Risk, Authenticity And Collaboration: A Journey Toward Transforming Teaching And Learning

Dr. Jessica A. Stansbury, Director of Teaching and Learning Excellence, the University of Baltimore.

Dr. Jessica A. Stansbury is the Director of Teaching and Learning Excellence at the University of Baltimore. She leads initiatives on generative AI, faculty development and institutional transformation. Jessica spearheads cross-disciplinary programs that integrate AI, innovative teaching practices and community partnerships to enhance learning and academic engagement.

Reflecting on my career, I see a path defined by unexpected turns and leaps—each experience contributing to my evolving approach to teaching and learning at the University of Baltimore. As a firstgeneration college student who once studied drafting in technical high school, I learned early that our beginnings do not dictate our futures. My journey has taken me from the power tool industry to the addictions field, and finally into the realm of higher education, where my passion now lies in empowering others through learning.

After wrapping up an associate's degree and gaining work experience, I embarked on a bachelor's program, which sparked a passion for research. This newfound interest, coupled with the mentorship of outstanding faculty, led me to pursue a master’s degree in experimental psychology. Their belief in my ability to teach and inspire others opened the door for me to transition into academia. I soon moved from an adjunct role into a full-time faculty position—a shift that set the stage for over 15 years of teaching, research and service.

My journey continued when I decided to pursue a doctorate in instructional technology while working full time and balancing the challenges of single motherhood. My doctoral research focused on innovative ways to engage students in challenging subjects such as research methods and behavioral statistics through play. This work reinforced my core belief: education is not just about transmitting content but about empowering students to find joy in learning.

“Growth Comes From Stepping Into The Unknown. Educators Must Embrace Risk, Push Boundaries And Learn From Failure—Just As We Ask Our Students To Do In Their Pursuit Of Knowledge And Innovation”

Today, as the Director of Teaching and Learning Excellence for the Bank of America Center of Excellence in Learning, Teaching and Technology (CELTT), I draw on a wealth of experience from industry, community work and academia. I embody the very student population we serve—a firstgeneration college student, an adult learner and someone who has navigated multiple career paths. These experiences guide me in creating cross-disciplinary programs designed to break down the silos that too often isolate academic departments. The CELTT mission—to seek knowledge and shared perspectives, learn continually, grow in community and serve others—is not only a reflection of my personal journey, it embodies the core values that drive our work in teaching and learning.

One of the cornerstone initiatives in my work is our Scholarship of Teaching and Learning (SoTL) program, Teaching Scholars in Residence. This initiative brings together faculty from across various schools and the library, uniting them in a collaborative exploration of pedagogical interests. Over the course of a year and a half, these scholars research teaching practices and eventually mentor colleagues. Their evolution into a Teaching Allies network illustrates how cross-disciplinary collaboration can foster a sustainable model for faculty development while continually elevating teaching quality.

Student success, too, hinges on genuine connection and listening to student voice. Often, students express frustration over assignments that seem to lack clear purpose—comments like “too much busy work” reflect a deeper desire for meaningful engagement. I believe that curriculum mapping, which aligns course content with assignments and assessments, is essential. When students understand the purpose behind every task, they not only engage more deeply with the material but also produce more thoughtful and effortful work. For example, project-based learning assignments can connect theory with real-world issues while allowing students to showcase their creativity, technological proficiency and critical thinking.

One emerging trend that I believe holds enormous promise is generative AI. While I’m not suggesting that AI is a panacea, I do see its potential as a powerful tool in education—especially since today’s students are already engaging with technology in fundamentally different ways than we did growing up. Students in K-12 are learning through technology, which means they approach learning with a different mindset. Generative AI can be harnessed to help students develop the underlying skills necessary to use these tools effectively: critical thinking, evaluating and analyzing information, understanding context and maintaining a discerning human voice. In this way, AI is not just a tool for automation but a partner in cultivating lifelong learning skills and preparing students for a rapidly evolving digital world.

At UBalt, our Teaching Excellence Framework underpins these innovations by ensuring that every initiative—from cross-disciplinary collaboration to the integration of generative AI—is strategically aligned with our mission to cultivate transformative, lifelong learning experiences.

My advice to educators is simple: be authentic, take risks and do not fear failure. Embrace your unique experiences and break free from the confines of disciplinary silos. For senior administrators, I emphasize the importance of transparency, risk-taking and reducing barriers for faculty and students. By fostering open dialogue and valuing teaching, we can empower both educators and students to thrive.

In education, as in life, growth comes from stepping into the unknown. Let us all be partners in learning—pushing boundaries, learning from our failures and continually striving for excellence.