During her time at Colgate University, senior Jessica Fathers has fortified her passion for education while also discovering the powerful impact of immersing yourself in your local community.
Upon entering Colgate, Fathers was interested in sociology and educational studies, but was told that in order to be a teacher, she would have to study the particular area she wanted to teach. This led Fathers to study English.
Fathers is no stranger to the high school classroom, thanks to her involvement with Colgate High School Tutors. Fathers had the opportunity to work closely with students at Sherburne-Earlville High School in nearby Sherburne, N.Y. She now does weekly teacher observations at Cazenovia High School.
Watching students grow and seeing their personalities come to life was one of the most rewarding parts of teaching for Fathers, but tutoring was also informative for her in experiencing the everyday realities and trials of being in the classroom.
“I think that in educational studies … there’s so much light and joy and idealism that happens in that department — which I think is essential for shaping young teachers — but professors definitely emphasize the importance of observation so that you can see how things are played out in a more realistic way,” Fathers said. “I have learned how to work with students, to be adaptable to their hopes for the class, their ability in the class [and] their ability to perform what you’re asking them to do.”
In thinking about her own style of teaching, one major part of Fathers’ developing pedagogical approach is to rethink what counts as a text, diversifying the material that students learn from. In her junior year of high school, Fathers had the opportunity to write an essay using any piece of media she wanted, and she chose to analyze the rhetoric of a fashion line. This led Fathers to critically think about what counts as appropriate text, and how broadening these notions can help the curriculum be more inclusive, while being more engaging for students.
In part of developing her teaching philosophy, Fathers had the opportunity to participate in the Pedagogical Partners Program at Colgate. Through this program, Fathers partnered with Rebecca Metzler, professor of physics, to observe teaching, discuss higher education and better understand the relationship between professor and student.
In these conversations, Fathers learned the intentions behind teaching from a professor’s perspective, allowing her to find what she believes will be beneficial for students. The program not only influenced Fathers’ pedagogy, but also how she views the role of a student.
“It truly has been really eye-opening to imagine what a classroom looks like when it is shaped by student-centered learning,” Fathers said. “I do think I’ve gained a sense of responsibility.”
More broadly, whether it be through tutoring or as a member of the Hamilton Fire Department, immersing herself within the Hamilton community has been one of the most impactful parts of Fathers’ Colgate experience.
“Community has been a huge thing that I’ve learned by being at Colgate and working in Hamilton, largely through the educational studies department,” Fathers said. “They emphasize so strongly the importance of working with your local community, working with your people — the people that shaped you — giving back to that and being a part of the shaping of your own community.”
She strongly recommended getting involved with the greater Hamilton community, whether it be through community service or other means, to enhance the student experience at Colgate.
“I think that if you are a Colgate student, and you are isolating yourself to Colgate University — to this hill — I think you’re doing yourself a huge disservice. I think your Colgate experience can only be enriched by expanding to the local Hamilton,” Fathers said.
In reflecting on her time at Colgate, Fathers felt that balancing the old and the new and being comfortable to explore was the key to building strong, long-lasting college relationships.
“I would say don’t turn your back on the relationships you’ve made at any point with people, but always continue to grow in your community and in your circle … Hold on to the people that helped form you, but also don’t be afraid to expand and reach into other places socially,” Fathers said.
During her sophomore year, Fathers began surrounding herself with people who were equally passionate about their academics and future career paths. Finding friends who were equally passionate about their pursuits helped to make Fathers’ time at Colgate transformative and radicalizing.
“I would say I went from being relatively excited about learning — excited about school — to it really becoming a core part of why I’m here,” Fathers said.
Next year, Fathers will be studying at the Stanford Graduate School of Education, intending to give back to her own community in Palo Alto, Calif., just as she has in Hamilton. In the meantime, she is reminiscing on her time at Colgate.
“I’m actually very happy that I feel quite sad about [graduating] and I feel very reflective of all the good times and all the bad times,” Fathers said.
Fathers addressed the dreaded question — “how do you feel about graduation?” — with grace, allowing the frequently-asked question to become a point of reflection. Fathers expressed a bittersweet sentiment, one where she balanced nostalgic feelings for the good times with the reality that her college experience was imperfect.
A perfect symbol of Fathers’ final year is an unlikely one — the large porch on her off-campus house on Maple Avenue. Fathers has embraced all elements of herself there, from playing music on her banjo to doing her homework to just enjoying an evening outside. It has also become a warm, comforting place for Fathers and her group of friends, who find joy in spending porch time together.
Fathers saw the porch as more than a gathering place — a metaphor for her entire college experience. Her time at Colgate may come and go, but her experience of the place, like her porch, will remain a constant, a place she will carry with her long after she leaves.
