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The Stories Behind U of A’s Most Enrolled Courses

Each year, a handful of classes earn a reputation that spreads fast – filling lecture halls, drawing Wildcats from multiple majors, and shaping the academic experience of hundreds along the way. But behind every high-enrollment course is a professor whose expertise, personality, and passion turn a required class into a campus favorite. From economics to modern government, these educators bring experience, insight, and genuine care into every lecture.

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Justin Jarvis – ECON 200

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is a senior lecturer of economics and the director of Master’s studies at the �鶹��ý’s Eller College of Management – where he has been a faculty member since 2019. With a Ph.D. in Economics from the University of California, Irvine, Dr. Jarvis brings extensive knowledge in economic development and business strategy to the U of A. In addition to his impressive academic qualifications, his enthusiastic presence and passion for teaching make his classes highly respected among students and faculty alike.��

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What about your course do you hope students find exciting?

The hats. 😊 Economics is really about learning to see the world through different lenses, so I literally put on different hats in class to represent different perspectives. It’s a little ridiculous, but it works.

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Students remember the perspective shifts, and that’s the whole goal. Economics isn’t just content, it’s a way of thinking. New hat, new worldview.

We also call the class “Club 200,” because I want it to feel like something students are part of, not just something they attend. There’s an energy to it. There’s a shared language, inside jokes, and a sense that we’re all in it together.

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Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

One of my favorite moments was when a student sent me a meme of LeBron James getting up mid-interview and walking off stage. The caption was, “What firms do when the price is below average cost.

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That’s when you know it has clicked.

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They weren’t just memorizing a graph or a definition. They understood the logic well enough to apply it in a completely different context and make it funny. That’s the level of understanding I’m aiming for. I love when students start seeing economics in the wild like that. It means they’ve moved from learning the material to actually thinking like an economist.

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What is something else you’d like us to know about being a Professor at U of A or your classes?

One of the things I love most about teaching at the �鶹��ý is the range of students I get to work with. ECON 200 reaches students from all over campus, and for many of them, it’s their first and only economics class.

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That makes it a really important opportunity.

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If I do my job well, they don’t just leave knowing a few terms or graphs. They leave with a new way of thinking about the world, about incentives, tradeoffs, decision-making, and how markets work. And ideally, they leave feeling like they were part of something memorable. That’s really what Club 200 is about.

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Paul Gordon – BSM 201

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is a highly regarded educator and faculty member at the �鶹��ý College of Medicine – Tucson, where he serves as a professor of family and community medicine and co-director of the Bachelor of Science in Medicine program. Having obtained a Master’s in Public Health from the U of A and an MD from Mount Sinai School of Medicine, Dr. Gordon brings decades of clinical practice and academic leadership to his role, blending real-world experience with his commitment to education and community health. This is exemplified in all of his courses, including��.��

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What about your course do you hope students find exciting?

They are starting to really think about what they would like their future career to look like. They can think through how to respond in different situations.

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The course involves very current and provocative issues that are extremely relevant to the students’ future career plans as health care professionals.

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What do you think students love most about your course?

They feel valued and like they have a voice. They do not just listen to lectures; they collaborate and interact with others. They are encouraged to share their ideas and beliefs in a safe environment. It makes them think about the things that they have learned and even discuss these things with friends and family.��

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Student Quotes:

• “I loved how collaborative the class was… We got to hear everyone’s perspectives”
• “The panelists were exactly what we needed to hear after the readings.”
• “The course was not about the grade. It was about being here and engaging.”
• “You encouraged us to share our thoughts and opinions.”
• “I always come to this class looking forward to it.”
• “When someone asks or answers a question, you always make it seem meaningful.”
• “This class is about the real world and relevant to our lives. I will never forget it.”

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Erika Nicole Julian – DNC 101

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is a Lecturer in the School of Dance at the �鶹��ý. As an experienced instructor, Erika plays a key role in courses that introduce students from across campus to the art and practice of dance. She holds a Master of Education in Dance Pedagogy from the University of Idaho and a Master of Fine Arts in Choreography from the Christi Ballet. Across campus, she is well known for her popular introductory dance courses.��

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How would students describe your teaching style?

Students would likely describe my teaching style as understanding, flexible, and genuinely caring.��

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I try to meet students where they are, recognizing that everyone is navigating different circumstances. My goal is to reduce stress while still helping them stay engaged and successful – especially as many of them are just beginning their college journey.

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What about your course do you hope students find exciting?

I hope students discover that dance history is far more interesting and surprising than they might expect. For example, many are fascinated to learn that ballet was performed exclusively by men for over 150 years before women were allowed on stage. Moments like that tend to shift perspectives and spark curiosity. I want students to feel like they’re uncovering stories that challenge what they thought they knew.

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Is there anything else you'd like us to know about being a professor at the U of A or your classes?

I truly love what I do, and the most meaningful part of my job is connecting with students. If there’s one thing I hope every student takes away from my class, it’s that showing up matters. Showing up to class, to deadlines, to the process –��even when things aren’t perfect – is often the biggest predictor of success. You don’t have to have everything figured out; you just have to keep showing up. That mindset can carry students far beyond my classroom.

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Spencer Lindsay –��POL 201

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is an Assistant Professor of Practice in the School of Government and Public Policy here at the U of A, where he teaches, and researches topics in the field of political behavior, public opinion, and American democracy. He earned his Ph.D. in Political Science from the University of Notre Dame and also holds degrees from California State University, Long Beach and the University of Wisconsin-Madison. Here, he teaches courses on American politics and government, including��.��

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How would students describe your teaching style?

I think students would generally describe me as a fairly ‘laid back’ professor… I want students to feel comfortable and respected in the classroom, but that’s also a part of my personality in general.

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I hope that aspect of my teaching helps students to feel comfortable expressing their opinions and asking sometimes difficult questions and creating a classroom environment where everyone feels respected and at home.

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I also think my teaching helps students connect how the government and politics works to the real world and issues that actually matter to them.

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Can you tell us about a memorable interaction you had with a student where you could tell they really grasped the subject you're teaching?

I spend a great deal of time emphasizing the political decisions made in the post-Civil War period in which various actions at all levels of government paved the way for the Jim Crow regime, a history that I feel is often discussed less than it should be. Every time I teach it, and students feel the gravity of these decisions, you can hear a pin drop in the classroom.

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I take great pride in having the opportunity to get to know them (students), to supervise their research projects or write them letters of recommendation. In my office, I don’t have any of my degrees on the wall (not that that’s been an intentional decision), but I do have a number of handwritten notes that have been given to me by former students to express their gratitude on my bookshelf. To me, this is the great privilege that this job provides – to be able to get to know students and help in their intellectual development and watch them grow.

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Is there anything else you'd like us to know about being a professor at the U of A or your classes?

Something notable to me about the U of A is the sense of community that is shared across the University by professors, graduate students and undergraduates alike. Like most professors, I have spent a lot of time on multiple college campuses. Few feel as connected as the U of A does, especially across these different levels. This makes it a true privilege to be here.

From the lecture halls to the dance studios, these professors show that high enrollment isn’t just about fulfilling a requirement – it’s about creating experiences that resonate, challenge, and inspire. Through curiosity, creativity, and genuine care, they help students see the world in new ways, think critically, and feel connected to a larger community. At the �鶹��ý, it’s clear that behind every popular class is a professor whose impact goes far beyond the syllabus.