Issue link: https://tmcpulse.uberflip.com/i/597435
t m c » p u l s e | n o v e m b e r 2 0 1 5 9 most attractive to me. I applied to Smith and some other smaller liberal arts schools. I also applied to Purdue University. About December of my senior year, I received an application from Pembroke College, which was the women's college at Brown University. Pembroke students enjoyed many of the benefits of being at a women's college, as well as access to the new curriculum that was being implemented at Brown University, and that was very attractive to me. I applied and was admitted to Pembroke College at Brown University and the rest is history! Q | What was your experience at Brown like? A | Brown is an outstanding institu- tion, but at that point in history, there were a number of ironic paradoxes, if you will. It had a really interesting cultural and academic environment that was simultaneously rigorous and permissive. The biomedical sciences were demanding, but the paucity of requirements offered me freedom to explore a variety of disciplines includ- ing dance, art and film studies. It was a great place to learn. The first time I was ever in Rhode Island was when I arrived for orienta- tion. I can remember feeling a little bit like what 'Alice in Wonderland' must have felt. The campus is marked by his- toric architecture, rolling hills, beautiful flowers and green spaces. Brown is right in the middle of a residential neighbor- hood, but at the same time it still has a distinctive university feel. At least that's what I have likened to a 'university feel.' I can remember meeting an impressive group of very accomplished young women from all over the country. We had a particularly outstanding group of sophomore African-American women who were smart, determined and princi- pled. They had participated in the '1968 Walkout,' which was a decisive moment in the history of Brown University. On Dec. 5, 1968, 65 black students from Brown and Pembroke Colleges left campus and boycotted classes to protest what they saw as a lack of commitment to minority students. The protesters requested an increase in minority student enrollment. I was a beneficiary of their courage and I matriculated in the most diverse class Brown had ever admitted in the fall of 1969. You know where the country was at that time in history—we were in the midst of the Vietnam War and we were reeling from the assassinations of Martin Luther King Jr. and Robert Kennedy. It was a very tumultuous time. It was a very interesting time to come of age and to be at an institution that had a deep historical relationship to the trans-Atlantic slave trade. In 2003, Brown University President Ruth J. Simmons formed a Steering Committee on Slavery and Justice to investigate and publish a report on the University's historical relationship to slavery and the trans-Atlantic slave trade. I went to a public high school in Indiana. The way in which Indianapolis chose to desegregate its schools was, frankly, to give students the opportu- nity to attend any school they wanted to within the metropolitan area. So I chose to go to Broad Ripple High School in a relatively affluent neighborhood. I think I had a good high school education, but in the fields of math and science, I was woefully underprepared for Brown. I was very fortunate to get through those early years. Certainly freshman and sophomore years were the toughest. Once I could find study groups and a supportive professor or two, I was able to 'thread the needle,' graduate and go on to medical school. During my sophomore year at Brown, my mom's cancer progressed and she passed away. Ironically, organic chemistry was a welcome distraction from the heavy burden of grief I carried for my mom. It was a season during which I became very focused and clear about my goals and persevering toward those goals. My mother put very strong foundational roots in all of her four children. She planted seeds of love, faith, hope, strength, perseverance and optimism that have encouraged and sustained me over time. After she passed away, my maternal grandmother took up the mantle of teacher and encourager for my siblings and me. I lived with her during medical school to save money, and it was a very special time for me to get to know her as an adult. I am very privileged to have grown up in a family with extraordinary people, especially women. Q | You have won numerous awards in teaching. What is it about teaching that excites you the most? A | My passion for teaching is rooted in my sincere regard for students and trainees, and my desire to support their aspirations as outstanding profession- als, educators and leaders. There is a natural synergy between excitement about sharing new ideas and concepts, and excitement about helping young people to excel. I teach with passion and enthusiasm and I adopt the princi- ple of being learner-centered. My goal is to bring flexibility to each session so that I can customize the teaching to the needs of the learners, while meeting the course objectives. My goal is not only that they would grasp the content, but more importantly, that they would be excited about learning the content. Not just to pass a test, but to help them be more effective in the current or next phase of their educational work or lead- ership roles. My teaching is a blend of content, inspiration and encouragement. Q | What was it that attracted you to Baylor College of Medicine? A | I was very content in Florida at the Morsani College of Medicine. We had started a new leadership track that was flourishing, and we had attracted some great students and faculty. I was mento- ring outstanding faculty members, and I think the program was really evolving. What initially caught my eye in regard to this position at Baylor was, frankly, Baylor's reputation as an outstanding institution. I was aware of Baylor's academic and research excellence and its long and distinguished history with regard to diversity programs. So the institution's history attracted me, but the fact that the provost role was a new position peaked my curiosity. I have had the great privilege of previously serving in two new positions, and I found each of them to be exciting and rewarding. I had the opportunity to apply my skills, experience and creativ- ity in shaping a new organizational role that met the needs of the institution. New positions signal that an organiza- tion is undergoing culture change and to play a role in the evolution of an insti- tution is a gift. I can discover what the institution wants and needs, and how can I be a positive contributor. I became more excited about the position as the recruitment process progressed. The outstanding programs, excellent faculty, staff and students were very attractive. We have lots of silos of excellence, lots of outstanding individuals and great schools, and we have the chance to align and leverage our internal strengths through new partnerships and collabo- rations. The opportunity to come here and facilitate that work was really very exciting for me. Q | What are some of the things that you hope to see evolve during your tenure here at Baylor? A | Well, certainly to reengineer our faculty mentoring program, to establish leadership circles for both students and for faculty and to implement an intergenerational leadership model. This leadership model would connect emerging leaders with existing leaders to create a safe space for bidirectional learning and leadership development. I would like to see Baylor actively culti- vate the next generation of leaders who are prepared to take on leadership roles at Baylor or other institutions. I would like to enhance centralized infrastruc- ture to optimize excellence across the education mission (academic pro- grams, student learning, professional development and career advancement). I also envision that we will add new academic programs that will respond to workforce demands, as well as right- size some our existing programs that need to expand. Q | How have you been enjoying Houston? A | After a year and a half, I would say I'm settling in. I think Houston has a lot to offer. It is a great place. There is a lot to see and do, and I have barely begun to scratch the surface. There are a lot of culture festivals and events, a lot to do for families and singles, and it is a vibrant community. I look forward to having a bit more time in the near future to enjoy the environment, but I am getting there. My passion for teaching is rooted in my sincere regard for students and trainees, and my desire to support their aspirations as outstanding profession- als, educators and leaders. There is a natural synergy between excitement about sharing new ideas and concepts, and excitement about helping young people to excel.