Lessons with Laura

This space brings together reflections shaped by my experiences in academic leadership, teaching, mentorship, and service. My work is guided by a commitment to advancing teaching and learning, promoting equity, and supporting the growth of students, faculty, and institutions.

Across roles, I have learned that meaningful progress often happens at the intersection of strategy and practice. Through these reflections, I share lessons drawn from designing educational systems, mentoring across diverse identities and career stages, and strengthening academic communities through collaboration and continuous improvement.

Accreditation as Continuous Improvement

Accreditation is most meaningful when approached as an ongoing process rather than a periodic requirement. The strongest outcomes come from thoughtful planning, steady attention to quality, and a sustained commitment to continuous improvement. When accreditation is embedded into everyday academic practice, it becomes less about compliance and more about strengthening programs and supporting learning.

Serving as an external reviewer has reinforced this perspective. Engaging with institutions across contexts has allowed me to share what I have learned while also gaining new insights into how programs interpret standards, address challenges, and build cultures of quality. These experiences continue to shape how I think about accreditation — not as an endpoint, but as an opportunity for reflection, growth, and collective learning.

lessons learned diagram with hand drawing arrows and icons on whiteboard

Teaching Across Levels

One lesson that has stayed with me is that strong teaching principles transcend educational levels. Earlier in my career, I approached K–12 and higher education quite differently, assuming each required distinct strategies. Over time, however, I found that many of the approaches I developed through K-12th grade curricular design and teacher training translated into undergraduate and graduate classrooms.

Active learning, structured engagement, and opportunities for reflection resonate across age groups. What changes is not the core approach, but how we scaffold learning and adapt it to context. This shift in perspective has strengthened my teaching and reinforced my belief that meaningful learning depends less on level and more on intentional design.

Asking for Help

Another lesson I have come to value is that asking for help is not a weakness, but a strength. In academic environments — and in life more broadly — where independence and expertise are often emphasized, it can be easy to feel we are expected to have all the answers and manage everything on our own. Over time, I have learned that the most effective work happens when we seek input, share challenges, and learn from others.

Whether working with students, collaborating with colleagues, navigating complex institutional responsibilities, or simply carrying boxes of materials for an event, asking for help creates opportunities for connection, growth, and better outcomes. It is a reminder that meaningful progress is rarely achieved alone — and that supporting one another benefits everyone involved.