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In this fellowship cohort, we are thrilled to have a dynamic group of faculty representing not only four of DU’s colleges/schools (CAHSS, Daniels, PSC, and GSSW) but also University Academic Programs (University Writing Program and Leadership Studies). Below they share their reasons for becoming a 4D Faculty Teaching Fellow:

AMITY GOOD, Clinical Assistant Professor, GSSW:Ìý"Social Work is guided by six Core Values (NASW) service, social justice, dignity and worth of the person, the importance of human relationships, integrity, and competence. These values are deeply embedded in the Graduate School of Social Work and are reflected not only in our curriculum and pedagogy, but also in the way we engage with client systems and collaborate with our community partners. When considering the four dimensions of the 4D Experience—deepening intellect, defining character, developing well-being, and discovering purpose—these values provide a natural and powerful framework that aligns our educational mission with the broader goals of student development.

"I believe that transformative and inclusive teaching must extend beyond the classroom. It must be reflected in how we build community, promote strengths and affirm the whole person. By integrating mentoring, expanding belonging efforts, and continuing to align our pedagogy with the values of our social work profession and the goals of the 4D Experience, it is my hope that this can supplement their experience in the GSSW program so they are not only competent social workers but compassionate and purpose-driven human beings that enable sustainable practice as part of a rewarding professional career."

ANA BABIC ROSARIO, Evelyn and Jay G. Piccinati Associate Professor of Marketing, Daniels College of Business: "As a faculty member who has benefited from the 4D Infusion Grant, I have experienced firsthand how the 4D Experience framework can enrich teaching, research, and student engagement in ways that are transformative, inclusive, and deeply meaningful. Building on this foundation, I am excited to participate in the 4D Faculty Teaching Fellowship to extend the impact of my work—particularly my current research and teaching on transformative heritage consumption—and support colleagues in embedding holistic, student-centered strategies into their pedagogy."

CINDY CRAGG, Teaching Associate Professor and Academic Director, Communication Management and Instructional Design and Technology, College of Professional Studies: "My experience with the 4D Innovations Cohort and as Faculty Fellow for ePortfolios has shown me how powerful intentional integration of reflective learning can be in supporting students across all four dimensions. As co-facilitator of the ePortfolio Innovations Circle (ePIC), which was co-sponsored by OTL and 4D, I gained a deeper theoretical understanding and a broader arsenal of practical tools to support faculty in implementing more reflection into their teaching practices. Building on this work, my goal is to create sustainable frameworks and resources that continue to enhance our teaching culture long after the fellowship year concludes."

GREG UNGAR, Associate Professor of Theatre, CAHSS: "Drawing from my background in acting and general theater instruction, as well as much time spent practicing connection and, as a neophyte, nonviolent communication, I understand that transformative education requires creating spaces where students practice authentic connection while developing essential life skills. I’m interested in experiential learning that teaches students to listen deeply, respond thoughtfully, and remain present under pressure—capabilities that translate directly to leadership, collaboration, and civic engagement."

HEATHER MARTIN, Teaching Professor, University Writing Program, UAP: "Under the umbrella of University Academic Programs, the Writing Program is a natural location to nurture student development across and between the four dimensions. Reaching nearly every incoming DU student, UWP courses emphasize critical thinking, self-reflection, and community-building. Furthermore, UWP faculty are attuned to the role of well-being and purpose in student success, with many Writing colleagues drawing on frameworks such as trauma-informed pedagogy, Universal Design for Learning, and growth-mindset strategies. I am excited to bring experience and commitment to reflective, purpose-driven pedagogy and a collaborative spirit to help the Writing Program articulate, elevate, and expand the transformational potential of 4D learning."

JOE WALSH, Teaching Assistant Professor, Leadership Studies, UAP: "My pedogeological education is rooted in the Jesuit practice of educating the whole person. Ignatian pedagogy begins with the specific context for each individual learner and uses curricular and co-curricular methods to align learning objectives to the experience, action, and evaluation framework. Then, when an experience can envision these concepts expanding beyond the four walls of the classroom, an embodied reflection helps realize the learning. My study and application of this model seeks to fully integrate the theoretical with the practical, asking students to engage personally and adaptively with content both within and outside the classroom walls. The Jesuit pedological practice closely aligns with the 4D Experience integrating intellectual curiosity and learning with personal, social, emotional, physical, spiritual, and financial growth and health that is applicable in today’s modern and increasingly complex society. I see the four dimensions map well to Ignatian pedagogy and help create lasting and impactful educational experiences. The 4D Experience was a distinguishing factor for me to choose to apply to join the faculty at DU, due to the clear dedication to educating the whole person."

KATE RICE, Teaching Assistant Professor of French, Center for World Languages and Cultures, CAHSS: "The 4D Experience resonates deeply with who I am as an educator and human, and who I was as a student. I believe that all students deserve an education that is transformative, inclusive and impactful... I believe deeply in the mission of 4D and its potential to transform the lives of students and faculty. The 4D Faculty Teaching Fellowship is an opportunity for me to work alongside like-minded colleagues to advocate for a vision of higher education that prepares students for what matters most – balanced lives of meaning that are powered by intellectual growth and a strong sense of character.

"CAHSS faculty can play a powerful role in bolstering the 4D Experience at DU because they know their students and are committed to providing academic content and classroom experiences that are relevant, rigorous, and engaging. They create curriculum and research opportunities that are community-based, creative and cultivate critical-thinking and reflection. The course offerings in CAHSS, across all disciplines, allow students to engage with content that emphasizes the necessity and deep value of a liberal arts education. Students are challenged to not only see themselves in the material they are studying but also gain a window into the lived experiences of others, becoming active global citizens."

NICOLE NICOTERRA, Professor, GSSW: "I am hopeful that we can foster a glimmer of shedding the values of work harder, faster, longer and without breaks in exchange for transforming our pedagogies to help students develop habits of well-being as part of every course, not as an add on, or extra work that will build habits of well-being for a lifetime and longevity in the profession of social work."