Sound Off: Professors Learn Lessons Too

Carine Nemr

Carine Nemr, assistant professor of instruction in chemistry   

During my first quarter at Northwestern, I met with a student who didn’t do well on the first general chemistry midterm. After our conversation, the student committed to trying new study strategies. However, due to unforeseen circumstances, they later had to withdraw from the course. The next year, the student rejoined the course, putting in the work, attending student hours and participating in class. The student ended up doing well in that course and in subsequent courses, even noting that they actually enjoyed chemistry! One of my key roles as an instructor is to guide my students; sometimes this means providing them the space to step away and come back when they’re ready. 

Felicia D. Henderson

Felicia D. Henderson, associate professor of radio/television/film 

One of my former students was about to drop out because he was suffering debilitating migraines. As a migraine sufferer myself, I empathized. We came up with a plan to keep him in school one week at a time. He finished the quarter. The next quarter, we continued our schedule: He’d come to my office to work through his challenges and complete his homework. I’m happy to report that he finished that school year and returned again this past year. I learned a lot about what not giving up can look like. I also learned that sometimes we, as faculty, have to show students that they are stronger than they think and remind them they can make it. 

Jill Hardin Wilson

Jill Hardin Wilson, associate chair and director of undergraduate studies, Department of Industrial Engineering and Management Sciences  

I build my classes on dialogue, always asking questions and encouraging students to do the same. Some of my most memorable students were the ones who were not afraid to ask, “Yeah, but why?”  or the ones who were quick to say, “I don’t get it.” It takes courage to show that vulnerability, and it reminds me that it’s always OK to push back and question, that I should never accept an unsatisfactory answer. It also reminds me to give students plenty of space to express confusion and to wrestle with ideas.  

Scott Sowerby Credit: Nate Bartlett ’13 

Scott Sowerby, associate professor of history  

When I started teaching at Northwestern, I was afraid that students would ask me questions I didn’t know the answers to. History is vast, and we can’t possibly know more than a small part of it. But in my first class, I learned there is nothing to be afraid of, as long as you don’t pretend to know more than you do. It’s important to model curiosity, to explain what you would need to know to answer the question, and perhaps to suggest what you think the answer might be, based on what you know already. Now I welcome difficult questions, because they lead to the most interesting conversations, even if I may not know the answers off the top of my head. 

Rebekah Stathakis

Rebekah Stathakis ’02, director of teacher preparation programs, School of Education and Social Policy 

I learned so much from the Student Teaching Seminar students that I taught during the COVID-19 pandemic. Their teacher education courses had been in person, they student-taught on Zoom and Google Meet, and then they began their careers in person while navigating complex COVID-19 protocols. I worried that we hadn’t prepared them enough. I have never met a more resilient, thoughtful and dedicated group of teachers. They taught me that regardless of the circumstances, we can always choose to nurture community and care. They showed me that meaningful learning experiences happen everywhere and are transferable to unexpected circumstances or realities. 

Suzanne Olds

Suzanne Olds, associate chair for undergraduate education and academic initiatives and professor of instruction in biomedical engineering 

Northwestern students have taught me how powerful community can be in both learning and life. Over the years, I’ve seen that students are far more likely to thrive when they feel comfortable asking questions, admitting uncertainty and leaning on others during difficult moments. Those experiences have made me increasingly intentional about creating community inside and outside the classroom. They have also shaped me personally. My students have reinforced for me that vulnerability often strengthens connection, and that one of the most valuable parts of college is the community and support system that helps students explore who they are and what paths feel meaningful to them.