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Adjunct Professor Wendy Morrison, PhD,  teaches economics the way a good economist thinks—by asking the right questions, challenging assumptions, and encouraging learners to develop their own positions. As the 2026 recipient of the Stanley J. Drazek Teaching Excellence Award for the �����鱨վ School of Business, she has earned a reputation for reaching through the computer screen and into learners’ lives.   

From the first week of each course, Morrison emphasizes personal connection. She communicates with each student individually, notes their backgrounds and preferred names, and proactively reaches out to anyone who has gone quiet to ask how she can help. 

"Every student is unique," Morrison said. "I want to understand their individual situations and the demands they face outside of the classroom." 

That attentiveness continues throughout the semester. Morrison publishes weekly informational videos offering tips and reminders—a universally popular resource—and sends class-wide emails breaking down complex concepts into practical, easy-to-digest steps. She also provides personalized progress report emails to students at the crucial midpoint of the term and just before the final week. These touchpoints build trust and encourage learners to engage with confidence. 

Morrison is equally known for her comprehensive feedback. Drawing on a coaching method called “Rock Solid,” she leads with strengths before addressing areas for improvement. Student Miles Bender, who nominated Morrison for the Drazek Award, wrote, “Every assignment came back with thoughtful, constructive comments that showed she had really engaged with my work. She didn’t just correct mistakes; she explained why they mattered and how to improve, which helped me truly master the material.” 

In ECON 430, Money and Banking, Morrison expects students to not only learn the technical aspects of economic frameworks but also demonstrate the ability to think critically about competing philosophies. 

“Because economics comprises diverse schools of thought that shape various policy approaches, I encourage students to learn to think for themselves, rather than to think like the professor,” Morrison said. “My role is to present alternative methodologies, and it is up to them to develop their own informed perspectives.” 

To that end, Morrison poses probing questions and uses discussion assignments to push students toward independent reasoning. The result, she said, is “an interconnected classroom rather than a two-way street between student and teacher.” 

For Bender, having a professor who responded to emailed questions within hours and who connected course content directly to his professional life made him look forward to assignments as opportunities to learn something new. For Morrison, that kind of intellectual enthusiasm is the whole point.  

A W. B. Yeats quote sums up Morrison’s teaching philosophy: “Education is not the filling of a pot but the lighting of a fire.”

“By combining personal connection with active learning, I aim to do more than deliver content,” Morrison said. “I seek to create a spark that will keep my students applying what they have learned in our classroom throughout their lifetime.”