�۶�ֱ�� professor gave alumna confidence to pursue Doctoral Studies in English

“The professors were able to cultivate an intimate atmosphere that fostered students’ ability and willingness to think deeply and creatively. At GWU, the people around you know you, care about you, and are invested in your success.”

Katie Garahan ’09 of Rock Hill, S.C., came to �۶�ֱ�� University to play Division I golf. She was impressed with Coach Tee Burton and also liked the school’s location and size. As she began her studies, she appreciated the professors’ genuine concern for students. “What I valued most about my education at �۶�ֱ�� was the guidance and mentorship I received from my professors and the communal atmosphere within the English department,” she stated. “The professors were able to cultivate an intimate atmosphere that fostered students’ ability and willingness to think deeply and creatively.”

Although she had always loved studying literature, Garahan didn’t start out as an English major. She lacked confidence in her ability as a writer. “I took an American Literature survey course with Dr. June Hobbs, and I realized how much I would miss studying literature once I began my major classes in elementary education,” Garahan shared. “Dr. Hobbs took an interest in me and suggested that I consider majoring in English, because she thought I was a strong writer. She was—and still is—an incredible mentor to me.”

When she graduated from GWU, Garahan taught English at Forestview High School in Gastonia, N.C., for nearly four years. Then she obtained her master’s in English along with a certificate in Women’s and Gender Studies from Virginia Tech (VT) in Blacksburg, Va. She taught first-year writing, worked as a writing center tutor, served as the assistant to the writing center director, and was a research assistant in an engineering education writing lab. While continuing her doctoral studies in rhetoric and writing at VT, Garahan serves as editorial assistant for the “minnesota review: a journal for creative and critical writing.” She is also a research assistant for a VT sociolinguist and teaches a technical writing course.

She models her teaching methods after Hobbs and GWU professors, Dr. Janet Land and Dr. Shana Hartman. “I took four classes with Dr. Hobbs, and each one was a memorable experience that influenced my life in some way,” Garahan observed. “Dr. Land was my senior thesis professor and was an incredible guide through the thesis research process. She adeptly maneuvers the line between giving students freedom to explore and knowing when to provide guidance. I’ve tried to be that kind of guide for my students during the research process. In teaching methods courses with Dr. Hartman, I learned about myself as a reader/writer and I learned how to teach writing. Teaching writing at both the high school and collegiate levels has been the most rewarding part of my career, and the theoretical and pedagogical approaches I learned from and with Dr. Hartman continue to undergird my work.”

Further, the critical-thinking skills she developed in English courses at GWU gave her an advantage as she studied in graduate school and taught her own classes. “English courses tend to be discussion based, so students must take responsibility for their own learning,” she explained. “As such, they must read carefully, form their own opinions, and be willing to be wrong sometimes. While my professors guided and supported me, I was ultimately in charge of whether I took advantage of these opportunities to grow as a writer and a thinker. This initiative to continually learn has been invaluable in both my career as a teacher and as a graduate student.”

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�۶�ֱ�� graduate helps students reach their goals

“In most of my literature classes, we read about other cultures and constantly talked about how important it is to be aware of other peoples’ experiences and perspectives. These conversations helped me significantly as I was faced with the challenge of moving across the country to a brand-new environment.”

Haley Spurlin ‘17, a �۶�ֱ�� University alumna from Ennice, N.C., took the professional skills she developed as an undergraduate student all the way to Troy, Montana. Spurlin completed a National Service Year with AmeriCorps VISTA, working through Montana Campus Compact (MTCC) at Troy High School. Her job included a variety of important responsibilities such as counseling students on their post-secondary plans, strengthening community outreach efforts, and helping to create more internship opportunities for students.

The MTCC is an organization of colleges and universities in Montana that works with communities to create educational and professional-readiness opportunities and teach students about civic and social responsibility. To achieve these goals in her placement at Troy High School, Spurlin met with students to discuss their future plans and researched how to make effective internship programs for students. “My favorite part of this position was getting to know the students and talking with them about their goals,” she shared. “I loved hearing what students are passionate about and helping them develop plans to make their dreams a reality.”

As an English major with a pre-professional concentration, Spurlin developed a wide range of skills that have helped her to be successful in her job. “In most of my literature classes, we read about other cultures and constantly talked about how important it is to be aware of other peoples’ experiences and perspectives,” she commented. “These conversations helped me significantly as I was faced with the challenge of moving across the country to a brand-new environment.” As a student, Spurlin also spent three years working in �۶�ֱ��’s Center for Personal and Professional Development, which helped her to prepare for the daily tasks and long-term projects of working for MTCC. “I realized through this experience, and through talking with GWU’s Career Counselors, that I really enjoyed helping students take the steps to prepare themselves for life after college.”

Spurlin recalled some of her favorite parts about �۶�ֱ��, especially the community of professors and friends that she got to know during her time here. “This community became my family and my home for four years, and I will always be grateful for the time I got to spend building these relationships,” she remarked. “My advice to current seniors would be to keep pushing and to enjoy every minute you have with your friends. Even though it seems like you have already completed a sufficient amount of work for a bachelor’s degree, believe it or not, there are a few more things left to learn. It’s all worth it when (GWU President) Dr. (Frank) Bonner hands you that fancy piece of paper.” In the future, Spurlin hopes to earn a master’s degree in school counseling so that she can continue working with students and helping them to achieve their dreams.

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�۶�ֱ�� professors equip alumna with skills to be a lifelong learner

“I learned the importance of professional development and networking, which ensure the incorporation of researched-based strategies in the classroom. I also learned the value of reflection and self-evaluation, which have helped me improve with each year of experience.”

Hailey Spearman ’09 knew from a young age that she wanted to be a teacher, even from playing school with her younger cousins as a child.

�۶�ֱ�� University’s Department of English Language and Literature and the College of Education helped Spearman prepare for her career. “Dr. Shana Hartman, Dr. Jennifer Buckner, Dr. June Hobbs, Dr. Janet Land and the entire faculty led by example and provided opportunities for learning and reflection,” Spearman assessed.

She said her professors taught her skills that have helped her become an effective educator and lifelong learner. “I learned the importance of professional development and networking, which ensure the incorporation of researched-based strategies in the classroom,” she said. “I also learned the value of reflection and self-evaluation, which have helped me improve with each year of experience.”

Meanwhile, Spearman viewed other professors as role models in educational techniques as well. She remembers American Century with Dr. Tony Eastman, professor emeritus of history, as her most difficult course, which taught her how to study properly. “He was a seasoned professor, with nearly 40 years of experience, and he knew how to handle a classroom,” she said. “I have tried to adopt elements of his teaching style by sharpening my quick wit.”

She was also inspired by her high school teacher, Amber Nichols, who obtained her Master of Arts in Education from GWU. Spearman believes Nichols provided a sense of family and community to students who had never experienced it. Following Nichols’ example, Spearman tries to remind her students that someone cares about them and their accomplishments inside and outside of the classroom.

Spearman currently teaches English III, which emphasizes American Literature and Research Writing, at Kings Mountain (N.C.) High School. She has worked there since her student teaching term in 2009, and has also taught English II and IV. She is the head coach of the women’s track and field team and the assistant coach of the indoor track and field team. She holds a Master of Arts in Educational Leadership, as well as one in Curriculum and Instruction from the American College of Education.

In the future, Spearman hopes to transition into an administrative position. “I currently hold my principal license, but haven’t had the opportunity to put it to use yet,” she said. Spearman also plans to pursue a doctorate in education.

Spearman recommends GWU wholeheartedly. “[The University] employs professors who are knowledgeable, experienced, and truly want what is best for their students,” she said. “GWU takes pride in providing quality education with opportunities for further learning experiences, community involvement, and personal growth.”

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