Blending Science and Compassion: the Work of Jennifer Mozolic
Al Stone-Gebhardt | April 4, 2024
In the bustling corridors of Warren Wilson College (WWC,) where intellect and curiosity meet, a notable professor stands out for her dedication to understanding the human mind: Jennifer Mozolic. She is widely recognized on campus for her expertise, empathy, and interdisciplinary approach, which draws on biology, psychology, and neuroscience to better comprehend human behavior.
Mozolic, hired in 2009, is an associate professor of psychology at WWC. She has dedicated herself to researching the complexities of human behavior through psychology.
She teaches courses such as Drugs & Behavior, Sensation & Perception, Biopsychology, Cognitive & Behavioral Neuroscience and Music in the Brain, among other Capstone and specialized courses.
Mozolic grew up in New Jersey, developing a love and curiosity for biology and the life sciences in high school; concepts which she would pursue in higher education.
“I've always been curious about why people do what they do,” Mozolic said.
During those formative years, her passion for understanding the intricacies of life sciences prospered. Nonetheless, her path forward was still being determined, and she wasn't certain if college was the right choice. This uncertainty stemmed from the belief that college was solely intended for those pursuing careers in law or medicine.
Like many students embarking on their collegiate journey, Mozolic entered her institution with one major in mind but chose an entirely different focus. A fortuitous encounter with a psychology advisor presented a new path to her: a double major in biology and psychology at the University of Mary Washington in Virginia.
“I spent a couple of years taking biology classes under the impression I would become a doctor,” Mozolic said. “And I loved it. I began taking psychology classes for fun, and my advisor asked, ‘What do you plan to do in one of these advising sessions?’ And I said, ‘Well, I'm going to med school.’ She said: ‘You don't want to be a doctor, you want to be a neuroscientist.’”
This moment was pivotal. It was the moment she resolved to pursue a graduate degree and Ph.D. at Wake Forest University, driven by curiosity and passion for understanding the human mind. She held an unwavering fondness for biology and psychology, and through her programs at Wake Forest and the support of her advisors and cohort, she successfully amalgamated them into the field of neuroscience.
During Mozolic’s time at Wake Forest, her pedagogical philosophy began to take shape. However, it was the joy she found in guiding students through the intricacies of neuroscience that cemented her ardor for teaching. She recognized that teaching had the potential for transformation and growth, further intensifying her inclination.
“I had the opportunity to TA a class, and I realized that I love teaching, and that was it,” Mozolic said. “Nobody in my graduate program was preparing to be a teacher, and so [I began] looking around—just figuring out who teaches at small colleges and liberal arts schools. Faculty spend a lot of their time teaching and that's what I knew I wanted.”
Her journey eventually led her to the serene campus of Warren Wilson in 2009, a place she stumbled upon unexpectedly.
“There was an article in Mountain X with a picture of Warren Wilson and baby pigs,” Mozolic said. “And that's how I found Warren Wilson.”
Unbeknownst to her then, this chance encounter would lead her to an incredibly unique community and a plethora of opportunities to establish herself as a professional and an educator.
To Mozolic, WWC’s classrooms are not only a place to teach but also a space to create meaningful connections. She believes that teaching is more than just imparting knowledge; it is a collective process in which she works with her students to make learning engaging and valuable.
It is unsurprising to note that one of Mozolic's primary interests lies in relationships outside of the classroom as well as inside.
Over the last ten years, Mozolic and her students have developed a close working relationship with Hinds Feet Farm, an organization dedicated to helping adults with brain injuries. Together, she and her students have researched to delve deeper into the neuroscience of individuals who have suffered significant brain injuries. But this is not where the relationship ends.
“The thing that I think always sticks with me is when the students build these relationships with [Hinds Feet Farm] members,” Mozolic said. “And, in turn, the members always report that they enjoy coming to Warren Wilson because students treat them like human beings and see them for who they are. Students don't judge them for their traumatic injury. That's a testament to Warren Wilson students — that they're open to these folks who might walk, talk or behave differently than the normal adults they would encounter.”
The collaboration with Hinds Feet Farm has provided Mozolic's students with theoretical knowledge and a deeper understanding of brain injury survivors' experiences. They have learned about neuroscience, empathy, compassion and the power of human connection, Mozolic proudly shared.
Moreover, as an educator, Mozolic firmly believes that personalized education is the key to student success.
She guides students who are curious about the world of psychology and neuroscience, providing individualized attention and mentorship to each new student in the psychology department. Through this process, students can explore their interests, skills and goals, leading to projects that showcase their academic capabilities and contribute to the overall knowledge within their field.
“We have 11 or more students [in the psychology department] presenting capstones this semester,” Mozolic shared. “Which is exciting because all of those projects and hard work will be shown off during Capstone Carnival.”
The projects underway are as diverse and vibrant as the students, covering topics ranging from cognitive psychology to behavioral neuroscience. Mozolic anticipates the fruition of months of hard work and dedication, which will be showcased at the end of the year.
Moreover, Mozolic's impact extends beyond the academic realm to the holistic well-being of her students. She acknowledges the importance of mental health, especially among college students. Because of this, she has incorporated this topic into her research and teaching practices by centering a research project around student mental health.
“People at Warren Wilson feel very busy often — like there is not enough time in the world,” Mozolic said. “So, we're running a study this semester. My [cognitive and behavioral neuroscience] class is working on developing the methods. Then we'll be recruiting and trying to understand how we collect data and apply findings to our specific communities, where we know there are maybe specific things that people struggle with — in this case, the scarcity of time.”
Mozolic recognizes that students need not only academic enrichment but also comprehensive support mechanisms that cater to their mental and emotional health.
Mozolic consistently works towards bridging the gap between comprehending mental health challenges and actually addressing them. She hopes to inspire the relationship between the availability of mental health knowledge and its practical application within the Warren Wilson community.
It's one thing to have access to information; it's entirely different to implement strategies that can make a tangible difference.
“We have a lot of information,” Mozolic said. Yet, the challenge lies not in the lack of information but in its application.
“For those who do know the answer, getting that implemented is important and definitely at the forefront of a lot of people's minds,” Mozolic said.
Additionally, Mozolic draws parallels between effective care in mental health and other domains, such as substance abuse treatment. She points to the disconnect between knowledge and practice. Through her insights as a brain researcher, she hopes to see a shift towards evidence-based interventions grounded in research and proven effectiveness. After all, that is her expertise as a researcher and professional.
“There are these principles of effective treatment for substance abuse, for example,” Mozolic said. “And then we see them not implemented. It's not as if we don't know — it's just that we maybe do things the way they've always been done, or there's not enough resources, or we think there's not enough. So we take shortcuts when it would be better in the long run just to do it. [...] And they seem so silly: Get enough sleep. What's the intervention for that? How do we know it works? How do we actually make it work for people? How do we encourage people to do the things that are effective?”
In a world inundated with quick fixes and shortcuts, adopting sustainable practices that promote mental and physical well-being is essential.
As she navigates the complexities of mental health discourse, Mozolic acknowledges her own ongoing journey toward understanding and self-care.
Amidst the complexities, she finds solace in her support system within the college community and beyond and hopes students will seek out sources of comfort in their lives.
“I don't want students to keep trying things that aren't working necessarily, but I think that is a step,” Mozolic said. “It's a learning experience. Each individual has to figure that out for themselves, build the support networks, find the people they want to engage with and find the places that make them happy and productive.”
Mozolic continued: “I do not have it figured out. I don't think there's an endpoint. It's like a journey. But yet, I have a great support system, amazing colleagues, and a very fulfilling job. I have a great family and a beautiful environment to live in, and I am active outside with people I care about. That helps buffer the inevitable.”
Mozolic's journey is a continuous quest for understanding and improving human behavior, underpinned by a commitment to nurturing the next generation of scholars, professionals and compassionate individuals.
Her work exemplifies the powerful relationship between education and personal growth, as well as education's role in fostering intellectual, emotional and societal well-being.