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Ask Erin McGibbon Smith what her passions are outside of being a ���۴�ý faculty member, and her robust response may surprise you. Writing, academic administration and editing are just a few of the things she’s deeply invested in. They also constitute her robust professional portfolio. As a neurodivergent instructor with impressive academic credentials to her name, she shares in this Q&A her perspective on teaching, building relationships and why she steps away from being an editor when she’s in the classroom.

A: One of my greatest professional accomplishments is completing my memoir, Having Enough, which draws on my lived experience as an autistic woman navigating motherhood, mental health and the myth of “having it all.”

Writing this book required not only intellectual discipline and emotional vulnerability but also the integration of my academic expertise, editorial skill and personal growth. It represents the culmination of years of reflection, research and resilience.

A: Many students come to online learning with social media as their primary digital experience, and that sometimes shows — especially in my critical thinking course. Once, a student posted a highly biased, confrontational response in the discussion forum. Rather than shutting her down, I chose to model curiosity and collegiality. I asked thoughtful questions, engaged critically with her evidence and responded with respect.

She was stunned.

That moment opened her eyes to what respectful disagreement could look like. She later shared that her entire attitude toward online discussion had shifted. She realized that dialogue doesn’t have to be combative — it can be transformative.

A: I’ve actually learned to scale back how much I let my editing expertise impact the classroom. Undergraduates need a writing coach, not a professional editor. My experience as an editor and academic administrator gives me many real-world examples to draw from when helping students develop essential skills like critical thinking, problem-solving, time management and effective communication.

A: One aspect is that you can build some strong relationships with faculty and students — even in the online environment. Faculty are available to text or call when you have trouble, and other students are eager to connect and find support groups and study partners.

As someone who values inclusive learning environments and understands the challenges of nontraditional students — especially as a neurodivergent parent and educator — I find deep meaning in helping students develop their writing and critical thinking skills in ways that fit their lives. Teaching online also allows me to work from home, which supports my own family’s needs and gives me the flexibility to continue writing and editing professionally.

I meet students where they are. Many arrive with emotional baggage from previous educational experiences, and some have been told they are not “college material.” My job is to help them see their own potential. This means offering encouragement, building trust and adapting my approach to fit their needs. Some students need reassurance, and others need a push out of their comfort zone. The key is getting to know each student and supporting them as individuals.

A: Be sad! Without teaching, I would probably focus more on academic administration and editing. But in my dream reality, I would be a full-time writer.

Erin McGibbon Smith holds a PhD in medieval history from the University of Cambridge and has over 15 years of university-level teaching experience in writing, critical thinking and history. Outside the classroom, she brings 18 years of experience in academic administration, including programmatic assessment, leadership, curriculum development and admissions. She currently serves on the Faculty Academic Council for the non-STEM side of the UOPX College of General Studies and contributes to research on teaching academic integrity.

McGibbon Smith also has 25 years of experience as a professional editor and runs her own business, . Her memoir, Having Enough, draws on her experience as an autistic woman navigating motherhood, mental health and the myth of “having it all.”

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