Faculty Featurette
Vivian Shyu
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This semester we’re pleased to present an interview with Vivian Shyu—Associate Professor, Clinical Teaching Track: Psychology, CU Denver College of Liberal Arts and Sciences
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You have a research background in autism & the Theory of Mind—what originally attracted you to this area of study?
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It’s curious, even to me, what my early attraction was to the autistic spectrum of disorders. I saw a movie about a young girl with autism when I was young, and it captured my interest, and I think, some sense of compassion and empathy. How could someone see and comprehend the world so differently, and how could we help bridge the gap by understanding them better? After a long, crooked path through my high school dreams of being an astronomer, to several college major transitions from child care business owner, to lawyer, to plans for graduate study in neuropsychology, I found myself circled back to my original attraction to persons on the autistic spectrum. That, with my intra-disciplinary (read: not able to abide traditional discipline boundaries) perspectives on human development, the mind and the brain, I wanted to use my training to better understand the experience and thinking of people with autism relative to neurotypicals, and how each could inform the other.
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The research sciences can present a difficult social & professional environment for both persons of color & women. What kind of challenges did you encounter and how have those evolved over time?
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Great question, especially for our up-and-coming academicians and scientists. While I loved the rigor of scientific method, and how empirical research could shed light on human nature both typical and atypical, I had to face a hard realization halfway through my graduate training that, in the end, I did not want to a career as a research scientist. I thought that the career, through the female role models I had access to, would cost me more than I was willing to commit to it. Most of the successful female professors and scientists I saw had either no children or grown children. Those that did have young children seemed overburdened and impeded by trying to give 100% to their families AND their careers, and not seeming to not have enough for either. I didn’t love the realities of what I perceived of as a professorial research career. Ultimately, I did push through my graduate training program, and was offered an excellent post-doctoral position with a leading autism-research team. After a months-long-battle between my stubbornly goal-driven pride and my heart, I declined the position and send a letter to the woman that would have been my mentor. I was honest with her about being torn and feeling like I had to decide between giving my all to my career versus giving my family priority (I had two young kids by then). She said something that I’ve never forgotten and have often paid forward to other young women I’ve mentored. She said something to the extent of, “at this point in my career, I see that I did have to make compromises, and as a result, both parts of my life suffered. In years past, we fought so hard for women to have the right to have careers and work outside the home. But we were also fighting for women to have the right to choose what they wanted for themselves.” She supported my decision to leave the path I’d been on for so long, wholeheartedly. I’ve never forgotten that.
As far as being a person of color, I really did not have any role models there. We must work harder to ensure positive models for our students. It’s so important that all of our students get to see that people that look like them (and look different from the still White majority of our faculty) can find success and fulfilment in higher education. We must help them conceive of and see themselves as successful professionals, whatever their field of interest. We are working on this and given our ESI goals as a University, I hope that the availability of visible women of color as role models will continue to increase.
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The COVID-19 pandemic greatly accelerated the growth of online instruction across all types of education. How has this shift to “learning technology” affected your own teaching, mentoring & advising?
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Bottom line: for the better. Really. I’ve become much more flexible in how I convey information and encourage learning. When the pandemic first sent us all home in March 2020, I’d been teaching in the online format for many years and was luckily already pretty comfortable with Zoom. The fact that all of our faculty, and our students alike, were forced to develop a new set of teaching and learning skills actually has afforded higher education a wider range of educational settings and models. I often hear from students that they really like the wider range of classes they can take, and the increased flexibility it allows them in terms of scheduling, childcare, commuting and geographic location. I think we would have gotten here eventually, but COVID came and pushed us to do it really FAST, and we did it! Both educators and learners now share the technological skill and experience base that has led to a redefinition of the “classroom,” and has changed higher ed forever.
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You’ve been significantly involved in faculty governance service for many years now, on all levels here at CU & beyond. Now that you’re wrapping up a very productive second term as President of UCDALI, what plans do you have next?
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I never planned to get so far into service or leadership, but it has been a pleasant surprise to have had so many opportunities to grow in these areas. Teaching has been the center of my professional goals and values since I moved back into higher ed. That passion led me to tables where I was given a chance to speak on behalf of my own personal concerns and values, and to provide a voice for other Instructional Faculty. The work I’ve been able to be a part of with UCDALI has been an unplanned high point of my career. This community of driven, crazy hard-working people that are all centrally dedicated to teaching our students inspire me every day. My work in faculty governance grew organically from my wanting to be a part of finding solutions to challenges faced by our Instructional Faculty. From there, I’ve been honored to continue my work as a representative of that faculty and ALL faculty at many different levels of our institution. Even though I’m handing over the reins of UCDALI to our next President (who I know is going to be great), I’ll remain active with this association always. These are my peeps. I’m not going anywhere.
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Given your extensive professional responsibilities, you probably don’t find as much time for recreation & relaxation as you might like. What is especially fun when you do get a break?
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You know, I actually do manage to have time to relax and recreate. It’s hard during the semester, but I try to be done working by 6pm each day and minimize the work I do over the weekends. That is not always possible, and I’m still struggling to find and maintain a work-life balance, but I’m getting better at it. My husband and I are currently bingeing Ted Lasso, so there’s that. Spending time with my family remains my priority. Enjoying time with my young adult children feels like my prize for successfully keeping them alive and functioning through their adolescence! My husband and I enjoy our usually Empty Nest, as are the doggos, even through the pandemic. Spending time with our oldest son and his growing family has also been a new source of happiness. However, the cherry on the sundae is our 3-year old granddaughter. If I’d have known the grandparent gig was going to be this fun, I’d have had even more kids! Just kidding. I so would not have. But the joy that little girl has brought into our lives is pure.
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