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The Stories Behind U of A’s Most Enrolled Courses

Each year, a handful of classes earn a reputation that spreads fast – filling lecture halls, drawing Wildcats from multiple majors, and shaping the academic experience of hundreds along the way. But behind every high-enrollment course is a professor whose expertise, personality, and passion turn a required class into a campus favorite. From economics to modern government, these educators bring experience, insight, and genuine care into every lecture.

Justin Jarvis – ECON 200

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is a senior lecturer of economics and the director of Master’s studies at the University of 51�Թ�’s Eller College of Management – where he has been a faculty member since 2019. With a Ph.D. in Economics from the University of California, Irvine, Dr. Jarvis brings extensive knowledge in economic development and business strategy to the U of A. In addition to his impressive academic qualifications, his enthusiastic presence and passion for teaching make his classes highly respected among students and faculty alike. 

What about your course do you hope students find exciting?

The hats. 😊 Economics is really about learning to see the world through different lenses, so I literally put on different hats in class to represent different perspectives. It’s a little ridiculous, but it works.

Students remember the perspective shifts, and that’s the whole goal. Economics isn’t just content, it’s a way of thinking. New hat, new worldview.

We also call the class “Club 200,” because I want it to feel like something students are part of, not just something they attend. There’s an energy to it. There’s a shared language, inside jokes, and a sense that we’re all in it together.

Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

One of my favorite moments was when a student sent me a meme of LeBron James getting up mid-interview and walking off stage. The caption was, “What firms do when the price is below average cost.

That’s when you know it has clicked.

They weren’t just memorizing a graph or a definition. They understood the logic well enough to apply it in a completely different context and make it funny. That’s the level of understanding I’m aiming for. I love when students start seeing economics in the wild like that. It means they’ve moved from learning the material to actually thinking like an economist.

What is something else you’d like us to know about being a Professor at U of A or your classes?

One of the things I love most about teaching at the University of 51�Թ� is the range of students I get to work with. ECON 200 reaches students from all over campus, and for many of them, it’s their first and only economics class.

That makes it a really important opportunity.

If I do my job well, they don’t just leave knowing a few terms or graphs. They leave with a new way of thinking about the world, about incentives, tradeoffs, decision-making, and how markets work. And ideally, they leave feeling like they were part of something memorable. That’s really what Club 200 is about.

Paul Gordon – BSM 201

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is a highly regarded educator and faculty member at the University of 51�Թ� College of Medicine – Tucson, where he serves as a professor of family and community medicine and co-director of the Bachelor of Science in Medicine program. Having obtained a Master’s in Public Health from the U of A and an MD from Mount Sinai School of Medicine, Dr. Gordon brings decades of clinical practice and academic leadership to his role, blending real-world experience with his commitment to education and community health. This is exemplified in all of his courses, including . 

What about your course do you hope students find exciting?

They are starting to really think about what they would like their future career to look like. They can think through how to respond in different situations.

The course involves very current and provocative issues that are extremely relevant to the students’ future career plans as health care professionals.

What do you think students love most about your course?

They feel valued and like they have a voice. They do not just listen to lectures; they collaborate and interact with others. They are encouraged to share their ideas and beliefs in a safe environment. It makes them think about the things that they have learned and even discuss these things with friends and family. 

Student Quotes:

• “I loved how collaborative the class was… We got to hear everyone’s perspectives”
• “The panelists were exactly what we needed to hear after the readings.”
• “The course was not about the grade. It was about being here and engaging.”
• “You encouraged us to share our thoughts and opinions.”
• “I always come to this class looking forward to it.”
• “When someone asks or answers a question, you always make it seem meaningful.”
• “This class is about the real world and relevant to our lives. I will never forget it.”

Erika Nicole Julian – DNC 101

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is a Lecturer in the School of Dance at the University of 51�Թ�. As an experienced instructor, Erika plays a key role in courses that introduce students from across campus to the art and practice of dance. She holds a Master of Education in Dance Pedagogy from the University of Idaho and a Master of Fine Arts in Choreography from the Christi Ballet. Across campus, she is well known for her popular introductory dance courses. 

How would students describe your teaching style?

Students would likely describe my teaching style as understanding, flexible, and genuinely caring. 

I try to meet students where they are, recognizing that everyone is navigating different circumstances. My goal is to reduce stress while still helping them stay engaged and successful – especially as many of them are just beginning their college journey.

What about your course do you hope students find exciting?

I hope students discover that dance history is far more interesting and surprising than they might expect. For example, many are fascinated to learn that ballet was performed exclusively by men for over 150 years before women were allowed on stage. Moments like that tend to shift perspectives and spark curiosity. I want students to feel like they’re uncovering stories that challenge what they thought they knew.

Is there anything else you'd like us to know about being a professor at the U of A or your classes?

I truly love what I do, and the most meaningful part of my job is connecting with students. If there’s one thing I hope every student takes away from my class, it’s that showing up matters. Showing up to class, to deadlines, to the process – even when things aren’t perfect – is often the biggest predictor of success. You don’t have to have everything figured out; you just have to keep showing up. That mindset can carry students far beyond my classroom.

Spencer Lindsay – POL 201

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is an Assistant Professor of Practice in the School of Government and Public Policy here at the U of A, where he teaches, and researches topics in the field of political behavior, public opinion, and American democracy. He earned his Ph.D. in Political Science from the University of Notre Dame and also holds degrees from California State University, Long Beach and the University of Wisconsin-Madison. Here, he teaches courses on American politics and government, including . 

How would students describe your teaching style?

I think students would generally describe me as a fairly ‘laid back’ professor… I want students to feel comfortable and respected in the classroom, but that’s also a part of my personality in general.

I hope that aspect of my teaching helps students to feel comfortable expressing their opinions and asking sometimes difficult questions and creating a classroom environment where everyone feels respected and at home.

I also think my teaching helps students connect how the government and politics works to the real world and issues that actually matter to them.

Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

I spend a great deal of time emphasizing the political decisions made in the post-Civil War period in which various actions at all levels of government paved the way for the Jim Crow regime, a history that I feel is often discussed less than it should be. Every time I teach it, and students feel the gravity of these decisions, you can hear a pin drop in the classroom.

I take great pride in having the opportunity to get to know them (students), to supervise their research projects or write them letters of recommendation. In my office, I don’t have any of my degrees on the wall (not that that’s been an intentional decision), but I do have a number of handwritten notes that have been given to me by former students to express their gratitude on my bookshelf. To me, this is the great privilege that this job provides – to be able to get to know students and help in their intellectual development and watch them grow.

Is there anything else you'd like us to know about being a professor at the U of A or your classes?

Something notable to me about the U of A is the sense of community that is shared across the University by professors, graduate students and undergraduates alike. Like most professors, I have spent a lot of time on multiple college campuses. Few feel as connected as the U of A does, especially across these different levels. This makes it a true privilege to be here.

From the lecture halls to the dance studios, these professors show that high enrollment isn’t just about fulfilling a requirement – it’s about creating experiences that resonate, challenge, and inspire. Through curiosity, creativity, and genuine care, they help students see the world in new ways, think critically, and feel connected to a larger community. At the University of 51�Թ�, it’s clear that behind every popular class is a professor whose impact goes far beyond the syllabus.

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Lights, Camera, Sundance!

Each February, a small handful of University of 51�Թ� Film & Television seniors get the opportunity to attend the Sundance Film Festival through the . From volunteering at screenings to attending panels and industry meet-ups, this fully immersive experience gives students an insider’s look at one of the world’s most prestigious film festivals. 

We sat down with senior BFA student Sarah Astrowsky to hear how the program shaped her filmmaking journey, inspired her storytelling voice, and prepared her for the next steps after graduation.

How would you describe the BFA program to someone curious about the BFA program but new to filmmaking?

The BFA program is a great opportunity to learn all aspects of film production. The application process was quite rigorous, but I am so grateful I was accepted, as I have learned cinematography, editing, documentary making, directing, and producing. 

The BFA is production-focused, so classes typically run around three hours and are hands-on, allowing you to learn how to use equipment while constantly making shorts. If you are new to filmmaking, these classes are especially helpful as you learn the basics and build from there. Now, after completing five semesters of the BFA, I feel confident in my ability to take on any production role in the industry.

What first drew you to the BFA in Film and Television at the University of 51�Թ�? Was there a moment you knew this was the right path for you?

What first drew me to the BFA program at the University of 51�Թ� was the opportunity to learn all aspects of production and have a more one-on-one experience with faculty. My friend, who is a few years older than me, was in the BFA program, and I served as a production assistant and on-set photographer for his thesis film, which premiered at the Fox during the I Dream in Widescreen showcase. 

Seeing him thrive while making his thesis film inspired me to apply to the program and start creating more independent shorts of my own. I knew it was the right path for me because, although I initially thought I wanted to be a director, I discovered that I truly enjoy all the elements that make a film possible. I fell in love with editing and sound design, and now when I make shorts, I try to make it as easy as possible for the editor and sound team by understanding how each role works.

Filmmaking involves so many different roles – directing, screenwriting, cinematography, editing. Are you exposed to all of these aspects in the program? And which part do you enjoy the most, and why?

I am exposed to all of these roles. The BFA program requires us to learn each one, and there are classes for everything, so I’ve taken courses in screenwriting, cinematography, directing for the screen, experimental practices, producing, documentary, and more. I enjoy producing the most because I get to learn the behind-the-scenes work of putting a project together – finding locations, casting and coordinating crew, arranging catering, and securing funding. I like being “behind the wheel” and making sure everything falls into place.

How did you land the opportunity to volunteer at the Sundance Film Festival, and what exactly did you do while you were there?

I landed the opportunity to volunteer at the Sundance Film Festival last year in Park City, Utah, when the University of 51�Թ� Film and Television program selected around ten students to participate in the trip. It’s a new program our school started, and this was the first year it was fully funded. We are one of only three schools in the country that both volunteer at the festival and get to attend as guests. 

While I was there, I spent a total of 24 hours (split up, of course) volunteering as a crowd liaison at the Eccles Theater. I helped organize the waitlist room and acted as the liaison between theater staff and the room, sending people in to see screenings. During the trip, I attended 20 film screenings, from episodic pilot shorts to feature films. Our program was also part of the Adobe Ignite package, which allowed me to attend panels and participate in industry speed dating.

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How can other Wildcats get the opportunity to go to Sundance in the future?

Other Wildcats who are senior film and television students can apply to attend Sundance through our major college. If you’re not a current student or in the Film and Television program, you can apply through the Sundance website as a full-time volunteer, and Sundance will cover room and board while you’re there. Many alumni did this at the festival last year.

What was it like to be on the ground at one of the most prestigious film festivals in the world? Any standout moments or films that blew you away?

I’ve always wanted to go to Sundance, so I’m still processing the fact that I was actually there. I felt so inspired seeing all these independent filmmakers and learning the behind-the-scenes work that goes into such a huge film festival. My biggest standout moment was attending a panel with Josephine Decker, who directed Chasing Summer, and Giselle Bonilla, who directed The Musical. I saw both of their films at Sundance, and hearing about their filmmaking process made me super eager to get started and experience the rawness of making a film myself.

Did you see any celebrities while you were there?

I saw so many celebrities while I was there, including Seth Rogen, Charli XCX, Natalie Portman, Jenna Ortega, Nina Dobrev, Olivia Wilde, Cooper Hoffman, John Turturro, Taika Waititi, and many more.

How has being in the BFA program shaped your voice as a filmmaker or your perspective on storytelling?

I think a big part of how the BFA program has shaped my voice as a filmmaker and my perspective on storytelling has been my peers and fellow BFA students. Being in classes with them from the start, I’ve learned so much from them and discovered how to tell unique stories. My cohort is very close, and seeing them grow into such talented filmmakers – collaborating on projects and receiving their feedback – has been a huge part of shaping who I am today.

Where do you see yourself after graduation, and how has the U of A helped prepare you for that next step?

My next step after graduation is moving to Los Angeles to work in the film industry. The U of A has helped me prepare through the film classes I’ve taken and by giving me the opportunity to work on as many student film sets as possible.

Interested in following in Sarah’s footsteps? Explore the  to learn about admissions, programs, minors, scholarships, and upcoming events. Whether you’re just starting out or ready to dive deeper into filmmaking, the School of Theatre, Film & Television offers the resources and opportunities to help you bring your creative vision to life. 

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Meet Dr. Carlos J. Vargas & Dr. Marcia Rieke

With Galaxy Slam on the horizon, we sat down with Dr. Carlos J. Vargas, and Dr. Marcia Rieke to learn more about their journeys to the stars. If you’re looking for the inside scoop on how to turn a deep love for the cosmos into an impactful, inspiring career, look no further. 

Can you describe your role and your primary area of space science research?

Dr. Vargas: I lead , a NASA space telescope we’re building right here at U of A to find “missing” matter in the universe. What I find particularly interesting about my work with Aspera is that it's proving space exploration can be faster, cheaper, and accessible to everyone.

For decades, large space telescopes have cost billions of dollars and taken 20+ years to build, which meant only a handful of elite institutions could lead them. I want to change that. Aspera costs just 1% of these traditional missions and is being built in five years, with students playing a large role. It flips the entire model – universities can lead space missions, students can build the hardware, and breakthrough science can happen faster and more affordably than previously thought possible.

Dr. Rieke: I lead the team that designed, built, and tested the near-infrared camera for the James Webb Space Telescope (JWST). This camera, called NIRCam, has  people associate with JWST.

My main research focus is leading a team that is finding and studying the most distant galaxies – the ones we are seeing at the youngest ages. We hope to learn how galaxies form and evolve over time.

What does a typical day look like for you as a researcher?

Dr. Vargas: There's no typical day, which is part of what I love. Some days I'm in our cleanroom overseeing our hardware build. Other days I'm reviewing test data or coordinating our 70-person international team. I also spend time as the mission's public face – talking to media, presenting to donors, and representing 51�Թ�'s space capabilities. Add in service work for the university, plus fundraising to support students, and no two days look the same. The variety keeps things interesting.

Dr. Rieke: I typically get up early, go for a two-mile hilly walk, have breakfast, and then come to campus. I usually have some Zoom meetings, as my research group includes people from other places, including Europe. I also meet with the students and postdocs who are working with me, and they give me progress reports on their projects. I even occasionally have time to work on data myself using various computer programs and to read papers by others working in this area.

How does your work connect to Galaxy Slam?

Dr. Vargas: Galaxy Slam celebrates space research happening at the University of 51�Թ�, and Aspera is a perfect example. We're building hardware that's actually going to orbit – and we're doing it faster and cheaper, with students at the heart of the mission. There are real parallels to athletics too, like teamwork, training, high stakes, and representing 51�Թ� at the highest level.

Dr. Rieke: The main focus of my work is other galaxies and how they form, so Galaxy Slam is right up my alley.

When did you first realize you wanted to work in space science?

Dr. Vargas: I kind of always knew. I wanted to be an astronaut since I was a kid. My mom and I would watch Star Trek together, and I'd dream about being the captain of my own starship someday. As I got older, I learned that there are different ways to explore space. Now I lead a space mission with NASA! It's not the Enterprise, but it's my own version of that childhood dream.

Dr. Rieke: I read a lot of science fiction as a child, and I became intrigued by visiting planets near other stars.

Was there a specific moment or experience that helped set you on this path?

Dr. Vargas: Honestly, I almost quit. I grew up in poverty and started college far less prepared than my peers. I was dealing with food insecurity and barely keeping up in classes. Then a faculty member took a chance on me and invited me to work in their research lab. Research clicked for me in ways that problem sets never did. It required creativity, persistence, and asking good questions – more like the skills I'd developed from years of making things work with fewer resources. I discovered I was actually good at this. That professor saw potential in me when I couldn't see it in myself, and it completely changed my trajectory.

Dr. Rieke: When I was nine years old, the U.S. launched its first astronauts into orbit around the Earth. We watched the first rocket launches on a TV that a parent brought to class. I had one other experience that changed my course during my freshman year of college. I went to college thinking I would go into aeronautical engineering to become an astronaut. Then I took a course on galaxies and switched to being a physics major, which led to becoming an astronomer.

How did you first get involved in research as a student?

Dr. Vargas: I literally just sent an email. I found a professor whose research sounded interesting and wrote something like, "Hi, I'm interested in what you're working on. Can I help out in your group?" I was worried he'd say no or ghost me, but he responded and said yes. I didn’t have particularly good grades or any special credentials, so I was super happy to be offered the opportunity!

Dr. Rieke: The summer after my first year in college, I had a job working at the Maria Mitchell Observatory, where I took photographs of selected spots in the sky using a small telescope. The same spots had been photographed many times, so one could look for variable stars. I found some that had not been discovered before.

What skills or experiences were most important in helping you move into a research career?

Dr. Vargas: The technical stuff, of course – like physics, math, coding, and data analysis. But two super underrated skills are writing and communication. You need to be able to write good proposals, and proposals are equal parts persuasive writing and technical writing. 

You also need to communicate across wildly different backgrounds. I work with optical engineers, software developers, NASA program managers, undergraduate students, etc. Each group speaks a different language. Being able to translate between worlds and for different audiences is just as important as the technical work.

Dr. Rieke: I was good at math, reading, and science in elementary school. All of these areas enabled me to become a scientist.

What advice would you give to students who are interested in research but don’t know where to start?

Dr. Vargas: Reach out to people! Find a professor you want to work with and ask if you can get involved. You don't need to fully understand their research or have perfect grades – you just need to be willing to work hard and learn new things.

Dr. Rieke: If a student is still in school, they should look for summer science opportunities, such as an internship. Reading biographies of famous scientists can also help. 51�Թ� offers some summer science camps, which are another good introduction. Once in college, there will be many more avenues, such as science clubs and introductory classes.

How can students make the most of research opportunities at the University of 51�Թ�?

Dr. Rieke: Seek out faculty who either have research jobs or allow students to attend research group meetings. Asking upperclassmen about research opportunities can also be helpful. Don’t be afraid to make an appointment with a professor to discuss what might be possible.

What keeps you motivated and curious in your work, even when research gets challenging?

Dr. Vargas: I'm almost never fully ready for the specific challenges that come up, but that’s just the reality of doing something new. I've learned to see every problem as a chance to grow – both as a researcher and as a person. When a test fails or we hit an unexpected obstacle, I choose to see it as a puzzle that will make me better at what I do. I always ask, “What are we learning from this?” and that keeps me motivated, even when research gets frustrating.

What’s one misconception students often have about research or space science careers?

Dr. Vargas: That you need to be a genius or come from privilege. I grew up in poverty and wasn’t exactly excelling early on in college. But now I'm leading a NASA mission because research rewards persistence, creativity, and problem-solving under constraints – those are skills you develop. 

Growing up making things work with limited resources actually prepared me for building a space telescope on a crazy tight budget. Another misconception is that research is solo work. Science advances through collaboration, communication, and teamwork.

Dr. Rieke: Research covers a lot of territory, from biology and chemistry to learning about things in space. To participate in research, one just has to be willing to learn new things. A student doesn’t need to be a genius – just ready to learn and work hard.

Want to see more Wildcats pushing the boundaries of space science? From groundbreaking discoveries to student-led projects, the full Galaxy Slam lineup is ready to inspire. Check it out and get involved in events across campus from February 14–21.

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This year, as always, there’s a lot happening at the University of 51�Թ�! Below are just a few of the new opportunities available to undergraduate students joining us in the fall of 2026.

New Undergraduate Degrees 

BS in Cyber Operations 

The , offered both on campus and online at the University of 51�Թ�, prepares students to become highly skilled professionals through emphasis areas in both Artificial Intelligence and Security. As one of only 23 programs nationwide designated by the NSA as a Center of Academic Excellence in Cyber Operations, the program equips students with the skills to think both like attackers and defenders, gaining experience in virtual labs, simulating real world cyber threats in a safe, controlled environment. Students develop expertise in areas such as malware analysis, penetration testing, network security, and low-level programming, while simultaneously applying legal and ethical principles to complex cybersecurity challenges. 

The Artificial Intelligence emphasis focuses on vulnerability analysis and simulated cyber operations. Graduates are prepared to pursue roles in high demand such as cybersecurity analysts, penetration testers, cloud security specialists, and digital forensics analysts with leading employers including government agencies, defense contractors, and Fortune 500 companies.  

BS in Genetics and Genomics

Another new major at the University of 51�Թ� is from the College of Science, offering students an interdisciplinary foundation in how genes shape life. The program blends molecular genetics, human genetics, genomics, bioinformatics, and genetic epidemiology, giving students both the scientific knowledge and practical skills needed to understand inheritance and genome function across living systems. Students engage in hands-on lab courses and course-related research opportunities, allowing them to build expertise in experimental design, data analysis, and scientific communication. This major prepares graduates for careers in biotechnology, healthcare, medicine, genetic counseling, forensics, agriculture, conservation, patent law, science policy, and science communication.

BS in Agriculture and Applied Economics

The new Bachelor of Science in Agriculture and Applied Economics from the brings together the former Agribusiness Economics & Management and Environmental Water & Resource Economics degrees into a single program with two tracks: Agribusiness Economics & Management (AEM) and Environmental Economics & Policy (EEP). This degree blends business, economics, and public policy, giving students a hybrid education that connects management skills with agriculture, food systems, environmental issues, and policymaking. Students build strong foundations in economic analysis, business strategy, and policy evaluation, while simultaneously participating in hands-on experience in data science and analytics. Graduates are well prepared for leadership roles in divisions such as food, finance, energy, agriculture, hospitality, and government, where they analyze economic conditions, manage organizations, and help shape public policy. 

BS in Integrated Business Engineering

Also new in fall of 2026, the University of 51�Թ� will offer 51�Թ�’s first and only undergraduate . The new Bachelor of Science in IBE combines the expertise of faculty from the College of Engineering and Eller College of Management to provide students with the opportunity to develop a technical engineering mindset along with strong business acumen. 

IBE Program Director  said the skills acquired through the new IBE degree program – from engineering design to foundational business skills like presentation, leadership, and ethics – can be valuable to any industry, translating to jobs in a wide variety of fields, from finance and banking to aerospace engineering and automaking.

BA in Public Relations

Starting fall semester 2026, the University of 51�Թ�’s College of Social and Behavioral Sciences will offer a Bachelor of Arts in Public Relations. This program will develop skills in:

• Strategic Planning
• Social media
• Media relations
• Crisis communications
• Event planning
• Campaign management
• Public relations writing 

The program will also emphasize the importance of ethics, critical thinking, and research. 

Graduating with a BA in Public Relations will prepare you to work in PR agencies and departments, nonprofit organizations, government agencies, educational settings, and more. 

New Club:  American Academy of Medicine & Surgery (AAMS)

If you’d like to explore medicine, develop real clinical skills, and build the confidence to thrive in healthcare careers, the new  on campus may be for you.

Inspired by a UCLA Surgical Skills summer program, Sasha Sher, a Physiology & Medical Sciences major at the U of A, created the AAMS club for students with a curiosity about physiology and medicine and an interest in hands-on education in these areas. Open to all pre-health majors, the club offers surgical simulations and physician-led workshops.

“While AAMS has a strong medical and surgical emphasis, the club engages with a wide range of medical professionals (from family practice physicians to medical device salesmen) who expose members to many aspects of healthcare,” said Sasha.

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The first AAMS meeting in September 2025 featured a suture training workshop led by U of A College of Medicine-Tucson medical students. 

More Admitted Student Days

Students admitted to our Main Campus for fall 2026 and their families are invited to attend any of three Admitted Student Days, this year. is a fun day celebrating your admittance to the University of 51�Թ� and introducing you to campus and available student resources. You will be able to structure your day as you like, visiting various amenities, taking tours, and connecting with admitted college experiences. It’s your chance to try on Wildcat Life! Dates available include:

• February 27, 2026
• March 20, 2026
• April 11, 2026 

“Admitted Students Day opened my eyes to the opportunities given to undergraduate students.” – Sasha from CA, a Physiology and Medical Sciences major and W.A. Franke Honors Wildcat

Ready to dive into what’s new, Wildcat?

Admitted Students ...

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Associate Professor and Associate Dean in the College of Information Science

leads the Student Affairs teams in the College of Information Science as Associate Dean, bringing a creative, student-centered approach to both her teaching and leadership. As an award winning instructor, CUES fellow, and Associate Professor of Practice, Dr. Daly has guided students in media creation through the iVoices media lab since 2020. She approaches learning as a deeply human experience, and boasts an incredible academic expertise in the fields of pedagogy, participatory culture, online media connections, and social media. Outside of academia, she is known for her warmth, advocacy, and collaborative spirit. 

Why did you choose to work in higher education/at the U of A?

I chose Higher Education because I wanted to inspire people, and the world, to change. 

What is your favorite part of your job? 

I love creating media with students – like podcasts and Open Educational Resources, which are online books anyone can use. Media production is a great way for students to share what they know, and to tell stories about their experiences.

What’s one thing you wish more students knew about your role?  

I’m not only an instructor. I’m also an Associate Dean of Academic Affairs for our college – that means I’m an advocate for them. I help decide who gets awards, and I try to meet every student who wins one to ask them how the program was for them and how we can make it better. I also meet with students if they need help or another perspective, like for academic integrity violations when they appeal. I'm part of processes designed to support them, and even if I don't change the outcome, I try to help them in other ways if I can.

What’s one class, campus resource, or opportunity you think every student should take advantage of?

I think every U of A student should check out CATalyst studios and our makerspaces. They are amazing!

If you could give every Wildcat one piece of advice for thriving in college, what would it be?

I know that in higher education, grades are important, but I wish sometimes students would think beyond them. What are you learning? Is it new? Is it challenging? It should be.

What excites you most about your current research or projects?

Recently I've been creating theatrical sketches to help change how people respond to disinformation. I do that work with a coauthor I met when we were in improv theater together, who then worked with me as a student. I also create media with generative AI, and study the output, because when you ask Large Language Models to create performances, they reveal things about how they think that they might not show in more direct responses to questions. What excites me most about this kind of work is breaking away from using only words. Words miss a lot, and what excites me are the many ways to communicate information that go beyond words.

How did you first get interested in your field?

Information Science is an incredibly diverse, broad field. I got interested in it when I realized that there was this core connection between the picture books I read to my kids that really transformed their understanding, and the computing innovations that were transforming the world. That connection was information and it is magical. I'm still fascinated by the information floating among us and doing so much all the time.

What’s one question you wish more students would ask you during office hours? 

I wish students in Zoom office hours would ask if I'd rather they have their camera on. Many leave it off. They don't realize how humanizing it is to see someone's face when we're talking to them. I don't care if you're in your PJs.

Students can be afraid of failing. Do you have advice for students who might be worried about trying something new? 

Failure is a key part of growing. When you get out of college, it becomes harder to fail and keep trying, although I still do it as much as I can. But being in a learning space like this university is a unique opportunity to make mistakes and try again. Fail first, and when you learn from your mistakes and improve, people are impressed with you.

When you’re not working, what do you like to do? 

When I'm not working I like dancing, hiking, and throwing squeaky toys to my dog Rita Perrita. She's my queen.

What advice would you offer to a first-year Wildcat starting their journey here? 

Put yourself out there and join the world. Meet people, be curious, and try to learn at least one skill or insight from every person you meet. People are our most extraordinary sources of information! 

Ready to learn from inspiring faculty like this? Apply to the University of 51�Թ� today! 

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