When Almara Hutchinson, M.A. ’15, first arrived at Radford University as an ambitious graduate student in the Communication Sciences and Disorders program, she planned to become a speech-language pathologist. Instead, inspired by caring mentors, she discovered a passion for teaching the next generation.
Now, after earning her Ph.D. in higher education administration from West Virginia University (WVU), Hutchinson is reflecting on the experiences at Radford that shaped her journey and looking ahead to what's next.
As the only student in her cohort to pursue a thesis, Hutchinson sought a gifted mentor to guide her through the process. She found Diane Millar, a professor who Hutchinson described as “driven, compassionate and welcoming.” Understanding that Hutchinson eventually wanted to pursue a Ph.D., Millar was fully supportive of her undertaking a thesis.
Hutchinson’s research with Millar focused on augmentative and alternative communication (AAC), training caregivers to use communication strategies that could be applied in everyday community settings. Every step of the way, Hutchinson admired Millar’s elegance, poise and intellect. She wanted to emulate her favorite professor in every way, from how she conducted herself professionally down to wearing monochrome outfits.
“It was evident from the moment I began the program at Radford that she cared deeply about her students' success, and that's what made me want to be a professor,” Hutchinson said. The mentorship continued long after graduation, with Hutchinson seeking advice from Millar, who encouraged her pursuit of faculty positions and doctoral study. “She was not only encouraging but acted as if she knew I would reach that path all along and was just waiting for the day to come,” Hutchinson said.
Millar wasn’t the only professor who left a lasting impact on Hutchinson’s teaching philosophy.
The late Raymond N. Linville, retired professor emeritus and former dean of Waldron College of Health and Human Services, helped Hutchinson overcome her fear of multiple-choice tests. Linville embraced weekly multiple-choice exams to prepare students for the licensing exam, since the wording and formatting directly mirrored the Praxis exam questions. Hutchinson recalled her professor saying, “Listen. You’re going to do this each week, and I promise, it won’t be scary anymore.” Just as Linville predicted, her fears decreased over time. Hutchinson even adopted the same model for assessing students.
Linville didn’t just prepare his students for exams; he was dialed into their emotions. Humor was his tried-and-true tactic for making topics approachable – another skill Hutchinson tries to imitate with her own students.
“My hope is that I can continue to carry on the curiosity, humor and lightheartedness he brought to class every day,” Hutchinson said.
Following her graduation from Radford University in 2015, Hutchinson worked in the field for eight years as a speech-language pathologist in nursing facilities, schools and private practices. Her experiences afforded her valuable knowledge that strengthened her desire to teach future clinicians.
Eventually, she returned to academia, earning her Ph.D. in higher education administration from WVU while working as an assistant professor and coordinator of clinical education. Her eyes are now set on becoming an associate professor at the university.
As Hutchinson continues preparing the next generation of clinicians, she carries the lessons from her former Radford professors that once shaped her.