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The Stories Behind U of A’s Most Enrolled Courses

Each year, a handful of classes earn a reputation that spreads fast – filling lecture halls, drawing Wildcats from multiple majors, and shaping the academic experience of hundreds along the way. But behind every high-enrollment course is a professor whose expertise, personality, and passion turn a required class into a campus favorite. From economics to modern government, these educators bring experience, insight, and genuine care into every lecture.

Justin Jarvis – ECON 200

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is a senior lecturer of economics and the director of Master’s studies at the University of ������ý’s Eller College of Management – where he has been a faculty member since 2019. With a Ph.D. in Economics from the University of California, Irvine, Dr. Jarvis brings extensive knowledge in economic development and business strategy to the U of A. In addition to his impressive academic qualifications, his enthusiastic presence and passion for teaching make his classes highly respected among students and faculty alike. 

What about your course do you hope students find exciting?

The hats. 😊 Economics is really about learning to see the world through different lenses, so I literally put on different hats in class to represent different perspectives. It’s a little ridiculous, but it works.

Students remember the perspective shifts, and that’s the whole goal. Economics isn’t just content, it’s a way of thinking. New hat, new worldview.

We also call the class “Club 200,” because I want it to feel like something students are part of, not just something they attend. There’s an energy to it. There’s a shared language, inside jokes, and a sense that we’re all in it together.

Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

One of my favorite moments was when a student sent me a meme of LeBron James getting up mid-interview and walking off stage. The caption was, “What firms do when the price is below average cost.

That’s when you know it has clicked.

They weren’t just memorizing a graph or a definition. They understood the logic well enough to apply it in a completely different context and make it funny. That’s the level of understanding I’m aiming for. I love when students start seeing economics in the wild like that. It means they’ve moved from learning the material to actually thinking like an economist.

What is something else you’d like us to know about being a Professor at U of A or your classes?

One of the things I love most about teaching at the University of ������ý is the range of students I get to work with. ECON 200 reaches students from all over campus, and for many of them, it’s their first and only economics class.

That makes it a really important opportunity.

If I do my job well, they don’t just leave knowing a few terms or graphs. They leave with a new way of thinking about the world, about incentives, tradeoffs, decision-making, and how markets work. And ideally, they leave feeling like they were part of something memorable. That’s really what Club 200 is about.

Paul Gordon – BSM 201

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is a highly regarded educator and faculty member at the University of ������ý College of Medicine – Tucson, where he serves as a professor of family and community medicine and co-director of the Bachelor of Science in Medicine program. Having obtained a Master’s in Public Health from the U of A and an MD from Mount Sinai School of Medicine, Dr. Gordon brings decades of clinical practice and academic leadership to his role, blending real-world experience with his commitment to education and community health. This is exemplified in all of his courses, including . 

What about your course do you hope students find exciting?

They are starting to really think about what they would like their future career to look like. They can think through how to respond in different situations.

The course involves very current and provocative issues that are extremely relevant to the students’ future career plans as health care professionals.

What do you think students love most about your course?

They feel valued and like they have a voice. They do not just listen to lectures; they collaborate and interact with others. They are encouraged to share their ideas and beliefs in a safe environment. It makes them think about the things that they have learned and even discuss these things with friends and family. 

Student Quotes:

• “I loved how collaborative the class was… We got to hear everyone’s perspectives”
• “The panelists were exactly what we needed to hear after the readings.”
• “The course was not about the grade. It was about being here and engaging.”
• “You encouraged us to share our thoughts and opinions.”
• “I always come to this class looking forward to it.”
• “When someone asks or answers a question, you always make it seem meaningful.”
• “This class is about the real world and relevant to our lives. I will never forget it.”

Erika Nicole Julian – DNC 101

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is a Lecturer in the School of Dance at the University of ������ý. As an experienced instructor, Erika plays a key role in courses that introduce students from across campus to the art and practice of dance. She holds a Master of Education in Dance Pedagogy from the University of Idaho and a Master of Fine Arts in Choreography from the Christi Ballet. Across campus, she is well known for her popular introductory dance courses. 

How would students describe your teaching style?

Students would likely describe my teaching style as understanding, flexible, and genuinely caring. 

I try to meet students where they are, recognizing that everyone is navigating different circumstances. My goal is to reduce stress while still helping them stay engaged and successful – especially as many of them are just beginning their college journey.

What about your course do you hope students find exciting?

I hope students discover that dance history is far more interesting and surprising than they might expect. For example, many are fascinated to learn that ballet was performed exclusively by men for over 150 years before women were allowed on stage. Moments like that tend to shift perspectives and spark curiosity. I want students to feel like they’re uncovering stories that challenge what they thought they knew.

Is there anything else you'd like us to know about being a professor at the U of A or your classes?

I truly love what I do, and the most meaningful part of my job is connecting with students. If there’s one thing I hope every student takes away from my class, it’s that showing up matters. Showing up to class, to deadlines, to the process – even when things aren’t perfect – is often the biggest predictor of success. You don’t have to have everything figured out; you just have to keep showing up. That mindset can carry students far beyond my classroom.

Spencer Lindsay – POL 201

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is an Assistant Professor of Practice in the School of Government and Public Policy here at the U of A, where he teaches, and researches topics in the field of political behavior, public opinion, and American democracy. He earned his Ph.D. in Political Science from the University of Notre Dame and also holds degrees from California State University, Long Beach and the University of Wisconsin-Madison. Here, he teaches courses on American politics and government, including . 

How would students describe your teaching style?

I think students would generally describe me as a fairly ‘laid back’ professor… I want students to feel comfortable and respected in the classroom, but that’s also a part of my personality in general.

I hope that aspect of my teaching helps students to feel comfortable expressing their opinions and asking sometimes difficult questions and creating a classroom environment where everyone feels respected and at home.

I also think my teaching helps students connect how the government and politics works to the real world and issues that actually matter to them.

Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

I spend a great deal of time emphasizing the political decisions made in the post-Civil War period in which various actions at all levels of government paved the way for the Jim Crow regime, a history that I feel is often discussed less than it should be. Every time I teach it, and students feel the gravity of these decisions, you can hear a pin drop in the classroom.

I take great pride in having the opportunity to get to know them (students), to supervise their research projects or write them letters of recommendation. In my office, I don’t have any of my degrees on the wall (not that that’s been an intentional decision), but I do have a number of handwritten notes that have been given to me by former students to express their gratitude on my bookshelf. To me, this is the great privilege that this job provides – to be able to get to know students and help in their intellectual development and watch them grow.

Is there anything else you'd like us to know about being a professor at the U of A or your classes?

Something notable to me about the U of A is the sense of community that is shared across the University by professors, graduate students and undergraduates alike. Like most professors, I have spent a lot of time on multiple college campuses. Few feel as connected as the U of A does, especially across these different levels. This makes it a true privilege to be here.

From the lecture halls to the dance studios, these professors show that high enrollment isn’t just about fulfilling a requirement – it’s about creating experiences that resonate, challenge, and inspire. Through curiosity, creativity, and genuine care, they help students see the world in new ways, think critically, and feel connected to a larger community. At the University of ������ý, it’s clear that behind every popular class is a professor whose impact goes far beyond the syllabus.

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Meet Dr. Carlos J. Vargas & Dr. Marcia Rieke

With Galaxy Slam on the horizon, we sat down with Dr. Carlos J. Vargas, and Dr. Marcia Rieke to learn more about their journeys to the stars. If you’re looking for the inside scoop on how to turn a deep love for the cosmos into an impactful, inspiring career, look no further. 

Can you describe your role and your primary area of space science research?

Dr. Vargas: I lead , a NASA space telescope we’re building right here at U of A to find “missing” matter in the universe. What I find particularly interesting about my work with Aspera is that it's proving space exploration can be faster, cheaper, and accessible to everyone.

For decades, large space telescopes have cost billions of dollars and taken 20+ years to build, which meant only a handful of elite institutions could lead them. I want to change that. Aspera costs just 1% of these traditional missions and is being built in five years, with students playing a large role. It flips the entire model – universities can lead space missions, students can build the hardware, and breakthrough science can happen faster and more affordably than previously thought possible.

Dr. Rieke: I lead the team that designed, built, and tested the near-infrared camera for the James Webb Space Telescope (JWST). This camera, called NIRCam, has  people associate with JWST.

My main research focus is leading a team that is finding and studying the most distant galaxies – the ones we are seeing at the youngest ages. We hope to learn how galaxies form and evolve over time.

What does a typical day look like for you as a researcher?

Dr. Vargas: There's no typical day, which is part of what I love. Some days I'm in our cleanroom overseeing our hardware build. Other days I'm reviewing test data or coordinating our 70-person international team. I also spend time as the mission's public face – talking to media, presenting to donors, and representing ������ý's space capabilities. Add in service work for the university, plus fundraising to support students, and no two days look the same. The variety keeps things interesting.

Dr. Rieke: I typically get up early, go for a two-mile hilly walk, have breakfast, and then come to campus. I usually have some Zoom meetings, as my research group includes people from other places, including Europe. I also meet with the students and postdocs who are working with me, and they give me progress reports on their projects. I even occasionally have time to work on data myself using various computer programs and to read papers by others working in this area.

How does your work connect to Galaxy Slam?

Dr. Vargas: Galaxy Slam celebrates space research happening at the University of ������ý, and Aspera is a perfect example. We're building hardware that's actually going to orbit – and we're doing it faster and cheaper, with students at the heart of the mission. There are real parallels to athletics too, like teamwork, training, high stakes, and representing ������ý at the highest level.

Dr. Rieke: The main focus of my work is other galaxies and how they form, so Galaxy Slam is right up my alley.

When did you first realize you wanted to work in space science?

Dr. Vargas: I kind of always knew. I wanted to be an astronaut since I was a kid. My mom and I would watch Star Trek together, and I'd dream about being the captain of my own starship someday. As I got older, I learned that there are different ways to explore space. Now I lead a space mission with NASA! It's not the Enterprise, but it's my own version of that childhood dream.

Dr. Rieke: I read a lot of science fiction as a child, and I became intrigued by visiting planets near other stars.

Was there a specific moment or experience that helped set you on this path?

Dr. Vargas: Honestly, I almost quit. I grew up in poverty and started college far less prepared than my peers. I was dealing with food insecurity and barely keeping up in classes. Then a faculty member took a chance on me and invited me to work in their research lab. Research clicked for me in ways that problem sets never did. It required creativity, persistence, and asking good questions – more like the skills I'd developed from years of making things work with fewer resources. I discovered I was actually good at this. That professor saw potential in me when I couldn't see it in myself, and it completely changed my trajectory.

Dr. Rieke: When I was nine years old, the U.S. launched its first astronauts into orbit around the Earth. We watched the first rocket launches on a TV that a parent brought to class. I had one other experience that changed my course during my freshman year of college. I went to college thinking I would go into aeronautical engineering to become an astronaut. Then I took a course on galaxies and switched to being a physics major, which led to becoming an astronomer.

How did you first get involved in research as a student?

Dr. Vargas: I literally just sent an email. I found a professor whose research sounded interesting and wrote something like, "Hi, I'm interested in what you're working on. Can I help out in your group?" I was worried he'd say no or ghost me, but he responded and said yes. I didn’t have particularly good grades or any special credentials, so I was super happy to be offered the opportunity!

Dr. Rieke: The summer after my first year in college, I had a job working at the Maria Mitchell Observatory, where I took photographs of selected spots in the sky using a small telescope. The same spots had been photographed many times, so one could look for variable stars. I found some that had not been discovered before.

What skills or experiences were most important in helping you move into a research career?

Dr. Vargas: The technical stuff, of course – like physics, math, coding, and data analysis. But two super underrated skills are writing and communication. You need to be able to write good proposals, and proposals are equal parts persuasive writing and technical writing. 

You also need to communicate across wildly different backgrounds. I work with optical engineers, software developers, NASA program managers, undergraduate students, etc. Each group speaks a different language. Being able to translate between worlds and for different audiences is just as important as the technical work.

Dr. Rieke: I was good at math, reading, and science in elementary school. All of these areas enabled me to become a scientist.

What advice would you give to students who are interested in research but don’t know where to start?

Dr. Vargas: Reach out to people! Find a professor you want to work with and ask if you can get involved. You don't need to fully understand their research or have perfect grades – you just need to be willing to work hard and learn new things.

Dr. Rieke: If a student is still in school, they should look for summer science opportunities, such as an internship. Reading biographies of famous scientists can also help. ������ý offers some summer science camps, which are another good introduction. Once in college, there will be many more avenues, such as science clubs and introductory classes.

How can students make the most of research opportunities at the University of ������ý?

Dr. Rieke: Seek out faculty who either have research jobs or allow students to attend research group meetings. Asking upperclassmen about research opportunities can also be helpful. Don’t be afraid to make an appointment with a professor to discuss what might be possible.

What keeps you motivated and curious in your work, even when research gets challenging?

Dr. Vargas: I'm almost never fully ready for the specific challenges that come up, but that’s just the reality of doing something new. I've learned to see every problem as a chance to grow – both as a researcher and as a person. When a test fails or we hit an unexpected obstacle, I choose to see it as a puzzle that will make me better at what I do. I always ask, “What are we learning from this?” and that keeps me motivated, even when research gets frustrating.

What’s one misconception students often have about research or space science careers?

Dr. Vargas: That you need to be a genius or come from privilege. I grew up in poverty and wasn’t exactly excelling early on in college. But now I'm leading a NASA mission because research rewards persistence, creativity, and problem-solving under constraints – those are skills you develop. 

Growing up making things work with limited resources actually prepared me for building a space telescope on a crazy tight budget. Another misconception is that research is solo work. Science advances through collaboration, communication, and teamwork.

Dr. Rieke: Research covers a lot of territory, from biology and chemistry to learning about things in space. To participate in research, one just has to be willing to learn new things. A student doesn’t need to be a genius – just ready to learn and work hard.

Want to see more Wildcats pushing the boundaries of space science? From groundbreaking discoveries to student-led projects, the full Galaxy Slam lineup is ready to inspire. Check it out and get involved in events across campus from February 14–21.

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Associate Professor and Associate Dean in the College of Information Science

leads the Student Affairs teams in the College of Information Science as Associate Dean, bringing a creative, student-centered approach to both her teaching and leadership. As an award winning instructor, CUES fellow, and Associate Professor of Practice, Dr. Daly has guided students in media creation through the iVoices media lab since 2020. She approaches learning as a deeply human experience, and boasts an incredible academic expertise in the fields of pedagogy, participatory culture, online media connections, and social media. Outside of academia, she is known for her warmth, advocacy, and collaborative spirit. 

Why did you choose to work in higher education/at the U of A?

I chose Higher Education because I wanted to inspire people, and the world, to change. 

What is your favorite part of your job? 

I love creating media with students – like podcasts and Open Educational Resources, which are online books anyone can use. Media production is a great way for students to share what they know, and to tell stories about their experiences.

What’s one thing you wish more students knew about your role?  

I’m not only an instructor. I’m also an Associate Dean of Academic Affairs for our college – that means I’m an advocate for them. I help decide who gets awards, and I try to meet every student who wins one to ask them how the program was for them and how we can make it better. I also meet with students if they need help or another perspective, like for academic integrity violations when they appeal. I'm part of processes designed to support them, and even if I don't change the outcome, I try to help them in other ways if I can.

What’s one class, campus resource, or opportunity you think every student should take advantage of?

I think every U of A student should check out CATalyst studios and our makerspaces. They are amazing!

If you could give every Wildcat one piece of advice for thriving in college, what would it be?

I know that in higher education, grades are important, but I wish sometimes students would think beyond them. What are you learning? Is it new? Is it challenging? It should be.

What excites you most about your current research or projects?

Recently I've been creating theatrical sketches to help change how people respond to disinformation. I do that work with a coauthor I met when we were in improv theater together, who then worked with me as a student. I also create media with generative AI, and study the output, because when you ask Large Language Models to create performances, they reveal things about how they think that they might not show in more direct responses to questions. What excites me most about this kind of work is breaking away from using only words. Words miss a lot, and what excites me are the many ways to communicate information that go beyond words.

How did you first get interested in your field?

Information Science is an incredibly diverse, broad field. I got interested in it when I realized that there was this core connection between the picture books I read to my kids that really transformed their understanding, and the computing innovations that were transforming the world. That connection was information and it is magical. I'm still fascinated by the information floating among us and doing so much all the time.

What’s one question you wish more students would ask you during office hours? 

I wish students in Zoom office hours would ask if I'd rather they have their camera on. Many leave it off. They don't realize how humanizing it is to see someone's face when we're talking to them. I don't care if you're in your PJs.

Students can be afraid of failing. Do you have advice for students who might be worried about trying something new? 

Failure is a key part of growing. When you get out of college, it becomes harder to fail and keep trying, although I still do it as much as I can. But being in a learning space like this university is a unique opportunity to make mistakes and try again. Fail first, and when you learn from your mistakes and improve, people are impressed with you.

When you’re not working, what do you like to do? 

When I'm not working I like dancing, hiking, and throwing squeaky toys to my dog Rita Perrita. She's my queen.

What advice would you offer to a first-year Wildcat starting their journey here? 

Put yourself out there and join the world. Meet people, be curious, and try to learn at least one skill or insight from every person you meet. People are our most extraordinary sources of information! 

Ready to learn from inspiring faculty like this? Apply to the University of ������ý today! 

APPLY

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Professor of Practice, and Director of Career Track Faculty in the Psychology Department

has been part of the University of ������ý for over a decade, serving as a Professor of Practice and Director of Career Track Faculty in the Department of Psychology within the College of Science. Specializing in inclusive teaching and leadership, she teaches undergraduate courses in Statistics and Advanced Research Methods – subjects she transforms from intimidating to inspiring for her students. 

Dr. Jordan finds joy in helping students overcome their fears, build confidence, and master challenging material, often watching them surprise themselves with their success. Through her teaching and research on inclusive and humanistic leadership, she encourages students and colleagues alike to see people as whole individuals, fostering an environment where care, growth, and connection come first.

What is your favorite part of your job? 

The students, hands down! My favorite class to teach is statistics. I LOVE it because I have so many students come into the class who are afraid of taking it. Many Psychology majors do not find math-based courses to be as fun and engaging as the other Psychology content-based courses, and they're taking it solely because it's a requirement. 

I've had countless students tell me they're "bad" at math and they're afraid for the course. When I take this population of students (typically anxious, scared, not excited, unsure about whether they can be successful) and I help them to learn and master the content, it is my absolute FAVORITE thing! 

I delight in reaching out to students to say "hey, I noticed you're doing really well – keep up the good work!" and I hear back from so many of them with stories about how they are juggling multiple responsibilities and were so fearful to enter my class. I LOVE watching them overcome the barriers in their lives to come out on top and end the semester successfully. They do the work; I get to see their excitement and pride in mastering a difficult subject.

What’s your best tip for receiving a high grade in your class? 

There are no shortcuts! You have to put in the time and effort in order to be successful. It helps to approach the semester with a plan. Block out times in your schedule for study time. Especially when juggling multiple responsibilities and busy schedules, the time isn't going to just appear – you have to be strategic about planning for it. And if you have questions or don't understand something, don't be afraid to attend office hours or reach out to the professor and/or TA! It's what we're here for!

What excites you most about your current research or projects? 

I'm studying inclusive and humanistic leadership. I'm excited to see a general shift culturally to care more about these initiatives, seeing employees as whole people and not just a "productivity unit." I'm heartened that new and future generations are prioritizing things like mental health and work-life balance, and are demanding more from their jobs (as evidenced by the great resignation during the pandemic). I'm excited for a future that values people first.

What’s one question you wish more students would ask you during office hours?

I think it's so helpful to ask about a professor's career trajectory. There is no single straight line to "success." When students see that people often follow different paths in their careers, it can help to expand horizons and let them think outside the box.

Students can be afraid of failing. Do you have advice for students who might be worried about trying something new?  

A favorite quote of mine is from Winston Churchill, "Success is the ability to go from failure to failure without losing your enthusiasm." Failure isn't fatal. It's a valuable part of the learning process! I've written some strategies for .

When you’re not working, what do you like to do? 

I'm a hiker! I was lucky to get permits to hike Havasu Falls in October of 2024. I've also hiked many of the trails in and around the Tucson and Phoenix area. My favorite local hikes have been Sombrero Peak (I can see it from my house!) and Picacho Peak (so fun!). My most difficult hikes were Rincon Peak (longest) and Flatiron (most technical). I also love Tumamoc – a great, shorter hike that's the perfect distance and elevation gain to feel like you've gotten a good workout, but not take more than an hour-ish.

What advice would you offer to a first-year Wildcat starting their journey here?

Get involved! Find a community! Whether that's a student club or affinity group, an experiential learning opportunity (like undergraduate research or study abroad), or joining a discipline-specific group (e.g., like PsiChi in Psychology!). When you have a community, you're more likely to be successful!
 

Ready to learn from inspiring faculty like this? Apply to the University of ������ý today!

APPLY
 

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First Look: Introducing the state’s first undergraduate degree combining business and engineering

In fall of 2026, the University of ������ý will offer ������ý’s . The new Bachelor of Science in IBE combines the expertise of our world-class faculty from the College of Engineering and Eller College of Management – both laser-focused on preparing workforce-ready graduates – and will provide students like you with the opportunity to develop a technical engineering mindset along with strong business acumen.

IBE Program Director  shares a preview of this exciting new interdisciplinary opportunity.

Snapshot

Major: 

Degree: Bachelor of Science 

College:  and  

Program Highlights: 

• Only undergraduate program of its kind in ������ý
• Develops an engineering mindset along with strong business, leadership, and entrepreneurial capabilities
• Available beginning fall 2026

������ý Integrated Business Engineering

“As things get faster and technology advances, it’s pulling disciplines together,” said Dr. Kwinn. “Now, we need to have engineers understand business and business experts understand engineering.”

The new  unites the expertise of these two critical fields, engineering and business, preparing you to become a vital contributor in global tech industries looking for leaders with knowledge in both technical concept design and business vision. Additionally, a BS in IBE can prepare you for your own unique .

Expert faculty from the University of ������ý’s  and  worked hard to bring together a variety of engineering programs with top-ranked business, entrepreneurship, and finance offerings for this new degree offering.

“This is a true joint effort,” emphasized Dr. Kwinn, who was excited to work with   Professor of Systems and Industrial Engineering and Director of the , and , Senior Lecturer in Entrepreneurship and Innovation and Director of Undergraduate Studies at Eller College of Management.

Together, they’ve set the goal for IBE programming to offer a fairly even split of courses in engineering and foundational business studies. 

“The program will offer approximately 40% engineering courses, 40% business courses, and 20% project-based classes that combine both,” said Dr. Kwinn.

In addition, as an IBE student, you’ll hear from speakers from a broad range of business and engineering communities and participate in hands-on learning opportunities, solidly preparing you for current careers with authentic insights and practice in real-world problem-solving. 

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Hands-on Learning Opportunities

Dr. Kwinn explained that a first-year project within the IBE degree program might involve learning about system design and business plans, finishing with building a product and creating a business plan to go along with it.

Sophomore projects could involve developing a technical solution for an engineering customer’s specific problem one semester, and working with a not-for-profit organization second semester.

Your senior year will include a year-long capstone project developing an advanced prototype and creating a working business plan. 

“In some cases this could turn into the student’s own business,” added Dr. Kwinn.

Potential Career Outcomes 

Dr. Kwinn said the skills acquired through the new IBE degree program, from engineering design to foundational business skills like presentation, leadership, and ethics, can be valuable to any industry, translating to jobs in a wide variety of fields, from finance and banking to aerospace engineering and automaking.

He suggested grads might work for companies including: 

• GM
• Caterpillar Inc.
• Eli Lilly
• PepsiCo
• Microsoft
• JP Morgan Chase
• And more

“It’s just so diverse where we anticipate they’ll be hired and what they’ll be doing,” Dr. Kwinn added.

Interested? 

Applications for fall 2026 are being accepted at  

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Support, Advice, and Encouragement for Every Wildcat

College is one of the most exciting chapters of your life – think of it as a choose-your-own-adventure book, but with more coffee and less dragons. It’s a time filled with new experiences, challenges, and opportunities, and it’s a time you’ll always remember. To help you make the most of it, we asked University of ������ý advisors, professors, and Think Tank tutors to share the tips they wish every student knew. 

Their advice in summary? Be proactive, stay curious, and remember that you’ve got a whole community rooting for your success.

Advisors: More Than Class Schedules

“Your effort, mindset, and ability to connect with others matter just as much as your final product.” 

– Daniel Jiménez Flores, CALES Academic Advisor

Advisors do more than schedule classes – they help you design your future. They’ll cheer you on, guide you through twists and turns, connect you with majors and campus resources, help you understand requirements, and guide you to opportunities like research, study abroad, or leadership programs. 

Their biggest piece of advice? Ask early and ask often. “Asking for help is a powerful act of self-care,” says . Fellow CALES advisor  adds, “Advisors can connect you to research opportunities, study abroad, and so much more. We want students to grow, not just survive.”

Advisors also encourage students to think beyond classes. Big-picture questions like “What do I want my college journey to look like?” or “How can I grow?” help advisors engage in a more holistic approach. “I want to know who you are, what matters to you, and how we can build a path that feels right,” Daniel emphasized. 

Advisors also point students to the full catalog of campus resources. All U of A students have excellent resources at their fingertips (, , , , ). , Academic Advisor for the School of Government & Public Policy, reminds students to “bring specific questions to your instructor or TA during office hours,” and take advantage of tutoring, workshops, and academic coaching early on.

And yes, get involved! Clubs, sports, leadership roles, volunteer opportunities all help you grow, build community, and strengthen your resume. Daniel sums it up: “Find your people, ask questions, and remember that you belong here.”

Tutors: More Than Homework Help

“Don’t be afraid to apply to that program you don’t feel 'qualified' enough for, and take that class you feel like doesn’t 'align with' your degree.” 

– Aliyah Postell, Think Tank Tutor Program Coordinator

The Think Tank isn’t just for tutoring; though it’s great for that too. , Tutor Program Coordinator, explains, “Think Tank is a hub for student support where students can receive academic support through tutoring and supplemental instruction, and they can also receive more holistic support through coaching and workshops designed to help students build skills they need to successfully navigate college.”

Her advice for students worried about trying something new? “The worst they can say is no.” Aliyah shares a story from her undergraduate studies when she applied to more than 10 research programs despite feeling underqualified, and one of them said yes. “The best you can gain on the other side is a lifetime of learning experiences,” she says.

Branching out academically and socially is also key. Aliyah encourages students to explore unexpected classes, clubs, and experiences: she urges students to try new things, even if they are passionate about a specific field. “I added minors in Astronomy and Classics just by taking gen ed classes I enjoyed.”

• U of A has hundreds of clubs and minors that provide great opportunities to test the waters and learn new things. Read 20 Unique Clubs at the U of A and 10 Interesting Minors at the University of ������ý for some inspiration!

Professors: More Than Grades

“Trust the process. It’s not always going to make sense, but in the end, you will be rewarded for doing the work.” 

– Kyle Tusing, Ph.D.

Professors agree: success isn’t about shortcuts. It takes planning, consistency, and asking for help when needed. “If you don’t plan for success, you plan to fail,” says , Professor of Practice in Psychology. Staying organized and blocking study time are essential, especially if you’re juggling school, work, and life.

, Professor of Practice in Communication, adds that success also comes from perspective: “Trust the process. It’s not always going to make sense, but in the end, you will be rewarded for doing the work.” His practical tip? “Prioritize the requirements of the class and things will naturally fall into place.” Even small habits, like not sitting by friends in class, can make a difference.

When it comes to struggling, professors echo advisors: don’t wait. Review your syllabi, check D2L, and bring specific questions to office hours. “Many students come into my statistics class terrified of math,” Dr. Jordan says. “Seeing them overcome that fear and succeed is my absolute favorite part of teaching.” Dr. Tusing agrees: “Actions (attending class, reading, studying) are more important than intentions. Apply time and effort to reverse the struggle.”

And don’t fear failure. “Success is the ability to go from failure to failure without losing your enthusiasm,” Dr. Jordan reminds students, quoting Winston Churchill. Dr. Tusing adds, “Failing can be informative and instructive. No one cares if you fail, and if they do care, you shouldn’t care that they care.”

Office hours aren’t just for homework, they’re a backstage pass to professors’ career stories. Dr. Jordan encourages students to ask about career paths: “There’s no single straight line to success. Seeing different paths can expand your horizons and spark new ideas.”

7 Key Takeaways for Thriving as a Wildcat

Advisors, tutors, and professors agree on a few universal truths:

1. Be Proactive: Don’t wait until your backpack is overflowing – ask early!

2. Engage Actively: Show up, participate, and own your learning.

3. Plan for Success: Block out time, anticipate challenges, and make a strategy.

4. Trust the Process: Even if things seem confusing now, consistent effort pays off.

5. Embrace the Journey: Mistakes are plot twists, not dead ends.

6. Find Your People: Clubs, internships, affinity groups – your community matters.

7. Take Risks: Apply for that research program, join that quirky class, or explore something new.

 

Your Wildcat community is here to support you every step of the way. Stay curious, take risks, and ask for help – do that, and you’ll thrive in college.

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Associate Professor, School of Theatre, Film and Television

Dr. Barbara Selznick's research examines the connections between film, television, and art including the business, social, and cultural contexts in which they are created. In addition to teaching, she has authored and contributed to books, anthologies and articles on the topic. 

Dr Selznick course roster includes: 

• Screen Narratives: Narratives about History (FTV 460)

• Issues in Film and Television Industries: Television Platforms and Programming (FTV 434)

• Intro to Film and Television Industries (FTV 270)

• U.S. Film and Television Now (FTV 370)

Where did you grow up, and where do you call home today?

I grew up in New York, just outside of New York City. Now, Tucson is home.

What are you working on that excites you?

I'm excited about a book I’m working on titled TV’s American Dream: U.S. Television After the Great Recession. Shows like Daredevil, Atlanta, The Unbreakable Kimmy Schmidt, Mr. Robot, and even Hallmark movies represent ideas about the American Dream, a myth that’s both incredibly amorphous and foundational to our understanding of who we are as a nation.

What’s the scariest thing you’ve ever done?

Raising children. Being responsible for other human beings and trying to launch them into the world as caring, strong, useful, happy people is terrifying. Both my children are young adults now, and I couldn’t be prouder of who they are. Despite all my mistakes, they’re amazing.

Name a value that is important to you.

Sympathy is so important. I know many people believe empathy, the ability to feel someone else’s hurt, is more meaningful. But it’s also essential to acknowledge and respect someone’s pain even if you don’t or can’t put yourself in their shoes. This lets us show compassion for other people’s experiences, even if we can’t imagine what it might feel like. And then, hopefully, take the next step of trying to help them.

Do you have a unique hobby, talent, or collection?

I like to crochet. I learned during COVID. I’m not particularly great at it but everyone in my family has a blanket, a scarf, and a hat. In fact, they probably have more than one. I’m pretty sure they wish I’d find a new hobby.

Students can be afraid of failing. Do you have advice for those who struggle with it? 

It’s not just students who are afraid of failing. We’re all afraid of it. It gets easier when you’ve had more practice. Some of my biggest failures have redirected me to where I am now, with a life I love. I didn’t get into the university I wanted to go to, so I went somewhere else and made great friends. I realized after I got my first job that I didn’t like the work my major prepared me for, so I went back to grad school and discovered film and television studies. I didn’t get a permanent job after I got my PhD, so I ended up doing a visiting professor job that led me to the University of ������ý, where I got a permanent position and met my husband. Sometimes, what seems like a failure is a wonderful opportunity. And sometimes failure hurts, and you have to shake it off and step on it.

What advice would you offer to a first-year Wildcat?

My advice is somewhat unfair because it’s so hard when you’re going through it but try not to worry so much about the future. It will happen one way or the other. When presented with opportunities – about classes, internships, jobs, housing, travel, whatever – it’s tempting to get caught up in trying to figure out how your choices will fit into some big picture of your life; will it ultimately make you happy? But that can get exhausting. Try using the existing information you have for your current situation and make the best decision you can right now. If you do that, it will lead you down a path that you can then continue on or shift as you go. Trying to guess what will be best for you five or ten years from now doesn’t take into consideration all the growing and changing you’re going to do as you have new experiences.

Looking for a university where passionate, expert-faculty illuminate the world around us, challenging their students to make the most of every opportunity? Become a Wildcat. 

APPLY

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Is It Worth Getting a Minor in College?

While most college students know all about majors, minors at the University of ������ý offer a powerful way to broaden your horizons and explore your passions. 

Whether you want to complement your major with a related specialty or dive into a completely different field, a minor can make your degree more dynamic. It also helps your resume stand out and signals to future employers that you’re motivated, well-rounded, and eager to deepen your knowledge.

What is a Minor? 

A minor is an additional field of study added to your degree that requires less coursework than a major. Your minor can be related to your major, or in a totally different subject. All minors at the University of ������ý require at least 18 credits, but some may require more. 

How Do I Declare a Minor?

The first step is to connect with your academic advisor, who you can find through Trellis. They’ll help you explore minors that align with your interests, career goals, and major. Your advisor will also walk you through the steps to officially declare a minor and make sure it fits into your academic plan. Keep in mind that some majors at the University of ������ý require a minor, so it’s always smart to ask.

10 Unique Minors at the University of ������ý

Almost every major can be studied as a minor, but the U of A also offers a variety of unique minors. These degree programs will not only make your degree stand out, but also will keep your class schedule fun and fresh. 

1. Creative Writing Minor

Bring your stories to life with a , where you can focus on fiction, nonfiction, or poetry. Perfect for students in any major, this minor helps you build expressive writing skills that can enhance both your academic and professional work. Students begin with engaging 200-level gateway courses before advancing to immersive writing workshops and literature analysis.

2. Critical Languages Minor

If studying one language just isn’t enough, then a  is for you. ������ý’s Critical Language Program specializes in teaching less commonly taught languages, including Cantonese, Norwegian, Swahili, Thai, and more.

3. Entrepreneurship & Innovation Minor

Have a big idea? Turn it into reality with the , offered through the Eller College of Management. This program, led by the McGuire Center for Entrepreneurship, helps students develop practical skills and an innovative mindset to stand out in any field through courses like Social Innovation Organizations (ENTR 380) and Tech Ventures (ENTR 400).  

4. eSports Minor

Level up your academic experience with the . Designed for students interested in the fast-growing world of competitive gaming, this fun college minor at the University of ������ý explores the eSports industry, and the social and cultural issues surrounding digital play. Core courses cover game design, digital engagement, and industry trends, while electives cover topics like gamification, diversity in games, and team development.

5. Film & Television Minor

Lights, camera, action! The  gives students a behind-the-scenes look at the entertainment industry. This writing-intensive, 24-unit minor covers everything from film history to video production. Offered through the College of Fine Arts, students will learn how to develop, direct, and edit their own projects.

6. Health and Human Values Minor

There are also a multitude of minors for honors students. The  is available for any student in the W.A. Franke Honors College and teaches students “how science, biology and society interact to shape health, disease, and health care.” This University of ������ý minor combines science and the humanities for the best of both worlds. It also offers study abroad opportunities for minors, including the chance to earn elective credits while studying in India.

7. Hip-Hop Cultures Minor

Offered by the Africana Studies in the College of Humanities, the  dives into the world of hip-hop, including music, dance, fashion, art, and more. Students enrolled in the Africana Studies' Minor in "Hip-Hop Cultures" will learn all about the cultural forces behind the hip-hop industry while taking classes like “Rap, Culture and God” and “Beginning Hip-Hop Dance Technique.”

8. Planetary Science Minor

Shoot for the stars with the . This astronomy minor offered by the College of Science includes courses in geoscience, astronomy, atmospheric science, and more to teach students the basics about studying our solar system. It’s also a great way to get in the lab and gain hands-on learning experience.

9. Southwest Studies Minor

Get ready to dig deep into the rich culture, history, and landscapes of the region with the . This interdisciplinary program explores the peoples, languages, and ecologies of the Southwest and U.S.-Mexico borderlands. An ideal minor for students interested in regional studies and diversity, students will gain a strong foundation for careers in fields like education, public policy, law, cultural resource management, and more. 

10. Sports Management Minor

Dreaming of a job in sports? The Eller College of Management can help get you there with its . It prepares students for sports careers through “experiential learning opportunities and study trips to sporting events.” This minor includes classes like Sport Tourism and Event Management (MGMT 352) and Life Cycle of Elite Athletes (MGMT 357). 

With a wide range of degree programs and interdisciplinary minors, the University of ������ý empowers you to shape an academic journey that’s as unique as your goals. Choosing a minor that sparks your interest is a smart way to broaden your perspective and learn new subjects you might not have explored otherwise. 

Ready to customize your college experience? Discover all undergraduate majors and minors at the University of ������ý by visiting arizona.edu/degree-search.

Apply to the University of ������ý

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Interesting & Unique Classes

Want a guarantee that you’ll always show up to class? Book classes with topics you look forward to learning about! Whether for your major or as an elective, these interesting classes at the University of ������ý are thought-provoking and memorable.

Whether you're exploring , seeking fun electives, or just looking for interesting courses at the University of ������ý, this list highlights some of the most popular options among Wildcats.

Popular Classes at the University of ������ý

This introductory astrobiology course invites students to explore one of humanity’s most profound questions – are we alone in the universe? You’ll investigate how life begins, where else it might exist, and what it takes to find it. With insights from astronomers, biologists, geologists, and more, you’ll cover everything from habitable zones to alien atmospheres. Ranked among the top universities for NASA-funded activity, the University of ������ý is a global leader in space exploration and research, and this course brings that same spirit of discovery into the classroom.

Ever wonder how fashion trends take hold? Explore fashion theories, trend cycles, and the cultural, social, and economic forces shaping what we wear – and why. Offered through the Fashion Industry Science and Technology (FITS) program, this University of ������ý fashion course offers students a range of skills in areas like design, merchandising, and sustainability. 

This interesting course offered at the U of A explores the global journey of coffee. As an institution recognized for its forward-thinking approach to food systems and global studies, FOOD 353 dives into the coffee supply chain, the economics of coffee production, and the powerful role coffee plays in global trade, culture, and sustainability.  

Interested in criminology, social justice, or urban development? This course offers a multidisciplinary look at crime through the lens of geography, sociology, and law – three of the University of ������ý top-ranked programs. From national crime statistics to popular myths about urban crime, students explore the history of neighborhood development and the role of gentrification and gang enforcement in shaping city life.

Discover what it means to be a foodie – past and present. This University of ������ý history course explores how food and drink have shaped societies, sparked trade, and even started wars. Examine how cuisine reflects everything from social status and colonization to cultural exchange and environmental impact.

If you’re obsessed with anime, manga, and all things Japanese pop culture, check out this engaging Japanese Studies course at the University of ������ý that explores the dynamic world of Japanese visual and material culture. You’ll gain insight into the social values, history, and identity embedded in Japan’s most recognizable cultural exports.

Discover how America's landscapes tell our story. From gardens to highways, every space we design reflects what we value, believe, and dream about. In this course, you’ll explore how the places we live, work, and play in don’t just shape our environment – they shape our culture, our history, and our American ideologies.

Explore how four musicians from Liverpool became a cultural phenomenon. In this GenEd class, you’ll dive into the life, sound, and impact of The Beatles, examining how their songs shaped the 1960s and beyond. Through active listening, reflection, and critical analysis, you’ll uncover the influences behind their evolving style and the legacy they left behind.

Always fighting for the spotlight? Combat for the Stage teaches you how to safely and convincingly perform fights for live theatre. You'll train with theatrical weapons, learn hand-to-hand techniques, and build the physical control, focus, and confidence needed to bring action scenes to life. 

If you’re a movie buff who’s always asking questions, WFSC 140 is for you. Wildlife at the Movies explores how filmmakers use fictional wildlife stories to tackle human struggles, spark conversation, and explore taboo topics. By watching and analyzing a range of films, you'll dive into different genres and storytelling styles, learn key film techniques, and gain insight into the creative choices behind the camera. 

Students’ Favorite Classes

“The best class I’ve taken was African Studies (AFAS 160A2). Not only did I have fun reading about the history of the African diaspora – where I am from – and the traditions of my ancestors, but I also expanded my knowledge by learning new things I was ignorant about. It was an amazing class taught by an amazing teacher and the material was so fluid and easy to understand.”

Yassine Halhoul • Class of 2024
Major: Aerospace Engineering
Hometown: Fez, Morocco

“The best class I have ever taken was MCB 181R with Dr. Stephanie Capaldi (I know; why would anyone like an intro lecture?). This class helped me discover my enjoyment for molecular and cellular biology and, more specifically, genetics. After this course, I switched my major and found a professor who helped me discover my future aspirations of working in infectious disease. I now get to be a preceptor for this course!”

Emma Romano • Class of 2025
Major: Molecular and Cellular Biology Major • Minor: Health and Human Values
Hometown: Bridgeport, West Virginia

Explore all available classes by browsing the .