Teaching

After a long 25 year career as a senior academic administrator (VPR, Dean, Provost), I returned to the role of a professor in 2021. Since then (2021-2025), I have taught approximately 1,000 students who I can't help but feel are part of my extended family. I believe in every student (a trait I think I inherited from my dad) and can't help but care about them as an autistic empath. I find teaching and engaging with UNCG students to be the most meaningful thing I have done in my career, far outpacing the successes I am very proud to have achieved as a researcher and academic leader. Returning to teach and do research with UNCG students has led to me being the happiest in my career since the early 2000s and student comments make me feel that I my efforts are important in their lives. The UNCG Student Government Association nominated me, totally by surprise for a UNC system lifetime achievement award focused on serving students. This was a total surprise. The odds just a few nanoparticles from 0, but just being nominated felt like a Nobel Prize at this stage of career (even better than be elected as a Fellow of AAAS recognizing my contribution to my research field and to building university infrastructure).

Teaching philosophy:
I used to have a long-winded teaching philosophy aiming to explain my distinctiveness as professor. I am done with that now. My teaching philosophy is really just one sentence these days- "I want every student to reach their full potential in the class."

I try to do whatever I can to reach that goal, even though the goal is not measurable. That includes many things- most importantly being willing to meet students where they are and provide the flexibility and engagement they need to succeed in the course. I do other things, too. Some that might seem silly such as taking the first five minutes to tell a funny story or play my guitar and sing to allow students to transition into a comfortable and inclusive atmosphere where learning is easier. I also am personally open about my challenges with mental health and being on the autism spectrum in order to be a role model and resource to students that are struggling with mental health challenges. I also try to engage with every student as best I can in person and digitally, even in classes of 150-200 students, and even if that means 80 hour work weeks. I also try to incorporate research-based pedagogical practices that have been shown to improve learning, paying forward the teaching style of a teacher that transformed my life. I also recognize that I need to improve as a teacher and I try to, and need to, get better at teaching every day. I also try, not always successfully, to make it fun to be in the class.

Organismal biology, ecology and evolution are passions for me. I just can't help loving talking about how amazingly cool organisms (especially plants) and their interactions are. I hope students feel my excitement about the topics. Also, I can't help it (part of being an autistic empath) but I truly believe in every student in classes I teach, and I can't help feeling they are all a part of my extended family. Thus, I just can't help caring deeply about students.

For me, preparing lectures, setting up classes in Canvas, and delivering information is a relatively small proportion of the time I spend at teaching (albeit they take a lot of time). I wish that administrators realized that teaching is a "contact sport" requiring a lot of engagement with students in and outside of the classroom to help them learn the material, to show that you care and believe in them, and to help them overcome challenges in their lives that will allow them to reach their full potential. This piece I wrote in the American Biology Teacher discusses results of an unintentional experiment that demonstrated that this approach to teaching works and can dramatically reduce poor performance by students in a class.

I remember every professor I have ever had. I have tried hard to pay forward what I learned from the best professors who ignited academic passions that still drive me today. I try to avoid doing things that the worst professors did that almost destroyed my confidence or made class unnecessarily boring or stressful. The most impactful people in my life other than my family, have been my professors and faculty that mentored me.

Courses I teach at UNCG:

BIO 112 Principles of Biology II (Spring 2024, Fall 2024)
BIO 431 The Biosphere (Fall 2021; Spring 2022, Fall 2022; Spring 2023, Spring 2024; Spring 2025)
BIO 731 Environmental Health Sciences I: Organisms to Ecosystems (Fall 2021; Fall 2022- Required course for new Ph.D. students)
BIO 330 Evolution (Spring 2022;Srping 2023)
BIO 449/648 Plant Physiological Ecology (Fall 2022 graduate and undergraduate)
BIO 749 Biology Lab Rotations (Fall 2022,Fall 2023)
BIO 301 Ecology (Fall, 2023, Fall 2024)
BIO 600 Introduction to Graduate Studies (Fall 2023)
BIO 698 MS capstone (Summer 2024; Fall 2024)
BIO 790 Independent research (Spring 2024)
BIO 791 Independent research ( Fall 2024)
BIO 499 Undergraduate Research (every semester including summer- usually between 5-9 students each semester; Spring 2024-15 students; Fall 2024, 7 students: Spring 2025 8 students: 50 students since Fall 2021, with several completing 2 or more semesters)
BIO 695 Independent Research (Spring, 2025-)
BIO 499 Thesis, (Fall 2025)
BIO 799 Dissertation (Spring 2025-)

Class Songs (I write a song for classes)

BIO 431 (The Biosphere) "The Biosphere Blues"
BIO 330 (Evolution) "Evolution"
BIO 301 (Ecology):" Acclimation With You"

Recent Student Comments (March 2025 comments- the first three were earlier):

I’ve had many professors that go on and on about how they care about us mentally, emotionally, and physically but I never believe them. However, when you spoke about how you truly did care for us, and all the things you went through and understanding the challenges we face, I believe you really do care about us.
As time went on and the more you spoke about yourself and your care for us made me feel like I was like around my grandfather again who is very dear to me. It made me feel like you were also someone who is in my family because of how much you care.
To wrap this up because I will get a bit too repetitive. I want to thank you for every moment of being in your class. it’s memorable. You are the only professor so far that I would ever give a gift to just because of your going above and beyond, for not only me, but the rest of the class.
I truly hope you stay here long enough for others to experience your class and to know that, despite how it feels like the school is constantly going against us in every single way, there are people like you that teach our classes, who are/is a breath of fresh air.
I’d also like to say that I appreciated you reaching out to make sure we are OK I want to make sure that I ask you the same,. thing. So, I hope you right now we’re doing OK. I hope you’ve been physically mentally and emotionally balancing yourself and not overwhelming yourself, since it can be quite easy to do so.
Continue to be the most amazing professor in the whole wide world.
Dr. Coleman, you are one of the most influential if not the most influential professor I’ve ever met. I am so grateful to have met the most thoughtful professor in my whole undergraduate years. You truly care about the struggle students go through. Not from the eyes of one who looks down but from the eyes of one who can relate. Because of you kind nature Dr. Coleman you motivate your students to enjoy learning. I’ve never felt bad about missing class in my 4 years of undergrads until now. Thank you so much Dr. Coleman for giving us all hope and a light in this dark tunnel of our early 20s.
With that being said, I wanted to take a moment to thank you for the impact that you have made in my academic journey. I am excited to finally be graduating with my BS in Biology, but truth be told, the semester before I took your BIO 431 course I had planned for it to be my last semester and for me to drop out of college. I was not doing well academically in biology courses, and my GPA reflected that. I was also at risk of losing my financial aid, without which I could not attend school. I actually had been academically suspended before, and I was running out of time. A very close friend of mine, told me about your course and told me that I might be able to do well on it. I took your course that semester along with some other courses, and I told myself that if I did not do well that semester I would have to drop out as a UNCG student. While taking your course, I had never met a professor who cared so much about students' well being and mental health as much as you do, and you quickly became my favorite professor of all time. Environmental Biology was not my interest at the time, but because I enjoyed every lecture that you had, I was able to actually do well and I earned an A in the course, something that I was never able to do in my previous biology courses. That positive outlook also carried over in other courses that semester, which boosted my GPA pretty highly, and I felt reinstated as a student. The summer BIO 499 with you helped me immensely, and gave me research experience which I will be using in my career. This semester I retook the biology courses that I did not do well on the semesters before I took your course. Your impact was very noticeable, as I am finishing with all As and Bs in them, which allows me to graduate by the end of this semester. Overall it is safe to say that I could not have made it without you, so thank you so much for being a professor who cares not just for students' academic performance, but also for their mental health as well, which goes a long way in academic achievement.
Dr. Coleman is the most profoundly impactful professor I ever encountered. He is the nicest human, the kindest soul, and always a friend. He lead his students with grace and wisdom. He offered a listening ear, a warm hug, and support whenever needed. He is truly one of the best. He made me a better person and made learning fun. Kindness, he is genuine/authentic, knowledgeable. Dr. Coleman has messaged me since graduation to do check-ins and see how I am doing. Knowing he always cares about his students is really nice and heartwarming. It is always an honor to see his name appear. He takes his valuable time and thinks about so many people, always sending love.
There are some professors who help you strive for the best in school, and there are some people who inspire you to strive for the best in life. Dr. Coleman is both of those people. From always knowing how to make the class smile and laugh, to having the compassion to sit down and simply ask 'Are you ok, do you need to talk?' after class. I am fortunate enough to have had Dr. Coleman for multiple courses in my time at UNCG, and I gotta say he truly had a profound effect on my life as a student, and as a person. Makes me beyond happy I choose Biology for my major...He is the absolute MASTER of systems based learning. His concepts and interpretation of systems modeling for learning truely helped me excell in not only his course, but many of my other biology courses as well.
As someone who has always struggled with creating connections with faculty due to being shy, Dr. Coleman was the only one I was able to connect with because of his welcoming spirit. During the time that I had taken his course, I was struggling mentally and felt lost. Dr. Coleman was the only professor that I had that was open about mental health because of his own experiences. He deeply cares about his students and alumni. When I had gone to him about my mental health, he had taken the time out of his day to walk me and another student down to the student health services where he stayed with us until we were seen. To this day, I am so grateful to have met an amazing professor like him who has made a significant impact on my life because without his guidance and help, I would not be in the position that I am in life now. ..Dr. Coleman has impacted my academic growth by having a welcoming personality. I was able to ask him questions about the materials that we were learning in class without feeling nervous or stupid about asking him a question. This had helped me clarify my understanding of the topics being taught in class. The qualities I admire most about Dr. Coleman is his approachability, his enthusiasm, and his passion towards evolution. Another quality that I admire about him is his selflessness and dedication to his students well being.
Jim was more than just a professor; he was an incredible mentor who genuinely cared about his students' success and well-being. Whether it was through his engaging teaching, weekly research meetings, or just casual conversations, he always made students feel valued and supported. If I ever had to miss class due to personal or mental health reasons, he never made it an issue. Instead, he would send me the materials we covered and even offer to meet during office hours to make sure I didn’t fall behind. His willingness to go the extra mile for his students is something I’ll always appreciate. One of my favorite memories was working on his microplastics research, where he made me feel like a real scientist, not just a student. From analyzing data to creating graphs, he gave me the freedom to explore and contribute meaningfully to the project. Jim had a profound impact on my academic growth. He made research feel like a true scientific journey rather than just a task to complete. From the very beginning, he involved us in every step of the process, holding weekly team meetings to discuss ongoing research and giving us the freedom to explore techniques on our own. One of my favorite parts was analyzing data and creating graphs, which made me feel like I was making real contributions. Even though I was still an undergraduate, he always treated me like an equal, valuing my input and ideas. His mentorship not only deepened my understanding of science but also gave me the confidence to tackle challenges independently. For example, when I struggled with measuring microplastics in soil, he patiently guided me until I mastered the technique, showing me that persistence and curiosity are key to success in science.
Working with Dr. Coleman was always a delight. I knew I wanted to be on his research team my last year of undergrad after having him for a lecture course. In all of my years as a student, I can easily say there is no one else who cares as much about his students well-being, potential, and long term success the way Dr. Coleman does. From singing songs about science to his students in lecture, to being the person you put on your job applications as a reference, he is not only a wonderful teacher but a wonderful human being. I feel so lucky I had the privilege of being one of his students and research team members.....I remember one time, I had one of the worst weeks in undergrad. I was in my summer term, nearing my last semester of undergrad and I felt like things were not working out how they needed to in order to keep me on track with graduation, let alone a strong academic finish. I sat down in his office after our research team meeting and I just broke down because the week had been so rough with other classes and not meeting my own expectations. Dr. Coleman sat in his desk chair and pulled up my DegreeWorks and reassured me I was going to be fine, there were options for me and flexibility for me to retake a course I needed to still in time for me to graduate, and also showed me there were certain things I was stressing about that I didn’t even need to register for. I just remember leaving feeling so understood, seen, but also guided in the right direction by someone who I knew cared about me as a person, a student, and a professional following my graduation.
Dr. Coleman centered critical and systems thinking, personal development and growth, and inclusive collaboration. Dr. Coleman set a strong example for transparent emotional wellbeing, being open about his own experiences and modeling empathy for the student experience. Among other faculty at UNCG, he inspired me to continue in higher education and push myself to learn and excel, while keeping community central to my life and work.
Genuinely every experience with Dr. Coleman was incredible. You'd find it hard to meet a more passionate and supportive professor in academia. Dr. Coleman helped me remember that academia doesn't have to be a solo endeavor, like most things in life it is more meaningful and effective when you have a supportive group. Without a doubt I admire Dr. Coleman's empathy the most. Though his intelligence and passion has no rival, the compassion he has for his fellow humans and especially his students goes above and beyond anything I could've hoped for in a professor.
Dr. Coleman went above and beyond to make us students fell supported and understood. I really appreciated his kindness and mentorship during my senior year and beyond. He has continued to be a mentor and offer guidance even after graduation and I’m so grateful to have met him!.. .His depth of knowledge, kindness, and how very genuine they were. He cared out about not only my success, but also my wellbeing. That really means a lot as a student.
He went out of his way to assure that students felt supported in all aspects of our education and mental wellbeing. He was so supportive of our goals and made sure he took the time to get to know his students individually. Dr. Coleman has taken the time to provide support and guidance while I applied to PA school. He also took the time to write me a letter of recommendation to help my application process.
Dr. Coleman’s passion for the classes he teaches and compassion for the students he teaches truly sets him apart from other professors. He will go above and beyond for his students and the biology department wouldn’t be the same without him. Dr. Coleman supported me in my journey towards medical school. He not only encouraged me to achieve my goals, but submitted a strong letter of recommendation, which I believe influenced my acceptance to medical school.
Dr. Coleman is not just an amazing professor but an even more amazing person. Whenever I have a problem, Dr. Coleman is always there to save the day. He is a man of true morals and ethics. I admire Dr. Coleman’s honesty, attention to detail, kindness, enthusiasm, and most of all, his sense of humanity.
I've taken 2 course with Dr. Coleman and have been constantly amazed at how well he explains complex biological processes and is able to explain research figures and papers in his Biosphere class. I'm a premedical student, and his classes have really helped me become more comfortable reading and writing scientific literature.
Dr. Jim Coleman has been an incredible professor, and l've had the privilege of taking both Ecology and Principles of Biology I| with him. He is not only knowledgeable but also kind, compassionate, and truly invested in his students' success. At the beginning of each class, he would play music to help us relax, knowing that many of us had long, exhausting days. He genuinely cared about making sure we understood the material, always taking the time to connect with us on a personal level. When I was struggling mentally and falling behind, he noticed and reached out, offering his support without hesitation. He was a listening ear when I needed one most and even referred me to campus resources to ensure I had the help I needed. His empathy and dedication to his students go far beyond the classroom, and I am beyond grateful to have met someone like him. One specific example of how Dr. Jim Coleman went above and beyond to support me was when I was struggling mentally and falling behind in class. He didn’t just notice—he genuinely cared. He pulled me aside after class to check in and see if I was okay, offering a listening ear and heartfelt encouragement. When I opened up about my struggles, he shared that he had dealt with mental health challenges in the past, encasing real sympathy and understanding rather than just surface-level concern. He referred me to campus resources but also continued to check in on me, making sure I was still doing okay. If needed, during his office hours, he let me talk freely while he simply listened, creating a space where I felt heard and supported. When he noticed I was missing class, he even took the time to email me, not only encouraging me to come back but also sharing a little bit about himself to remind me that I wasn’t alone. Through it all, he still encouraged me academically and genuinely wanted to see my growth and success. He didn’t let me lose sight of my potential, always reminding me of what I was capable of. His belief in me pushed me to keep going, and his support made a lasting impact on both my academic journey and personal growth. I will always be grateful for his kindness, patience, and unwavering dedication to his students.
Dr. Coleman was always a very caring and genuine professor! He was extremely personable and brought so much joy and passion to class each day! Even following graduation, he still genuinely cares about where his students are and that means the most!
Dr. Coleman is one of the most engaging and supportive professors I’ve had at UNCG. His passion for teaching is obvious, but what really makes him stand out is how well he connects with students. He doesn’t just lecture—he creates an interactive learning environment where discussions often continue beyond class, whether through Canvas or email. He’s also open about the challenges of academia and mental health, which makes him easy to talk to. He genuinely cares about his students and puts in the effort to help them succeed, which is something I’ve really appreciated. Dr. Coleman has helped me grow academically by encouraging me to think critically and apply what I learn rather than just memorizing information. His teaching style has strengthened my problem-solving skills in both coursework and research. Beyond that, he has been incredibly supportive through my own challenges in school. He’s always open to conversations, whether about academics or the difficulties that come with it, which has made it easier to ask for help when I need it. His encouragement has helped me stay motivated, reminding me that setbacks are part of the process and don’t define my potential.
Dr. Coleman is an incredibly caring, genuine, and fun professor. Dr. Coleman works extremely hard to provide the best experience for his students. Dr. Coleman is a wonderful mentor and puts his all in to see his students succeed.
Dr. Jim Coleman was one of the most supportive professors I had. His engaging teaching style in my Biosphere course made complex concepts easier to grasp, and his detailed feedback helped me grow academically. Dr. Coleman shaped my approach to scientific thinking and encouraged my curiosity. His support during a tough time in my life reinforced my perseverance and confidence in my academic journey. i admire his patience, dedication, and genuine care for all his students. He makes learning accessible and ensures every student feels valued and I hope all students have had a similar experience with him. I would definitely recommend everyone to take at least one of his courses, if possible. :)
Dr. Coleman has helped me grow not only as a scientist but also as a person. He encouraged and offered me opportunities that have helped mold me into a caring and compassionate leader, which I also learned through following the extraordinary example he sets every day, in and out of the classroom. Dr. Coleman has been an instrumental part of my academic life and a personal role model and has continued to show up for me even after I graduated. You are the best, Dr. Coleman!
Awesome teacher to learn from and do research with! Super funny down to earth and extremely welcoming. Dr.Coleman is extremely talented and loves teaching and most of all his students!
Dr. Coleman was easily the best professor I had at UNCG. It did not matter if it was a class of 30 or 100 students, but everyday during class activities he would take his time to talk to each student and see how they were doing in life and at the rest of school and he would remember every detail. Dr. Coleman was able to make every single day an interesting day to go to class, it was never a boring time. The ability to make class an excitement to go to was one of the first for me at UNCG.
He has impacted my academic growth by showing what it is like to put in effort and make its worth. Along with treating others with kindness and great things come back to you. It motivated me to try hard in my academics allowing me to grow more as a student. I admire his kindness, dedication, and understanding of students. Jim Coleman care for his students growth and ability to learn and become a better person academically. Jim Coleman does not judge you and does such fun things in class to help his students get engaged.
Dr. Coleman, has been the nicest professor I have ever had, and his kindness and sincerity never went unnoticed. He always made people feel valued and appreciated, and that’s something truly special. His presence in the classroom created such a positive atmosphere, and I’m grateful to have been one of his students. I also really admired his teaching style—how he encouraged us to teach ourselves and each other so we could truly grasp the concepts. It made the learning experience so much more meaningful and helped us retain what we learned. But beyond academics, it was the way he treated people that left the biggest impact on me.
Dr. Coleman was incredibly caring and supportive throughout my time working with him in the research lab. He took the time to guide me through experiments, provided valuable feedback, and always encouraged me to think critically about our research. His mentorship created a collaborative environment that made learning and contributing to the project a rewarding experience. I also had a great experience as his student in a traditional classroom setting. He truly cared about his students' success and went above and beyond to ensure we understood the material and felt supported. Dr. Coleman has had a significant impact on my academic growth by helping me develop critical thinking skills and building a strong foundation of the material we studied. His guidance in both the research lab and classroom has equipped me with essential skills that I will continue to use as I prepare for a career in dentistry. His emphasis on analytical thinking, problem-solving, and attention to detail has been valuable in shaping my approach to learning and my future professional goals.
Dr. Coleman is the most influential professor I have ever had inside and outside of the classroom, he genuinely cares about his students and their futures. Before meeting dr coleman I had a love for biology, now I have a passion for it. He helped me learn to manage my mental health as well as my academics, he also pushed me to join our sea turtle program which has forever changed the course of my life.
Dr. Coleman is an outstanding professor who creates an engaging and supportive learning environment. His dedication to his students' success, along with his clear passion for the subject matter, has made a lasting impact on me. I appreciate how approachable and helpful he is, always willing to go the extra mile to ensure we understand the material. One of the most positive experiences I had with Dr. Coleman was having the opportunity to conduct research and study the biosphere during my senior year. His guidance during this project was invaluable, helping me connect theory to practice and deepening my interest in the field. Additionally, serving as my biology academic advisor, Dr. Coleman provided excellent guidance on course selection and career planning, which played a crucial role in shaping my academic journey. Now, as a science educator myself, I strive to implement the same level of dedication and passion for the subject that Dr. Coleman demonstrated. Dr. Coleman was more than just a professor; he was a mentor and a guide. He always took the time to listen, offering wisdom and support in a way that felt personal and genuine. Whether it was helping me navigate my research or offering advice on my academic and career path, his guidance was invaluable. Dr. Coleman’s approach was never about discipline alone, but about helping me grow and succeed in a way that felt truly supportive.
Dr. Coleman possesses the rare quality (perhaps it is an extraordinary amount of compassion) of making every one of his students feel cared for, listened to, and valued. As a mentor and aspiring educator, he showed me that the effort to form a personal connection with those I am hoping to impart my knowledge upon can leave a resonating impact. Three years after his course, I can still remember the relief that I felt walking into his lectures, knowing that I had a place where I was always welcome and where I could show up authentically. Whether I needed career advice or just needed to vent about life challenges associated with pursuing higher Ed, he was always willing to listen and offer support. From his actions it is clear that he cares not only about the learning of his own students, but about how education as a whole can be improved. Truly, I wish that every student could experience having a professor like him.
Dr. Coleman has been a fantastic professor, mentor, and an overall incredible individual. I took two of his classes and completed six credits of undergraduate research with him. He is well-known and highly regarded by my peers and other staff members. When I was configuring my schedule initially, I was told, "You absolutely have to take one of his classes!" Dr. Coleman made learning the content easy, and his passion for his subject area was clear. One memorable experience was taking his Evolution class, which led me to join his undergraduate research program. This opportunity was incredibly valuable. Dr. Coleman's mentorship had a big impact on me. His kindness, support, and dedication made a lasting impression. Now, I work as a high school science teacher at East Forsyth High School! I strive to create a welcoming environment for my students, just as Dr. Coleman did for me. I am very thankful for his encouragement and guidance!
In Dr. Coleman's class, he implemented a mid-term check-in, during which he provided an assessment to gather student feedback on the course material. The assessment included questions about our comfort level with the content, his performance as an instructor, and whether any adjustments were needed. At the end, there was an open-ended question inviting students to share how they were personally doing. Dr. Coleman encouraged us to write as much or as little as we felt comfortable sharing, assuring us that he would personally read each response. When I first enrolled at UNCG, it marked my initial experience living independently, which I genuinely enjoyed. However, I often struggled with anxiety stemming from issues in my home life, which at times made it difficult for me to stay motivated. For some reason, I decided to write about these struggles in the open-ended response box. I wasn't sure why I shared this information, and I certainly didn't expect a response. After all, there were over 200 students in that lecture hall. To my surprise, within the same week, Dr. Coleman personally reached out to me via email to ask if I was okay. His concern was genuine, and his message made me feel seen. After one of our classes, he approached me directly and asked if I would be interested in seeking professional support for what I was going through. While I had previously considered therapy, I had never taken the initiative to pursue it and felt unsure about where to begin. Dr. Coleman kindly walked me over to the student health services center to ensure I found the resources I needed. He reassured me that everything would be okay and even shared that he had experienced similar struggles himself. His empathy and dedication left a lasting impact on me. I had never experienced that level of thoughtfulness and support from an educator before. For someone in his position to take such meaningful action for me, just one student among many, was incredibly humbling. Dr. Coleman's compassion, dedication, and commitment to his students truly set him apart. He is an exceptional individual, and his efforts deserve recognition
Dr. Coleman is incredibly transparent and compassionate in his role as an professor. He consistently communicates his expectations clearly, ensuring that students understand his standards and what is required to succeed. More importantly, Dr. Coleman demonstrates remarkable empathy and understanding. If a student faces challenges or needs assistance, he is always willing to provide support. Whether it involves helping with an assignment, offering an extension for someone who simply overlooked a deadline, or being available to talk about personal struggles, Dr. Coleman consistently shows his dedication to student well-being. On the first day of class, Dr. Coleman told us that we were now part of his family. His classroom was incredibly welcoming and his warmth and kindness encouraged students to connect with one another, creating a positive atmosphere where meaningful friendships could form. I know it certainly helped me make friends. Dr. Coleman's ability to combine professionalism with empathy makes him an exceptional educator and mentor.
He deeply cares about each of his students and is the only teacher I've had in a big class remember everyone's names.
Dr. Coleman was a great professor who was truly passionate about what he taught. His knowledge and experience really showed in the way he explained things, making the class both fun and engaging. He always tried to connect with students and did everything he could to support us.
Dr. Coleman genuinely cared for his students. He was always willing to help after class, whether it was with course material, grades, or even personal challenges. His encouragement made a real difference in my academic journey. I admire his kindness, thoughtfulness, and reliability. He genuinely cares about his students and takes the time to understand and support them.
Dr. Coleman shows his students everyday that he cares about their mental health. In class he always ask us how we are doing, hows our mental health and constantly remind us that he is here for us if we ever need anything. Dr.Coleman is a professor that believes in second chances (when it comes to grading). He understands that school can be so stressful and if we ever need to vent about personal problems or even school related problems that he's here for us. This is my first time ever having Dr.Coleman and I see exactly why everyone always want him as their professor. At the beginning of the semester Dr. Coleman brought all of his students name tags therefore he could call us by our name instead of just pointing at us to call on us.
Dr. Coleman was such a warm and bubbly professor when I first attended his Evolution class. Dr. Coleman went out of his way to make everyone feel welcome, seen, and accommodated for. I just really appreciated how Dr. Coleman always let me know that if there’s anything I needed he would do his best to help. I had a lot going on around that time and Dr. Coleman was very understanding and constantly supported me when it came to academics, meeting deadlines, and overall just being a great professor and made learning fun and interactive when I was in the classroom. But, my favorite memory with Dr. Coleman is when I treated him out for lunch at Panera Bread where we talked and talked and I learned so much about him and who he is a person—not Dr. Coleman but just Jim (lol he said I should just start calling him Jim). Dr. Coleman is an empath, funny, sees people for who they are, sometimes socially awkward (but who isn’t sometimes), works so hard and deserves to take a moment for himself, and just overall just a wonderful guy. I’m happy I had a Dr. Coleman in my college journey and I hope everyone can have a Dr. Coleman in theirs. What made this moment so much more special is that I had a Panera Bread worker take our photo at the register and she said that me asking her take me and my professor was the best thing she got to do all day. It was like felt the joy I felt getting to simply be here with someone who played a big role in my academic journey. That was just a wholesome moment that I will cherish forever because I never saw myself building a bond so close with an educator in my life due to me being to myself when it came to fostering relationships with my professors. I had emailed so many professors to be a part of their labs and it was very discouraging when none paid me much mind after a lot of attempts. But, Dr. Coleman was the only professor that let me be a part of his lab working with the tobacco hornworms. It was so fun having a professor that actually saw me. Dr. Coleman made me feel adequate and that I can be seen as a valuable student and that actually boosted my confidence in myself to apply myself more into the things I shied away from. I wasn’t very talkative and wasn’t the type of student to engage in conversation and build a relationship with faculty, but I really enjoyed talking with Dr. Coleman and building a relationship where I could go to him for academic support and just a little laugh from time to time. Overall, Dr. Coleman looked out for me like he did for many other students. He gave us a surplus of information, resources, tools, and support to be everything we needed to be while at UNCG. I’m so thankful for the connections he helped me get and getting to work right after graduating. I’m forever grateful for Dr. Coleman.

Ensuring learning-centered outcomes (August 11. 2024): The first step in designing or redesigning a course is to identify the core set of skills and concepts that you want students to develop and master (Nilson, 2016). Begin by asking, “What is the big impact I want my course to have on my students two or three years after they have finished college and are in their postcollege life and profession?”. Learn outcomes of module: Identify relevant and transferable skills and concepts; Integrate discipline-specific ways of thinking; Create learning objectives; Make course outcomes and learning objectives student centered, meaningful, and measurable; Explicitly share course outcomes and learning objectives with students; Provide opportunities for students to reflect on course outcomes and learning objectives

Designing Aligned Assessments and Assignments:(August 11. 2024): This course included these learning goals: Identify assessment and assignment types aligned to the cognitive level of course outcomes; Offer assignment choice to increase equity; Ensure portfolios provide evidence of master; Assess students’ prior knowledge to inform course adjustment; Provide early opportunities for students to demonstrate mastery of foundational concepts; Use formative opportunities to prepare students for summative assessments and assignments; Incorporate certification/licensure; exam requirements in assessments; Use the transparent assignment template; Break complex assignments into smaller components

Aligning Learning Experiences with Course Outcomes :(August 11. 2024): Learning outcomes included: Align learning activities to learning objectives and course outcomes; Integrate students’ prior experiences and cultural wealth; Design opportunities for students to practice core skills; Use a taxonomy to scaffold learning activities; Determine the frequency of learning activities; Integrate effortful learning experiences; Integrate desirable difficulties; Incorporate interleaved and spaced practice; Integrate retrieval practice; Identify and address muddiest points; Help students track their progress

Promoting Active Learning (May 1, 2024)-Individuals who earn this badge have satisfied the expectations of the ACUE course Promoting Active Learning, including successful completion of 6 modules aligned to ACUE’s Effective Teaching Practice Framework. Badge holders have demonstrated knowledge of and skill in implementing teaching practices that promote student achievement and have typically invested approximately 12.5 hours to meet course requirements.

Facilitating Engaging Class Discussions (May 1, 2024)-In ACUE's module Facilitating Engaging Class Discussions, faculty learn activities they can use to launch productive discussions, including Hatful of Quotes, Sentence Completions, Whip-Around Pass, and Fishbowl techniques. The module also helps instructors balance student participation using wait time, prompts to manage dominant talkers, and techniques to encourage quieter students and limit their own talking to increase student-to-student interaction.

Planning Effective Class Discussions (2/23/2024)-In ACUE's module Planning Effective Class Discussions, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in class discussions. The module helps instructors effectively set expectations for participation, explain the role of discussion to positively impact learning, and develop an effective grading policy for participating in discussions. Faculty also learn how to leverage class discussion to ensure students come to class prepared, having completed the reading or homework assigned

Using the Active Learning Cycle (2/14/2024)-In ACUE's module Using the Active Learning Cycle, faculty learn techniques for effectively planning and facilitating active learning in a large-classroom setting. The module includes techniques aligned to an active learning cycle to first pique student interest, then build foundational knowledge, and finally require students to apply new concept(s). In addition, the module includes techniques for formative assessment and leveraging technology to inform and improve learning
Using Groups to Ensure Active Learning (2/6/2024)-In ACUE's module Using Groups to Ensure Active Learning, faculty learn to implement the essential components of effective active learning, including providing a rationale for the activity, promoting group interdependence, ensuring accountability among group members, and collecting student feedback to identify strengths and areas for improving the activity. The module helps instructors implement three active learning techniques—Think-Pair-Share, Jigsaw, and Analytic Teams—dependent on the learning objectives they have set for their class session.

Teaching Powerful Note-Taking Skills- In ACUE's module Teaching Powerful Note-Taking Skills, faculty learn how to motivate students to take notes and effectively support note-taking by sharing pointers, providing skeletal outlines, allowing processing time, and using cues to signal important points.

Developing Effective Class Sessions and Lectures- In ACUE's module Developing Effective Class Sessions and Lectures, faculty learn how to determine if the lecture approach is aligned to their learning objectives. In addition, the module includes techniques for developing well-organized and effectively paced lectures, keeping students engaged, and seeking student feedback

DiversityEdu (6/17/2022) - Completed the DiversityEdu online module, including pre- and post-surveys. This DiversityEdu module covers topics like microaggressions/microresistance and unconscious bias.

Teaching Publication (s) and media:
Here is a link to an editorial I published in the 9/2022 issue of American Biology Teacher (Considering Equality, Equity in Biology Instruction) that talks about my teaching style. The editorial discusses teaching in an "equality" or fairness based classroom vs teaching in an "equity" based classroom and the success I have had with student engagement and achievement by focusing on doing the best that I can to meet students where they are and offer the flexibility and support they need to reach their potential in a course.

Here is a link to a blog post about how in awe I am of so many UNCG students (Don't read the introduction if you are only interested in UNCG students-- it just contains some whining about challenges in the current era [that have been around for much longer] of higher education).

Click on the Youtube link if you want to see a wonderful conversation between 12 graduating students (May 2023) and me-- it is a great example of the kinds of student-faculty interactions you can have at UNCG. It is 45 minutes, but just watching a couple of segments will give you the idea.

Here are examples of two that students gave me permission to post their comments on that reflect my engagement with them. These comments and others have made me realize how meaningful life as a college professor can be.

Dr. Coleman, you are one of the most influential if not the most influential professor I’ve ever met. I am so grateful to have met the most thoughtful professor in my whole undergraduate years. You truly care about the struggle students go through. Not from the eyes of one who looks down but from the eyes of one who can relate. Because of you kind nature Dr. Coleman you motivate your students to enjoy learning. I’ve never felt bad about missing class in my 4 years of undergrads until now. Thank you so much Dr. Coleman for giving us all hope and a light in this dark tunnel of our early 20s.

With that being said, I wanted to take a moment to thank you for the impact that you have made in my academic journey. I am excited to finally be graduating with my BS in Biology, but truth be told, the semester before I took your BIO 431 course I had planned for it to be my last semester and for me to drop out of college. I was not doing well academically in biology courses, and my GPA reflected that. I was also at risk of losing my financial aid, without which I could not attend school. I actually had been academically suspended before, and I was running out of time. A very close friend of mine, told me about your course and told me that I might be able to do well on it. I took your course that semester along with some other courses, and I told myself that if I did not do well that semester I would have to drop out as a UNCG student. While taking your course, I had never met a professor who cared so much about students' well being and mental health as much as you do, and you quickly became my favorite professor of all time. Environmental Biology was not my interest at the time, but because I enjoyed every lecture that you had, I was able to actually do well and I earned an A in the course, something that I was never able to do in my previous biology courses. That positive outlook also carried over in other courses that semester, which boosted my GPA pretty highly, and I felt reinstated as a student. The summer BIO 499 with you helped me immensely, and gave me research experience which I will be using in my career. This semester I retook the biology courses that I did not do well on the semesters before I took your course. Your impact was very noticeable, as I am finishing with all As and Bs in them, which allows me to graduate by the end of this semester. Overall it is safe to say that I could not have made it without you, so thank you so much for being a professor who cares not just for students' academic performance, but also for their mental health as well, which goes a long way in academic achievement.

A journey from faculty to administrator back to faculty

About 25 years ago, when I did a rotation as a program officer running the program for Ecological and Evolutionary Physiology at the National Science Foundation, I discovered that administrators were not necessarily evil people who wore business suits, were addicted to wielding power indiscriminately, and were on a mission to make faculty lives as miserable as possible. In fact, I discovered that in the program officer role that I could facilitate the success of others and organizations. I also discovered that facilitating the success of others was rewarding, and much to my surprise, I found out I was good at it.

I then moved out of my faculty role an into a 25 year long journey as an administrator, including as the chief research officer at the Desert Research Institute, then the University of Missouri and then Rice University. I seemed to facilitate success in those roles-- and success isn't hard to measure-- the quality and quantity of research grew dramatically in all three institutions.

But, still, what I was proudest about in my career was seeing lives of students transformed because they met me when I taught at Syracuse University. Thus, I missed the entirety of the academic mission. I also discovered at Rice, that although elite private universities have spectacular students and faculty, and more financial resources than their public counterparts, that my heart was in the transformational power of public higher education. So, I was willing to ignore the political guerilla warfare that surrounds every public institution, because I really believed that public higher education was one of the greatest transformational forces that people have ever invented.

That led me to a role as Dean in the College of Humanities and Sciences at VCU- a truly transfomational place. And, to provost roles in three public institutions. In all of those places, I seemed to facilitate success in improving student success measured by retention and graduation, improving the quantity and quality of research, hiring great people, and supporting the full range of disciplines in a university and in friend and fund raising. In these roles I always made some time to teach, but my schedule only allowed me to teach smaller seminar type courses. Those were always the best hour or two of the week.

Yet, although I came into work every day with the goal of making my college or my institution better, and felt and received feedback that I did, in the end it didn't seem very meaningful. The turnover in senior admin positions is high, and each new person usually comes and undoes what the last person did. And, let's face it, how many of you can remember who your president/chancellor, provost or dean were when you were in school? I was in a forestry school as and undergraduate and graduate student and in both cases the dean was an advisor so I remember them. I don't think I ever knew who the president was and definitely had never heard of the provost at Yale or Maine. But, I remember just about every one of my professors. There are a couple of professor who were really bad and I still feel animosity toward them. But, others transformed my life with their enthusiasm, their belief in me, and with making their subjects exciting. These are people I have never forgotten and will remain grateful to them forever. And, I have tried to pay forward the exceptional teaching styles, the caring, and the believing in students that characterized the best professors I had. I think about those individuals almost every day.

In January 2021, I had no choice other than to return to the faculty at UNCG- it was a painful experience. But, in doing so I am back to teaching subjects that I love (organismal biology, ecosystem/biome science, and evolution). We are a minority serving institution, with a large number of Pell grant recipients, a large number of first generation students, and a large number of adult and non-traditional students. These students inspire me every day.

Also, I have suffered from depression for my entire life and anxiety over the last 10 years or so. I made a commitment to myself to always be open about my mental health challenges in order build awareness that conditions like depression are diseases, every bit as much a disease as cancer, and far more deadly to students in their early twenties. I also talk about it because I want people to know that it can be managed, but that you can't manage it alone, And, I want students to see that I am not afraid of any stigma associated with admitting struggles.

I knew as provost that our student body was in crisis with mental health, partly related to COVID. And, I also knew that many of them had to work many hours while going to school, had families and children to take care of, commuted long distances and had financial hardships. But, the extent to which mental health, financial instability, work hours (many of my students work 40+ hours/week while taking a full load), and home issues serve as obstacles to their education was far greater than I could ever have imagined. In my first undergraduate class here that had 52 students I got to know all of the students well. There may have been 10 students who had any resemblance to what I would consider a "normal" student, living close to campus, working maybe 10 hours a week, and was able to create blocks of time for school work.

So, I engaged with my active and project-based learning teaching style. Any student that missed class was contacted by me with a message that simply said "I missed you today, are you Ok?" - many would respond that they weren't OK and began to open up as trust was built. I talked to students about mental illness. At least 60% of the class was suffering from severe depression, debilitating anxiety, uncontrolled ADHD, untreated Bi-Polar disorder- some were in treatment, some were not. Most came from immigrant or first generation families that do not recognize mental illness, so they had little support. I worked with these students, met them where they were, was flexible with them in due dates, etc. It was a lot of work. In my Evolution class of 120 students, we used digital checkpoint surveys five times during the semester. Each time around 60 students would reveal significant mental health or off campus challenges in each one. Every one of those students was contacted by me. I exposed myself as way to build trust. This engagement was the most rewarding thing I have ever done in my academic career. This editorial shows the impact of this kind of teaching through an unplanned experiment.

I received amazing student evaluations. More importantly, student comments indicated that I changed their lives, kept them from dropping out, gave them the strength to seek behavioral health support, and allowed them to love the material. I had 220 students my first year teaching and received around 200 email notes, comments in evaluations or comments that were made in Canvas telling me that i was the most caring professor they have ever had, that I had changed their lives, and even made them feel better about people.

The moral of the story is that despite being paid less than half as much as I made as provost, but still working the same 60-80 hour work weeks, I discovered that my calling is to be a teacher-scholar. The difference I can make in the world by supporting students who will pay it forward and forward is infinitely greater than the impact I could ever have as a senior administrator working in a cloistered echo chamber, where we argue about the future of higher education, while we try to make the ridiculously large number of university stakeholders with competing interests happy. And, much to my disgust, even though I am politically liberal, as administrative leaders we had no choice but to buy into a "woke" agenda, appease those who feel like victims, and act as thought police while we try to protect academic freedom, and try to not get our heads taken off by Republican legislators.

I love the subjects I teach (in my case ecology, organismal biology, global change and evolution). I am curious and interested in students who awe me every day in how they overcome challenges I could never have imagined when I was an undergrad. I relish the impact I can have on students, and how that impact grows as they go out into the world and pay it forward. In many ways I feel sorry for the 25 years in administration- I really felt like I had a positive impact in the moment. But, I don't think the good I did will last. My work with students, in the words of David Brooks of the NY Times, "seeing other people with the eyes of the heart, seeing them in their full experience, suffering with their full suffering, walking with them on their path" and casting intense and caring to each and every student (the last part is paraphrased from David) and doing so while unlocking their curiosity and interest in the world around them, is ethereal business with a lasting effect.

If you are interested in seeing comments (99% positive; 1% not), let me know.

BTW- I currently teach BIO 431 (The Biosphere- 50-60 students); BIO 330 Evolution (100-120 students); Plant physiological ecology (10 students) and our required class for entering Ph.D. student on environmental health sciences: from organisms to ecosystems. I also have a cadre of undergraduate students in my lab (taking BIO 499) and 2 Ph.D. students working with me in some capacity. And, I serve as the Graduate Program Director for the department