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view . spring2015
SusanHolloway didn’t recognize her passion for teaching
until she reacheduniversity.
“At times I wanted to be a skydiver, a photo journalist
for
National Geographic
and a lawyer,” recalls the professor in
the Faculty of Education. “And, when I was five, I wanted to
be a kangaroo.”
Holloway, who joined the university in 2007, discovered her
love of teachingwhile earning her PhD inEnglish duringwhich
time she taught classes.
She decided shewanted to combine her love of English and
education and applied for tenure-track jobs in both. “When I got
the position at UWindsor, I felt it was the bestmove possible
forme.”
Holloway teaches Englishmethodology, a course in literacy
at themasters’ level, and Society, Culture and Language.
“Language tome is a form of power. It’s important that
people of diverse ethnic and linguistic backgrounds have access
to equitable opportunities and that their language skills don’t
marginalize them. This begins in the classroom.
“Today, most teachersworkwith students of many
backgrounds and languages. Even thosewithEnglish as
a first language could end up employed in a very culturally
diverseworld.”
The course is part of a new concentration that Holloway
helped develop at themaster’s level with a focus on those
teacherswhoworkwith a language in addition toEnglish.
Another newproject, “Languageacross theCurriculum,” looks
at literacyacross all disciplines andoffers anauthentic, hands-on
learningexperience toher education students.
Students inher class are required to createapedagogical
resource in their teachablearea. For example, aphysics studentmight
createaYouTubevideo that uses tennis balls to illustratevelocity.
“Wewould thenpost it to thewebandmake it ‘openaccess’—
available toeducators around theworld,” explainsHolloway.
Thepagewould includea lessonplanandanexplanationof the
theorybehind thepractice.
“This canbepart of adatabase that grows and is useful for years
to come.”
Hollowaypromotes critical thinking toher students. For example,
her EnglishMethodology class includes formal parliamentary
debates. The student chooses the topic—but she chooseswhich side
they’ll beon.
“The topics arewhat affectsEnglish teachers. Thequestionof
using such traditional books as Shakespeare insteadof modernones.
Censorship. Should teachers gear certainbooks towards boys?
“I really try toget them toalways thinkabout the realworldand
how theory relates to it.”
Hollowayprides herself ongetting toknowher students.
She learns each student’s name, takes aphotoandasks about
a favouritehobbyor sport—evenwhether the studentworks shifts
that could conflictwith the class schedule.
“I think theone thing that definesmeas a teacher is that I always
try tomakeapersonal connectionwithmy students.”
SUSAN HOLLOWAY, EDUCATION
