Molly Cavaleri is the recipient of Michigan Technological University’s 2022 Distinguished
Teaching Award in the
Associate Professor/Professor category.

Molly Cavaleri is an associate professor and director of graduate studies in the College of Forest Resources and Environmental Science. She received her bachelor’s in molecular biology from the University of Wisconsin,
her master’s in forestry from the University of Minnesota, and her Ph.D. in ecology
from Colorado State University.
She studies how trees work by taking fine-scale physiology measurements then extrapolating
what she learns in order to answer big ecological questions within the context of
global change.

“Molly is an exceptional teacher who shares her passion to understand how plants interact
with the environment and how global change is impacting ecosystems. In addition, and
perhaps most importantly, Molly maintains a focus on the well-being of her students.
Her empathy and understanding of some of the challenges that students face within
and outside the classroom lead to a better student experiences, enhanced student performance
in classes and ultimately, student success. She is also an outstanding mentor to students
who want to explore research, and helps them embark on a path that leads to the next
stages in their careers.”Andrew Storer, dean of the College of Forest Resources and Environmental Science

Briana Bettin is the recipient of Michigan Tech’s 2022 Distinguished Teaching Award
in the
Teaching Professor/Professor of Practice/Assistant Professor category. 

Q: Could you describe your work in the College of Forest Resources and Environmental

MC: Here in CFRES, I wear a few different hats. In the spring, I teach tree physiology
to undergraduates. In fall semesters, I teach graduate students my own field of research,
ecophysiology, which is basically the study of how plants are affected by their environment.
I also serve as the director of graduate studies for the College, which involves processing
all submitted graduate applications and helping current grad students with any questions
or concerns as they move through their milestones toward graduation. Finally, I co-lead
multiple research projects involving the effects of climate change on both temperate
and tropical forests. I am a forest ecophysiologist with expertise in tree canopy
structure and function and the cycling of carbon and water through forests. Through
this work, I currently mentor five graduate students who have research projects at
sites both here in Michigan and in Puerto Rico. I also write and co-write proposals
to keep this work funded and peer-reviewed papers to report on our research findings.

Q: I can think of many words to describe the climate in the Upper Peninsula, but tropical
is certainly not one of them. How do you study tropical forest responses to climate
change from a classroom in the Keweenaw? 

MC: The Tropical Responses to Altered Climate Experiment is a forest warming experiment in the El Yunque National Forest in Puerto Rico. TRACE
is currently the only experiment in the world studying the interactive effects of
both warming and hurricane disturbance on tropical forests, particularly the effects
on carbon and nutrient cycling. We are also unique in that we are led by a women-only
team of principal investigators: Sasha Reed (U.S. Geological Survey), Tana Wood (U.S.
Forest Service) and myself. Within TRACE, I lead the effort to explore the effects
of disturbance on tropical plant physiological processes like plant respiration and
photosynthesis. My graduate and undergraduate students travel there for fieldwork
campaigns, and I am able to go one or two times per year for meetings and fieldwork.
The rest of the year, I have weekly Zoom meetings with the TRACE team to stay informed
and to help make decisions about the project. I would not be able to do this without
our amazing team in Puerto Rico who focus on the day-to-day project needs.

Q: How would you describe your teaching style? 

MC: I use multiple styles across my graduate and undergraduate courses, including discussion,
facilitation, demonstration and lecture. My graduate courses are generally small (eight
to 15 students), so I am better able to employ discussion-based and active learning
techniques. At the beginning of the semester, each student selects one topic (e.g.,
effects of high temperature on photosynthesis), for which they develop a one-week
module and then teach it to their peers. This may include lecturing, leading journal
article discussions and/or creating laboratory exercises. I meet multiple times with
each student to help them assemble their lesson plans and provide teaching materials
and critical feedback. In this way, the students learn from each other, gain experience
teaching and also learn a topic of their choosing in depth. They quickly realize how
well one must understand a topic in order to teach it effectively!

My undergraduate courses are larger (25-50 students) and tend to be more lecture-based.
Personally, I think the best way to learn the content is to come to class and engage
in the experience live, as I do interactive activities like think-pair-share and full-class
brainstorming. I am a visual learner, so I use a lot of diagrams, animations, videos
and my own whiteboard drawings to help get across complex biological processes. However,
I also think that during these weird and unprecedented pandemic times, it is critical
to be flexible. For students who aren’t always able to attend live classes, I also
provide readings, online quizzes, video lectures, live review sessions and video review
sessions. Every week, I poll the students using to find out what topics from the previous week they found confusing, then I focus
my reviews on results of these polls. I do think it is important to offer a variety
of different methods of content delivery, as each student has their own learning style
and individual constraints.

Distinguished Teaching Award

Since 1982, the annual Michigan Tech Distinguished Teaching Award has been awarded in two categories: Associate Professor/Professor and Teaching Professor/Professor
of Practice/Assistant Professor. The award nomination and review processes are student-driven;
finalists are selected based on student ratings regarding quality of instruction.
Winners receive $2,500 and a plaque at an awards dinner sponsored by the Office of
the President in the fall.

Q: What instructional methods or philosophies do you use to be successful?

MC: Honestly, I don’t think the method of delivery is as important as how we treat
our students as humans. They are all facing unique challenges and striving toward
different goals. When students are clearly struggling, I reach out to them. For example,
when they miss big assignment deadlines, I will contact the student, not necessarily
to remind them to turn it in or let them know of a late penalty, but to check in on
them and ask them if there is anything I can do to help them get across the finish
line. More often than not, they are going through something big and personal, and
they just need a little more time. I would much rather my students ask me for help
and extensions than become paralyzed with guilt and anxiety. 

Prioritizing health, including mental health, has consistently led to better outcomes,
overall. Once I removed late penalties, I have never again had a student fail my class
due to missing a large assignment. I believe positive reinforcement and encouragement
also promote much better products than punitive policies. The students want to do
well and hand in the best product they can when they sense that you respect them as
people. We can support our students best when we prioritize their well-being above
rubrics and deadlines. I think you probably would agree that we all perform better
when we feel respected and supported!

Q: Who (or what) inspired you to become a teacher?

MC: To be honest, I was trained as a researcher, not a teacher! I did not have much
experience teaching before I got the job of assistant professor. I was very much thrown
into the deep end of the pool with minimal training. The
Center for Teaching and Learning workshops and sessions were hugely helpful early on. Luckily, it turned out that
I loved it and had a knack for breaking down large, complex processes into easily
understandable bite-size pieces. 

Molly and a watering can
Molly Cavaleri brings compassion to her classrooms, even when her classrooms don’t
lack for warmth. 

Q: What are the biggest challenges you face in your work and how do you address and/or
overcome those challenges?

MC: As most tenure-track professors would tell you, the biggest challenge of this
job is learning how to balance and prioritize all of the different facets of the work
without letting any given piece be neglected for too long, and also without letting
it encroach too much into my personal life. It can be a rather tough balancing act.
My family always gets top priority, then my students, and then the rest of my commitments
to colleagues and service. I give myself strict boundaries on how much time I give
to each endeavor. Teaching, especially, can take up just as much time as you give
to it. Students have no idea how long it takes to put a lesson plan together, but
often the classes I throw together at the last minute (“just in time” teaching!) turn
out to be the most spontaneous and engaging. 

It is also really important to manage other people’s expectations of you. When new
duties or service activities land on my plate, for example, this is an excellent time
to request that other obligations be taken off. I have learned how to say no early
and often, how to delegate when appropriate, when to ask for help and under what circumstances
one can ask for extensions. I am not always successful in avoiding guilt or self-recrimination,
but it is very helpful to remind myself that there will never be a time when everything
is done. I imagine my workload as a continuous conveyor belt upon which new items
are deposited at approximately the same rate as I accomplish older commitments. Sometimes
it gets backed up by illness, vacation or because I’m working on a big proposal. During
these times, my colleagues are incredibly supportive, and everyone understands when
things are sometimes late. In the same way I hope that my students feel comfortable
asking me for help or extensions, it is important for me to preserve my own mental
health on occasion and do the same.  

Michigan Technological University is a public research university founded in 1885 in Houghton, Michigan, and is home to more than 7,000 students from 55 countries around the world. Consistently ranked among the best universities in the country for return on investment, the University offers more than 125 undergraduate and graduate degree programs in science and technology, engineering, computing, forestry, business and economics, health professions, humanities, mathematics, social sciences, and the arts. The rural campus is situated just miles from Lake Superior in Michigan’s Upper Peninsula, offering year-round opportunities for outdoor adventure.