Faculty Partners

The Center for Academic Success is proud of its faculty partners and academic colleges that contribute to student success at LSU. Faculty Partners serve in an advisory capacity for CAS programs, services and discipline-specific content. They also serve as liaisons between the CAS, their departments and colleges to ensure regular, timely and mutually beneficial communications and feedback. Partners work with student and faculty development activities to assist with the mission of the university to “challenge undergraduate and graduate students to achieve the highest levels of intellectual and personal development.”

 

 

Mary Jill Brody

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  Courses Taught: ANTH 3060, 4004    
   

About: Brody received her Ph.D. from Washington University, St. Louis.

   
   

Why Teach? “I teach for the joy of learning, and I love to see those light bulbs come on, over my own head as well,” Brody said.

   
    Why Partner with the CAS? Brody said she appreciates the access she has to CAS resources, the opportunity to enhance her teaching and ability to create a better learning environment for her students.    
   

Matthew Calamia

  Matt Calamia

   
   

Courses Taught: PSYC 2000, 2999/4999, 7625, 7688/7689, 7925

   
   

About: Calamia earned his Ph.D. in clinical psychology at the University of Iowa.

   
   

Why Teach? Calamia said he enjoys sharing his passion for psychology and teaching students how to appreciate the subject in their everyday lives. 

   
    Why Partner with the CAS? “[The CAS staff] are dedicated to helping students succeed and are always trying to think of ways to grow and reach even more students in new ways,” Calamia said.    
   

Elzbieta Cook

Elzbieta Cook

   
    Courses Taught: CHEM 1201,1202, 1421, 1422    
   

About: Cook received her Ph.D. at the University of Calgary, Canada.

   
   

Why Teach? Cook explained that teaching is important to ensure the next generation has a solid foundation in science.

   
    Why partner with the CAS? “Being a faculty partner allows [educators] to use one’s experiences and creative input to impact the direction of the offerings and initiatives taken by the CAS,” Cook said.    
   

Maribel Dietz

Maribel Dietz

   
   

Courses Taught: HIST 1001, 2020, 2125, 4007, 4008, 4106, HNRS 2041 and graduate courses

   
   

About: Dietz received her Ph.D. from Princeton University.

   
   

Why Teach? “I love teaching — in particular, I enjoy introducing new students to the study of history,” Dietz said.

   
   

Why Partner with CAS? The CAS is a fantastic campus resource to support teaching efforts, Dietz said. Specifically, she enjoys working with SI leaders in HIST 1001 and being able to have an input in CAS planning.

   
   

Janice Holmes

Janice Holmes

   
    Courses Taught: ACCT 2001, 3001, 3021    
   

About: Holmes earned her master’s of science at LSU.

   
   

Why Teach? “Teaching is such a rewarding profession. Seeing my students succeed and start their careers with great opportunities is exciting,” Holmes said.

   
    Why partner with the CAS? Holmes said she appreciates the sharing of ideas between the CAS staff and faculty. Holmes also said being a partner has made her more knowledgeable of student resources and shares those resources with her classes.    
           

Yungjung Kim

Yungjung Kim

       
   

Courses Taught: COMD 4153, 4250 and 7385

   
   

About: Kim earned her Ph.D. from the University of Wisconsin-Madison. 

   
   

Why Teach? Kim expressed that she enjoys sharing her knowledge and expertise with students, and learning from them as well.

   
   

Why Partner with the CAS? Kim said being a faculty partner allows her to better understand student’s perspective and the resources that CAS offers.

   
   

Julia Ledet

Julia Ledet

   
   

Courses Taught: MATH 1029 and 1552. Assists with MATH 7001 and 7002.

   
   

About: Ledet earned her Ph.D. in science and mathematics education from Southern University.

   
    Why Teach? Ledet compares mathematics to a jigsaw puzzle: “When you look at mathematical concepts, properties and facts without seeing the whole picture, the individual pieces seem meaningless as to why a person should master this. I enjoy helping students discover the connections between the puzzle pieces of mathematics,” Ledet said.     
   

Why Partner with CAS? Ledet said that partnering with CAS gives faculty members the opportunity to learn about services available to students across campus and gives faculty a way to impact those services in a positive and productive way.

   
   

Dalgis Mesa

 mesa

   
   

Courses Taught: PHYS 2110, 2113, 2001, 2002, 2112, 1201, and 1202

   
   

About: Mesa earned her Ph.D. from LSU.

   
    Why Teach? “I firmly believe that the critical thinking skills and knowledge learned in physics extend beyond the classroom into our everyday lives, and such is the idea that I strive to transmit to my students with every lesson taught,” Mesa said.     
   

Why Partner with CAS? Mesa said working with SI's has brought to her attention the concerns and struggles some of her students face with the material. She also said that the CAS has allowed her to make connections and share ideas with faculty who teach in different departments.

   
   

Steven Pomarico

Steven Pomarico

   
   

Courses Taught: BIOL 1002 and 1202

   
   

About: Pomarico earned his Ph.D. in biochemistry from LSU.

   
   

Why Teach? Pomarico said trying to convey material in ways that are both informative and shows students reasons biology can be important to them can be a challenge, but is also one of the reasons he loves teaching.

   
   

Why Partner with CAS? Pomarico said he has used the Supplemental Instruction resource in his classes for years and becoming a partner was a natural next step. “CAS has something to offer for every faculty member. It may not always be the same for all faculty, but everyone should at least explore what CAS can do to help their students succeed,” Pomarico said.

   
   

Heather Rackin

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    Courses Taught: SOCL 2201 and 4401    
   

About: Rackin received her Ph.D. from Duke University.

   
   

Why Teach? “I enjoy giving students the tools to evaluate evidence that allow them to make thoughtful decisions,” Rackin said. 

   
   

Why Partner with CAS? Rackin said the CAS gives her students the resources they need to grasp the material in her courses and recommends that other faculty members join as partners to help their students succeed. 

   
   

Doug Weimer

Dpuge Weimer

   
    Courses Taught: ECON 2000, 2010 and 2001    
   

About: Weimer received his M.A. in economics from LSU. 

   
   

Why Teach? “I enjoy the excitement from a student when a concept finally ‘clicks’ for them, or bumping into students a year or two after they have taken my class and hearing how it might have made an impact,” Weimer said.

   
    Why Partner with the CAS? Weimer said meeting other faculty members and hearing their academic issues is a great opportunity. Also, he often suggests students make an appointment with the CAS to get the extra help they need.