Reilly Fitzpatrick Vines

Fall 2024 Winner

Reilly's teaching philosophy centers on empowering students to view reading and writing as tools for cultural change. She designs her British literature course as a space for civil discourse, where students engage with texts as agents of activism and civic engagement. Her pedagogy emphasizes critical analysis, interdisciplinary dialogue, and advocacy, fostering a democratized learning environment that reflects and supports Baylor’s diverse student population. Students leave her classroom not only with literary insight but with a sense of agency and responsibility to effect change in their communities.

To support students from varied educational and cultural backgrounds, Reilly structures her courses thematically, using units like “Women and Gender” or “Race and Colonialism” to provide accessible entry points into literature. This thematic approach equips students with shared vocabulary and encourages them to bring their lived experiences into classroom discussions. By centering diversity as a generative force, she creates a discourse community where students feel confident, valued, and capable of using literature to interrogate and influence the world around them.

Her community-centered pedagogy extends learning beyond the classroom through projects that connect literary texts to contemporary social issues. Students engage with community members, analyze historical impact, and propose actionable ways to raise awareness or support local organizations. These experiences often lead to real-world involvement, such as volunteering, advocacy, and ongoing dialogue. Through this model, Reilly reinforces the humanities’ relevance and inspires students to become thoughtful, empowered citizens committed to shaping a more just society.

What Students Say

"She made me feel emotionally safe, seen, supported, and understood, creating an environment where I could ask questions. She took a sincere interest in my ideas and our conversations, and her guidance and affirmation played a significant role in my decision to pursue education beyond my undergraduate degree. I always left her office with clarity and a renewed sense of motivation and support that I continue to carry with me as a scholar."