In your own words, can you describe the role of a faculty athletics representative?
The role of the FAR is to act as a bridge between academic and athletic departments. On the one hand, I serve as a resource for coaches and athletic administrators about academic things such as scheduling classes and academic expectations. On the other hand, professors can bring questions about athletic commitments or student-athletes to me. I also frequently meet with athletic recruits to answer their questions about what it would be like to be a student-athlete at Holy Cross. The other job of the FAR is to represent Holy Cross at Patriot League meetings primarily relating to policy.
When did you know you wanted to work in higher education?
This was a decision I came to much later than most people I know! I did all of my education in England where small liberal arts colleges do not exist. I had no interest in working at a big university with hundreds of students in each class I taught, so I never really considered working in higher education. About a year into my post-doctoral fellowship at Mount Holyoke College I realized that working at a small school where I could work closely with undergraduate students was much more appealing.
How did you end up at Holy Cross?
When I was two years into my post-doc position with no intention of wrapping it up (I loved that job so much), my advisor told me Holy Cross was hiring and he thought it would be a good fit for me. He essentially told me it was time for me to apply for a “real job” because you can’t stay a post-doc forever. So I applied for this position and a couple of others, but when I visited Holy Cross for an interview, it quickly became my top choice. I was lucky enough to be offered the job a few weeks later.
What does your day-to-day look like as a professor and as a FAR?
Very busy! I am also the class dean for the Class of 2025 so the three roles can be very demanding especially as work in my chemistry class starts ramping up just as students are preparing for enrollment and need more assistance from their class dean. If this also coincides with recruiting season for a team, life is hectic! I have two young kids at home as well, so I try very hard not to bring too much work home.
On a typical day of teaching, I’ll spend an hour or so prepping for my class as well as the hour teaching. I might also have office hours for those students so they can unpack the work we covered or ask questions about the homework. And there is usually something I need to grade as well. I’ll have an hour or two of appointments most days with students from the class of 2025 to talk about struggles they might be having, decisions they need to make, or exciting opportunities they should be applying for. Some weeks, being FAR requires very little work; other weeks, there’ll be a bunch of meetings - with recruits and their parents or with administrators or coaches. I’m not sure there’s such a thing as a “typical” day as an FAR.
What role has athletics played in your own life?
I was a sprinter in high school and in my first year of College, though I was never quite fast enough! I captained the University of Liverpool ten-pin bowling team for a couple of years and even played for the British student team once (I’m not sure that counts as “athletics” but the University treated it the same as its other sports teams, so…!) College level athletics is much less intense in the UK than here. It is similar to club sports, so it really didn’t place many demands on my time or energy. These days, I am back to running. I’ve been on a run-streak (where you run at least one mile every single day) for over three years and am currently training for my first full marathon. Running gives me a little “me time” every day, which is so important for my stress levels.
What is the most rewarding part of your job?
There is no better feeling than helping a student find a solution to a problem they are facing - whether that’s guiding them through a difficult question on their chemistry homework, helping them navigate a difficult interaction with a professor or a classmate, or helping them discern the right major for them. If you ask me this question again in two years' time, though, I imagine I will say watching the Cass of 2025 cross the stage at the DCU Center for graduation!
Why do you love Holy Cross? What unique opportunities does it provide for a student-athlete?
The people. Everyone you meet on this campus is committed to something bigger than themselves. Faculty are committed to building relationships with their students and helping them find their passions as well as to teaching them course content; coaches are committed to the well-being of their athletes and their academic success as well as to winning games, leagues, and tournaments; students are committed to their studies, their athletic goals, and their community as well as to creating memories and friendships that last a lifetime.
What unique qualities have you seen in student-athletes that help them succeed in the classroom?
Student-athletes haven’t become student-athletes overnight. They have been balancing their academic and athletic commitments their whole lives. And they found that balance so well, that they were accepted to Holy Cross! These men and women know how to prioritize and how to manage their time. These are skills that are enormously helpful in the classroom. They also know how to foster strong relationships with teammates and with coaches, which can help them to form strong relationships with classmates and professors as well.
With classes beginning this week, what universal advice would you give to all student-athletes looking to balance all of their responsibilities?
Read your emails carefully, especially those from professors and your class dean. We have lots of safety nets in place to keep you on track, but if you don’t read your emails, you will miss the fact that we are trying to help you. Get a good planner and use it (or, better yet, make good use of your Google calendar) so that you know which weeks will be busy and so that you don’t miss anything important. Go to office hours, at least once in that first week, so your professors know who you are and know that you are invested. And, ideally, keep going regularly. And most importantly, go to class!
