Katalin Parti

Excellence in Teaching Spotlight by the Center for Excellence in Teaching and Learning at Virginia Tech

The Excellence in Teaching Spotlight, presented by the center to approximately nine Virginia Tech faculty members each academic year, recognizes a faculty member's effective, engaged, and dynamic approaches and achievements as an educator.

Among the goals of the Center for Excellence in Teaching and Learning are advancing experiential learning at Virginia Tech and improving student learning through research-based instructional practices and student-centered design. In the classroom, Parti meets students where they are and encourages them to become lifelong learners: “Guided by Knowles’ andragogical model, I design courses that emphasize autonomy, relevance, and intrinsic motivation, recognizing that adults learn most effectively when they can immediately apply knowledge to their personal, professional, or civic lives. In practice, this means I structure activities around real-world problems, community engagement, and opportunities for students to connect learning with their own values and goals. Moving beyond andragogy, I also embrace heutagogy, encouraging learners to take ownership of their educational journeys by fostering self-reflection, adaptability, and creative problem-solving. In my classroom, my goal is to act less as a lecturer and more as a facilitator, providing scaffolding, feedback, and resources while empowering students to chart their own paths. This dual approach not only nurtures confidence and self-efficacy, but also equips students with the skills and mindset to remain lifelong learners in today’s rapidly changing social and professional landscapes.”

Parti integrates several teaching techniques designed to foster collaboration, critical thinking, and active engagement, including student-led presentations, collaborative journaling exercises, and case study debates. According to Parti, “these techniques transform the classroom into a collaborative learning environment that emphasizes dialogue, application, and shared discovery.” 

Parti’s colleague, Anthony Kwame Harrison, praised Parti as a passionate and caring teacher: "Kati takes tremendous pride in her teaching. Even with her excellent reputation among our students, she continues to take part in professional development opportunities that keep her pedagogy both cutting edge and remarkably engaging. But more than anything else, Kati leads with her heart and continually centers student voices. Her students recognize how much she cares about them and what they are learning."

Addison Midkiff, a former student of Parti’s, expressed great admiration for Parti and her approach to teaching: “She is one of the most intellectually brilliant women I’ve ever met, with sharp insights on critical societal issues and a teaching style that fosters inclusion and open dialogue. What I admire most is how deeply she cares about her students through showing compassion, empathy, and support even during their most difficult times.”

Gloria Sarillana Lopez, another former student, also described Parti’s enthusiasm for teaching and her commitment to student success: “Getting up for an 8:00 a.m. class is never easy, but it becomes much easier when you know you’ll be greeted by a professor like Dr. Parti. Her enthusiasm for teaching creates an atmosphere that makes students look forward to being in class. Dr. Parti cares genuinely about her students’ success both inside and outside the classroom, and she consistently offers her support to ensure that success.”

When asked what aspects of teaching she finds most rewarding, Parti had this to share: “What I find most rewarding in teaching are the moments when students move beyond passive attendance to genuine engagement—when they not only show up consistently but arrive curious, willing to speak, and unafraid to share their perspectives.”

Parti provided the following advice for new college teachers: “If I could offer one piece of advice to new college teachers, it would be to focus less on delivering perfect lectures and more on creating spaces where students feel ownership of their learning. Let them talk, question, and even disagree with you—and see those moments not as challenges but as opportunities for growth. Build activities that connect theory to real-world issues and encourage students to bring their own experiences into the conversation. When students realize that their voices matter and that what they’re learning has immediate relevance, engagement and critical thinking follow naturally. In the end, your role is less about being the sole source of knowledge and more about guiding, nudging, and sometimes stepping back in the right moments so that students can discover for themselves.”