Faculty Interview Reflection
For each interview, fill out the corresponding section of the provided response chart. In each section, provide a concise 2-3 sentence summary of the faculty member's key points and insights.
Basic introduction
Dennis Deturk: A professor of mathematics and former dean of the college, Professor Deturk teaches sophomore calculus and linear algebra at Penn, amongst many other math classes. His research concerns geometric problems, specifically closed curves in three dimensional space and the centuries-old and still unsolved problems of how we measure their linking.
Carol Mueller: With 25 years of experience and a PhD in music, this ethnomusicologist focuses on the role of expressive culture in the survival of marginalized communities, particularly through research on South African jazz and Philadelphia's Black music history, while exploring connections between music, healing, and well-being. They are passionate about sharing overlooked stories and enjoy spending time along the Schuylkill River, visiting the Philly Museum of Art, and grabbing coffee at Solar Myth or Aleaf Brew.
Al Filreis: A professor of English at the University of Pennsylvania since 1985, with a PhD from the University of Virginia, they are the founder and head of the Kelly Writers House, fostering a vibrant literary community on campus. Their favorite spots at Penn include the Kelly Writers House and the Biopond.
John Lapinski: A professor of political science, they serve as the faculty director of the Fox Leadership Program, Penn’s Program on Opinion Research and Election Studies, and the Fellows Institute of Government. With a PhD from Columbia and a master’s in public policy from the University of Chicago, they also direct NBC’s Election Unit, specializing in political analysis and public opinion research.
What are some qualities that make a graduate of the UPenn BAAS program distinctive?
Dennis Deturk: Drawing from diverse backgrounds and experiences, we bring unique perspectives that enrich classroom discussions and connect course material to real-world situations. This blend of knowledge and lived experiences allows us to apply academic concepts in meaningful, practical ways beyond the classroom.
Carol Mueller: Our time at Penn has exposed us to an incredible diversity of people, ideas, and experiences, providing opportunities to learn and think in ways we couldn’t find elsewhere. Despite limited connection with other students, we’ve gained both depth and breadth of knowledge while balancing real-life responsibilities, learning to juggle complex challenges and thrive in a dynamic community.
Al Filreis: The LPS program equips students with a strong foundation in critical thinking, combined with practical, real-world knowledge. This approach emphasizes not just thinking critically, but applying those skills effectively in workplace contexts, leading to highly successful outcomes for graduates.
John Lapinski: The program fosters critical thinking and an honest approach to solving complex problems by encouraging students to engage with diverse perspectives and adapt to different discourses. Graduates leave with the ability to ask meaningful questions, collaborate through thoughtful conversations, and navigate the world as adaptable, inquisitive thinkers.
What do you wish you had known about the world of work when graduating with your bachelor's degree?
Dennis Deturk: Entering the world of work once felt daunting, but internships helped clarify likes and dislikes, easing some fears about making a living and showing that opportunities do exist despite competition. While early experiences brought reassurance — like receiving a job offer from IBM — today’s uncertainty reflects broader changes in the world, making it harder to trust that things will naturally fall into place.
Carol Mueller: After realizing the job market was challenging post-bachelor’s, Professor Mueller pursued a PhD, but wish she had understood earlier that the workplace is inherently a political space where navigating power dynamics is key. Success comes from understanding who you are, recognizing your context, and creatively transforming your situation into meaningful work that you love, while building supportive teams around you.
Al Filreis: Professor Filreis wasn’t initially ready to have the difficult conversations I needed, but I’ve learned that admitting uncertainty isn’t a weakness—it’s an essential part of growth. It takes maturity and humility to say, "I don’t know," and approach conversations with a willingness to listen and learn.
John Lapinski: Professor Lapinski initially struggled to see how classroom learning connected to real life, but over time, gained a clearer sense of how to apply what he’d learned. The B.A.A.S. curriculum helps students bridge this gap by showing how academic work maps directly to real-world experiences and future opportunities.
What does being a lifelong learner mean to you?
Dennis Deturk: It’s essential to remain lifelong learners, staying curious and open to new ideas in a rapidly changing world. By exploring different perspectives through languages, music, and literature, we can better understand others and avoid the conflicts that arise from refusing to see beyond our own point of view.
Carol Mueller: Learning goes beyond books—it’s about applying knowledge through experiential learning, community engagement, and real-world research to make a meaningful impact. Lifelong learning is a commitment to social justice, empowering both ourselves and those around us by continuously seeking new knowledge and using it to support and care for communities beyond our own.
Al Filreis: Growing up with a father who pursued education after serving in World War II, Professor Filreis was encouraged to embrace lifelong learning, inspired by his curiosity and self-taught knowledge, like gardening through books. This shaped his belief that education doesn’t end with formal schooling—students come from unique experiences and continue to learn as they navigate a world that’s never quite educational enough.
John Lapinski: In a field where things change rapidly, especially with advancements like AI, critical and analytical skills remain essential to staying relevant. Continuously exploring new ideas and challenging yourself to learn will keep you ahead of the curve, ensuring long-term adaptability in an evolving world.
How does having a foundation in the liberal arts make our BAAS students unique?
Dennis Deturk: A liberal arts education offers a broad variety of perspectives, helping students understand themselves, their relationships with others, and their place in the world. By connecting sciences, humanities, and social studies, it equips students to navigate complex global issues like climate change and conflict, leaving them more grounded, adaptable, and empowered individuals.
Carol Mueller: In a world filled with pain and conflict, it's essential to go beyond intellectual discussions and seek meaningful engagement with diverse communities, understanding their histories and struggles to become better, more compassionate citizens. By approaching others with curiosity, respect, and a desire to build bridges, we can move beyond the classroom to create real connections and do good for the world.
Al Filreis: In countless student conversations, the advice is often to explore a variety of interests as an undergraduate, using the degree to sharpen your focus while embracing a non-linear path. Like John Ashbery's poem "Just Walking Around," the undergraduate experience is less about reaching a specific destination and more about the journey itself, with pauses for reflection and unexpected discoveries along the way.
John Lapinski: The core of learning lies in developing a breadth of knowledge that teaches students how to think critically, especially when working with complex data. Success comes from broad exposure to diverse ideas, enabling students to go beyond technical skills and draw from a deep mental library to solve complex problems.
Reflection:
Engaging with these wonderful faculty perspectives has genuinely strengthened my appreciation for the interdisciplinary, non-linear nature of the BAAS program. Their insights reinforced my belief that a well-rounded education is more than just what happens in the classroom. It’s about cultivating critical thinking, adaptability, and a broad perspective equal to real-world challenges. Their emphasis on lifelong learning and applying knowledge in meaningful ways particularly resonated with me as a returning student, and hearing how faculty members value experiences beyond formal education, including community engagement and navigating complex political and social spaces, has reinforced my commitment to continuing my academic path which seeks to integrate both intellectual curiosity and social impact.
The consistent reminders that learning is an ongoing, unfixed process is something I’ve experienced strongly, and will continue to experience. That success often comes from shaking hands with uncertainty, and not being afraid to model vulnerability as a strength in workplaces acting as highly political spaces, where understanding power dynamics is essential. These ideas shifted my perspective on my current post-graduation plans, making me more aware of the need to be flexible, open-minded, and willing to adapt to changing circumstances. The encouragement to continue to embrace a non-linear career path and find creative ways to align my work with my values was inspiring.
Moving forward, I plan to apply such perspectives by remaining curious and prioritizing both critical thinking and practical applications in my academic and professional pursuits. I’ll seek to actively embrace challenges as opportunities to grow and strive to build meaningful connections which make a lasting impact upon others.
