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The Essence of Wellesley OVER T HE OVE E Y EA RS, I have spoken

with wi ith man a y alumnae about their Well l eslley experiences. Theere is one constant theme Th am mon ongg th he alums I meet: their memo mo ories es of our faculty. I ofte teen h hear about that prof ofeesso of or wh ho sparked somethin th ing in them in m during a class, or tthee one w who ho ins nspire ns red re d th them em to o believve in themselves enou ough ou gh to pu urs r ue a spe p ciific cours rsee of stud dy. Many tell me that th at the heir cho hoicce of maj ajorr was determined by the very high rega re gard ga rd d tthe h y haad for onee pa he p rttic icular professsor. We are re for o tu tuna nate to ha na have ve such an exceeptional faculty, and to h hav a e such a disti tin ti nguished historyy and continuity off faccul u ty exc xcellle len nce. e. B But it is not by acccident. From the begiinn nning, we ha have ve recruited r and retained d professors who arre bo both th outtst stan anding teachers and seriou an us scholars. And we conti c ti tinu nuee to foster a culture that emph nu hasizes teaching and an d ad advising, while providing the supp port that faculty need to pursue their research interests. As one current senior recently explaained: “Faculty understand Wellesley students, and they want to be here and engage on a personal level with every one of us.” It is not only our students or alumnae who are inspired by our faculty. I am as well. It is my privilege and pleasure to work with such an outstanding group of teachers and scholars.



left her career in investment banking to pursue a graduate degree in art history. Even in making that change a decade after graduating from Wellesley, her professors not only remembered her, but they also gave her important support and counsel. Our faculty’s innovative thinking continues to shape Wellesley. As I wrote in my “State of the College” email earlier this fall, Phillip Levine, the Katharine Coman and A. Barton Hepburn Professor of Economics, developed a simple online tool, My inTuition, to quickly provide families with a realistic estimate of the cost of a Wellesley education, a tool that we anticipate may revolutionize the higher-education market. (Economics alumnae were critical to the launch of this tool as we relied on them to help us in beta testing.) Jacki Musacchio ’89, professor of art, teaches with the letters of Anne Whitney, an important 19th-century poet and sculptor, and is working to make those letters digitally accessible. Adam Van Arsdale, assistant professor of anthropology, is leading the first WellesleyX course this fall on human evolution (as of October, nearly 19,000 people worldwide were enrolled). Many alumnae are familiar with the innovative course on Lake Baikal, taught by Marianne Moore, professor of biological sciences, and Tom Hodge, professor of Russian, which includes a visit to Siberia (see page 5). Perhaps you’re not as familiar with the impressive work of Amy Banzaert, the College’s first engineering faculty

‘From the beginning, we have recruited and retained professors who are both outstanding teachers and serious scholars.’ —President H. Kim Bottomly Alumnae who reminisce about their favorite Wellesley professors talk about how a particular class changed their thinking, or even how particular faculty members changed their lives. As another student said, “You don’t come to Wellesley to be successful. You come here for selfexploration.” That exploration is shaped by our faculty. Our faculty are more than teachers. They are mentors, role models, advisors, and supporters. In and out of the classroom, they guide students in their pursuits of professional and personal growth. And the student-faculty relationship often extends well past a student’s four years here. Several years ago, I heard from an alumna who had

member, who brings a team-based approach to addressing issues that affect underserved communities through her course Making a Difference Through Engineering. And the list goes on. Truly, Wellesley is Wellesley because of our faculty. We must always strive to support them fully in their teaching and in their research. And we must always continue our tradition of having an extraordinary faculty—to ensure that future generations of Wellesley students continue to have the opportunities that you had as students. H. Kim Bottomly

Wellesley magazine fall 2013  

Wellesley magazine, fall 2013

Wellesley magazine fall 2013  

Wellesley magazine, fall 2013