‘I want them to be the captains of their own ships’: Michele Ninacs empowers students through real-world communication

Michele Ninacs, Buffalo State associate professor of English, champions student-centered learning through emphasis on choice, time, and feedback-tools she believes are essential for fostering self-confidence and student success.

For more than 30 years, Ninacs has been shaping the academic journeys of Buffalo State students, equipping them with critical thinking and communication skills that allow them to thrive in both their professional and personal lives. She currently oversees the Technical Writing Certificate and has served as both the Director of the College Writing Program and the co-coordinator of the Bachelor of Arts in Writing program.

Ninacs not only provides students with career-focused classroom assignments, but also coordinates the English Department's writing internships, generating further professional and personal growth opportunities. Her student-driven approach complements Buffalo State's diverse program offerings, as writing is an essential skill for all majors.

We invited Ninacs to reflect on her Buffalo State journey and her mission to empower students.

Why did you choose to educate at Buffalo State?
I came [to Buffalo State] to do a second master's in English and began teaching as an adjunct for English education. I wanted to be working someplace where I felt like I was making a difference. With social justice in mind, an institution like Buffalo State can mitigate the lack of opportunities students may have. I believe in Buffalo State's mission; the students here deserve the opportunity to achieve their goals, and I resolve to make a difference for them.

How do the university's Intellectual Foundations, particularly in writing and communication, prepare students for success?
I always tell students, "There is nobody anywhere who is going to turn up their nose to great writing skills." For years, we've been hearing from industry [professionals] that they are desperate to have individuals with strong communication skills, particularly in technical writing. It's not just about writing; it's how you create content and what means you use to disseminate information. The Writing program prepares students to go into careers in any field. Writing offers such a great opportunity and not just for the students who want to write a novel; the classes are good vehicles for individuals to develop their identities-that's what's important to me.

You also oversee the Technical Writing Certificate. How does that certificate cater to the evolving needs of today's industries?
The Technical Writing Certificate prepares students to create content and documents from across all fields and is specifically oriented to occupation and employment. It also prepares students to think about how to take large chunks of information and package it in a way that is easily readable and digestible for a broad range of audiences. When a student graduates and has both credentials with skills in technical and professional writing, it's attractive to an employer.

How do you define a successful student?
Student success means students who are self-actualized and have both the ability and confidence to articulate their ideas and determine their own pathways. I want them to be the captains of their own ships. In all of my classes, I provide a [framework], but give my students choice over content, and encourage them to write something that has meaning and is connected to their own aspirations. I give them time to write in my classes, so that they also have immediate access to my feedback. I don't think you can support students adequately if you don't give them those opportunities; they must have choice, time, and feedback.

What does that success look like?
It's a student who decides to go to graduate school or pursue a Ph.D., or a student who writes their own job description, applies for it, and gets the job as a result of their skills and confidence. It's also the student who sits quietly all semester and finds the courage to get up and talk publicly and share their ideas. I love it when I see a student who starts off not having confidence but they develop that by the end. I want students to build, scaffold, and recognize that nothing pops out of us perfectly. We all work through a process to achieve what we set out to do, whether that be an assignment or a life goal.

How does it feel to work with students across campus, not just English majors?
I love working with students across the campus because it helps me serve the campus better. It's one of the greatest benefits of the Technical Writing Certificate. I am always happy to modify my classes to meet the needs of other departments and programs. The way I teach is very flexible, so not only can I do that-I want to. I make what is happening in class relevant to both their fields and their lives. It's important that we prepare our students to go out into the world and work in a range of contexts.

How do faculty/student relationships influence students' academic journeys and success?
It's so important to memorize students' names, know who they are, and be able to recognize them in your classroom as individuals with their own lives and thoughts, because that's how they feel seen. I make sure the way I structure my class and availability fosters those relationships. It's important to the student who two years later is going to see you somewhere, have something on their mind, and need an outlet. They're going to look at you, remember you, and in their mind, say, "That's a safe person I can share this with. That's a person that will talk to me."

How have your students shaped your teaching approach?
Because I let my students write about whatever they want, they may sometimes have positions that I do not share. Other times, I recognize that they're going down a path on a research paper that they'll have difficulty justifying. I don't tell them they can't write about it; I allow them to find out on their own. They aren't tied to the topic and can change their mind at any time to reflect a change of thought. If you're going to say, "I support you in your self-actualization," you have to accept that a student's self-actualization might take them to another approach, and they may share things with you that you may not be expecting to hear. One of the things that they always teach me is to be flexible in my own thinking and expectations, and to be more open in my own perspective so that I can be open to theirs.

What advice do you have for students about to graduate or those just starting their academic journeys at Buffalo State?
Don't put too much pressure on yourself. It's not about one occasion or one course; it's not about one academic pathway, one career path, or one job either. It's about the journey. We've gotten away from the idea that college is about individuals learning about themselves and their place in the world and learning how to pursue opportunities throughout their lifetime. Students feel such pressure to graduate and get a job and make a lot of money, but students should focus more on developing who they are as human beings.