Blog from Tamara A. Henry Ed.D., Teaching Associate Professor
Until I participated in GWALA, I believed that people were natural-born leaders, possessing an innate ability to galvanize groups into action. However, through this experience, I learned that leadership is a skill that can be cultivated—one that improves with practice. Every individual has the potential to become an effective leader in their own field.
My entry into academia was as circuitous as my involvement with GWALA. My Dean saw something in me that I did not yet recognize in myself and gently nominated me for this program. Initially hesitant, I questioned how it could possibly be relevant to my position as a Teaching Associate Professor. Little did I know that the lessons from GWALA would be directly applicable to both my current and future roles in academia.
One of the most valuable takeaways from GWALA has been the importance of giving and receiving feedback. As teaching faculty, I instruct anywhere from 5 to 10 classes per academic year, receiving evaluations from a diverse student body ranging from undergraduates to graduate students. Reviewing those evaluations often triggered feelings of anxiety, particularly during annual reviews.
However, after participating in GWALA’s session on receiving feedback, I adopted a new perspective. I learned to welcome feedback and listen to understand rather than respond defensively. Instead of instinctively justifying my methods, I allowed the feedback to sink in. This shift in mindset helped me separate professional critiques from personal identity—ultimately, a liberating experience.
On the flip side, I have applied the same principles when giving feedback to my students. Using their suggestions, I have developed clearer rubrics and metrics while providing continuous, objective feedback to help them better gauge their progress. Recognizing my own initial reactions to receiving feedback has made me more mindful when engaging with students during office hours. I now emphasize the iterative cycle of feedback, focusing on the subject matter and fostering trust. As educators, our role extends beyond instruction; we must instill confidence in our students and equip them with the skills to become future leaders in public health.
In summation, my experience with GWALA has reinforced the idea that practice makes progress. Leadership is not defined by a title but by one’s ability to inspire, mentor, and support others. This experience has been a time of self-discovery and, at times, discomfort—both of which have contributed to my personal and professional growth.