Sonia Molloy
Molloy said each of her students has the potential to learn and grow, but at unique levels. That’s why the one-size-fits-all approach doesn’t work in higher education.
“Each student has a fire within them, and my mission is to foster and guide that fire. For some students, this fire is an intense flame, so I work to feed the flame, encouraging it to take new heights and directions,” Molloy said. “For other students, this flame is a tiny simmering ember that needs time, nurturing and resources to continue to burn and spark into a flame. I integrate theories to guide my teaching to reach this goal of sparking learning and growth in every one of my students: sociocultural theory, humanistic perspective and intersectionality.”
Molloy relies on two concepts she learned from sociocultural theory. First, she finds the zone between what students already know and what they can learn through her efforts. She finds this zone through informal and formal ways. Arriving early to class and chatting with students about themselves and assignments is one way. She said the interactions help build trust and rapport with students. Formally, she finds this zone through lectures, assignments and applied activities.
Second, she provides scaffolding, or the necessary tools to support learning through the zone. She designs her courses so that students have a multitude of ways to learn core course concepts, through tools such as books, scholarly research, peers, one-on-one instruction and real-life situations.
“I use two theories to inform my teaching within the humanistic perspective: hierarchy of needs and free will,” Molloy said. “To extend toward self-actualization, students must have each hierarchy of needs met within the pyramid, including basic needs, safety, belonging and esteem. I partner with our resources such as campus police, success center, student affairs and clubs to bring these services into classes through visits, assignments and informal referrals. I sometimes offer to walk a student to the resource and start an engagement with the service.”
Many of Molloy’s students are first-generation students and her goal is to activate the free will that allows them to succeed and grow. She acknowledges many of her students face challenges and barriers but have a desire to overcome them. Through building relationships with those students, Molloy said, she’s able to help them overcome those barriers and create a path to success.
Molloy said intersectionality — the concept that every person has multiple identities that intersect and diverse contexts that contribute to experiences of marginalization and privilege — guides the design and delivery of her courses. Her students might have a range of identities, some visible and some not, so she’s careful to be respectful of those differences.
These efforts help Molloy achieve her ultimate goal: watching them succeed.
“My teaching philosophy integrates theories and the passion to see my students thrive,” Molloy said. “I achieve this in classroom teaching, mentoring, advising and service. My greatest joy every semester is watching our students cross that stage to get their diplomas, ready to make a change in the world and their lives.”
Former students said Molloy’s personability, kindness and expertise make her a great educator. They said she’s committed to her students’ success.
“Dr. Molloy’s teaching excellence is further exemplified by her innovative and inclusive practices,” a former student said. “She incorporates a variety of teaching tools and strategies, catering to diverse learning styles. Her use of real-world examples and case studies in the HDFS field enriches the learning experience, demonstrating the practical applications of academic knowledge.”