“There is incredible technology in the lab and as a prospective student visiting Curry, I knew I would want to get involved in the lab at some point during my undergraduate career. I learned experimental Psychology, had peer teaching opportunities, experience in the lab, and exposure to many other areas of Psychology. I completely loved it here.”
Heather Flaherty '14
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First-Year Course Faculty
Curry's talented and caring professors are deeply committed to our students, both inside the classroom and beyond. You will find your professors who teach first year classes advising clubs, attending shows, cheering at games, and eating lunch with you in our new Student Center. Below are some profiles of faculty whom you might find teaching your first year classes:
Carrie Cokely, Director, First-Year Seminar
"As Director of First-Year Seminar, I have the pleasure of working almost exclusively with first year students on campus, both at orientation and throughout the entire first year in FYS. First year students have a unique opportunity to define the kind of students and individuals that they want to become now that they are in college.
I enjoy partnering with students on their journey of self-discovery as they form their identities, set goals, and face both successes and challenges along the way. I see myself as a resource and sounding board for students as they chart their path to success, and encourage students to stop by my office if ever they need something or just want to say hello!"
Karen Lischinsky, Assistant Professor, Criminal Justice and Sociology
"I was interested in teaching in the FY Inquiry Program as I am committed to the type of education that comes out of a program that stresses community and mutuality.
I believe the FY Inquiry Program allows me to challenge students to engage in critical reflection where they will be asked to not only reflect upon their lives but also the lives of others outside of the academy.
When I was a student, I benefited greatly from an engaged pedagogy where students and faculty shared their lived experiences. These narratives were then linked to academic work that deepened conversations in the classroom. Thus I feel it is a privilege to return the support that was given to me as an undergraduate and work with students in a program that is collaborative, educational, engaging and transformative."