FACULTY BIOS
Olayele Adelakun, Information Systems
Judy Bundra, Music Performance
Julie DeRoche, Music
Richard Farkas, Political Science
Joseph Ferrari, Psychology
Lisa Gundry, Management
Matt Irvine, Digital Cinema
Andrea Lyon, Law
Amber Settle, Computer Science
Bibiana Suárez, Art/Art History
Joseph R. Ferrari, Ph.D.
Professor, Department of Psychology
Vincent de Paul Distinguished Professor
College of Liberal Arts & Sciences
What is the most rewarding aspect of teaching at DePaul?
The students. I’ve taught at a number of schools, as either a part-time or full-time instructor, before joining the faculty at DePaul. So, in comparison I find the students at the DePaul to be engaged in their learning and committed to reaching personal and professional goals.
What do you like best about DePaul students?
Their commitment to ‘trying’ – to the fact they try to understand difficult ideas. DePaul students see to have ‘a hunger for knowledge.’ I believe we feed them well!
What do students like best about the courses you teach?
Introducing students to information about the science of psychology; that it is not only a field focused on clinical interventions for persons with problems. Instead, psychology today builds on the strengths and abilities people possess. I enjoy dispelling the myths about behavior that so many people enter into a psychology holding; by the end of the class, I hope they see life differently.
What has been your greatest success while teaching here?
Watching folks graduate and go to graduate school or seek a professional they desire. I also enjoy helping students engage in original research projects that we present at professional meetings and/or publish in scholarly journals.
What makes DePaul different from other universities?
I’ve worked at four other colleges as a full-time faculty member -- some community colleges and some 4-year colleges -- as well as 16 other colleges as a part-time instructor. Given my experiences, I find DePaul to be tied for the best institution I worked. Both DePaul and the other institution were in urban settings whose mission was to work with first generation students from diverse backgrounds, aptitudes, skills, interests, and career goals. But DePaul, unlike the other school, has at its core a desire for service to others, and that appeals strongly to me.
How would you describe the DePaul community? The diversity of students, faculty and alumni?
Being a rather large institution with over 23,000 students at seven metropolitan campuses, there is much diversity in skills, aptitudes, backgrounds, and goals. And, I find this exciting. In my own Department, there is a significant number of faculty that a student looking for a personal mentor should find available. The University consistently offers programs to reach the residential and commuting student. Overall, it’s a good place to be.
What advice would you give to a student considering a Liberal Arts & Sciences major?
Don’t rush into being a specific major – there is four years to decide. I believe an advantage of the quarter system over the semester system is it gives student more opportunity to sample different areas of interest across a year. So, take advantage of the sampling and sample! Students from a liberal arts background need to “liberate” their thoughts into new ways to think about issues. Take classes that interest you, and that will stretch and challenge you.
As a recognized expert researcher on the topic of “procrastination,” can you describe your findings on the topic? What tips might you recommend to an entering student on how one might avoid this common pitfall? Well, everyone procrastinates but not everyone is a procrastinator!
Studies we have done at DePaul, and at other places around the globe, suggest that 15 to 20% of normal men and women adults are “chronic procrastinators” or persons who delay the start or finishing of a task for either a thrill seeking opportunity or to avoid fears of failure, success, or standing out looking odd compared to peers. The truth is, such chronic procrastinators (who delay task in all areas of their life) are living a maladaptive lifestyle. Time management programs will not work for them but may be effective for the 80% who delay some tasks. Instead, they need to consider why, when and how they delay. Telling the chronic procrastinator to “just do it” is like saying to a clinically depressed person “cheer-up.” It will not work.
Finally, what would you say to prospective students considering DePaul?
Diversify. Try a variety of subjects and engage in a variety of extra-curricular activities before limiting yourself to one area of study. There are so many possible majors and courses and clubs and organizations – if you are not involved in your education, it may be by your choice. Become engaged in life.
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