“Teaching in the Integrated Core is something I look forward to every year,” says Commerce School Professor Christi Lockwood. “It’s really been one of the most rewarding parts of my time at McIntire.”
Lockwood has taught in the Integrated Core since arriving at the School in 2017. While faculty members have different perspectives on where they prefer to teach, she has “strongly preferred to stay in Integrated Core because, simply, it’s just wonderful.”
What makes it such a great experience begins with those who learn from her.
“When students arrive in Integrated Core, they are excited to be here,” Lockwood explains. “They are really academically gifted and deeply engaged with the materials.” That academic strength, combined with a wide diversity of backgrounds and experiences, creates a classroom environment that is both rigorous and alive.
The format also helps. Integrated Core is case based and highly conversational. Lockwood walks into each class with a clear structure in mind, knowing what concepts must be covered and how discussions should build. Still, she never quite knows where the interactions will lead.
“There’s a level of unpredictability and surprise in the conversation because it’s deeply driven by the students,” she says. “I’ll pose guiding questions, but I’m really not sure what answers the students are going to offer. And they’re different every year.”
The open-ended aspect of it all keeps her energized. “There’s an element of dynamism and spontaneity that necessitates that I come into the classroom ready to learn from the students almost as much as hopefully they’re learning from me,” Lockwood says. “I find that incredibly enjoyable.”
Students draw from internships, global experiences, campus leadership, and prior work roles, with their insights reshaping each discussion in real time. For Lockwood, harnessing that richness is one of the most meaningful parts of teaching. “To be able to capitalize on that diversity is just invaluable in the classroom,” she says. “It’s fun and dynamic, and those classroom conversations are really organic.”
But the learning doesn’t stop when class ends. As an Organizational Behavior professor, Lockwood works closely with students navigating team dynamics, often for the first time, on the Integrated Core’s long-term project for real corporate partners. “Students know that we’re there as a resource for them as they navigate the opportunities and challenges of working in a team,” she says.
Office hours frequently evolve into broader conversations. A question about a framework may lead to a discussion about career direction. A team challenge might spark reflection about leadership style. “I have countless good memories of sitting in my office, laughing with students and talking with them as colleagues and fellow thinkers as much as pupils,” Lockwood shares. “It’s really lovely to get to see the human side of students.”
Those relationships strengthen the classroom experience itself. Students who feel supported are more willing to speak candidly and push their thinking. Faculty can tailor guidance in ways that make learning both personal and practical.
“The relationships with students are really the source of joy in a lot of the work here,” Lockwood says. “Seeing students and hearing from former students, that to me is the wellspring.”
In Integrated Core, exceptional students challenge their professors, inspire one another, and create an environment where learning is mutual. It is high energy, relationship driven, and unmistakably McIntire.
