Educational and Leadership Philosophy

Pareena Lawrence
Nov 7 · 4 min read
Service-Learning Project in Lucea, Jamaica, 2019

Education is what I do and am fervent about. For me, education is not a job, an endeavor, or my profession but it is my passion. My academic career began in 1984 as an undergraduate student at the University of Delhi in India. It was there that I developed my interest in the field of development economics because I wanted to help shape development policy. Upon completing my Masters from the Delhi School of Economics, I decided to pursue a Ph.D. in economics at Purdue University. It was at Purdue that I recognized my passion for teaching. Upon graduation, I joined the University of Minnesota Morris (UMM) as an assistant professor of economics. I was however still undecided about returning to the field to be a full-time development practitioner or staying in higher education as an academic. That decision was made for me within the first few months of teaching bright, motivated and idealistic students at a residential liberal arts college. I came to a startling realization that helping shape the next generation of leaders, professionals and development practitioners was a far greater calling than going back full time into the field. Teaching at a liberal arts college and the liberal arts curriculum and approach to education had simply grabbed me, both intellectually and emotionally.

I recognize that good pedagogy is a “work in progress” as it requires ongoing reflection in a dynamic learning environment. My teaching philosophy has been rooted in three core principles: (1) treat my students' as active partners in the learning process and research activities; (2) communicate to students the extraordinary high expectations I have for them; and (3) model and teach critical thinking, responsible citizenship, and leadership skills. As I have grown in my academic career and taken on multiple academic leadership roles over the years, I have continued to build on my teaching philosophy, which has helped develop and shape my educational philosophy.

I believe that education should emphasize the forming rather than the filling of minds, and that deep engaged learning is best practiced in a setting where faculty, staff, and students are engaged together in the pursuit of inquiry, active discourse, and personal reflection. Education to me is based on the belief that we are enriched by the pursuit of learning — the ability to think critically and pursue new ideas to enrich not just our lives and careers but also that of the local and global community. The focus of education should be on both who our students can become and what they can do with their degrees. Our goal as educators then is to help prepare graduates who can think more productively, more deeply, and more analytically about the social, political, global, religious, scientific, and philosophical context surrounding any issue or problem.

Over my twenty-five years as a faculty member and senior administrator, I have grown in my academic career and taken on multiple academic leadership roles and administrative responsibilities. Many of these roles have ironically taken me away from the regular classroom, but they have allowed me to make a greater impact on the institution’s educational programs, its core curriculum, and the student experience, which have ultimately impacted more students and have included faculty and staff. I understand that the value of academic administration is derivative; it matters only because what it serves matters, the mission of the institution and the personal and intellectual development of students, faculty and staff and the broader community that the institution influences. I recognize that strong academic programs are the core of an academic institution and are what makes the institution distinctive. However, support programs that enhance the student experience are also important. Together they help build and strengthen the institution, its mission, and the student, faculty, staff and broader community experience.

The initiatives and programs that I have participated in or revamped, or helped create over my academic career include: the first-year experience program and seminar; significant curricular changes in selected majors; develop/enhance academic enrichment opportunities (undergraduate research, study abroad, service-learning, internships); redefine global engagement; improve student retention efforts; address diversity issues both in the curriculum and in the classroom; create new faculty development programs including organizing the fall faculty retreat and revamping new faculty orientation; faculty mentoring program; helping shape and implement the strategic plan; marketing and branding initiatives; develop student learning outcomes and plans to reshape our general education program to name a handful. More recently I have engaged in national issues in higher education through organizations such as the Association of American Colleges and Universities, Council of Independent Colleges, and the Council on Undergraduate Research.

As I reflect on my academic career to date, I realize that while I am still engaged in helping shape development policy, which was my original goal, I have become much more engaged in helping shape the institutions' education policy and programs and I am quite satisfied with that.

To close, I paraphrase Nikos Kazantzakis:

Good teachers, scholars, and administrators are those who use themselves as bridges, over which they invite their colleagues and students to cross: then having facilitated their crossing, they joyfully collapse, encouraging them to create bridges of their own.

Each and every day I hope I am a bridge for my faculty, staff, and students so that I can help them attain their dreams and aspirations.

Written by

Currently, Pareena Lawrence serves as a visiting fellow at Yale University’s MacMillan Center.

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