As is often the case, students don’t see the value of the courses that they are “required” to take as part of their major field of study or the College’s Core Curriculum. It is often left up to the professors of these requirements to defend the merits of such courses. Emory H. Woodard IV, Ph.D., an assistant professor of communication, works to transform his students’ opinions of those “have-to” courses.

“I took it as a personal challenge to relate something rather mundane, like how you conduct a survey, to my students in a way that would transform their hearts and minds,” Emory said. Take Research Methods for example. “Even though you’re operating on an abstract level, using statistical analysis and other research methodologies, what happens for most students throughout the course is that they come to see the value of the experience. It is a foundation upon which they build; they can apply what they learn here to other courses. It’s a valuable stepping stone to more sophisticated study.”

When looking for a faculty position, Emory wanted to go to a place where he could be a productive researcher and an engaged teacher. Villanova offered him that desirable balance. “I love the classroom.” Emory said. “At Villanova, I don’t have to treat my students like numbers, since the class sizes are so small. I can call my students by name and have discussions with them. I also work with excellent colleagues who are very willing to engage in conversations about teaching.” In addition to his Research Methods courses, Emory teaches courses in mass communication studies, and children and television.

“To me it’s intriguing and impressive that at Villanova, faculty members are asked to find ways to incorporate Judeo-Christian values into the curriculum,” Emory said. “I had been taught for the longest time to separate them.” For example, as an introduction to his discussion on alternative ways of knowing, Emory brought to class a recording of a sermon on creation and creationism. Students in class listened to the clip, which contains an underlining faith message and persuasive arguments relying on data and statistics. “The arguments on both sides are fascinating,” he said, “and that’s what I want my students to understand and appreciate.”

In all of the courses he teaches, Emory wants his students to make sense of arguments and to think through problems in a thoughtful way.

“I want my students to realize that they are pioneers,” Emory said. “I want them to understand that they are learning how to uncover something that no one has ever thought of, and I want to revolutionize the way my students think of library research. I want them to see where opportunities are for further study, where other researchers are admitting to shortcomings and gaps in our understanding, where there are holes in arguments, and what do they need to do to make a legitimate claim.”

“I don’t want my students to be driven by a grade,” he continued, “I want them to learn from within and to learn what’s truly valuable. I want them to value learning, and ultimately, to create knowledge. If a student meets me half way, I think that’s wonderful. If my students emerge as better thinkers, then I think I’ve done my job.”