Jasmine Bishnoi
Department of Language, Literature, and Writing
Teaching Associate
Abstract: Jasmine Singh Bishnoi is a teaching associate in the Department of English at Indiana University of Pennsylvania, where she teaches English 101: Composition I. A PhD candidate in English literature and criticism, she is committed to inclusive, student-centered teaching that supports students’ growth as confident writers and critical thinkers. Her teaching emphasizes active participation, scaffolded learning, and reflective practice. In her composition courses, students move from personal narrative to analytical and research-based writing through structured assignments, rotating group discussions, reflective writing, and individual conferences. A central feature of Jasmine’s pedagogy is detailed, formative feedback paired with opportunities for revision, reinforcing writing as a process rather than a one-time performance. Student evaluations consistently highlight her supportive classroom environment, clear course structure, and individualized feedback, with many students noting increased confidence in writing, public speaking, and critical engagement.
Beyond the classroom, Jasmine is deeply engaged in leadership, mentorship, and service. She is president of the South Asian Student Organization, vice president for the Graduate Student Assembly, and College/University Liaison for the American Association of University Women Pennsylvania. An accomplished scholar and activist, Jasmine has presented research nationally and internationally and has received numerous honors, including the Thomas C. Segar Student Leader of the Year Award at IUP. She has also been awarded a national award from the president of India. Through her teaching and service, she strives to create learning spaces where students feel respected, challenged, and empowered to succeed.
Lei Hao
Department of Allied and Public Health
Mentoring
Abstract: Lei Hao, associate professor in the Department of Allied and Public Health at Indiana University of Pennsylvania, exemplifies mentoring that extends well beyond traditional faculty responsibilities to advance student success. With a PhD in nutritional sciences and as the only MD-trained faculty member at IUP, Hao brings a unique interdisciplinary and clinically informed perspective to mentoring students across nutrition, medical imaging, medical laboratory sciences, and public health. During the 2025–26 academic year, Hao provided high-impact, individualized mentoring through research, scholarship, professional development, and global engagement. He led the US–China Youth Program on Health Sciences and Culture, mentoring students from multiple health disciplines in cross-cultural learning and global health perspectives. Through sustained research mentorship, Dr. Hao guided graduate and undergraduate students to meaningful scholarly outcomes, including a peer-reviewed publication with a master’s student as first author, undergraduate research presentations through the U-SOAR program, and regional conference presentations supported by applied research initiatives. As coordinator of the Medical Imaging and Medical Laboratory Sciences programs, Hao also mentors students at critical transition points, providing holistic support that fosters academic confidence, persistence, and professional identity formation.
His mentoring emphasizes accessibility, individualized guidance, and experiential learning, helping students translate academic preparation into real-world success. Hao’s mentoring directly supports IUP’s mission to be exceptionally student-centered by promoting student engagement, retention, and achievement. Through his sustained commitment to mentoring beyond the classroom, he empowers students to thrive academically, professionally, and personally while contributing to the university’s scholarly reputation and institutional goals.
Crystal Machado
Department of Professional Studies in Education
Mentoring
Abstract: “The development of a professor is not a solitary endeavor. My ‘village’ included my grandmother, and professors from Pakistan, Australia, and the US. These generous people led by example and shaped my identity as a teacher and global citizen. While my doctoral professors encouraged me to publish major assignments, they were often too busy to help me navigate unfamiliar academic writing expectations. This lack of mentoring shaped my own professional identity, motivating me to become the kind of professor I once needed—one who rises by lifting others. In this application, I describe the evolution of my mentoring philosophy. Next, I include excerpts from a book chapter to illustrate how I use a constellation of digital tools to enact ‘co- mentoring- based reciprocity,’ which I prefer over traditional mentoring. Finally, I conclude with letters of support from four mentees, who, like many others before them, have become trusted friends.
Megan Labutka
Department of Psychology
Temporary Faculty
Abstract: Since joining the Department of Psychology as a temporary faculty member in spring 2023, Megan Labutka has focused on creating a teaching approach that is both relational and transformative. Her approach and practice integrate traditional pedagogy with authenticity, person-centeredness, and intentional mentorship to support students’ personal and academic growth. She views students as individuals with unique experiences, challenges, and perspectives, striving to create a classroom environment where learning is a collaborative and meaningful journey rather than simply meeting course objectives. Through conversation, applied activities, and structured instruction, Megan attends to both knowledge and personal development. She models values such as ethical and professional behavior, curiosity, and engagement to encourage students to grow as thoughtful, capable, and passionate individuals.
Megan has taught at both the undergraduate and graduate levels as the instructor of record for psychology and school psychology courses and has co-taught counseling classes as a graduate assistant. Her experiences as a doctoral candidate in counselor education and supervision, combined with her work as a clinician and private practice owner, inform her teaching philosophy and allow her to bring real-world perspectives to the classroom. Her goal as an educator is to foster a learning environment that prepares students not only to succeed academically but to approach their careers and communities with empathy, integrity, and a commitment to growth. Through her teaching, she helps students develop both professional skills and a strong sense of self, supporting their emergence as knowledgeable, ethical, and confident individuals ready to make meaningful contributions.