Meet Our Faculty

Diving Business & Technology Faculty

Lucja Rice

"My ardent passion for diving is evident in my teaching style. I strive to instill my love of diving in my students by sharing my experiences during class. I listen to my students’ needs and plan my courses accordingly. I believe that lectures implementing technology are essential to make classes more versatile. I believe that theory and practical training are essential in diving safety but hands-on training is critical to truly understand safe scuba diving. Most of all, I believe that diving should be fun and relaxing, but beyond all else, safe."

Math Faculty

Amber Severson

"All students deserve to learn meaningful mathematics. Students that have opportunities that promote investigation, discourse, and empowerment gain experiences that will improve mathematical skills, conceptual understanding, and problem solving strategies…

Marine Science Faculty

Angelo "Jason" Spadaro, Ph.D.

"I believe that students get the most out of experiential learning opportunities. I try to incorporate hands-on activities into each of my courses. My overriding objective is to prepare students for employment in the marine science field and to offer as many opportunities to gain real-world experience in the field as possible."

Nursing Faculty

Shannon Sperry, MSN, RN

"I constantly strive to provide knowledge while facilitating the students understanding of the subject matter I am teaching. I provide a holistic approach to teaching respecting and supporting a widely diverse group of students. I enjoy empowering my students as they develop the skills and knowledge that adds meaning to their role in the caring profession of nursing."

Nursing Faculty

Dawn Torquemada

"Learning is lifelong and education is life changing. Everyone deserves the opportunity to pursue their dreams of higher education, career advancement and personal growth. Learning should be enjoyable, interactive & interesting. Students should be excited and look forward to clinical days. This is a time of growth and a safe place to ask questions and practice skills that are learned in lecture & lab. My goal is to inspire each student to be a safe and compassionate caregiver that every patient deserves. I hope to instill in them a sense of community, a love for humanity and all the pride that goes with being a nurse."

Nursing Faculty

Deborah Townsend, PhD, RN

"My teaching philosophy recognizes that I am teaching adult learners. Adult learners are more motivated by something of interest to them that may benefit them in some way. My job becomes the creation of opportunities for the students to learn. I like flipping the classroom and going further in depth through case studies and discussion. I often do this in small groups, allowing for greater depth of learning. Experiential learning in clinical allows the concepts to be further understood by the students. I am a great believer in reflection, allowing time to think through what they have experienced. Journaling works well for this. Early on I promote responsibility for one’s own learning, encouraging and reinforcing being active and responsible."

Marine Science Faculty

Michelle "Mick" Walsh, Ph.D.

Dr. Walsh focuses on providing opportunities for undergraduate students to explore, test, and research ideas regarding fish culture, as well as the chance to discuss their progress and network with other culturists. She strives to inspire, motivate, and stimulate students as they develop professionally.

English Faculty

Emily Weekley, Ph.D.

Fyodor Dostoevsky writes in The Brothers Karamazov, "[T]he sacrifice of life is, perhaps, the easiest of all sacrifices in many cases, while to sacrifice, for example, five or six years of their ebulliently youthful life to hard, difficult studies, to learning, in order to increase tenfold their strength to serve the very truth and the very deed that they loved and set out to accomplish - such sacrifice is quite often almost beyond the strength of many of them." This sacrifice is one that each of our students is making. The way that students learn to use language is the cornerstone of their success in all disciplines; it is for this reason, after all, that composition is a prerequisite. Their success in this facet of their leaning is my job, my contribution toward this sacrifice. To expose students to the richness of poetry, fiction, and nonfiction, to show them how to get close to a text, is one of the most exciting parts of my job. When I can lead students to see the power and purpose their writing can have and help them to see how they can best utilize that power and that purpose, then we have done our job in our classroom community.