UNH Today

For Leslie Curren, teaching is a way to inspire students to engage deeply with science and develop the critical thinking skills necessary for meaningful contributions to the field. As a senior lecturer at the University of New Hampshire, her teaching draws from rich professional experiences, including extensive fieldwork in the Maasai Mara National Reserve in Kenya.

During her graduate studies, Curren spent 15 months studying spotted hyenas in this renowned savannah ecosystem. Her work involved observing their behavior in the wild and collecting biological samples from anesthetized animals to support broader research. Based out of a tented camp without electricity or plumbing, she experienced firsthand the challenges and rewards of immersive fieldwork. These experiences solidified her passion for animal behavior and shaped her approach to teaching, where she emphasizes the value of hands-on learning and real-world application.

COLSA: What is your current position, and how long have you been in this role?

Leslie Curren: I’m a senior lecturer in UNH’s department of biological sciences. I’ve been at UNH since 2012.

COLSA: What do you do in your role?

Leslie: About two thirds of my work involves teaching, including courses like Animal Behavior, Conservation Behavior, Behavioral Ecology and Introductory Biology. The rest of my role includes serving on committees, co-coordinating the neuroscience and behavior program with the psychology department and working with the Honors College. Advising students is another major part of my work— I love helping guide students through their academic and professional paths.

COLSA: What motivates you to do what you do?

Leslie: I love teaching and working with students, helping them learn skills like writing, public speaking and critical thinking. I aim to prepare students for whatever their next steps may be, whether that involves advanced education or entering the workforce. In each of my classes, I focus on teaching transferable skills like writing, public speaking and analytical thinking, as most students won’t pursue careers directly tied to the specific content of the class. It’s incredibly rewarding to see students develop these skills and watch them grow into confident, capable individuals.

COLSA: What do you like most about your job?

Leslie: My favorite part is working with students one-on-one and seeing their "aha" moments when something clicks. I especially enjoy hearing from alumni who share how skills from my classes have helped them, often in unexpected ways. It’s validating to hear things like, "I never thought I’d need to do this in my career, but I’m so glad I learned it in your class."

COLSA: What led you to a career in teaching and research?

Leslie: I’ve been interested in teaching since I was a child, helping friends with schoolwork. My passion for animal behavior grew in high school after participating in a field research program in the Bahamas. Graduate school solidified my interest when I was a teaching assistant and later got the chance to lead my own courses.

COLSA: Where did you study, and how did that shape your path?

Leslie: I earned my undergraduate degree from Amherst College and my Ph.D. from Michigan State University. Amherst gave me a small college experience, and Michigan State offered the resources of a large institution—both were invaluable.

COLSA: What attracted you to UNH?

Leslie: My husband and I wanted to return to New England, and UNH offered a position where I could teach subjects I’m passionate about, like animal behavior. One of the things I love about UNH is that I only teach courses I’m truly interested in, which is rare in academia. I’ve also been given the freedom to develop my own classes, making this position a great fit for both my personal and professional goals.

COLSA: What are some of your professional goals?

Leslie: My long-term goal is to help shift how we approach grading. I’ve been experimenting with alternative grading systems, which I believe better support student learning by focusing less on earning points and more on mastering skills. Traditional grading systems don’t always align with our teaching goals and can shift focus away from true learning. I’d like to help other faculty feel comfortable trying new methods.

COLSA: Why do you believe your work is important?

Leslie: Science is under threat, and it’s critical to teach students not just scientific content but also how to evaluate information and understand the scientific process. This knowledge is essential for informed decision-making, particularly as they enter the workforce and voting population.

COLSA: What’s the most interesting thing about you?

Leslie: Probably that I lived in the Maasai Mara in Kenya for 15 months during graduate school, studying spotted hyenas. It was a unique experience—I lived in a tented camp without electricity or plumbing and spent long hours observing these incredible animals in their natural habitat.

COLSA: What do you do in your spare time?

Leslie: I spend most of my free time with my two daughters, ages 5 and 9. I also love playing soccer—I’ve been playing since I was four and am still in an adult league. Cooking and baking are other hobbies.

COLSA: Do you have a favorite book?

Leslie: One of my favorites is Prodigal Summer by Barbara Kingsolver. We even named one of our daughters after a character in the book.

COLSA: What’s something you’re proud of achieving?

Leslie: I’m proud of cultivating a good work-life balance and modeling that for my students. It’s something I prioritize and talk about openly, encouraging students to consider it as they plan their own futures. I believe it’s essential to protect time for both personal and professional growth, and I’m proud of demonstrating that it’s possible to have a fulfilling career while maintaining that balance.