Q&A with Dr. Green

In high school, I did not receive the appropriate accommodations needed after being diagnosed with epilepsy. As a result, I did not want another person to feel what I felt in that moment. Also, professors I encountered while on my academic journey encouraged me to dive deeper into the field of education. Everything about my training to be a teacher focused on ensuring practitioners have tools to support the learners in the classroom.

First, observing the resilience my students have is inspiring. They experienced COVID-19 during an important part of their lives and they continue to do their best in my classes. My students are amazing, respectful and enjoy having fun. They may be exhausted, but they keep showing up, which is incredible. Imagine what they are capable of doing. With this group, I get to have fun teaching and learning from them. I love that it is a two-sided learning process.

Also, some of my colleagues are absolutely incredible people. It is hard not to be motivated by my colleagues like Drs. Kara McGoey and Elizabeth McCallum. They have taught me the value and importance of interdisciplinary research. I get to go to work, it is not a competition and I am constantly reminded to do and be better.

There is not a degree of separation with my students. I love the power students are given to hold me accountable. They will let me know when my lecture did not land effectively, or if they need more information on a topic. My students embrace the opportunities to participate in diverse groups, clubs and organizations to gain a degree of social capital. I love how students connect with their peers. I can ask permission from students to invite other students in to make sure they feel supported and they do. There is a sense of community in our school, something that I did not have in college. Students make that effort for one another. Similarly, I see the same thing with my colleagues. There is a collaboration among us. Some of my colleagues empower me to push past my comfort zone and do better.

My advice would require an incoming student to look inward and outward. First, focus on personal progress over perfection. After each semester ask yourself, “How did I grow as a person and as a practitioner?” Then, start identifying and owning what you are capable of as it relates to your self-growth and abilities in the field. I always tell my students it is never truly failure if you rewrite it as a learning opportunity. Finally, acknowledge where today went wrong and try to be better tomorrow.

Beyond your self-development, I would recommend incoming students look at their education and communities. Take time to understand and learn how systems are built and upheld. Ask questions to understand the why behind what is happening in the communities you are in.  There is ugly in the world, but you have ample opportunities to see and develop a better, more equitable approach to make change.

Einstein said, “I don’t teach my students, I provide the circumstances in which they can learn.”  I try to figure out what the field will demand from my students and introduce and develop those skills in ways they can meaningfully practice and develop their own set of tools for the classroom. Every toolbox will be different because my students are different.

You are enough just as you are. Do not let your ego get in the way of your education or personal growth. Acknowledge that you don’t know everyone’s life story and that is okay. Try to do your best to create a space to respect boundaries and show compassion to your students, peers and colleagues.  Be honest with who you are.

I taught career development, math and science in Washington, D.C., helping students prepare for the GED. After class one day, a 17-year-old student stayed late and told me I was not a good teacher. He took the time to explain why, which looking back now, I am forever grateful that he did that. I was using best practices I learned in my classes and none of them were impactful to the students. He further explained, “You can’t teach us if you do not know us.” From his perspective, I was teaching what the book stated was best and not what my students needed to succeed.

The valuable lesson I learned changed my practice. I began asking myself who the best practices are for in education. Educators should use what they acquire to guide their teaching, and also take time to learn from their students if they are leaving anyone out. In all of my classes I now ask, “Okay, so who did we leave out?” I am a firm believer that feedback from students is essential to improving teaching and learning.

I wish someone told me to stop being afraid to fail and there is no such thing as perfect. As I have aged, I learned to reframe failure as my Plan B path. Failures can be the best learning opportunity if you are willing to embrace them.

Family
I am big on family. I am lucky to have kids who force me to see the simplicity of life. My children remind me to slow down and love what is in front of me, which pulls me out of the day-to-day comparisons, competition or chaos. For example, during the fall, we look forward to our walks and collecting leaves for artwork. We appreciate all the lovely shades of leaves. We make pictures out of the leaves to give to others. For me, there is beauty in building or creating for another person.

Carpentry Work
The love I have for carpentry may be surprising to students. Building things with wood is fun. There is something beautiful about making a mistake in carpentry and fixing it or leaving it. The first table was out of wormy chestnut from a torn-down barn. I bought the wood off Craigslist and built it as a wedding gift for my husband. Initially, the wood was imperfect and messy. As I worked on it, the characteristics of reclaimed wood really start to show. It was my first table and was horribly imperfect. That said, a carpenter who gave me free advice reminded me that I can see imperfections that no one else cares about and to look at the value I made. There is beauty in taking time to slow down and be intentional about a plan that will impact the result. I have transferred that idea to teaching. I like to slow down and think about how the lessons planned will land in the classroom. Sometimes my lessons do not go as planned, so I need to ask myself am I looking for imperfections or am I looking at the value added?

It is nice to work somewhere that believes in the importance of the mission of the University. I think that allows us to always have a starting point for discussion.

Outside of content, when the weather is nice it is lovely to hold class outside. I take my daughters to women’s games and they cheer for my students. When it is nicer, just going for a walk to discuss content ideas or research is nice with the size campus, but I should note I do try to avoid the hills.

I am from Pittsburgh. The Yinzers are a different breed. We are kind and hardworking people. Pittsburgh has so much history from Frick to Westinghouse to Fred Rodgers and August Wilson. The history is insightful; it explains why Pittsburghers build intentionally based on the needs of communities.

What is your favorite thing to do in the city?
With my kids, probably the blue slide at Frick Park. Watching the pure glee sliding down a metal slide on old cardboard boxes can make any bad day great.

Where is your favorite place to eat in the city?
Eat’n Park is my favorite place to eat because there is a sense of community inside the establishment. There is beauty in everything. Generations gather for food and conversations. There is history and fond memories for me that allows me to share stories about my grandparents with my children. Each visit becomes storytime.

My research is examining educators’ knowledge of special education law. I also work with a program on campus that focuses on advocacy in the healthcare setting.

Duquesne University's College of Osteopathic Medicine includes people with disabilities, of all ages, as participants in simulation exercises. It is beneficial for students to learn and understand that communication is key. Questions can be asked in a variety of ways. Knowledge can be gained beyond the textbook. Centering the voice of a person with a disability as a future doctor reinforces the importance of my work.

There is value in bringing the voices of people with disabilities to the forefront of learning.