“Teaching is not a one-way relationship; it’s an interactive process. I constantly challenge myself to grow and stretch intellectually and personally to reach the increasingly diverse pool of students that I teach. I have seen how my own passion for and excitement about the materials I teach gives students a freedom to be passionate about their own learning process,” says Currier, who teaches sociology.

Getting students involved is at the core of Currier’s teaching philosophy. “In my classroom, it’s ‘cool’ to be interested in, engaged with and excited about what we are studying,” she says. “I teach students that critical thinking, the ability to communicate orally and in writing, and accommodating diversity are key to their future success.”

Helping students to understand human behavior and their own perspectives, especially on issues as poignant as race relations, poverty and violence against women, calls for a commitment that often extends beyond the classroom. Currier requires that her students be active participants. This can mean everything from class discussions to organizing food and clothing drives for local shelters to obtaining internships in the community. For Currier, teaching also means including students in her research. She involves them in ongoing projects and often refers to her research in class.

In a current project, Currier and a student are studying attitudes about violence against women — in particular, rape. They are looking at how college students blame the victim by thinking that a woman’s dress or behavior causes rape to happen. Her student is reviewing current sociological and psychological literature on rape myths, victim blaming and rape prevention programs. They will co-write the literature review for an article.

In another project, Currier is researching “hookups,” or casual sex, among college students. It is an examination of the definition, prevalence and repercussions of this activity. A student is helping her develop a survey and interview guide for this project and will assist with focus groups.

“By involving these two students at various points in my research, I am teaching them how research is done and showing them how what they learn in their classes has practical applications to their own lives,” says Currier. Her dream is to have more research opportunities for undergraduates as well as avenues for them to present their findings. She wants her students to understand how research is designed and carried out because the experience will be valuable in graduate school and work.

“In my 11 years of teaching, I have had many students return to take my classes again and again. They say it is because I am excited about teaching, I bring energy to the classroom, and I care about their intellectual growth,” says Currier. “I believe I have found my calling. I feel the most success in my life when a student goes ‘ah hah!’”