�鶹ɫ��Ƭ

BRISTOL, R.I. – For generations of �鶹ɫ��Ƭ students, faculty members have served not only as professors, but as mentors, advisors, advocates, and steady presences whose influence extended far beyond the classroom. This year, six longtime faculty members are preparing to close their chapters at �鶹ɫ��Ƭ, collectively representing nearly two centuries of service in education.

Bob Blackburn: A Lifetime of Questions, Conversations, and Connection

When Bob Blackburn arrived at Roger Williams in the fall of 1968, the university looked very different. Classes were held in the YMCA in Providence, R.I., faculty offices were scattered across the city, and the Bristol campus had yet to open.

“I had an office on the second floor of the YMCA,” Blackburn recalled. “Most of the classes were on the third floor … although I did have one class in the basement of the Watkins jewelry factory on Pine Street.”

After 58 years with �鶹ɫ��Ƭ, the Philosophy professor is packing up his office for the next stage of his life. 

Blackburn’s journey into philosophy began as an undergraduate at Brown University, where he arrived undecided on a major. A mix of required courses led him to explore different disciplines, but one stood out.

“I took a couple of philosophy courses, and thought this is what I want to major in,” he said. “This is interesting, fun. I just – I want to go to these classes.” 

That sense of intellectual curiosity stayed with him, even as his plans shifted. Though he initially considered law school, he quickly realized it was not the right path. Instead, he turned to graduate study in philosophy and soon found an opportunity at Roger Williams, then a junior college expanding its faculty.

With no interest in fighting in Vietnam, a war he viewed as not only politically but more importantly ethically wrong, Blackburn began teaching at the age of 22. At that time, he was often instructing students close to his own age. Despite having no formal teaching training, Blackburn said he relied on the example of his own professors to guide him. What began as a short-term plan quickly became a lifelong career.

“My intention was I would be here for a few years and then move on,” he said. “But I just had too much fun teaching.”

Over time, he came to see teaching as a continuous learning process.

“I’ve learned more teaching than when I was in college or grad school. Way more,” he said. “You learn more by interacting.”

Beyond the classroom, Blackburn took on several leadership roles, including serving as Dean of the School of Humanities in the mid-1990s. Though he valued the experience, he ultimately returned to full-time teaching, where he felt most at home.

He also contributed to curriculum development, helping to design interdisciplinary programs that integrated philosophy, literature, and history – an approach that reflected his belief in the interconnected nature of knowledge.

One of Blackburn’s most enduring contributions to �鶹ɫ��Ƭ is the creation of the Socrates Café, a long-running campus tradition he co-founded with colleague Mike Wright.

Held several times each semester, the café brings students, faculty, and staff together for open discussions on questions ranging from ethics and politics to science and art.

“It’s not a lecture, it’s a moderated discussion,” Blackburn said. “The topic is always in a question, because Socrates [was] always asking questions.”

While Blackburn’s resume includes decades of teaching and leadership, he points to a different kind of accomplishment as most meaningful.

“My proudest accomplishment… is helping students to see their way through whatever major they’re in,” he said. “Having so many students kind of confirm that I had a positive effect on them… that’s what I’m proud of.”

For Blackburn, education extends far beyond the classroom. Over the past 13 years, he has served as a faculty advisor to the men’s soccer team, mentoring student-athletes and building relationships with their families.

“It’s been one of the most fulfilling things for me,” he said. “There’s nothing I’m going to miss more than being associated with those guys and Coach Greenslit.”

In retirement, Blackburn plans to spend more time with his wife, children, and seven grandchildren, while also continuing to coach youth baseball and travel.

“I’ve got plenty of things to do in retirement,” he said. “I would not rule out anything.”

Still, leaving behind the daily rhythm of campus life will not be easy. After nearly six decades at Roger Williams, Blackburn’s impact is woven into the fabric of the university through the students he mentored, the programs he shaped, and the conversations he inspired.

“The students are the best part of my job,” he said.

Susan Pasquarelli: Building Programs, Inspiring Educators

Secondary Education and English Literary Studies Professor Susan Pasquarelli spent more than three decades at �鶹ɫ��Ƭ, where she has shaped teacher education and built academic programs from the ground up.

Now in her 31st year, Pasquarelli’s path to the classroom took a few twists and turns. Originally a biochemistry major at the University of Rhode Island, she discovered a passion for literature after taking a Shakespeare course that led her to switch to English and eventually pursue teaching.

“Initially, I wanted to be a biologist and researcher. I’m a frustrated scientist,” she joked.

After teaching in Newport schools and earning a master’s degree as a reading specialist, Pasquarelli then took a visiting professor position at URI, while she worked on her doctorate at Boston University. She joined �鶹ɫ��Ƭ in 1994 before earning her doctorate.

“At the time, it didn't look like URI was going to have a full-time job for me. So, I applied to one at Roger Williams. I hadn't completed my doctoral dissertation yet, but they hired me with the deal that I had to finish my doctorate that year.”

Pasquarelli quickly became instrumental in �鶹ɫ��Ƭ’s academic growth. In her first year, she helped secure ongoing accreditation and later played a key role in launching some of �鶹ɫ��Ƭ’s first graduate programs, including the Master of Teaching and Master of Literacy. She also contributed to the development of the secondary education program, faculty-led study abroad initiatives, and literacy programs serving local students.

Reflecting on her career, Pasquarelli points to the department’s growth as a defining achievement.

“I’ve been here since the beginning of that growth,” she said. “We started with one program, then we had two, then we had four, and now we have elementary and secondary undergraduate programs, a number of undergraduate minors, as well as 3 Master of Arts Programs.”

As she looks toward retirement, Pasquarelli plans to slow down – delighting in the opportunity to start her days with a quiet morning.

“What am I going to do when I retire? I’m going to pull the first morning espresso, whip the milk, and sit in my new chair and read.”

As she prepares for retirement, she says she will miss the classroom most.

“I will deeply miss my students – their curiosity, their candor, and the vibrant perspectives they bring into the classroom each day,” she said. “Teaching has always been a reciprocal experience, and I am profoundly grateful for all that my students have taught me.”

Rachel McCormack: A Career Dedicated to Literacy and Learning

For Rachel McCormack, teaching has never been just a profession – it has been a calling that began in childhood and grew into a career spanning more than four decades. 

“I was playing school since I could talk,” McCormack said. “So, I always wanted to be a teacher.” 

Now, after 26 years as a full-time faculty member at �鶹ɫ��Ƭ, McCormack, Professor and Chair of Education Programs, is preparing to retire. 

McCormack earned her undergraduate degree in Elementary Education from Bridgewater State University and then began her career as a teacher in Plymouth, Mass., where she taught grades K-5 for 26 years. While teaching, she pursued advanced degrees, earning a master’s from Lesley University and a doctorate in Literacy, Language, and Cultural Studies from Boston University. Her growing expertise led her to roles as a reading specialist, consultant, and adjunct professor at multiple institutions.

That path ultimately brought her to Roger Williams in 2000.

“I had so many different universities that were asking me to teach for them,” she said. “I met Susan (Pasquarelli), and she let me know that Roger Williams was looking for another education professor, and so I applied.”

McCormack quickly became a central figure in the evolution of the Education Program at �鶹ɫ��Ƭ. She helped transform it from a certification track into a standalone major, allowing students to fully pursue elementary education as their primary field of study.

She also co-developed graduate programs, including a Master of Literacy Education and a Master of Arts in Teaching. More recently, she helped develop a new master’s program in STEM Education.

A dedicated scholar, McCormack has written eight books and conducted extensive research focused on literacy and struggling readers. Her early work examined how children learn to read, while her more recent research explores contemporary issues such as book banning and access to literature.

Among McCormack’s many accomplishments, one stands out as especially meaningful: her work supporting refugee children through literacy.

During a 2015 sabbatical, she became deeply engaged in the Syrian refugee crisis, traveling to parts of Europe to work with displaced families. She launched Books for Refugees, which collected and distributed books to children in need. Her efforts connected her with a global network of educators and activists, earning her international recognition, including an award from Boston University.

“I wanted to be able to say that I’m spreading literacy in some ways that other people are not,” she said. “Books are small things, but they mean so much.”

Despite her many achievements, McCormack points to her relationships with students as the most rewarding part of her career. Even in her final semester, McCormack has continued to prioritize personal connections, meeting individually with students to better understand their experiences and goals.

“I wish we all had the opportunity to learn who our students really are,” she said. “That’s what I’ll miss – the individual, one-on-one.”

In retirement, McCormack plans to continue her research and revive her literacy outreach efforts, adapting Books for Refugees to meet today’s global challenges.

Still, leaving Roger Williams will not be easy.

“Work a job you love and you won’t work a day in your life,” she said. “That’s the way I have felt since I’ve been at Roger Williams.”

Randall Van Schepen: Inspiring Discovery Through Art and Architecture

For more than two decades at �鶹ɫ��Ƭ, Associate Professor of Art & Architectural HistoryRandall Van Schepen has introduced students to some of humanity’s most significant artistic and architectural achievements. As he prepares for retirement, Van Schepen reflects on a career shaped by curiosity, scholarship, and a passion for inspiring students.

Van Schepen joined �鶹ɫ��Ƭ in 2003, beginning what would become his first full-time tenure-track position after years of graduate study, adjunct teaching, and balancing family life. His path to academia, however, started much earlier with a transformative college art history class.

Reflecting on what first drew him to the field, Van Schepen pointed to a transformative college art history course.

“I was inspired by that class,” he said.

After pursuing a bachelor’s in visual arts at Trinity Christian College, Van Schepen initially taught high school art before continuing his education. He later earned a master’s degree in art criticism and art history from Stony Brook University and a Ph.D. from the University of Minnesota.

Though he did not initially envision becoming a professor, Van Schepen found himself drawn to the balance of teaching and research that higher education offered.

“The combination of research and teaching was appealing to me as an educator,” he said.

Before arriving at �鶹ɫ��Ƭ, Van Schepen spent several years teaching part-time and working adjunct positions while raising a young family. “We had two kids. I was home with the kids. I was managing the house. I was working part time as an adjunct, teaching a couple of classes or more a semester, juggling all that stuff,” he said. “It’s hard to know how you got through it when you look back on it.”

At �鶹ɫ��Ƭ, Van Schepen became heavily involved in the university’s core curriculum and general education reform efforts. He served in leadership roles as chair of both the Core Committee and the General Education Committee, helping guide the transformation of the university’s academic foundation.

Alongside his teaching and service, Van Schepen maintained an active scholarly career, publishing essays in anthologies and presenting research at conferences throughout Europe. Yet despite those accomplishments, he says the most meaningful moments of his career came through his students.

“I think I’m most proud of the accomplishments that some of our best students were able to undertake,” he said. “Whether that is a great research project or getting into graduate school, writing a new thesis, etc. That’s when I feel most proud.”

Van Schepen often saw reflections of his own undergraduate experience in students discovering art history for the first time.

“My family wasn’t the kind of family that went to museums,” he said. “It was a whole aspect of culture that I knew nothing about. And suddenly, it just became fascinating to me.”

As he looks toward retirement, Van Schepen plans to continue pursuing scholarly projects while spending more time with family, including his two grandchildren. Although he hopes retirement will be permanent, he does not rule out future teaching opportunities, particularly in adult education settings.

“I enjoy the process of trying to figure out how to inspire students,” he said. “When you step back from it, it’s kind of like, oh, I get the privilege of exposing students to these things that are widely acknowledged to be some of the most important things that humans have ever made. And so that’s pretty cool.”

Lonnie Guralnick: Advancing Science Through Research and Mentorship

After nearly four decades in higher education, Professor of BiologyLonnie Guralnick is retiring from �鶹ɫ��Ƭ, leaving behind a legacy of research and mentorship.

Guralnick joined �鶹ɫ��Ƭ in 2008 as Assistant Dean of Math and Natural Sciences before serving as Interim Dean and later returning to the classroom as a Professor of Biology. During his 18 years at �鶹ɫ��Ƭ, he has contributed to program development, student research, and academic innovation.

Originally from Hollywood, Calif., Guralnick earned his undergraduate degree at the University of California, San Diego, followed by a master’s degree from San Diego State University and a Ph.D. from the University of California, Riverside. His passion for teaching began as an undergraduate teaching assistant and continued throughout a career that blended research with student mentorship.

“I was in biology labs doing research, and that's when I decided I wanted to teach at the college level,” said Guralnick. “Having the ability to teach at the university level allowed me to continue doing research.”

During his 39 years in academia, which included time at Rocky Mountain College and Western Oregon University, Guralnick has built an extensive international network through research and academic collaboration. He has spent more than a decade working in South Africa alongside partners at Rhodes University, focusing on the restoration of an endemic plant species. Earlier in his career, he also served as a chief examiner of Biology for the International Baccalaureate program, traveling globally to develop and assess biology curricula, further expanding his global academic network. “I’m in Delta’s million-miler club! I have permanent gold status on Delta from all those projects,” he joked.

Among his accomplishments at �鶹ɫ��Ƭ, Guralnick helped the university launch the Forensics Program, supported the development of Public Health pathways, and secured a National Science Foundation grant to provide scholarships for underrepresented students in STEM fields. He also created a Field Ecology course in the Rocky Mountains, giving students hands-on experience in environments like Yellowstone National Park.

Beyond his academic career, Guralnick said some of his greatest accomplishments have come through his involvement in his children’s lives.

“I was a reader for the Advanced Placement Program in environmental science and biology, worked with school boards, and coached soccer,” he said. “I was involved with school activities and played indoor soccer with both my girls.”

Guralnick plans to retire to Montana, where his wife already resides. “My wife's looking forward to it. She's tired of me commuting,” he joked. He noted that while retirement means he plans to travel and spend time with family, he will remain connected to education through community involvement.

Reflecting on his time in the classroom, Guralnick said the relationships he built with students will stay with him the most.

“There are always those students you can interact with and help,” he said. “I’ve helped a lot of students get into medical and health professions, and seeing where they end up – that’s what I’ll miss the most.”

Richard W. Rose: From Federal Prosecutor to Mentor and Teacher

For more than three decades, Richard W. Rose has dedicated his life to public service, mentorship, and education. From a challenging childhood in Providence to a distinguished legal career and, ultimately, the classroom at �鶹ɫ��Ƭ, Rose’s journey reflects resilience, determination, and a profound belief in the transformative power of education.

Retiring from his role as an instructor in the School of Justice Studies, Rose spent the last four years guiding students interested in criminal justice and the law. Long before teaching, he built a remarkable career as one of Rhode Island’s most respected federal prosecutors.

Rose’s path to the law was far from conventional. Raised in difficult circumstances, he spent part of his childhood at the former St. Aloysius home in Smithfield. At one point, he dropped out of high school, but eventually earned his GED and joined the Marines before finding his way to higher education.

That determination carried him through the Community College of Rhode Island, Rhode Island College, where he earned his bachelor's degree in Business Management, and ultimately Northeastern University School of Law. “My lifetime ambition was to be a lawyer,” Rose said.

After law school, he began his legal career in 1990 at the Boston law firm Mintz, Levin, Cohn, Ferris, Glovsky and Popeo, P.C., where he worked as a litigator. But Rose wanted to be in the courtroom, trying cases before juries. That desire led him to the United States Attorney’s Office in Rhode Island, where he spent 25 years in the criminal division prosecuting major federal cases.

During his career as an Assistant U.S. Attorney, Rose prosecuted more than 25 federal jury trials. He also spent a year in New Orleans after Hurricane Katrina, assisting local law enforcement as part of a federal recovery effort. Among the most notable cases of his career was United States v. Cianci, the corruption investigation involving former Providence Mayor Vincent Cianci that became widely known as “Operation Plunder Dome.”

Throughout his law career, he was also committed to education. He spoke with thousands of high school students over the years as part of Street Smarts – a preventive program that urges youth to avoid guns, drug use, and gangs. He also served as an adjunct faculty member at �鶹ɫ��Ƭ Law for ten years.  

Despite many professional accomplishments, Rose says his proudest moments are the students and young people he has mentored over the years.

“Anytime a student reaches out to say that you had an important impact on their professional pursuits and for having confidence in them,” he said.

One story in particular captures that impact. During a 2003 Street Smarts presentation at Hope High School in Providence, R.I., he met a student named Misty Delgado.

Delgado, then a teenage mother, impressed Rose by answering every question in his classroom quiz correctly. She later approached him about internship opportunities at the U.S. Attorney’s Office. Unlike many students who expressed interest, Delgado followed through. That meeting sparked a mentorship that would change her life.

Years later, Delgado graduated from �鶹ɫ��Ƭ with both a law degree and a master’s degree in criminal justice. Rose was there to present her diploma. Delgado, who was recently sworn in to the U.S. Supreme Court Bar in Washington, remains one of Rose’s proudest memories because it demonstrated the life-changing impact of encouragement, persistence, and education.

Rose eventually transitioned from federal prosecution to teaching after retiring from the U.S. Attorney’s Office. He had already maintained a long relationship with �鶹ɫ��Ƭ, so joining the School of Justice Studies as a full-time instructor felt like “the perfect fit.”

During his time at �鶹ɫ��Ƭ, Rose also served for four years as faculty advisor to the university’s Mock Trial Team, helping students sharpen their courtroom and advocacy skills.

As he reflects on his teaching career, Rose says what he will miss most is the connection with students and helping them realize their potential. And while retirement may mark the end of his classroom career, he already has plans for what comes next: learning to play the piano.