There are times when we often wonder what our professors were like before they stood at the front of the classroom. To find out, I spoke with four professors here at Stevens and learned how their college experiences ultimately led them to become the educators they are today.
First and foremost, we have Professor Ying Wu, Associate Professor in the School of Business at Stevens. As a college student, she describes herself as “very introverted,” often keeping to herself and rarely speaking to professors. Her turning point came during her junior‑year mathematics class, when a disappointing exam grade pushed her to knock on her professor’s office door for the first time. Professor Wu’s professor reviewed her work, understood her reasoning, and helped her earn a better grade — a moment that taught her the value of communicating rather than staying silent. Professor Wu grew up in rural China and was motivated by watching her parents work tirelessly, and dreamed of lifting her family out of low income. She earned her bachelor’s and master’s degrees in China before completing her PhD at Cornell University. One of her greatest inspirations was her PhD advisor, whose commitment to teaching showed her the impact a professor can have. Today, she sees herself not just as faculty, but “a member who can provide help for the younger generation,” carrying forward lessons from her mentors and from her mother as well.
Next up is Dr. Chris Shemanski, the Director of the First-Year Experience in the Office of Student Affairs. As a college student, he began his undergraduate years unsure of his academic direction, starting as an environmental engineering major after letting go of his early dream of becoming a broadcast meteorologist. His first semester was difficult. Balancing chemistry, calculus, and introductory engineering courses often left him overwhelmed, and he vividly remembers the embarrassment of once turning in a math quiz “literally blank” because he didn’t understand the material. He regrets not accessing the materials he had at hand, like office hours and tutors. He attended a small liberal arts college, where he became a Resident Assistant for three years while also leading global service‑learning trips to Kenya. These experiences pushed him out of his comfort zone and helped him grow personally and socially. Academically, he eventually switched to economics and later added political science, finding mentorship in Dr. Chasek, who sharpened his writing, public speaking, and critical thinking skills. His experiences ultimately fueled his PhD research on first‑year STEM retention and inspired his passion for supporting students. Today, he finds joy in watching students grow from their first semester to graduation, the very journey he once had to navigate himself.
Now we have Professor Emmanuel D. (Manos) Hatzakis, who is an Industry Professor and the Director of the Master’s in Finance and Master’s in Financial Engineering programs at the School of Business. As a college student, he came in with the mindset of “studying all the time,” with little social life because he didn’t want to fall behind, especially after realizing how smart his classmates were. Determined to keep up, he spent nearly all his time preparing for classes and earned strong grades, though physics challenged him the most. He loved math and began as a mechanical engineering major. Coming into college, he even imagined becoming a doctor, but his curiosity and passion for mathematics ultimately led him toward engineering instead. Unlike many professors, he didn’t have a mentor who guided him early on. In fact, he followed advice he still questions today. Missing out on that support is one of the reasons he decided to become a professor about seven years ago. He hopes to give students the guidance he never had, sharing his experiences and teaching with empathy.
Lastly, we have Professor Virginia Conn, Teaching Assistant Professor of Writing and Humanities. As a college student at the University of Kentucky, she was academically strong but very quiet, usually sitting in the front row and only speaking when called on. College gave her her first real taste of independence, and she enjoyed it by staying out late, trying new things, and learning how to manage her own time. She earned mostly A’s, though she still remembers the stress of missing a couple of finals her first semester, something she never let happen again. The class that challenged her most wasn’t because it was difficult, but because she didn’t care for it, an asynchronous Music 101 course she procrastinated on until the very end. What impacted her more was an art professor she initially thought was “mean,” whose tough critiques pushed her harder than anyone else. Over time, she realized those critiques came from someone who believed in her potential. She went on to earn two bachelor’s degrees, one in English literature and one in Studio Art, before joining the Peace Corps and later pursuing graduate school. Those experiences, along with the mentorship she received, shaped her desire to teach. Today, she hopes to give students the same encouragement and support that helped her find her own academic identity.
