ARE LEARNING. EVERY
International Education Open Door Report). Last year, economic theory, educational policy, social justice,
DAY, THEY WORK AT MAKING THE CLASSROOM A 75 percent of our seniors graduated with at least one mathematics, literature, biology, curation, the world of
PLACE THAT SUPPORTS LEARNING. AND EVERY study abroad experience. Many had two or more. At a words, the life of the mind, and more. These teachers
DAY, THEY WORK AT CENTERING SPELMAN IN THE time when wealth inequality is widening for Black families, inspire “Black Girl Magic” and grow Black women
and questions are being raised about the value of a college leaders. It is right to celebrate them.
CRITICAL DIALOGUES OF THE PRESENT AND FUTURE. degree, Spelman has been recognized as among the nation’s
CONGRATULATIONS TO THE FACULTY PROFILED strongest liberal arts colleges for producing “social” or Congratulations to each of the Spelman faculty
WITHIN, AND TO ALL SPELMAN FACULTY WHO “intergenerational mobility.” members recognized herein, and to all of your colleagues.
By embracing leadership as central to your roles, you are
DAILY MODEL EXCELLENCE IN LEADERSHIP.
None of this would be possible without a faculty the living embodiment of our college motto, that choosing
wholly dedicated to our students’ development and success. Spelman is truly “a choice to change the world.”
Spelman faculty members know the importance of teaching
4 FACULTY EX CELLENCE FAC U LT Y E X C E L L E N C E 5
LEADING THROUGH A
PASSION FOR STUDENTS
AND SCHOLARSHIP
Donna Akiba Sullivan Harper, Ph.D.
ADVOCATE AND BENCHMARK of ethnicity and gender and age are so much
During her 32 years at Spelman, Dr. Harper more diverse than our student body, so our faculty
has held broad and varied leadership roles as both needs are very different. Being able to interact with
an instructor and administrator. She served six colleagues and learn that we had one group of
years as chair of the English Department and three people who needed equipment and one group of
as president of Faculty Council, is one of just three people who were concerned about safety and one
endowed chairs at the College, and was in the group of people who wanted space showed that
midst of a two-year term as dean of Undergraduate our needs are really diverse.”
Studies the day that distraught senior knocked on
her door. Dr. Harper said that diversity should
also be refected in how Spelman faculty and
That incident is crystalized in Dr. Harper’s administrators evaluate the school’s programs
memory because it exemplifes a defning relative to those of other institutions. For Spelman,
characteristic of her long career: students are such “benchmarking” can be tricky because as a
her preeminent concern. small, historically Black, women’s college, it defes
easy categorization. Still, Dr. Harper sees
“I’m a teacher at heart,” said Dr. Harper. benchmarking as a vital step in assuring that
“Focusing on students is what I love.” the College remains competitive.
A SENIOR AT THE END OF A SCHOOL YEAR, That focus isn’t always directed through “Spelman has a challenging identity, but I
her classroom teaching. Dr. Harper often impacts think benchmarking can help us know who our
SHATTERED BY THE REALIZATION THAT SHE HAD
her student’s academic experience through her peers are and who our peers are not,” said Dr.
NOT QUALIFIED FOR GRADUATION, ASKED TO forceful engagement with the administrative and Harper. “I think benchmarking tactics would be
MEET WITH DONNA AKIBA SULLIVAN HARPER, managerial processes that infuence everything good, certainly for all chairpersons. The more
PH.D. SHE’D COME TO PLEAD FOR “HELP, OR MERCY, from curricula development to department size colleagues who know it, the better the appeals will
and faculty governance. be, the more knowledgeable the appeals will be,
OR SYMPATHY” FROM THE COLLEGE’S DEAN OF
and the more reasonable the requests will be when
UNDERGRADUATE STUDIES. DR. HARPER CAREFULLY “I think there are many faculty members people understand more about what is being done
CONSIDERED THE STUDENT’S PLEAS. THEN SHE DID who are shy about speaking,” she said. “I’m not at other institutions. And I think I learned a lot
one of them.” about that from my leadership roles at Spelman.”
SOMETHING BOTH SIMPLE AND DEFINITIVE. SHE
HAD THE STUDENT CALL HER PARENTS AND TELL As department chair, dean, and faculty leader, SACRIFICE FOR SCHOLARSHIP
THEM SHE WOULD NOT BE GRADUATING. Dr. Harper has encouraged the College to direct its Sixteen years before her arrival at the
energies toward assuring that instructors have the College, the future Dr. Akiba Harper was a
many, and often highly-varied, tools they need to high school senior tasked with one of her earliest
be effective. leadership roles – serving as the frst African-
“She was on speakerphone and her mother said, ‘You’re not going to graduate? American valedictorian at her school in southern
Do you know I am packing this car right now?’” recalled Dr. Harper. “That was a “People think because it’s a college for Black Virginia. Dr. Harper had been among the frst
case of tough love and it’s something that I felt was needed for her. Ultimately, she women [everyone is the same], but that’s not the end three African-American children to desegregate the
did graduate.” of the story,” Dr. Harper said. “Our faculty, in terms public schools in her hometown of Suffolk, so she
6 FACULTY EX CELLENCE FAC U LT Y E X C E L L E N C E 7
“IT WAS A CHALLENGE WHEN SPELMAN KIND OF
WENT THROUGH A NEW STAGE AND WE WERE
SO WOMAN CENTERED AND WANTED FACULTY
WHO TEACH ABOUT WOMEN,” SAID DR. HARPER.
“BUT I DO LANGSTON HUGHES, SO I HAD TO KEEP
PUSHING. I THOUGHT ‘I’M NOT GOING TO GIVE UP.
75%
YOU’VE GOT TO HAVE LANGSTON HUGHES.”
had already spent more than her share of time as “the only Her effort to keep Hughes high on the College’s 6-year graduation
Black student in the class.” She managed to excel in her reading list led Dr. Harper to a revelation: teach women rate for Spelman
studies and opted to attend Hampton University, one of the about how Langston Hughes interacted with women. College
nation’s earliest HBCUs. At Hampton, Dr. Harper met Dr.
Jessie Lemon Brown, a distinguished professor who helped “I found a way to grow the evidence of how he
broaden her literary perspective. During this time Dr. Harper wrote about and interacted with women as part of a
discovered the writer who would inspire her most profound seminar focusing on Hughes as a writer as opposed to
and important scholarship: Langston Hughes. the works, per se,” said Dr. Harper. “So I am willing to
change in whatever ways are necessary, but Langston is
“He saw beauty in Black people and was saying that in not going to leave my heart and my mind.”
1926,” says Dr. Harper. “In 1971, we thought we were Black
and proud and that we had invented that idea. Seeing that Of course, retooling a college seminar isn’t always
this man was writing those lines in 1926 - I was so in love.” a passion project; usually, it’s just work. And Dr. Harper,
who earned her master’s degree and Ph.D. at Emory
That love has been expressed and re-expressed in University, has spent much of her long career engaged in
Dr. Harper’s award-winning excavations of the life and the back-breaking, mind-bending labors associated with
work of the poet who ignited the Harlem Renaissance running a college department, managing the varietal
and has infuenced writers of every race, gender, and demands of a busy faculty, and addressing the small but
ethnicity. Dr. Harper’s voluminous essays, scholarly emotionally-taxing concerns of students in academic
papers, and compilations have established her as a leading trouble. In fact, her tendency to work longer and harder
authority on Hughes and earned her numerous recognitions than anyone else in the room once prompted a colleague
including The Langston Hughes Prize for Excellence in to suggest that Dr. Harper is a “victim of her own
Literature and Vision presented by the Langston Hughes competence.” She laughed off the comment, blithely,
Society, and Spelman’s own Presidential Faculty Award ignoring the fact that her three-year term as president
for Scholarly Achievement. A founding member and past of Spelman’s Faculty Council was supposed to be for two
president of the Langston Hughes Society and a founder years or that she allowed herself to be arm-twisted into
of the Langston Hughes Review, Dr. Harper is only the the presidency of the College Language Association
fourth person in Spelman history to be named Fuller E. despite her efforts to recruit an alternate.
Callaway Professor, an endowed chair awarded for
meritorious scholarship. Dr. Harper said that although leadership makes
myriad personal and professional demands, she still
Despite the praise and commendation for her work “encourages people to step up and be leaders.”
on Hughes, Dr. Harper says there have been times when
the poet was out of vogue at Spelman. “Many times I hear people hesitate because they say,
‘I’m too busy,’ or ‘I’ve got to do my research,’ or ‘I’ve got
“It was a challenge when Spelman kind of went a family.’ And all of these are real, but I assure you that
through a new stage and we were so woman centered the things I’ve done in my life, I’ve done while caring for
and wanted faculty who teach about women,” said Dr. elderly parents, taking care of a child, being a signifcant
Harper. “But I do Langston Hughes, so I had to keep other to a partner. People should fnd a way to juggle a
pushing. I thought ‘I’m not going to give up. You’ve got little bit because leadership teaches you lessons you
to have Langston Hughes.’” cannot learn any other way.”
8 FACULTY EX CELLENCE FAC U LT Y E X C E L L E N C E 9
TAKE A MINUTE TO PERUSE THE CURRICULUM VITAE
OF KAREN BRAKKE, PH.D. IN FACT, TAKE TWO; AFTER
ALL, DR. BRAKKE’S CV IS A FULL PAGES LONG. AND
THAT’S WITH SMALL FONTS AND A CONSPICUOUS
ABSENCE OF PUFFERY. DR. BRAKKE, A SPELMAN
ASSOCIATE PROFESSOR OF PSYCHOLOGY, HAS A
REPUTATION FOR BEING PROFESSIONALLY OMNIPRESENT –
IF THERE’S WORK TO BE DONE AT THE COLLEGE, IN
EDUCATION, OR IN THE FIELD OF PSYCHOLOGY, SHE
WILL GET IT DONE. THAT DOESN’T MEAN DR. BRAKKE
IS FLASHY OR SELF-AGGRANDIZING. AS THE FORMER
CHAIR OF SPELMAN’S PSYCHOLOGY DEPARTMENT, SHE
BELIEVES HER ROLE AS AN EDUCATIONAL LEADER IS
TO PUT HER STUDENTS AND THE COLLEGE FIRST.
“I think very much that I have the servant-leader mentality,” Dr. Brakke said. “I feel
that what I’m doing is setting the context for other people to succeed.”
PACK YOUR PATIENCE
Collaborative effort is an essential element of Dr. Brakke’s servant-leader ethos, but
it isn’t the only one. With a bachelor’s degree from Carleton College and both a master’s
degree and a Ph.D. from Georgia State University, Dr. Brakke espouses a layered approach
to leadership that includes patient persistence, a willingness to accept a call to lead, and a
recognition of the importance of bringing key stakeholders “to the table.”
PRIORITIZING
As her manuscript-length CV suggests, Dr. Brakke has had an expansive array of
roles and responsibilities that have deeply informed her views of educational leadership.
For example, as chair of the Psychology Department from 2008 to 2014, she formulated
an ambitious plan to update the curriculum to refect better the contemporary concepts of
assessment and accountability. Dr. Brakke believed she could execute the new program in STAKEHOLDER SUCCESS
IN LEADERSHIP
short order. It took years.
Karen Brakke, Ph.D.
10 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 11
I THINK ONE OF THE BIGGEST THINGS THAT I GET
OUT OF IT RATHER THAN JUST TRYING TO KEEP THE
Dr. Brakke said the experience helped her understand ORGANIZATION ITSELF MOVING FORWARD, IS THE
that “whenever you work with a group of people, the ONE-ON-ONE INTERACTION,” SHE SAID. “AS A VISIBLE
outcome isn’t always going to be exactly what you frst
LEADER, I GET SOUGHT OUT FOR CONVERSATIONS,
envision. But it tends to be an outcome that is more
workable, I think. We now have a new curriculum which…
MAYBE TO GIVE ADVICE OR JUST LISTEN OR CHAT,
incorporates some of the things that I had originally TO DEVELOP A MENTORING RELATIONSHIP. THAT
envisioned, as well as other experiences that colleagues INTERACTION IS REALLY FULFILLING BECAUSE YOU
felt were important.” CAN SEE THE DIRECT IMPACT THAT YOU HAVE.”
Sometimes, a leader must accept that her job is to take
the frst tentative steps toward future attainments, said Dr.
Brakke. When the Spelman psychologist became president As she moved beyond with the students. And if we’re ever, for higher education. But it
of the Southeastern Psychological Association in 2016, she the Psychology Department, doing our job right, we know is going to look different than it
realized that her one-year term provided barely enough time Brakke became aware that those students fairly well, and looked 20 years ago.”
to identify new objectives, let alone complete them. Still, some of the College’s problems we know how we can best
Dr. Brakke was able to lead the 1,500-member association were campus-wide. Those approach helping them learn Dr. Brakke has already
in taking the critical step of selecting and appointing a included a lack of updated, and helping them thrive. We begun exploring what the
much-needed administrative offcer. contemporary learning spaces. lose something critical if we lose next 20 years may bring.
Working in concert with that faculty-student relationship She has traveled to Tacoma,
“Sometimes you have to be happy with starting the fellow psychology professor informing how we approach Washington, to confer with
conversation, bringing it to people’s attention, making Dolores Bradley Brennan, teaching and learning.” more than 60 leading educators
small steps, and building momentum,” she said. “Just Ph.D., Dr. Brakke came up with on a “blueprint for the future
having somebody who is willing and able to follow up and a plan to revitalize Spelman Dr. Brakke, an expert of psychology education,” and
see an initiative through as far as possible is important.” classrooms and presented it on developmental psychology, in 2016, she joined yet another
to administrators and faculty. said faculty members play a group of educators intent on
Spelman has since completed 17 critical role in helping students developing new assessment
EMPOWER STAKEHOLDERS “active learning classrooms.” navigate the oft-troubled resources for psychology
Dr. Brakke’s contributions are rarely confned to waters separating childhood teachers. The following year,
“follow-ups” and “small steps.” A consummate Spelman Most of Dr. Brakke’s from adulthood in a modern she took part in an American
insider, she is so attuned to the College’s academic and work as special assistant didn’t world defned by information Psychological Association
administrative ebbs and fows that both students and involve installations of high- overload and technology- institute targeted at women
faculty seek her out for guidance on how to get things tech instructional tools in driven socialization. As such, likely to emerge as leaders in
done. However, it took her involvement with SEPA to help Spelman’s venerable lecture faculty members are in a unique the feld.
Dr. Brakke embrace her more nascent talent for personal halls. Instead, her attention was position to help institutions
leadership. focused on faculty members of higher learning attune You’ll fnd it all in Dr.
and how to help them achieve themselves to this new gestalt. Brakke’s voluminous CV, right
“I think one of the biggest things that I get out of their objectives as instructors along with her numerous
it rather than just trying to keep the organization itself and researchers. Dr. Brakke “Higher education is speaking engagements, dozens
moving forward, is the one-on-one interaction,” she said. not only discovered that she changing along with the rest of research publications, and
$5.4M
“As a visible leader, I get sought out for conversations, relished working with faculty, of the world, but it’s unknown plethora of grants and awards.
maybe to give advice or just listen or chat, to develop a she solidifed her view that territory,” Dr. Brakke said. “I The one thing you won’t fnd
mentoring relationship. That interaction is really fulflling faculty members have much think we still are relevant, even is any sign that the Spelman
because you can see the direct impact that you have.” to contribute to the College’s though students have access to psychologist is slowing down.
Faculty have received over $5.4 decision-making processes. a lot more information from
million in external funding for Dr. Brakke’s ability to transit effortlessly among different sources than they “I always need a
research and curricular projects Spelman’s students, faculty, and administrators, likely “I think it’s critical that used to. I think someone can challenge,” Dr. Brakke said.
infuenced her 2014 appointment as special assistant to faculty are at the table, and have a lot of information and “When I do sit back, I’m content
the provost. The job gave Dr. Brakke fresh insight into the that they have a voice both not know what to do with it for a while, but then I get
College and helped her “get to know people across campus within the College and in the or how to communicate about restless. I feel that I always want
and learn more about…the different things that have to fall broader landscape,” she said. what they know. I think there’s to be learning something new.”
into place in order for a college to operate well.” “We are the ones who have defnitely still a place, and in
the day-to-day interaction some ways more of a need than
12 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 13
MAKING HEADWAY
THROUGH A SILK
ALTERNATIVE
Kathleen Phillips Lewis, Ph.D.
“One of the things I’ve economic history, the African Diaspora, and currently serves
learned is that you don’t have Diaspora, women and gender, as assistant chief examiner
to be abrasive to lead,” said Dr. Caribbean migrations, and for Caribbean history with
Phillips Lewis, an associate world history. Her list of awards the Caribbean Examinations
professor of history. “You can and recognitions includes a Council. Despite this broad
use silk or you can use calico to National Endowment for the sphere of infuence, Dr. Phillips
make the same statement, to Humanities Summer Seminar Lewis said she has done some of
speak the same truth. But I think Fellowship, New York her best work close to home.
that with the silk alternative, University’s Faculty Resource
you make more headway.” Network Scholar–in –Residence FOCUS ON PEOPLE
H AV ING D O N E D O C TO R A L R E S E A R C H O N Fellowship, an Oxford “Most signifcant for me
Dr. Phillips Lewis has had Roundtable Fellowship, and has been leadership at this
TH E B R IT I S H E M PI R E I N T H E 19T H C E N T URY,
ample opportunity to employ Spelman College Presidential College,” she said. “I started
KATH L EE N PH I LLI PS LE W I S , PH . D. , K N OWS her silken approach during a Awards for Excellence in with an ADW directorship and
TH AT S U C H K I N G D O M S O FT E N OW E D quarter century of leadership Teaching and Distinguished that was signifcant. It helped
TH EIR EX I ST E N C E TO T H E I R M I LI TA R I E S : at Spelman. She chaired the Service. me to understand that I have
R EL ENTLE SS CO M M A N D E R S LE A D I N G History Department from some leadership skills that can
2003 to 2006 and 2010 to Dr. Phillips Lewis, who be used in helping to promote
H AR D EN E D T R O O PS I N WA R S O F CO N Q U EST.
2016; she served as director grew up in the Caribbean, the mission of the College.”
B UT WH E N I T CO M E S TO H E R OW N ST Y LE of the College’s African earned her bachelor’s degree at
OF L EAD E R S H I P, D R . PH I LLI PS LE W I S WO ULD Diaspora and the World the University of the West Indies Those skills include the
R ATH ER E M PLOY A S I LK T H R E A D T H A N A Studies Program 2001 to in Trinidad and Tobago before ability to inspire others to share
2004; and she is currently completing her master’s and her vision for a particular
F IXED B AYO N E T.
division chair for the Ph.D. at The University of endeavor, as she did with the
humanities. Manitoba in Manitoba, Canada. ADW. Dr. Phillips Lewis
An inveterate cosmopolitan, she envisioned the program as an
A self-admitted travels extensively for research, engine for study and research
“workaholic,” Dr. Phillips Lewis to present scholarly papers, and into the history of African
has focused her research inquiry to consult with other historians, peoples outside of Africa, an
and scholarly writings on the usually on topics related to the engine fueled by teamwork.
Caribbean’s social and Caribbean or the African
14 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 15
The more structured approach worked, “deepened and strengthened the major
and Dr. Phillips Lewis and her team were core” of courses required to earn a degree
able to complete the revision of the in history while introducing “thematic
SIGNATURE handbook. That doesn’t mean she has electives” that broadened the range of
ACADEMIC
abandoned her “silk alternative.” She still historical topics available to both students
believes that the key to motivating people and instructors.
PROGRAMS is to “treat them in an equitable fashion...
to know the resident strengths within the As the former director of Cultural
team, and what approaches would work Orientation at Spelman’s Gordon Zeto
Innovation Curriculum
best with each member of that team.” Center for Global Education, Dr. Phillips
Lewis was responsible for cultural
orientation and inter-cultural competency
LEAD BY SELF ASSESSING
for the 400 students who, each year, take
Dr. Phillips Lewis faculty handbook. Regarding the Dr. Phillips Lewis began her unique
part in the Center’s study abroad programs.
eventually oversaw former, Dr. Phillips Lewis said the white leadership approach long before she taught
She is also founder and director of
trips to Sapelo Island/ paper was intended to help the College her frst college class.
Spelman’s summer program with The
Savannah, Georgia, recognize the importance of shared
University of the West Indies, St. Augustine
Memphis, Tennessee, governance at a time when Spelman “I did 12 years as a high school teacher
campus, in Trinidad and Tobago and has
Charleston, South was intensifying its focus on students. and it was challenging to say the least,”
represented the College on faculty
Carolina, New remembered Dr. Phillips Lewis. “For seven
familiarization trips and site evaluation
Orleans, and fnally, “We felt that while the College was years, I taught all teenaged girls and for fve
teams for the study abroad program.
out of the country, to centering on students, there wasn’t that years, all teenaged boys. I had to learn
“My focus was on people,” recalled attend an African much attention on the needs of faculty, quickly how to manage the classroom.”
“I am frmly committed to global
Dr. Phillips Lewis. “I’m not saying that I Diaspora Conference in Rio de Janeiro, and faculty is essential,” said Dr. Phillips
education and ensuring our students get the
was not also focused on content, but I Brazil, providing Spelman ADW faculty Lewis, adding that Spelman must After graduate school, Dr. Phillips Lewis
most out of their inter-cultural experiences,”
thought that if you get the group members with direct experience of the continue to explore ways to ensure accepted an appointment as a lecturer at
Dr. Phillips Lewis said. “I believe that inter-
working together as a team and seeing variety of places, peoples, and cultures shared governance and to keep faculty, as her undergraduate alma matter, the
cultural competency is an essential 21st
that they are all invested in the same that help defne the African Diaspora. a key stakeholder, fully engaged and University of the West Indies. It wasn’t
century skill that all college graduates should
vision, then we could all move forward They also gained frsthand experience included in institutional decision-making. long before she found herself in a position
possess, not just to be truly global citizens,
and have productive outcomes.” of the points of cultural connection and that would strongly infuence her belief
but in preparation for every workplace.”
disconnection within that diaspora. The “You can’t give students the best, if that leadership “must be grounded in self-
As faculty members became more trips became a “bonding experience” you don’t provide faculty with the best sacrifce. Individual interest or personal
With so much territory to cover, Dr.
invested in the program, Dr. Phillips Lewis for ADW faculty, reinforcing the idea tools and resources,” she said. aggrandizement must take a back seat to
Phillips Lewis has had moments when the
became more concerned with fnding a that “we are all in this together and the good of the collective.”
mantle of leadership felt burdensome and
way to strengthen their understanding of working towards the same goal,” said Regarding the faculty handbook,
isolating. In such times, she has found it
the diaspora. She organized annual ADW Dr. Phillips Lewis. Dr. Phillips Lewis said she was eager to “I was secretary of the university
essential to infuse her silk with the
faculty workshops in different locations start the revision because the existing teachers’ union and that taught me a
searchlight of self-refection.
within the diaspora, each one offering a Knitting diverse, even divergent, document was “outdated,” and it was lot because it was a time when unions
new perspective on the trials and faculty members into a functional critical that faculty members have negotiated salaries every three years,” she
“Leadership is a lonely enterprise,
achievements of people of African descent. body is something of a specialty for “something we can work with.” As chair recalled. “Many times negotiations would
so even when you think you are doing a
Dr. Phillips Lewis. She became vice of the Faculty Council, she found it be very tense and deadlocked, so we had
good job, there will be critics,” she said.
“We didn’t have funding at that time president of Faculty Council in 2014 necessary to adopt a more formal to stay at the table until we reached a
“Sometimes there were periods where I
to travel outside of the U.S.,” said Dr. and was president from 2016 to 2018. approach to the conducting of meetings. resolution. I knew our colleagues depended
would think, ‘Should I continue?’ But
Phillips Lewis. “We had to get creative. During those busy and sometimes on us to secure the best terms for them.
with each periodic self-assessment and
The frst place I took them was Sapelo turbulent four years, she was a member “We adhered to parliamentary I felt at that time that my leadership skills
recalibration, my conclusion has always
Island, Georgia, and that was a of the Faculty Council Ad Hoc procedure as laid out by Robert’s Rules were being sharpened.”
been that if you have something to give,
wonderful experience. There, we Committee that produced a white paper of Order at regular meetings and in the
you have a responsibility to give it, and to
experienced the same diasporic culture calling for greater involvement in the voting process so that we could get Since accepting her appointment at
do so in the way that works best for you.
that we were teaching about, but in a governance of the College, and chaired more done and have everything move Spelman in 1994, Dr. Phillips Lewis has
Ultimately, I would say make sure you are
different locale – a different setting of the Handbook Advisory Committee that along smoothly,” she said. shown herself to be a leader in a wide
in it for the right reasons, and if you are
the diaspora.” undertook a milestone revising of the range of roles and capacities. As chair of
not prepared to give it your all and then
the History Department, she oversaw the
some, don’t sign up for the job.”
development of a new major, that, she said
16 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 17
F O R M A R I O N E T T E H O L M E S , P H . D. , T H E
C O N N E C T I O N B E T W E E N M E N TO R S H I P A N D
L E A D E R S H I P I S D E F I N I T I V E . I T I S M E N TO R S ,
SAI D TH E CH AI R O F SP E LM AN’S E CO NO MICS
D E PA R T M E N T, W H O P R OV I D E T H E G U I DA N C E
A N D S U P P O R T T H AT C A N T R A N S F O R M A
CAPABLE FOLLOWER INTO A PROMISING MANAGER
AND, A P RO M I SI NG M ANAG E R I NTO A MAT U R E
LE ADE R. I N FACT, DR. H O LM E S CRED ITS MANY
O F H E R P R O F E S S I O N A L A N D E D U C AT I O N A L
S U C C E S S E S TO T H E “ L E S S O N S I N L E A D E R -
S H I P ” S H E L E A R N E D F R O M H E R M E N TO R S .
LESSON ONE: THINK LIKE A LEADER
Dr. Holmes said people in authority often engage in counterproductive, time-wasting
pursuits, such as blame-assignment. A mentor can challenge a would-be leader to think
critically and to assess objectives and outcomes honestly. Dr. Holmes said she initially
learned that lesson when she was an undergraduate student at Spelman, a place she says
LEARN LESSONS virtually bustles with mentorship opportunities. However, the importance of thinking like
a leader and fnding mentors to help guide that process really hit home for her much later.
THROUGH “The second time I was in a leadership position, I was more introspective and my whole
MENTORSHIP attitude was, ‘How can I improve? How can I grow?’” recalled Dr. Holmes. “I was no longer
wanting to look at a person and say, ‘The reason why something’s not done is because of
that person.’ I wondered what I could do differently. That’s what caused me to seek out
Marionette Holmes, Ph.D. C’90 mentors and coaches, and I would recommend to anyone that they do the same. It’s good
to have somebody who can challenge you.”
18 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 19That “second” leadership vantage points of the different may result from the execution Dr. Holmes’ interest in the that discipline before earning a Ph.D. in agricultural and
position was at the Centers stakeholders within the of a plan or strategy that work being done by those she applied economics at the University of Georgia in 2002.
for Disease Control and institution. A leader therefore excludes certain stakeholders, leads is sincere and incisive, but
Prevention, where Dr. Holmes must think, make decisions, said Dr. Holmes. That that doesn’t mean she’s willing Before joining Spelman as an assistant professor in 2006,
was lead investigator on a and act on the best decision mitigation begins when the to squander her time and Dr. Holmes had wide-ranging and increasingly impactful
project that examined the of the institution as a whole. leader pays close attention to attention on efforts she doesn’t leadership positions as an economist, including a post-doctoral
economic feasibility of shifting “Leaders’ behaviors are the needs and interests of those fnd meaningful. Back when she fellowship at the CDC, and a fve-year stint as a research
from one type of polio vaccine sometimes driven by things stakeholders, a notion codifed was an ambitious Spelman associate, project manager, and later, affliate researcher at the
to another in Indonesia. we can’t understand or we in the next lesson. student weighing her future Harvard School of Public Health. During her time at Harvard,
Hundreds of thousands of don’t see because we’re not choices, she balked at an Dr. Holmes was responsible for economically evaluating
dollars in funding for phases at the tables where certain LESSON THREE: obvious career choice, insisting alternative treatment, prevention and adherence protocols
of global polio eradication decisions are discussed and OBSERVE & CONNECT she “did not want to work as SIGNATURE for HIV/AIDs, most notably in Botswana.
ACADEMIC
were on the line; the World certain decisions are made,” “One thing I learned from an accountant.” Instead, on the
Health Organization and the said Dr. Holmes. “A leader my second mentor is a lot of advice of her college professor Dr. Holmes has continued her leadership in the feld of
PROGRAMS
Indonesian government were operates with a higher purpose work is done behind the scenes, father, Dr. Holmes enrolled in health economics. In addition to her work on the CDC’s
demanding hard, clear data; in mind and sometimes they so you have to connect with the an MBA program at Clark Indonesia polio project, she has been actively engaged in a
and Dr. Holmes and her team can’t disclose it.” team,” said Dr. Holmes. “You Atlanta University. She series of CDC initiatives in Ethiopia, South Africa, and South
poke your head in on everybody
African Diaspora and the World Sudan. These increasingly challenging positions and her
of fellow researchers - four completed the MBA, but
medical doctors and two Since taking over as chair and say, ‘Hi, how are you doing remained strongly attracted to growing list of responsibilities at Spelman have given Dr.
research assistants – were in of the Spelman economics with that?’ I touch base, so they the study of economics, so she Holmes cause to rely on the fourth of
the breach. In the end, the department in 2016, Dr. know you’re interested.” completed a master’s degree in her mentor’s lessons.
work met muster for peer- Holmes has found herself
review, and more importantly, repeatedly relying on her LESSON FOUR: DON’T JUST MANAGE. LEAD.
informed policy changes that mentor’s lesson, particularly Dr. Holmes said her mentors helped her understand that
could ultimately improve as she has attempted to juggle while a manager merely directs workers, a leader inspires
health outcomes for millions the competing demands of them to “buy in” to the work at hand.
in Indonesia and elsewhere. department stakeholders.
“You must talk to people and try to get buy in versus just
The Indonesia experience “There was one issue I telling them what to do,” said Dr. Holmes. At Spelman or any
proved that Dr. Holmes was a had to address, and I had to institution, anyone who hopes to be a leader must master the
mature leader, but that didn’t make sure I was operating in art of getting people to buy in. People are more accountable
prevent her from relying on the best interests of all of the when they feel they are a part of something and have a
two of her mentors while she constituents, internal and vested interest, Dr. Holmes added. “Even though I am chair,
thought through the ups and external, including faculty and everybody is like an equal. We all need to say ‘yay’ or ‘nay.’ It’s
downs of her time at the CDC. students and the administration,” better to get people’s buy in and be a leader versus a manager.”
She recalls how one mentor Dr. Holmes recalled. “And
helped her “disentangle my I could not communicate Dr. Holmes shares this message with her students and
personal script from what was everything to everybody as I encourages them to develop skills that will make them leaders
happening in the workplace;” was executing this process.” in their own right. She has developed programs, such as the
and acquainted her with her data science module for Spelman’s Career Pathways Initiative,
next lesson. In the end, said Dr. Holmes, intended to help graduating students “hit the ground running.”
an effective leader must be
LESSON TWO: FOCUS willing to pursue complex, “In my experience, people will respect you more in the
ON THE DESIRED long-term, confdential plans beginning if you need less help,” said Dr. Holmes. “Therefore,
OUTCOME FOR THE -- even when that means being they will align themselves with you and help you to succeed.
OVERALL GOOD misunderstood or outright So it’s good for us to prepare our students to go in there with
Dr. Holmes espouses the unpopular. However, a mature confdence and with skills.”
belief that a leader should be a leader also knows how to
“systems” thinker. A systems mitigate the interpersonal and For Dr. Holmes, giving students that sort of help and
thinker must see the multiple professional turbulence that guidance likely comes from Lesson Five: Be a Mentor.
20 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 21COLM MULCAHY, PH.D., HAS BEEN TEACHING MATHEMATICS
AT SPELMAN FOR 30 YEARS, SO IT’S SAFE TO ASSUME
HE’S GOT A FEW TRICKS UP HIS PEDAGOGICAL SLEEVE.
HOWEVER, IN DR. MULCAHY’S CASE, SOME OF THOSE
TRICKS REALLY ARE TRICKS! THE IRISH NATIVE’S PASSIONS
INCLUDE GEOMETRY, NUMBER THEORY, ALGEBRA, AND
OTHER AREAS FAMILIAR TO ANYONE WITH A REASONABLE
KNOWLEDGE OF MATH. HE’S ALSO WIDELY CONSIDERED
A LEADING AUTHORITY ON SOMETHING HE CALLS
“MATHEMATICAL CARD MAGIC.”
“Twenty years ago, somebody told me about the possibilities of using mathematics to do magic
with a deck of cards,” said Dr. Mulcahy, a professor of mathematics at Spelman. “So I got very
REFRAMING
interested in mathematical magic, created many new principles along those lines, and ended up
writing a book about it.” YOUR DISCIPLINE
That book, “Mathematical Card Magic: Fifty-Two New Effects,” was published in 2013 TO MODEL REAL
WORLD SOLUTIONS
and helped put Dr. Mulcahy in the forefront of an elite cadre of scholars who study, practice,
and propagate the mathematical concepts underlying many magic tricks. Dr. Mulcahy also spent
a decade as the author of Card Colm, a bi-monthly math-meets-magic column published by the
Mathematical Association of America. So he isn’t the least bit averse to using card tricks to help
Colm Mulcahy, Ph.D.
his Spelman students and colleagues better understand numbers, patterns and logic. However, Dr.
Mulcahy’s deft mingling of two seemingly unrelated pursuits is emblematic of something much
broader: the Spelman mathematician’s tireless pursuit of innovative teaching techniques.
22 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 23EMPLOY ACCESSIBLE from pictures in a textbook. Yet when beneft from their exposure to numbers have at least three names on their lips,” wavelet image compression; his math- “He was absolutely delightful, and
TEACHING TOOLS you have tangible and tactile 3D printouts and clear reasoning, said Dr. Mulcahy. He said Dr. Mulcahy. based puzzles have been published in the so modest,” recalled Dr. Mulcahy of his
As an instructor and mentor to a to play with, you can really use your contends that math is relevant for anyone New York Times; he has blogged for The frst meeting with his hero who was in
generation of aspiring Spelman imagination and design things that would who wants to think more precisely, reason Those names might well include Huffngton Post and Scientifc American; retirement in Oklahoma. “He was 92, I
mathematicians, engineers and scientists, have been very diffcult otherwise.” more effectively in a data-laden world, Georgia Caldwell Smith, Ph.D., who and he serves on various boards and think, when we met. I had the pleasure of
Dr. Mulcahy has championed the and live more constructively. started teaching at Spelman in 1929 at foundations, including the Advisory meeting him several times, and I’m one
instructional value of everything from Dr. Mulcahy even grinned a bit when the age of 19, having already earned a Council of the National Museum of many people working hard to keep his
math software to 3D printers to the art he revealed that he hopes to inspire some “While not everybody is going to be master’s degree. She later became chair of of Mathematics in New York City. legacy alive and relevant. He wrote over
of M.C. Escher. Dr. Mulcahy, who of his students to tackle intimidating math a researcher or teacher, people should the College’s math department, and fnally 100 books.”
garnered bachelor’s and master’s degrees problems by confessing his own trepidation appreciate the importance of math because earned her doctorate just before she died He is also an outspoken advocate for
in mathematical science at University about solving Rubik’s Cube. “The Rubik’s logical thinking is so crucial in real life,” in 1961; or Etta Zuber Falconer, Ph.D., the preservation of Ireland’s mathematical Gardner was a rationalist who often
College Dublin before earning a doctorate Cube scared me for decades, then last Dr. Mulcahy said. “For instance, lawyers, another of the very frst African American heritage, a topic on which he currently wrote about the dangers of irrational ideas
at Cornell University, said the ability to spring I met Rubik himself here in Atlanta,” judges, prosecutors, people making women to earn a Ph.D. in math and a blogs monthly. He’s a passionate proponent and practices. That’s likely one reason
turn new or obscure source materials into he remembered. “I fgured it was time I decisions in verdicts, and all voters need to fxture at Spelman from the 1960s until of the work and ideas of his late friend, Gardner enjoyed Dr. Mulcahy’s original
accessible teaching tools is a fundamental made myself learn how to solve it.” In fact, know the difference between causation and 2001 when the science building that bears prolifc mathematics writer Martin card tricks and suggested he write a book
element of educational leadership. his pride and respect is evident whenever he correlation. There are huge implications her name was opened. Dr. Mulcahy, who Gardner. Dr. Mulcahy currently serves as about them. After all, as Dr. Mulcahy will
talks about his students, colleagues, and for social justice there.” chaired the math department for three vice president of Gathering 4 Gardner, a tell you, there is a logical explanation for
“I’ve taken advantage, over the years, what he described as Spelman’s “peerless years starting in 2003, cites those two as non-proft educational foundation that every magic trick, and sometimes it’s actually
of new technology and started using it track record of producing women who Innumeracy, the lack of basic math skills, just some of the “remarkable” examples organizes conferences and other mathematical. And to mark the centennial of
here to enhance our math classes,” said go out and change the world.” is a hot button topic for Dr. Mulcahy. He of the talent, courage, ability and events celebrating Gardner’s life and Gardner’s birth in 2014, Dr. Mulcahy
Dr. Mulcahy. “And sometimes, when I’ve confesses both puzzlement and ire at the achievements of African American contributions. Dr. Mulcahy was a teenager successfully proposed “Mathematics, Magic
become intrigued by something new that “I’ve had the pleasure of teaching some nation’s seeming inability to embrace even women in the mathematical sciences. in Ireland when he frst encountered and Mystery” as the theme for Mathematics
I’ve heard about, I’ll even run a seminar extraordinary [young women] who’ve elementary mathematical reasoning. Gardner’s writings which survey a broad Awareness Month that year nationally.
on it (to introduce the new concepts to gone on to get Ph.D.s [in mathematics],” Dr. Mulcahy knows a bit about range of topics including popular math
Spelman students). Right now, a colleague he continued. “We started tracking them a “When you meet a person and they ask achievement. He was presented with the and science, scientifc skepticism, “Alice
and I are exploring the curves and surfaces few years ago as a departmental effort and ‘What do you do?,’ if you say ‘I am a Mathematical Association of America’s in Wonderland,” and recreational
of computer aided geometric design with we discovered – I don’t know if we’re mathematician,’ nine times out of 10 they’re Allendoerfer Award for excellence in mathematics.
six research students, thanks to funding allowed to say this – that we might have going to say ‘Math was my worst subject!’” expository writing for his paper on
from Boeing.” a better track record than many other said Dr. Mulcahy. “And they’re proud of it!
schools, including some of our neighbors.” Now if somebody says they’re an English
Dr. Mulcahy said his efforts to help professor, nobody responds ‘Oh, I’m
Spelman uncover fresh approaches to Say it? Thanks to Dr. Mulcahy and his illiterate. I never learned to spell.’”
math education took another step forward colleagues in Spelman’s math department,
the College may soon be able to shout KNOW YOUR HISTORY
in 2016 when the College opened its
about its success in training women One way to make math more appealing
Innovation Lab. Crammed to the rafters
mathematicians. The department has been is to make sure students at every
with high-tech tools, the lab includes 3D
compiling a database of Spelmanites who educational level learn contemporary math
printers which Dr. Mulcahy now uses to
majored in math, and tracking their post- concepts and how to apply them to real
create multi-dimensional geometric fgures.
baccalaureate achievements. Dr. Mulcahy world situations, Dr. Mulcahy said. Another
said he’s still pulling together the numbers, way would be to show to give human
“3D printing, one of the many, many
but over 60 Spelman women have gone on mathematicians are and give them some of
impressive things they do in the Innovation
to earn Ph.D.s in math and related felds. the recognition they deserve. That includes
Lab, is a total natural for mathematics,” said
Given that those women often faced helping Spelman students understand that
Dr. Mulcahy, who credits the lab’s leaders
considerable racial and gender hostility, when they’re learning math, they’re
Jerry Volcy, Ph.D., Philip Eric Thompson and
it’s remarkable, said Dr. Mulchay, that following a path blazed by extraordinary
Robert Hamilton with helping him learn the
so many have secured advanced degrees. African American women, he adds.
intricacies of the new technology. “When you
frst start mathematics you learn about two Spelman, he insists, is “clearly doing
something right.” “I would like to see every Spelman math
dimensional stuff, but then when you try to
major who walks out that gate, if they’re
model the real world, you have to step up in
As for those Spelman math majors who stopped on the street and asked to name a
three dimensions. But it’s hard to draw those
don’t pursue advanced degrees, they still Black woman mathematician, they would
pictures on a board or understand them
24 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 25BROADENING
INSTRUCTION
TECHNIQUES TO SERVE
MORE STUDENTS
Monica Stephens, Ph.D., C’91
NO SCHOOL’S SENIOR YEAR IS COMPLETE WITHOUT
A LIST OF STUDENTS VOTED “MOST LIKELY TO…”
THESE PREDICTIONS RARELY AMOUNT TO MUCH.
BUT WHAT HAPPENS WHEN THE “LIKELY TO” BECOMES
THE “CERTAINLY DID?” IN SPELMAN’S CASE, YOU GET
MONICA STEPHENS, PH.D.
When Dr. Stephens graduated from the College in 1991, her classmates voted her most likely to
return as an instructor. That vote proved prescient when she came back to Spelman in 2001 as an
assistant professor. Now, as chair of Spelman’s mathematics department and an associate professor,
Dr. Stephens has exceeded her former classmates’ expectations by emerging as a leader of the
College’s effort to reformulate its math program and make it more refective of real world demands.
26 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 27DR. STEPHENS AND HER FACULTY EXTEND
THE CLASS’ EXPERIENTIAL FACTOR BY
PAIRING STUDENTS WITH TEACHERS AND
CLASSROOM ASSISTANTS WHO MONITOR
PROBLEM-SOLVING EXERCISES AND OFFER
ON-THE-FLY, HIGHLY PERSONALIZED
GUIDANCE AND INSTRUCTION. Dr. Stephens’ gradual acceptance
of her leadership potential began
while she was still a Spelman student.
“Our math students get accepted into very competitive graduate was very fresh because they were not It was then that she came under the
school programs, but a lot of them have other interests such as in tainted by the kinds of things more infuence of two women with
industry and in banking.” said Dr. Stephens. “We’ve have to focus our experienced researchers might be leadership ability to spare: Sylvia
attention on making sure students get the kind of career development focused on.” Bozeman, Ph.D., professor emerita,
they need.” mathematics, and Etta Zuber
It’s possible that the “taint” her Falconer, Ph.D.; Spelman’s former
Dr. Stephens envisions a math department built on a core curriculum students so deftly avoided may be linked Fuller E. Callaway Professor of
suited to math majors aspiring to advanced degrees, but enriched with to a problem Dr. Stephens fnds pervasive Mathematics. By the time Dr. Stephens
course offerings for non-majors who need solid mathematical skills. That in math education: an over-reliance on arrived at Spelman in 1987, both
vision includes an expanded emphasis on basic math instruction to traditional teaching techniques, including women had already achieved near-
improve students’ quantitative skills. classroom lectures. She cringes when she legendary status as mathematicians
reads statistics suggesting that a wide and instructors, but that didn’t stop
majority of college instructors believe either from helping Dr. Stephens
SIGNATURE “lecturing is the best way to teach
mathematics,” adding that she prefers
reassess her choice of a major and fnd
ACADEMIC
her way into mathematics.
to regard learning as an “experiential”
process relying on a range of techniques
PROGRAMS
“I came to Spelman as a chemistry
intended to fully engage the student. and dual degree chemical engineering
That’s why her department has retooled student, but then I was extremely
Artifcial Intelligence some of its classes, scaled back lectures impacted by my instructors,
and Machine Learning in favor of personalized instruction and particularly Dr. Bozeman and Dr.
online coursework, created what Dr. Falconer,” remembered Dr. Stephens.
PRIORITIZE RELEVANCY Dr. Stephens sees evidence of that
Stephens calls “hybrids.” “As a young student, I had, quite honestly,
Improving the classroom experience is proactivity in her work with The Center for
“We now have a course for students who are liberal arts majors to never seen African American women
more than a means of bolstering students’ the Advancement of STEM Leadership.
expose them to math in the areas that they might use in everyday life, “For example, we have completely altered our Intermediate mathematicians in any capacity.”
learning quotients; it is also a response, Formed in 2016, CASL is a consortium of
like budgeting, some statistics and some logic,” said Dr. Stephens. “And Algebra class,” she said. “The course, which addresses defciencies
shared Dr. Stephens, to what some pundits historically Black colleges and universities
then, of course, we have the STEM (science, technology, engineering, students have when they arrive here, now uses online adaptive Dr. Stephens, who also spent some of her
are calling “the changing landscape of higher (HBCUs) that works to make the study of
and math) majors, and economics; the majors we touch the most.” learning software, so there’s very little lecturing.” Spelman credit hours on physics and electrical
education.” In that landscape, bricks-and- STEM more accessible to marginalized student
mortar liberal arts colleges are increasingly populations. In the process, it helps those engineering, eventually earned her master’s
INFUSE INNOVATIVE APPROACHES Dr. Stephens and her faculty extend the class’ experiential factor degree and Ph.D. in applied mathematics at
squeezed by the encroachment of online students see the relevance of a liberal
Dr. Stephens’ efforts to take her department beyond the rarifed by pairing students with teachers and classroom assistants who Brown University. After “a few post-docs” she
schools, questions about the social and education at an HBCU, in part, by exposing
confnes of high-level mathematics are rooted in some of her earliest monitor problem-solving exercises and offer on-the-fy, highly headed back to Spelman, ostensibly because
educational value of a liberal education, and them to emerging leaders such as Dr. Stephens.
experiences as a Spelman instructor. Working on a summer program personalized guidance and instruction. she had completed her post-doctoral research,
a radical escalation of student expectations
during her frst year at the College, she noticed how readily her but mostly because “I always knew I was
driven by rising tuition rates. Dr. Stephens “I have a cohort of people who are with
students – some with relatively limited math training – responded “This,” said Dr. Stephens, “is where higher education needs to go. going to come back,” said Dr. Stephens. “It
believes traditional liberal arts schools such me from all different HBCUs and we’re a very
to mathematics when it was applied to real-world problems. Why are we sitting students in a classroom lecturing at them? Think was in my heart from the time I left.”
as Spelman will ultimately prevail, but they diverse group in terms of discipline,” Dr.
about the learning that can really take place when they’re involved in
must be proactive in fnding ways to remain Stephens said. “That experience has really
“We had a partnership with the Environmental Protection Agency, the process and not just taking notes.” Apparently those “most likely to return
relevant. shown me I have leadership potential I didn’t
and the students would work on data for the EPA and report back to Spelman votes” votes weren’t wasted.
really think I had.”
their fndings,” recalled Dr. Stephens. “A lot of times their perspective
28 FACULTY EX CELLENC E FAC U LT Y E X C E L L E N C E 29You can also read
