Tufts Lunch & Learn Speaker Profile: Vikki Rodgers
Dr. Vikki Rodgers received her B.S. in Biology at the University of New Hampshire in 1999 and her Ph.D. in Forest Ecology and Biogeochemistry at Boston University in 2007. Her doctoral research focused on the impacts of invasive plant species on soil nutrient cycling, microbial populations, and native plant communities in forests of New England. Dr. Rodgers’ research interests are focused on understanding the numerous effects humans are having on various natural ecosystems. including the effects of climate change, land use change, nitrogen deposition, and the spread of invasive species. Dr. Rodgers joined Babson College in September 2007 and has taught a variety of environmental science, botany, and ecology courses to undergraduate business students. She was awarded the Deans Award for Teaching Excellence in 2012 and the Faculty Scholarship Award in 2014.
How did you end up teaching sustainability to business major students at Babson?
I came to Babson College in a roundabout way. Initially, I was trained as a forest ecologist, biogeochemist. I enjoyed my research, but I love teaching and I have been wanting to teach for so long. So I sent out my resume to a bunch of schools in Boston area and Babson got back to me. I remember even hesitating to send my resume to Babson in the first place because I didn’t know what I would do at Babson, since it is a business school. They needed a sabbatical replacement and I thought, “Why not? I will try it out for one year, and I will move on to continue doing more research.” But then when I came, I was the big fish in the pond—I got to be asked to do everything related to sustainability. I never would have thought that I was going to be teaching sustainability at a business college, but it was the perfect timing. Also, I was really willing to reach out and to work with lots of different people, so it has been an ideal experience.
What is the most rewarding aspect of teaching students about corporate sustainability and that of doing research?
Getting students at that moment where they see the relevance of what you are talking about is incredible. With research there are high moments and there are low moments. But with teaching, there are so many more high moments because there are often times where students say “oh my goodness! I had no idea!”—particularly for non-ecology major students. I am teaching science to students who would never have another science course. So there is that responsibility that I feel, in making sure that they have a great science experience and that they see the relevance between their business studies and science.
Least rewarding aspect of teaching sustainability to non-major students?
Not being able to get through to some students, definitely. Although, I am seeing less and less students who just simply don’t care at all about sustainability in my class. Many students now realize why what I am teaching is important and I am definitely seeing the growing trend. It is very exciting to see that there are more students interested in business who are seeking for more environmental courses now.
Do you have any recommendations for Tufts students who want to become like you?
I guess the number one recommendation would be not to close any doors. The opportunity for me to be at Babson was such a weird thing, that initially many people would have rejected. But to take that opportunity and to find those places where you can be a big change maker is important. For example, I am one of the four faculty members at Babson with a science background so I get to take on so many different roles. So I think it is important to be open to non-traditional academic roots in finding roles like mine. Also, be willing to collaborate with different people. Putting yourself out there and collaborating with people with different backgrounds bring so much strength. I would really encourage students to try to seek out those opportunities because learning from someone with a totally different perspective is so rewarding.