Ashley Burchett is an English professor at UW, who prides themselves on being able to form a connection with their students long after their students leave the university.
Ashley graduated from North Carolina State University and, during their last year of graduate school, searching for a full-time job.
When they came to Laramie they knew they were home.
“When I visited UW, I was super impressed by the faculty/department community and all the responsibilities and opportunities I’d have working in the English department,” Ashley said.
“I also enjoy a cold climate and wanted to move somewhere different in the US, so Laramie provided that nice chilly reprieve from the humid East Coast southern town I moved from.”
Throughout their time here at the University of Wyoming, they have seen their students do many things, such as opening a nonprofit. They love to “see students becoming empowered in their knowledge and learning,” Ashley said.
Ashley loves seeing empowered students and works their hardest to get them there; even if that means making grading more of a sliding scale.
“Grades can be such a big stressor to students and can be connected to their self-worth,” Ashley said. “I try to open conversations up about grades and remind my students that grades reflect neither my estimation of them as students nor they’re worth as people.”
“I also try to consider alternative grading methods when appropriate to the course and its outcomes.”
One thing Ashley mentioned students should utilize is their ability to ask questions.
“Ask all the questions; cultivate an inquisitive spirit and reflex. Doing so will set you up to be a critical thinker and employee in your future,” Ashley said.
Students tend to feel a certain stigmatism about asking questions. They may be afraid to ask them because they are scared of being seen as a slacker.
Ashley strives to never make their students feel this way. They welcome questions every time students are in their class.
Ashley’s goal is for students to feel welcomed, supported, and seen, as compared to other classes where students may feel neglected.
Ashley does not want to teach forever though. At some point, they want to either get back into editing work, writing center work, or instructional design.
