Venture Boldly
We talked with each of Knox's new tenure-track faculty members about their backgrounds, their inspirations, and the things about Knox that have suprised them.
Why did you choose to study philosophy?
I took a couple philosophy courses as a first-year at Knox, which is where my interest really began to develop. 
What clinched my decision was taking Philosophy of Art with Professor Lance Factor during the fall of my second year. I quickly gained a deep interest in the questions and ideas raised in the course, which was in large part due to Lance's ability to both challenge and inspire us to think beyond our limitations. From about the third week forward I was hooked.
Which philosophers' works do you find the most meaningful?
Plato's Symposium, Immanuel Kant's "What Is Enlightenment?", John Dewey's Art As Experience, Susan Wolf's "The Meaning of Lives," and Judith Butler's Precarious Life, to name just a few.
You're a Knox alumnus. Did you ever imagine that you would join the faculty here? What makes Knox an ideal college for aspiring philosophers?
In response to the first question: I had always hoped to teach at someplace like Knox, but I never expected I'd actually get the opportunity to teach at the most Knox-like place there is.
In response to the second question: Our major requirements allow students a good deal of flexibility, which enables them to pursue their interests both within the discipline and alongside their other fields of study. On this point, we have a number of courses that are either interdisciplinary or related to other disciplines, such as Philosophy of Art, Moral Life in Literature, Philosophy of Mind, and East Asian Philosophy, to name a few, which means we pair well with other majors and minors. Most significantly, though, due to our smaller class sizes, we're able to work with students very closely to help them develop the set of skills (including, especially, the ability to think through problems carefully from numerous perspectives) required to succeed in their lives, whether they choose to enter the profession through graduate school or, as most do, to reenter the nonacademic world. This is something that few, if any, larger institutions can do at the undergraduate level.
Describe a memorable moment from the classroom.
The most memorable moments are always entirely unplanned. This particular one happened the first time I was teaching Moral Life in Literature (fall of 2009), during the second or third week of the term. We were discussing Shakespeare's Titus Andronicus, particularly the scene in which Titus, seemingly mad due to the series of tragedies that have just befallen his family, lashes out at his brother for killing a fly. As I was talking at the front of the room, a fly landed on me and, with little thought and no hesitation, I swatted it dead. After a moment's pause to process how stunningly improbable what just happened was, I began to lament the fly's death similar to Titus' own lamentation. Some students accused me of making the whole thing up, of swatting at nothing, so one came up to inspect the body. After a cursory investigation revealed that I had, indeed, killed a fly, I'm pretty sure I saw one or two students' jaws drop in amazement.
Why did you decide to study astronomy and physics? 
I have sort of always wanted to be an astronomer since I first learned about the sun and solar system in fourth grade (I think).I just fell in love with learning about other planets and the sun and the idea that there was so much more beyond Earth. I never really let go of that. My parents helped keep the interest alive with science books, going to museums, and even sending me to astronomy camp when I was a teenager. I was a pretty confused 18-year-old, so I came into college really unsure of what I actually wanted to do, but once I started learning physics and astronomy in a more formal context, it became clear to me that it really was the right place for me.
What's the most surprising thing you've learned about the universe?
That we are able to understand it. Maybe that's a cop out, but it really is the most amazing thing. The more I learn about the Universe, the more I am impressed at the fact that I am able to do so.
You're a Knox alumna. Did you ever imagine you would return here as a professor? What makes Knox a good environment for a budding physicist?
I guess I considered it, but not really in a serious way. I mean, I loved Knox as a student and didn't want to leave all the wonderful people that I had met here. However, I thought I wanted to teach at a school like Knox for quite a while. When a job at Knox actually became available, it was surprising and strange, but it also made sense in so many ways. In the end, I'm definitely happy to be here.
Knox is a good environment for physics students for a lot of reasons, but first of all, just because Knox is a great place. There is a really unique and diverse student population here, but more importantly, it's a population that actually interacts across the boundaries that make them different. This is just as important for a young physics student as it is for any student. Academically, Knox is a community that focuses on an education encompassing multiple aspects of the human experience and truly encourages and enables critical thinking. You can't learn that from a book. The type of critical thinking you learn at Knox is extraordinarily useful in science, because it really is at the heart of the scientific process.
Describe a memorable moment from the classroom.
I guess one of the most memorable things for me was last spring when I was teaching Classical Dynamics. It was this really gorgeous day (it had been that wonderful spring weather for a few days), and we had been chugging through some pretty hefty and difficult material for the last week or so in class. I felt like that class was just exhausted, and when I woke up in the morning and looked out the window, I knew everyone was going to be wishing they could be outside. So, I decided to grab my skateboards and take the day off from lecture and take the class skateboarding instead. I'm not a very good skateboarder -- I was into it when I was in high school, but I hurt myself pretty badly and have never done it seriously since. However, I still love skateboarding, and I think it's something everyone should do at some point.
The most basic trick -- an ollie -- involves some pretty straightforward but neat mechanical properties, so it fit well with the class. I decided to try to teach the class how to do an ollie (and why it actually works). It seems really simple when you just say it ... but actually doing it is another story. The class was really great and they all tried to do the trick, despite having no background skateboarding. They seemed to like learning about the physics that made it work, and laughed at themselves when they were unsuccessful. I showed them some more tricks (the few that I actually know) and explained the physics. They kept trying different things and seemed to have a lot of fun. It was really memorable for me for a few reasons: I got to teach about skateboarding! Sixteen-year-old me would think I'm cool for that; a bunch of students tried to skateboard and actually enjoyed it (at least I hope), plus they connected physics to what they were doing; and no one got hurt! So in the end, that day sticks with me because it was a day that I kind of looked at where I am and what I'm doing, and I decided that a younger version of myself would approve.
What sparked your interest in education and teaching?
I taught middle and high school social studies for 10 years before returning to school for my doctorate. My love of learning caused me to return to the classroom as a student, and I hope the insights gained as a classroom teacher will help Knox students as they prepare for careers in teaching.
How does your research inform your own teaching practices?
My research into both policy and practice of American education informs every class I teach. From strategies to promote student learning to ways to operate within today's educational structures, my research and teaching interests complement each other.
What do you like best about teaching at Knox?
There are a great many things I like about teaching at Knox: the small class sizes, the tremendously supportive colleagues, the open and inquisitive campus environment. But, the best thing is the students. Their energy, enthusiasm, and sense of purpose make them a joy to work with.
What first interested you about the field of economics?
As a first-year college student, I had never taken an economics class before. My high school specialized in the natural sciences, and I entered college with the full intention of starting an engineering degree. I took my first political science course, to fulfill one of the distribution requirements for my liberal arts degree. This course opened up the entire world of social sciences to me. I became much more interested in the world of human and social behavior, in understanding how individuals and societies collectively make decisions, and how these decisions affect us. I also became much more aware of the social injustice around us and realized that the most significant problems that we face today, from global warming to epidemics like Ebola, have an economic dimension. This began my interest in the study of economics, and my research and teaching continues to be influenced by these questions.
As both an alumna of and a professor at a liberal arts college, what do you see as the advantages of a liberal arts education?
Besides the obvious academic advantage of being in smaller classes, where you get to know your fellow students and the professor, a liberal arts education truly broadens your horizons. I was exposed to a broad range of disciplines, ideas, and ways of thinking; and I was forced to step outside of my comfort zone and try new things. As I said before, I would have probably never studied economics if I had not been at a liberal arts college.
Another big advantage of a liberal arts education is the diversity. While large universities may be as diverse, I think that liberal arts colleges are different in that they nurture an environment where you celebrate diversity. While in college, I lived, worked, and took classes with people from different parts of the world, with different religious affiliations, sexual orientations, race, and economic backgrounds. I think this kind of social interaction during your formative years makes you much more aware and open-minded, and keeps you from stereotyping people into convenient little boxes. It also makes you feel that you belong to the community, which is very empowering. Perhaps this explains why, even after all these years, every time I go back to my alma mater, it still feels like home.
What is your favorite thing about Knox and/or Galesburg?
Definitely the people! My colleagues, the administration, and staff at Knox have made my transition to Galesburg so much easier. It is refreshing to work with a group of people who believe in what they do and have dedicated their life to the students and the institution. But, the best part about my job is the interactions with students. Knox students are smart, hardworking, and inquisitive. I am amazed by their level of maturity and how involved they are in what's going on in their community and the world.
How did you first become interested in psychology, and in obsessive-compulsive disorder in particular?
From a young age, I absolutely loved to write. My favorite part was creating characters and viewing the world from each individual's perspective and unique actions. 
I originally intended to major in creative writing but took a psychology course my senior year, which completely changed my trajectory. I was thrilled to find a field where I could directly apply my interest in human behavior. My interest in obsessive-compulsive disorder (OCD) also started here, when my professor read an excerpt from a book to communicate the experience of OCD from a patient's perspective. Working clinically with those suffering from anxiety and OCD has demonstrated the severity of these disorders and fueled my interest in increasing our understanding of them.
Tell me more about one of your current research projects.
My students and I are currently gearing up to start a project that will look at several potential risk factors for the development of OCD and related disorders. The goal is to examine whether things such as perfectionism, elevated sense of responsibility, and other cognitive biases confer risk to specific diagnoses versus disorder in general. I am particularly interested in whether distinct etiological factors underlie the development of different OCD symptoms.
What is your favorite thing about Knox and/or Galesburg?
I've been taken with how engaged the academic community is. Knox students are among the most passionate, involved, and forward-moving young adults I've ever met. They are dedicated not only to their fields of study, but to the broader impact they will have in the world, connecting with their interests in a real-life manner and bringing that experience to bear in the classroom as inquisitive and active learners. I feel fortunate to work beside such committed students and colleagues every day.
Describe a memorable moment from the classroom.
To help students in my clinical and abnormal psych class grapple with the notion of "abnormality," I ask them to shake up their routine by doing something that is out of the norm for them (be it taking a different route to work or interacting with others in a different way). Their sense of what it felt like and observations of how others responded give them a personal vantage point for critical discussions of the issue.
You're not just a professor, you're a blogger. What are some of the differences between writing about sociology for an academic audience versus the more general audience for a blog?
My academic work is directed at a highly specialized, technical audience who are really looking at how I'm contributing to a broader discussion regarding issues of economic development, or interorganizational networking. When I write a piece for the blog, however, I'm aware that I'm talking to a much broader audience. This requires that I take a step back and ensure that I'm clearly articulating my point in a way that's accessible to everyone who reads the blog. The really fun part is that I'm able to take really abstract or complicated ideas and relate them back to everyday occurrences (hence its title, Everyday Sociology).
You were educated outside the Midwest, but you have written extensively about low-income neighborhoods in Chicago. What is your relationship with the city, and why is it a good fit for your research interests?
I grew up in the Pilsen neighborhood of Chicago and still have deep ties to friends and family there. In my research during undergrad and into graduate school, I kept coming back to a really central question -- which is why do places look the way they look. Even though this question can be applied anywhere, I have focused on Chicago due to the stark stratification one can experience from neighborhood to neighborhood. At the same time, much of the literature on Latinos tends to focus on populations that exist in the Southwest, California, or New York. There is very little that highlights Latinos or Mexican-Americans in the Midwest. So I was also curious to know if patterns that other scholars have found would apply to Chicago-based Latinos. This doesn't mean that I'll always focus on Chicago. In the future, I'd like to look into the ways that low-income residents within rural and/or small towns civically engage in community development plans.
What is your favorite thing about Knox and/or Galesburg?
Thus far, the students are my favorite thing about Knox. I know this sounds super corny, but in all honesty they make me laugh, raise important critical questions, and engage in activities that I know will eventually change the world for the better. For instance, Ariyana Smith's courageous protest in support of Mike Brown during the Knox College women's basketball game in Clayton, Missouri -- a town less than 12 miles from Ferguson, Missouri -- was not only a brave act, it was also exemplary of nonviolent civil disobedience and showcases the true spirit of the Knox student body. That being said, my second favorite thing is that Galesburg is three hours from Chicago.
Describe a memorable moment from the classroom.
The most memorable moment thus far was during fall term 2014 in my Community Engagement class. Students were tasked with creating a comprehensive asset-map of Galesburg, and were required to interview community members. All of my students went above and beyond what I anticipated, critically engaged with residents, and reflected on their own approaches to community work. Some students took what they learned from this project and went on to create detailed community-building plans that engaged local teenagers, artists, and small-business owners. I was deeply proud of everything they accomplished.
https://www.knox.edu/alumni/knox-magazine-and-more/knox-magazine-archives/spring-2015/how-well-do-you-know-knoxs-newest-professors
Printed on Sunday, June 29, 2025
