U N I V E R S I T Y  O F  P I T T S B U R G H

 Volume VIII, Number 1

September 2002

Chancellor's Distinguished Teaching Award
‘Eclectic’ nature of students inspires Mary Beth Spore

Mary Beth Spore, Humanities, University of Pittsburgh at Greensburg, draws inspiration from the “eclectic nature of the students.” Spore comments, “I am always aware of the baggage students bring to class. I want to meet them with their baggage and see if we can put it aside for the moment so they can learn. I really like these kids and feel vested in their learning. They make me feel wonderful and excited about learning. I feel close to them as people. They keep in touch with me for years after graduating.”

Supported by her colleagues, Spore launched a new certificate program in children’s literature, with the first six students graduating this spring. According to Spore, bringing this program to fruition was the result of the “great informal mentoring system” at UPG. “The comfort level here is conducive to trying out new things because there seems to be a common mission with everyone willing to become involved and offer advice. Faculty who came here in the ‘60s when there wasn’t even a campus have invested so much in this place—that makes my successes their successes, as well. I think that spirit is rather unique.” When she won the CDTA, a veteran faculty member told Spore, “You honor all of us with this award.”

Seven years ago, Spore initiated an annual Children’s Literature Conference, which she says is “vibrant and growing.” This year’s conference was attended by about 180 school teachers, librarians and teacher educators. This year, five of Spore’s students presented a paper on using criticism in the middle school English classroom, demonstrating how the use of various critical approaches changes the meaning of a book. Spore was gratified by the “overwhelmingly positive comments” about the presentation, which was unique at a campus that is limited to undergraduate students.

Although her energies recently have been devoted to developing and teaching her children’s literature courses, Spore also has a special place in her heart for developmental education. “The challenge of teaching developmental English can’t be beaten. Developmental teaching is controversial and underappreciated, but I never feel more of a teacher than when I am in a developmental English class. Part of my success in teaching these students results from getting down to where they are.”

Spore shares concrete teaching strategies that are widely applicable:

• When asking students a question, I need to take an exaggerated pause to give students time to construct answers. Some students are glib and can answer from the tops of their heads; others need time to think. When I started being conscious of allowing students more time, I saw my students becoming more thoughtful. Although I try to remember to take more time when waiting for students to respond, I ask students to remind me if I don’t give them enough time to think before answering.

• I always begin class with an overview of what we will be doing. Also, I like to allow students a chance to talk about the material before I begin. I encourage students to say something about where they think we should begin or head. I have found that students do come to class with things they’ve been thinking about. Allowing them time to share their thoughts has made me realize they are more engaged than I had previously thought. As a result, I have changed my syllabus and students have become more vested in the course.

• I always plan class discussions in my mind; I know where I want to have them end to reach closure.

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